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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Conserving our Environment
|
Soil Conservation: Soil Recovery
|
By the end of the
lesson, the learner
should be able to:
strand Search for the meaning of soil erosion and soil recovery from the internet and write it down. Talk about the causes of soil erosion. Appreciate the the importance of soil. |
Learners to tour the school and neighbourhood, identify eroded sites and discuss their understanding of soil erosion
|
What is soil erosion?
|
Video clips, pictures, charts, photographs, newspapers, soil,
MTP Agriculture Grade 5 page 1- |
Oral question, written tests, questionnaires
|
|
| 1 | 2 |
Conserving our Environment
|
Soil Conservation: Soil Recovery
|
By the end of the
lesson, the learner
should be able to:
strand Select a site in the school compound with bare soil and demonstrate a run off. Discuss the results of the demonstration carried out. Appreciate learning about the cause of soil erosion. |
Learners are guided to;
Select a site in the school compound with bare soil and demonstrate a run off. Discuss the results of the demonstration carried out. |
How can the top soil be lost?
|
Video clips, pictures, charts, photographs, newspapers, soil,
MTP Agriculture Grade 5 page 2-3 MTP Agriculture Grade 5 page 3-4 MTP Agriculture Grade 5 page 4-5 Video clips, pictures, charts, photographs, newspapers, soil, containers MTP Agriculture Grade 5 page 6-8 |
Oral question, written tests, questionnaires
|
|
| 1 | 3 |
Conserving our Environment
|
Soil Conservation: Soil Recovery
|
By the end of the
lesson, the learner
should be able to:
strand State the importance of recovered soil. Take photographs of the crops you have grown using the recovered soil. Appreciate the importance of recovered soil from erosion deposition sites |
In groups, learners to brainstorm the importance of recovered soil
|
Why do we conserve soil from erosion?
|
Video clips, pictures, charts, photographs, newspapers, soil, MTP Agriculture Grade 5 page 6-8
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 6-7 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 6-8 |
Oral questions, written tests, questionnaires
|
|
| 1 | 4 |
Conserving our Environment
|
Soil Conservation: Soil Improvement
|
By the end of the
lesson, the learner
should be able to:
strand Discuss ways of improving soil in sites that have poor soil for crop growth. Walk around your school environment and identify various sites with poor soils. Appreciate soil improvement in areas with poor soil. |
Learners to discuss and identify sites in the school and community that have poor soil for crop growth
|
How do we improve poor soil?
|
Video clips, pictures, charts, photographs, newspapers MTP Agriculture Grade 5 page 6-8
Video clips, pictures, charts, photographs, newspapers, organic materials, MTP Agriculture Grade 5 page 9-12 |
Oral question, written tests, questionnaires
|
|
| 1 | 5 |
Conserving our Environment
|
Soil Conservation: Soil Improvement
Water conservation Water conservation Water conservation |
By the end of the
lesson, the learner
should be able to:
strand Discuss how to use the organic manure from the organic waste pit. Plant crop in a residual pit and observe how they grow. Appreciate soil improvement from accumulated organic wastes |
Learners to plant crop in a residual pit to observe and appreciate soil improvement from accumulated organic wastes
|
How can we improve the soil using crop remains?
|
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 13-15
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 16 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 17-20 |
Oral question, written tests, questionnaires, observation schedule, checklist
|
|
| 2 | 1 |
Conserving our Environment
|
Water conservation
|
By the end of the
lesson, the learner
should be able to:
strand Watch a video clip on conserving water in farming Share experiences on how water is conserved during farming activities in your locality. Appreciate conserving water in farming activities. |
In pairs, learners to brainstorm or share experiences on conserving water in farming activities
|
Which farming activities help conserve water in the soil?
|
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 17-20
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 22-23 |
Oral question, written tests, questionnaires
|
|
| 2 | 2 |
Conserving our Environment
|
Water conservation
Living better with wild animal Living better with wild animal Living better with wild animal |
By the end of the
lesson, the learner
should be able to:
strand Discuss with your parents or guardians how to conserve water in the soil while growing crops. Collaborate with their parents and guardians to practice shading, mulching and cover cropping for water conservation Appreciate the importance of conserving water in farming practices. |
Learners to collaborate with their parents and guardians to practice shading, mulching and cover cropping for water conservation
|
What is cover cropping?
|
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 23
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 25-26 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 26-28 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 26-28 |
Oral question, written tests, questionnaires
|
|
| 2 | 3 |
Conserving our Environment
|
Living better with wild animal
Growing Fruits (Climbers): Planting materials |
By the end of the
lesson, the learner
should be able to:
strand Watch video on how to safely handle animals to avoid dangers of contracting animal diseases and injuries. Discuss the lessons you have learnt from the video clip. Appreciate how to handle small wild animals safely. |
Learners to watch video on how to safely handle animals to avoid dangers of contracting animal diseases and injuries (physical injuries form animals and avoid diseases such as rabies from animal bites)
|
How can we handle small wild animals safely?
|
Video clips, pictures, charts, photographs, newspapers, documentaries,
MTP Agriculture Grade 5 page 30 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 31-32 |
Oral question, written tests, questionnaires, observation schedules
|
|
| 2 | 4 |
Conserving our Environment
|
Growing Fruits (Climbers): Planting materials
|
By the end of the
lesson, the learner
should be able to:
strand Identify suitable planting materials for establishing climbing fruits. Write down suitable planting materials for climbing fruits. Appreciate suitable planning materials for climbing fruits. |
Learners to discuss suitable planting materials for climbing fruits such as passion fruits, berries, kiwi and grapes
|
What are the planting materials for climbing fruit plants?
|
Video clips, pictures, charts, photographs, newspapers,
MTP Agriculture Grade 5 page 32-33 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 32-33 Video clips, pictures, charts, photographs, newspapers, journals, MTP Agriculture Grade 5 page 34 |
Oral question, written tests, questionnaires
|
|
| 2 | 5 |
Conserving our Environment
|
Growing Fruits (Climbers): Planting
|
By the end of the
lesson, the learner
should be able to:
strand Discuss how to prepare planting materials for establishing climbing fruits. Prepare planting materials for establishing climbing fruits in the school or at home. Enjoy preparing suitable planting materials for establishing climbing fruits |
In groups, learners to prepare suitable planting materials for climbing fruit plants such as to various varieties of passion fruits, grapes, kiwi and berries
|
What are the planting materials for climbing fruit plants?
|
Video clips, pictures, charts, photographs, newspapers, planning materials, MTP Agriculture Grade 5 page 34
Video clips, pictures, charts, photographs, newspapers, planning materials, MTP Agriculture Grade 5 page 34 MTP Agriculture Grade 5 page 34-36 MTP Agriculture Grade 5 page 36-38 |
Oral question, written tests, questionnaires
|
|
| 3 | 1 |
Conserving our Environment
|
Growing Fruits (Climbers): Care for young climbing fruit plants
Growing Fruits (Climbers): Caring for young climbing fruit plants Growing Fruits (Climbers): Caring for young climbing fruit plants |
By the end of the
lesson, the learner
should be able to:
strand Discuss ways of taking care for young climbing fruit plants. Write down the activities carried out when caring for young climbing fruit plants. Appreciate ways of taking care for young climbing fruit plants. |
In groups, learners are guided to discuss ways of taking care for young climbing fruit plants.
|
How do we take care of young climbing fruit plants?
|
Video clips, pictures, charts, photographs, newspapers, planning materials,
MTP Agriculture Grade 5 page 38-40 Video clips, pictures, charts, photographs, newspapers, planning materials Video clips, pictures, charts, photographs, newspapers |
Oral question, written tests, questionnaires
|
|
| 3 | 2 |
Conserving our Environment
|
Growing Fruits (Climbers): Caring for young climbing fruit plants
|
By the end of the
lesson, the learner
should be able to:
strand Identify materials to use in making protective structures around the young fruit plants Make a protective structure around the young fruit plants Appreciate using soil from erosion deposition for farming purposes. |
Learners are guided to identify materials to use in making protective structures around the young fruit plants.
In groups, make protective structure around the young fruit plants to protect it from damage by animals |
How do you make a protective structure around young fruit plants?
|
MTP Agriculture Grade 5 page 38-40
Video clips, pictures, charts, photographs, newspapers Video clips, pictures, charts, photographs, newspapers, poles, wires |
Oral question, written tests, questionnaires, checklist
|
|
| 3 | 3 |
Conserving our Environment
|
Growing Fruits (Climbers): Caring for young climbing fruit plants
Growing Fruits (Climbers) Conservation project: Managing climbing fruit plants |
By the end of the
lesson, the learner
should be able to:
strand Identify why weeds are removed from the climbing fruit plants garden Remove weeds from the fruits garden whenever they germinate Appreciate protecting the fruit plants from weeds |
Learner to identify why weeds are removed from the
Individually, in pairs or in groups, remove weeds from the fruits garden whenever they germinate. |
What is weeding?
|
MTP Agriculture Grade 5 page 38-40 Video clips, pictures, charts, photographs, newspapers
MTP Agriculture Grade 5 page 40 Video clips, pictures, charts, photographs, newspapers MTP Agriculture Grade 5 page. 41 Video clips, pictures, charts, photographs, newspapers, organic materials |
Oral question, written tests, questionnaires
|
|
| 3 | 4 |
Conserving our Environment
|
Conservation project: Managing climbing fruit plants
Conservation project: Right stage for harvesting fruits |
By the end of the
lesson, the learner
should be able to:
strand Discuss and list all project activities to carry out when managing climbing fruit plants Approximate and write down the number of times the activities you have listed will be done Appreciate managing climbing fruit plants |
Individually, in pairs or in groups, learners are guided to discuss and list all project activities to carry out when managing climbing fruit plants
Learners to approximate the number of times the activities you have listed will be done |
Which activities do you carry out until the fruits are ready for harvesting?
|
MTP Agriculture Grade 5 page 41-42
Video clips, pictures, charts, photographs newspapers, MTP Agriculture Grade 5 page 42 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 43-44 |
Oral question, written tests, questionnaires, observation schedule, checklist
|
|
| 3 | 5 |
Conserving our Environment
|
Conservation project: Right stage for harvesting fruits
Conservation project: Harvesting fruits Conservation project: Harvesting fruits Conservation project: Importance of fruits |
By the end of the
lesson, the learner
should be able to:
strand Identify ripe and unripe fruits from pictures or digital devices Match unripe fruits to the correct ripe fruits using pictures or digital games Appreciate the use of digital devices to learn how to identify ripe and unripe fruits |
Individually, in pairs or in groups, learners are guided to identify ripe and unripe fruits using digital devices.
Learner to match unripe fruits to the correct ripe fruits using pictures or digital games |
How do you identify unripe fruits?
|
MTP Agriculture Grade 5 page 43-44
Video clips, pictures, charts, photographs, newspapers MTP Agriculture Grade 5 page 45 Video clips, pictures, charts, photographs, newspapers Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 45-46 |
Oral question, written tests, questionnaires
|
|
| 4 | 1 |
Conserving our Environment
Domestic animals Domestic animals |
Conservation project: Importance of fruits
Uses of domestic animals Uses of domestic animals |
By the end of the
lesson, the learner
should be able to:
strand Explain how fruits are prepared for consumption Wash and eat some of the fruits you harvested Enjoy eating some of the fruits harvested to boost the morale |
Individually, in pairs or in groups, learners are guided to Discuss how fruits are prepared for consumption
Wash and eat some of the fruits you harvested |
How do you prepare fruits for consumption?
|
MTP Agriculture Grade 5 page 45-46
Video clips, pictures, charts, photographs, newspapers MTP Agriculture Grade 5 page 47-49 Video clips, pictures, charts, photographs, newspapers MTP Agriculture Grade 5 page 47-49 Video clips, pictures, charts, photographs, newspapers, |
Oral question, written tests, questionnaires
|
|
| 4 | 2 |
Domestic animals
|
Uses of domestic animals
Animal welfare Animal welfare Animal welfare |
By the end of the
lesson, the learner
should be able to:
strand Identify the uses of domestic animals Relate domestic animals to their uses Appreciate domestic animals to their uses |
Individually, in pairs or in groups, learners are guided to watch video on the uses off domestic animals
Learner to relate domestic animals to their uses |
How is a donkey used at home?
|
MTP Agriculture Grade 5 page 49-52
Video clips, pictures, charts, photographs, newspapers, documentaries MTP Agriculture Grade 5 page 52 Video clips, pictures, charts, photographs, newspapers MTP Agriculture Grade 5 page 53-54 |
Oral question, written tests, questionnaires, observation schedules
|
|
| 4 | 3 |
Domestic animals
Gardening Practices Gardening Practices |
Animal welfare
Indigenous food crops Indigenous food crops |
By the end of the
lesson, the learner
should be able to:
strand Identify and name the domestic animals that are not found in your locality using video clips Read and share a story related to cultural values attached to some of the domestic animals in your community Appreciate taking care of domestic animals at home. |
Individually, in pairs or in groups, learners to identify and name the domestic animals that are not found in your locality using video clips
Learner to read and share a story related to cultural values attached to some of the domestic animals in your community |
Why should we take care of domestic animals?
|
MTP Agriculture Grade 5 page 54
Video clips, pictures, charts, photographs, newspapers MTP Agriculture Grade 5 page 56-57 MTP Agriculture Grade 5 page 58-59 Video clips, pictures, charts, photographs, newspapers |
Oral question, written tests, questionnaires
|
|
| 4 | 4 |
Gardening Practices
|
Indigenous food crops
|
By the end of the
lesson, the learner
should be able to:
strand Identify the importance of indigenous food crops from the conversation between peter and Jane. Role-play this conversation between Peter and Jane. Appreciate the importance of indigenous food crops. |
Individually, in pairs or in groups, learners are guided to identify the importance of indigenous food crops from the conversation between peter and Jane.
|
What is the importance of indigenous food crops?
|
MTP Agriculture Grade 5 page 60-61
Video clips, pictures, charts, photographs, newspapers MTP Agriculture Grade 5 page 61-62 MTP Agriculture Grade 5 page 62-63 Video clips, pictures, charts, photographs |
Oral question, written tests, questionnaires, checklist
|
|
| 4 | 5 |
Gardening Practices
|
Indigenous food crops
Vegetable gardening practices Vegetable gardening practices Vegetable gardening practices |
By the end of the
lesson, the learner
should be able to:
strand Mount the preserved parts of indigenous food crops. Name and label each crop and display your work in the agricultural corner. Appreciate the need to grow more indigenous food crops in the country. |
Individually, in pairs or in groups, learners are guided to mount the preserved parts of indigenous food crops.
Learner to name and label each crop and display your work in the agricultural corner. |
What are the benefits of indigenous food crops?
|
MTP Agriculture Grade 5 page 63-64
Video clips, pictures, charts, photographs, newspapers MTP Agriculture Grade 5 page 66-67 MTP Agriculture Grade 5 page 67-70 Video clips, pictures, charts, photographs, newspapers MTP Agriculture Grade 5 page. 70-71 Video clips, pictures, charts, photographs, newspapers, organic materials |
Oral questions, written tests, questionnaires, observation schedule
|
|
| 5 | 1 |
Gardening Practices
|
Indigenous food crops
Vegetable gardening practices Vegetable gardening practices |
By the end of the
lesson, the learner
should be able to:
able to: List practices that should be carried out when caring for vegetable seedlings in the nursery bed. Take care of the vegetable seedlings that you sowed in the seedbed. Appreciate taking care for vegetable seedlings in the nursery bed. |
Individually, in pairs or in groups, learners are guided to List practices that should be carried out when caring for vegetable seedlings in the nursery bed.
Take care of the vegetable seedlings that you sowed in the seedbed. |
How do you take care of seedlings on a nursery bed?
|
Video clips, pictures, charts, photographs, newspapers, planning materials,
MTP Agriculture Grade 5 page 56-57 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 72-73 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 73 |
Oral question, written tests, questionnaires
|
|
| 5 | 2 |
Gardening Practices
|
Vegetable gardening practices
|
By the end of the
lesson, the learner
should be able to:
strand Discuss the steps followed during transplanting vegetable seedlings Transplant the vegetable seedlings from the nursery bed to the seedbed you prepared. Have fun transplanting vegetable seedlings from the nursery bed to the seedbed |
Individually, in pairs or in groups, learners are guided to transplant the vegetable seedlings from the nursery bed to the seedbed you prepared.
|
How are vegetable seedlings prepared for transplanting?
|
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 74-75
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 76 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 77-78 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 79-80 |
Oral question, written tests, questionnaires
|
|
| 5 | 3 |
Gardening Practices
|
Vegetable gardening practices
Innovative gardening |
By the end of the
lesson, the learner
should be able to:
strand Identify vegetables suitable for harvesting. Harvest ready vegetables and sell surplus to the community. Appreciate harvesting vegetables at the right stage. |
Individually, in pairs or in groups, learners are guided to identify vegetables suitable for harvesting.
Harvest ready vegetables and sell surplus to the community |
How do you identify vegetable suitable for harvesting?
|
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 81-83
Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 84-85 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 88 |
Oral question, written tests, questionnaires
|
|
| 5 | 4 |
Gardening Practices
|
Innovative gardening
|
By the end of the
lesson, the learner
should be able to:
strand Discuss various ways in which innovative gardens can be prepared. Locate innovative gardens within the school. Appreciate the use of innovative gardens. |
Individually, in pairs or in groups, learners are guided to discuss various ways in which innovative gardens can be prepared.
Locate innovative gardens within the school. |
What can we use to support innovative gardens?
|
Video clips, pictures, charts, photographs, newspapers,
MTP Agriculture Grade 5 page 89-91 Video clips, pictures, charts, photographs, newspapers, documentaries, MTP Agriculture Grade 5 page 49-52 MTP Agriculture Grade 5 page 91-92 |
Oral question, written tests, questionnaires, observation schedules
|
|
| 5 | 5 |
Gardening Practices
Conserving our environment |
Innovative gardening
Soil erosion control; Meaning of soil erosion in the environment |
By the end of the
lesson, the learner
should be able to:
strand Discuss the importance of innovative gardening. Search for video clips on innovative gardening and watch them. Appreciate the importance of innovative gardening.. |
Individually, in pairs or in groups, learners to discuss the importance of innovative gardening.
Search for video clips on innovative gardening and watch them. |
Why is innovative gardening important?
|
Video clips, pictures, charts, photographs, newspapers,
MTP Agriculture Grade 5 page 93-94 MTP Agriculture Grade 5 page 94-96 Video clips, pictures, charts, photographs, newspapers, MTP Agriculture Grade 5 page 97-98 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 1-2 Video clips Realia Pictures Charts Realia Computing devices Digital devices |
Oral question, written tests, questionnaires
|
|
| 6 | 1 |
Conserving our environment
|
Identifying types of soil erosion in the environment
Demonstrate splash and sheet erosion Demonstrate rill and gulley erosion |
By the end of the
lesson, the learner
should be able to:
Identify types of soil erosion in the environment. Take a tour around the school compound or neighborhood and use digital devices to take pictures of the identified eroded sites. Have fun and enjoy taking a tour around the school compound and neighborhood. |
Learners are guided to identify types of soil erosion in the environment.
In groups, learners are guided to take a tour around the school compound or neighborhood and use digital devices to take pictures of the identified eroded sites. |
Which are the four main types of soil erosion?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 3
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 4-5 Water Soil samples StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 5-6 Shovel |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Conserving our environment
|
How to control splash and sheet erosion
Controlling soil erosion within the school or community Water conservation; Types of seedbeds Identify types of seedbeds that conserve soil moisture |
By the end of the
lesson, the learner
should be able to:
Brainstorm how to control splash and sheet erosion. Discuss how rill and gulley erosion can be controlled in the school environment or neighborhood. Appreciate the activities that help to control soil erosion. |
In groups, learners are guided to brainstorm how to control splash and sheet erosion.
In groups, learners are guided to discuss how rill and gulley erosion can be controlled in the school environment or neighborhood. |
Why is it important to cover the soil with grass or leaves?
How can you help the community to control soil erosion?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 6-7
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 7-9 Seedlings Jerricans Slashers Jembes StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 10-11 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 12-13 Gloves Gumboots Rakes |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Conserving our environment
|
Importance of conserving soil moisture
Living better with wild animals; Deterrents for wild animals Establish deterrents to keep off wild animals |
By the end of the
lesson, the learner
should be able to:
State the importance of conserving soil moisture. Compose songs, poems or verses on methods of soil moisture conservation. Appreciate the importance of conserving soil moisture. |
Learners are guided to state the importance of conserving soil moisture.
In groups, learners are guided to compose songs, poems or verses on methods of soil moisture conservation. In groups, learners are guided to visit a nearby farm to observe methods that conserve moisture and take photographs showing how soil moisture can be conserved in farming. |
What are the benefits of conserving moisture in the soil?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 13-14
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 15-16 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 16-20 |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Conserving our environment
|
Making presentations
Establishing deterrents Innovative sound device |
By the end of the
lesson, the learner
should be able to:
Compile photographs and pictures of deterrents that keep wild animals from destroying crops and harming domestic animals. Make a presentation using projector or display the printed photographs. Have fun and enjoy making a presentation. |
Learners are guided to compile photographs and pictures of deterrents that keep wild animals from destroying crops and harming domestic animals.
Learners are guided to make a presentation using projector or display the printed photographs. |
How to make a presentation about deterrents?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 20-21
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 21 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 22 Metallic tins Pieces of wire Metallic rods/old spoons |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Conserving our environment
|
Scarecrow
Barbed wire fence Thorny fence A safe trap |
By the end of the
lesson, the learner
should be able to:
Outline the steps to follow when constructing a scarecrow. Construct a scarecrow using sticks and old metallic tins. Have fun and enjoy constructing a scarecrow. |
Learners are guided to list the materials needed to construct a scarecrow.
Learners are guided to outline the steps to follow when constructing a scarecrow. In groups, learners are guided to construct a scarecrow using sticks and old metallic tins. |
How is a scarecrow constructed?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 22-23
Tins Sticks Wires Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 23-24 Barbed wire Posts Nails StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 24-25 Seedlings Jembes Water StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 25-26 Charts |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Conserving our environment
|
Applying manure on the creeping crops
Weeding Growing creeping crops in the community |
By the end of the
lesson, the learner
should be able to:
Give reasons for applying manure on the creeping crops. Apply manure on the creeping crops. Appreciate the importance of applying manure on the creeping crops. |
Learners are guided to give reasons for applying manure on the creeping crops.
In groups, learners are guided to apply manure on the creeping crops. |
Why should we apply manure on creeping crops?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 33-34
Manure Shovels Empty sacks/old buckets/wheelbarrows Video clips Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 34 Jembes Pictures Charts StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 35-36 Seeds Water Organic manure |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Conserving our environment
|
Conserving project: Managing creeping crops
Caring for creeping crops Field excursion The right stage for harvesting creeping crops |
By the end of the
lesson, the learner
should be able to:
State the importance of creeping crops. Recite a poem on the importance of creeping crops. Appreciate the importance of creeping crops. |
Learners are guided to state the importance of creeping crops.
In groups, learners are guided to recite a poem on the importance of creeping crops |
Why are creeping crops important?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 37
Video clips Realia Pictures Computing devices Digital devices Charts StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 38 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 39 |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Conserving our environment
Domestic Animals |
Harvesting creeping crops appropriately
Small domestic animals reared in Kenya |
By the end of the
lesson, the learner
should be able to:
State safety precautions to take when harvesting creeping crops appropriately. Harvest creeping crops appropriately. Have fun and enjoy harvesting creeping crops. |
Learners are guided to state safety precautions to take when harvesting creeping crops appropriately.
In groups, learners are guided to harvest creeping crops appropriately |
How do you harvest creeping crops?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 40
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 42-43 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 44 |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Domestic Animals
|
Small domestic animals reared in Kenya
Small domestic animals reared by communities in Kenya Routine practices in rearing of domestic animals in Kenya |
By the end of the
lesson, the learner
should be able to:
Identify the small domestic animals in magazines, books or charts and discuss why they are reared. Play the puzzle game on learner's book. Search for names of small domestic animals. Appreciate small domestic animals reared in Kenya. |
Learners are guided to identify the small domestic animals in magazines, books or charts and discuss why they are reared.
Learners are guided to play the puzzle game on learner's book. Search for names of small domestic animals |
What are some of the domestic animals that are found in your community?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 44-45
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 46-47 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 47-48 |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Domestic Animals
|
Routine practices in rearing small domestic animals
Importance of small domestic animals in Kenya Demonstrate how to handle small domestic animals Viewing stimulus materials on behavior of small domestic animals |
By the end of the
lesson, the learner
should be able to:
Discuss the routine practices in rearing small domestic animals. Demonstrate some of the routine practices in rearing small domestic animals. Appreciate the importance of routine practices in rearing small domestic animals. |
In groups, learners are guided to discuss the routine practices in rearing small domestic animals.
Learners are guided to demonstrate some of the routine practices in rearing small domestic animals |
Why is the routine practice important?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 48-49
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 49-50 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 50-51 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 51-52 |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Domestic Animals
|
Sharing experiences on the behavior of small domestic animals
Visiting a farm to learn safe handling of small domestic animals Agriculture show |
By the end of the
lesson, the learner
should be able to:
Identify how small domestic animals behave when you mimic their sounds, rub their fur, groom them and feed them. Share experiences on the behavior of small domestic animals. Have fun and enjoy sharing experiences on the behavior of small domestic animals. |
Learners are guided to identify how small domestic animals behave when you mimic their sounds, rub their fur, groom them and feed them.
In groups, learners are guided to share experiences on the behavior of small domestic animals |
How do small domestic animals behave?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 52-53
Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 53-54 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 54-55 Charts |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Gardening practices
|
Organic gardening of legumes
Finding information on organic gardening practices Storing acquired information |
By the end of the
lesson, the learner
should be able to:
Identify gardening practices for vegetables. Watch a video about gardening practices for vegetables. Appreciate the importance of growing vegetables for nutrition and food security |
Learners are guided to identify gardening practices for vegetables.
In groups, learners are guided to watch a video about gardening practices for vegetables |
Why should we grow vegetables?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 56
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 58-59 |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Gardening practices
|
Establishing a legume crop
Preparing a site to establish a legume crop Preparing a container seedbed for legume crops |
By the end of the
lesson, the learner
should be able to:
Define a legume crop. Use digital devices to watch a video clip on how to prepare a site and sow legume crops. Discuss the steps of sowing legumes using organic manure. Have fun and enjoy using digital devices to watch various legumes crops. |
Learners are guided to define a legume crop.
In groups, learners are guided to use digital devices to watch a video clip on how to prepare a site and sow legume crops In groups, learners are guided to discuss the steps of sowing legumes using organic manure. |
How do you sow legume seeds using organic manure?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 59
Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 60 Charts StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 60-61 |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Gardening practices
|
Caring for legume crops
Visiting an organic farm or institution in the locality Appropriate stage for harvesting legume crops |
By the end of the
lesson, the learner
should be able to:
Outline the gardening practices when caring for the legume crops. Practise watering of the legume crops. Appreciate the importance of caring for legume crops. |
Learners are guided to outline the gardening practices when caring for the legume crops
In pairs, learners are guided to practise watering of the legume crops |
Why is it important to water crops after planting?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 61-63
Video clips Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 63 Realia Charts Realia StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 64-65 |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Gardening practices
|
Harvesting legumes
Importance of organically grown legumes Identifying ornamental gardens Importance of ornamental gardening |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of harvesting. Discuss the picture on learner's book. Visit a farm and observe how the farmers are harvesting legumes. Have fun and enjoy visiting a farm. |
Learners are guided to explain the meaning of harvesting.
In groups, learners are guided to discuss the picture on learner's book. In groups, learners are guided to visit a farm and observe how the farmers are harvesting legumes. |
What can you do when harvesting legumes to avoid wastage?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 65-66
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 66-67 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 69-70 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 71-72 |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Gardening practices
|
Ornamental cropping designs
Appropriate crops for ornamental gardening Information on ornamental gardening |
By the end of the
lesson, the learner
should be able to:
Discuss the patterns of ornamental gardens on the pictures on learner's book. Using digital devices, watch a video clip about ornamental cropping designs. Appreciate ornamental cropping designs. |
In groups, learners are guided to discuss the patterns of ornamental gardens on the pictures on learner's book.
Learners are guided to Using digital devices, watch a video clip about ornamental cropping designs |
Which type of ornamental cropping design do you?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 72-74
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 74-75 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 75-76 |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Gardening practices
|
Sharing information on ornamental gardening
Designing and drafting drawings on ornamental cropping patterns Growing ornamental plants Growing an ornamental plant using soilless medium in the school |
By the end of the
lesson, the learner
should be able to:
Read the information by Grade 6 learners in Kilimo Primary School on learner's book. Share names and photographs of ornamental crops. Appreciate the importance of ornamental gardening. |
Learners are guided to read the information by Grade 6 learners in Kilimo Primary School on learner's book
In pairs, learners to share names and photographs of ornamental crops |
Which pattern of ornamental garden do you know?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 76
Video clips Realia Pictures Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 77 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 77-78 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 78-79 Charts |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Gardening practices
|
Moisture bed gardening; Use of moisture beds for water conservation
Sharing experiences on how moisture beds are used to grow crops Preparing a moisture bed |
By the end of the
lesson, the learner
should be able to:
Define moisture beds. Discuss how moisture beds conserve water. Observe pictures or photographs of moisture beds Appreciate the use of moisture beds for water conservation. |
Learners are guided to define moisture beds
In groups, learners are guided to discuss how moisture beds conserve water. In groups, learners are guided to observe pictures or photographs of moisture beds |
What are moisture beds?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 80
Video clips Realia Pictures Charts Realia Computing devices Digital devices StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 81 StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 82-83 |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Gardening practices
Conserving Agricultural Environmental Conserving Agricultural Environmental |
Establishing a crop on a moisture bed for water conservation
Soil pollution control; Causes of soil pollution Soil pollution control; Excursion |
By the end of the
lesson, the learner
should be able to:
Discuss the picture on learner's book. Identify the seeds to plant in the moisture beds. Plant the seedlings on your moisture beds. Appreciate the importance of moisture bed |
In pairs, learners are guided to discuss the picture on learner's book.
Learners are guided to identify the seeds to plant in the moisture beds. Learners are guided to plant the seedlings on your moisture beds |
How do moisture beds conserve water?
|
StoryMoja; Know More; Agriculture Learner's Book Grade 6 pg. 83-84
Video clips Realia Pictures Computing devices Digital devices Spark; StoryMoja, Agriculture Learner |
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Conserving Agricultural Environmental
|
Soil pollution control
Controlling soil pollution Promoting safe farming practices Assessment |
By the end of the
lesson, the learner
should be able to:
Use digital devices and watch videos on the causes of soil pollution. Discuss the causes of soil pollution. Enjoy using digital devices such as, laptops, computers. |
Learners are guided to use digital devices, search for videos on the causes of soil pollution and watch appropriate videos.
In groups, learners are guided to discuss the causes of soil pollution they have observed in the video and take summary notes. |
What are the causes of soil pollution?
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Conserving Agricultural Environmental
|
Water conservation measures; Water conservation in farming
Conserving surface runoff Constructing water retention structures; Water retention ditch |
By the end of the
lesson, the learner
should be able to:
Identify types of water conservation methods. Discuss the importance of water conservation in farming. Appreciate the importance of water conservation in farming |
In pairs, learners to identify types of water conservation methods that can be applied to control a swampy area.
In pairs, learners to discuss the importance of water conservation in farming. |
Why is it important to conserve water in farming?
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Conserving Agricultural Environmental
|
Constructing water retention structures; Retention pits
Constructing water retention structures; Earth basin Minimum tillage practices Practising minimum tillage practices |
By the end of the
lesson, the learner
should be able to:
Identify a site in their environment that they can construct a retention pits Outline the procedure of constructing a retention pits Construct a retention pits. Have fun and enjoy constructing retention pits |
In groups, learners are guided to identify a site in their environment that they can construct a retention pit
In groups, learners are guided to outline the procedure of constructing a retention pit. In groups, learners are guided to construct a retention pit. |
What is a retention pit?
How do you construct a retention pit?
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Conserving Agricultural Environmental
|
Excursion
Assessment Meaning of agroforestry |
By the end of the
lesson, the learner
should be able to:
Visit farms in the local environment. Name water conservation practices that farmers apply to conserve water. Discuss the challenges of conserving water. Have fun and enjoy the excursion. |
As a class, leaners are guided to visit farms in the local environment.
Learners to name water conservation practices that farmers apply to conserve water. In groups, learners to discuss the challenges of conserving water |
Which minimum tillage is common in their area?
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Conserving Agricultural Environmental
|
Importance of agroforestry
Uses of agroforestry trees; Excursion Characteristics of good agroforestry trees |
By the end of the
lesson, the learner
should be able to:
Use digital devices connected to the internet, watch videos on the importance of agroforestry. Discuss the importance of agroforestry. Appreciate the importance of agroforestry. |
In groups, learners are guided to use digital devices (such as computer, laptop, tablet or smartphone) connected to the internet, watch videos on the importance of agroforestry.
In groups, learners are guided to discuss the importance of agroforestry. |
What are the importance
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Conserving Agricultural Environmental
Crop production |
Choosing appropriate agroforestry trees for conserving the environment
Establishing agroforestry trees Assessment Crop establishment; Categorizing planting materials |
By the end of the
lesson, the learner
should be able to:
Explore the school environment and identify the environmental issues present. Collect the planting materials and establish them. Enjoy exploring the school environment. |
As a class, learners are guided to explore the school environment and identify the environmental issues present. Based on the characteristics of good agroforestry trees.
In groups, learners to collect the planting materials and establish them. |
What are examples of agroforestry trees?
|
Spark; StoryMoja, Agriculture
Learner Learner's Book Grade 7 pg. 33-35 Video clips Realia Pictures Digital devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Crop production
|
Analysing and selecting suitable planting materials
Discuss methods of planting various crop materials; Dibbling Discuss methods of planting various crop materials; |
By the end of the
lesson, the learner
should be able to:
Gather the planting materials they collected. Analyse the materials and select the ones that are of good quality. Enjoy analysing and selecting suitable planting materials. |
Learners are guided to gather the planting materials they collected
In groups, learners analyse the materials and select the ones that are of good quality |
Which kind of plants have you collected?
|
Spark; StoryMoja, Agriculture
Learner's Book Grade 7 pg. 35-36 Video clips Realia Pictures Digital devices Learner's Book Grade 7 pg. 36-37 Computing devices. Learner's Book Grade 7 pg. 37 |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Crop production
|
Discuss methods of planting various crop materials; Drilling
Discuss methods of planting various crop materials; Broadcasting Predicting the appropriate time of planting Determining the appropriate time of planting different types of propagation materials |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of drilling. Discuss the importance of drilling. Use drill method when planting. Appreciate the importance of drilling. |
In pairs, learners to explain the meaning of drilling.
In groups, learners to discuss the importance of drilling. Learners to use drill method when planting. |
What is drilling?
What is the importance of drilling?
|
Spark; StoryMoja, Agriculture
Learner's Book Grade 7 pg. 37 Video clips Realia Pictures Digital devices Computing devices. Learner's Book Grade 7 pg. 38 Assessment books Learner's Book Grade 7 pg. 39 Learner's Book Grade 7 pg. 39-40 |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Crop production
|
Establishing crops
Assessment Crop management |
By the end of the
lesson, the learner
should be able to:
Identify the materials used for establishing crops. Establish crops by watering, constructing shades or fencing. Have fun and enjoy establishing crops. |
In groups, learners are guided to identify the materials used for establishing crops.
In groups, learners are guided to establish crops by watering, constructing shades or fencing. |
Which crops have you established?
|
Spark; StoryMoja, Agriculture
Learner's Book Grade 7 pg. 40-41 Video clips Pictures Digital devices Computing devices. Learner's Book Grade 7 pg. 41-42 Assessment books Learner's Book Grade 7 pg. 43-44 Realia |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Crop production
|
Differentiating between a weed and a crop
Carrying out crop management practices Carrying out crop management practices |
By the end of the
lesson, the learner
should be able to:
Define a weed. Identify the weeds and crops in 's book. Differentiate between a weed and a crop. Always put on protective gear such as gloves when handling weeds. |
In groups, learners to define a weed.
In groups, learners to identify the weeds and crops in the learner's book. In groups, learners to differentiate between a weed and a crop. |
What is the difference between a weed and a crop?
|
Spark; StoryMoja, Agriculture
Learner's Book Grade 7 pg. 44-46 Video clips Pictures Digital devices Computing devices. Learner's Book Grade 7 pg. 46-48 Realia Learner's Book Grade 7 pg. 48-49 |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Crop production
Animal Production Animal Production Animal Production |
Assessment
Animal handling Examining forms of animals handling Discussing and analyzing inhumane treatment of animals |
By the end of the
lesson, the learner
should be able to:
Answer topical questions correctly. |
Learners are guided to answer topical questions correctly
|
|
Spark; StoryMoja, Agriculture
Learner's Book Grade 7 pg. 49-50 Assessment books Digital devices Learner's Book Grade 7 pg. 51 Video clips Realia Pictures Computing devices. Learner's Book Grade 7 pg. 52-53 Learner's Book Grade 7 pg. 53-54 |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Animal Production
|
Defending animals against mistreatment
Demonstrating humane and safe animal handling Role playing humane handling of animals |
By the end of the
lesson, the learner
should be able to:
Identify humane ways of handling animals. Discuss ways of defending animals against mistreatment. Defend animals against mistreatment. |
Learners are guided to identify humane ways of handling animals
In groups, learners are guided to identify areas in your community where animals are mistreated. In groups, learners are guided to discuss ways of defending animals against mistreatment |
How will you defend animals against mistreatment?
|
Spark; StoryMoja, Agriculture
Learner's Book Grade 7 pg. 54-55 Video clips Realia Pictures Digital devices Computing devices. Learner's Book Grade 7 pg. 55 Learner's Book Grade 7 pg. 55-56 |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Animal Production
|
Creating awareness on the importance of treating animals humanely
Assessment General management of pets Identifying pets in the community |
By the end of the
lesson, the learner
should be able to:
Create messages for defending animals against inhumane treatment. Share the cards with the members of the school and the neighbouring community. Have a desire to handle animals humanely. |
In groups, learners to create messages for defending animals against inhumane treatment.
In groups, learners to share the cards with the members of the school and the neighbouring community |
How can we stop animal mistreatment?
|
Spark; StoryMoja, Agriculture
Learner's Book Grade 7 pg. 56-57 Video clips Pictures Digital devices Computing devices. Learner's Book Grade 7 pg. 23-24 Assessment books Learner's Book Grade 7 pg. 58-59 Computing devices Realia |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Animal Production
|
Factors considered when selecting a pet for rearing
Acquiring pets Management practices for pets |
By the end of the
lesson, the learner
should be able to:
Identify factors considered when selecting a pet for rearing. Fill in the table in learner's book. Appreciate the factors to consider when selecting a pet for rearing. |
As a class, learners are guided to identify factors considered when selecting a pet for rearing
As a class, learners are guided to fill in the table in learner's book |
Which factors do you consider when selecting a pet for rearing?
|
Spark; StoryMoja, Agriculture
Learner's Book Grade 7 pg. 59-60 Video clips Pictures Computing devices Digital devices Learner's Book Grade 7 pg. 61 Realia Learner's Book Grade 7 pg. 61-62 |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Animal Production
Animal production |
Management practices for pets
Excursion Preparation of animal products |
By the end of the
lesson, the learner
should be able to:
Watch videos on how pets are managed. Discuss management practices in rearing pets they observed in the videos. Discuss the importance of taking care of pets. Appreciate the importance of taking care of pets. |
In groups, learners are guided to watch videos on how pets are managed
In groups, learners are guided to discuss management practices in rearing pets they observed in the videos. In groups, learners are guided to discuss the importance of taking care of pets. |
Which pets did you see in the video?
Why is it important to take care of pets?
|
Spark; StoryMoja, Agriculture
Learner's Book Grade 7 pg. 62 Video clips Realia Pictures Digital devices Learner's Book Grade 7 pg. 62-63 Computing devices. Learner |
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Animal production
|
Sorting and grading eggs
Processing raw honey Processing honey through crushing and straining Packing honey in containers |
By the end of the
lesson, the learner
should be able to:
Outline the procedure of sorting and grading eggs. Discuss factors considered when sorting and grading eggs. Have a desire to sort and grade eggs. |
Learners to outline the procedure of sorting and grading eggs.
In groups, learners are guided to discuss factors considered when sorting and grading eggs. |
What factor was considered when sorting and grading the eggs?
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
|
| 13 | 1 |
Agriculture and Technology
|
Off-season cropping techniques
Discussing the importance of off-season cropping Listening to a resource person |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of agriculture and technology. Brainstorm the meaning of off-season cropping. Discuss and demonstrate how the off-season cropping techniques they have observed can be applied in farming. Have a desire to learn more about off-season cropping. |
Learners to explain the meaning of agriculture and technology.
In pairs, learners to brainstorm the meaning of off-season cropping. In groups, learners are guided to discuss and demonstrate how the off-season cropping techniques they have observed can be applied in farming. |
What is the meaning of off-season cropping?
Which off-season cropping techniques did you find in your research?
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
|
| 13 | 2 |
Agriculture and Technology
|
Technologies that support off-season cropping
Drip irrigation, Container gardening Techniques used in off-season cropping Techniques used in off-season cropping |
By the end of the
lesson, the learner
should be able to:
Identify the technologies that support off-season cropping. Watch videos on the off-season cropping technologies. Appreciate the use in technologies in off-season cropping. |
Learners to identify the technologies that support off-season cropping.
As a class, learners to watch videos on the off-season cropping technologies using the links in learner |
Which kind of technologies support off-season cropping?
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
|
| 13 | 3 |
Agriculture and Technology
|
Framed suspended gardens
Selecting a suitable site Constructing framed structures for suspended gardens |
By the end of the
lesson, the learner
should be able to:
Identify off-season crops suitable for suspended gardening. List materials used to construct framed suspended gardens. Draw the framed suspended gardens. Have a desire to make framed suspended gardens. |
Learners to identify off-season crops suitable for suspended gardening.
Learners to list materials used to construct framed suspended gardens. Learners are guided to draw the framed suspended gardens. |
How else can we innovatively grow crops in limited space?
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
|
| 13 | 4 |
Agriculture and Technology
|
Establishing and managing off-season crops
Creative educative messages Value addition techniques |
By the end of the
lesson, the learner
should be able to:
Identify ways of managing off-season crops. Outline the process of establishing off-season crops. Establish and manage off-season crops. Appreciate the ways of managing off-season crops. |
In groups or as a class, learners to identify ways of managing off-season crops.
In groups or as a class, learners to outline the process of establishing off-season crops In groups or as a class, learners to establish and manage off-season crops |
How many ways are there to manage off-season crops?
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
|
| 13 | 5 |
Agriculture and Technology
|
Examining ways of adding value to crop produce
Processing crop produce to add value Processing crop produce to add value Adding value to crop produce Adding value to crop produce Comparing processed crop produce with raw crop produce |
By the end of the
lesson, the learner
should be able to:
Identify ways of adding value to crop produce. Examine ways of adding value to crop produce. Appreciate the ways of adding value to crop produce. |
In groups, learners to identify ways of adding value to crop produce.
In groups, learners are guided to examine ways of adding value to crop produce. |
What are the ways of adding value to crop produce?
|
Spark; StoryMoja, Agriculture
Learner |
Oral questions Oral Report Observation
|
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