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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
CONSERVATION OF RESOURCES
|
identifying sites with poor soil
|
By the end of the
lesson, the learner
should be able to:
Identify sites for soil improvement in the school for community. Explain the difference between organic waste pit and compost heap Appreciate the importance of soil |
Learners to discuss and identify sites in the school and community that have poor soil for crop growth.
Learners to plant crop in a residual pit to observe and appreciate soil improvement from accumulated organic wastes. |
What materials should we dump in an organic waste pit?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 1 | 2 |
CONSERVATION OF RESOURCES
|
Constructing an organic waste pit
|
By the end of the
lesson, the learner
should be able to:
Identify locally available materials for making an organic waste pit Construct organic waste pit for soil improvement. Appreciate the importance of soil |
Learners to construct a pit, a site or a structure for dumping plant residue and food remains and organic kitchen wastes in school.
|
What materials should we dump in an organic waste pit?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 1 | 3 |
CONSERVATION OF RESOURCES
|
Constructing an organic waste pit
|
By the end of the
lesson, the learner
should be able to:
Identify locally available materials for making an organic waste pit Construct organic waste pit for soil improvement. Appreciate the importance of soil |
Learners to construct a pit, a site or a structure for dumping plant residue and food remains and organic kitchen wastes in school.
|
What materials should we dump in an organic waste pit?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 1 | 4 |
CONSERVATION OF RESOURCES
|
Growing crop in an organic waste pit
|
By the end of the
lesson, the learner
should be able to:
Identify sites for soil improvement in the school for community. Explain ways of improving the soil using crop remains Demonstrate use of plant remains for soil improvement. |
Learners to collaborate with parents and guardians to recover eroded soil and use organic waste pits to improve soil for kitchen gardening.
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?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 1 | 5 |
CONSERVATION OF RESOURCES
|
mulching
Shading crops |
By the end of the
lesson, the learner
should be able to:
Find information on conservation of water in farming practices. Define the term mulching Demonstrate importance of conserving water in farming practices. |
In groups, learners share on the information acquired on water conservation.
In groups learners to experiment on mulching Learners to collaborate with their parents and guardians to practice shading, mulching and cover cropping for water conservation. |
What happens when water is not conserved in the soil?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 2 | 1 |
CONSERVATION OF RESOURCES
|
Shading crops
|
By the end of the
lesson, the learner
should be able to:
Identify different ways of conserving water in farming practices. Demonstrate water conservation through shading crops. Demonstrate 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.
Learners watch video clips and cuttings from magazines on various water conservation practices in farming. (mulching, shading, cover cropping) |
What happens when water is not conserved in the soil?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 2 | 2 |
CONSERVATION OF RESOURCES
|
Cover crops
|
By the end of the
lesson, the learner
should be able to:
Identify different ways of conserving water in farming practices. Demonstrate water conservation through cover crops Demonstrate importance of conserving water in farming practices. |
In groups, learners practice various ways of conserving water in farming within school.
Learners to collaborate with their parents and guardians to practice shading, mulching and cover cropping for water conservation. Learners watch video clips and cuttings from magazines on various water conservation practices in farming. (mulching, shading, cover cropping) |
What happens when water is not conserved in the soil?
Which farming practices can we use to conserve water in the soil?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 2 | 3 |
CONSERVATION OF RESOURCES
|
Farm visits
Compiling photos and pictures on water conservation |
By the end of the
lesson, the learner
should be able to:
Identify different ways of conserving water in farming practices. Practice water conservation within the school compound. Demonstrate importance of conserving water in farming practices. |
Learners visit neighboring farms to observe how water is conserved in the farm during farming activities.
In pairs, learners to brainstorm or share experiences on importance of conserving water and how to conserve water in farming activities. |
Which farming practices can we use to conserve water in the soil?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 2 | 4 |
CONSERVATION OF RESOURCES
|
Using smells
Use of smelling and bitter tasting plants |
By the end of the
lesson, the learner
should be able to:
Identify measures that can be carried out in the community to live better with wild animals. Control small wild animals to the local environment by using smells Appreciate the importance of living better with wild animals |
Learners to watch video clips or listen to a resource person on methods of controlling wild animals and importance of living better with wild animals.
Innovate safe ways of repelling small wild animals (smoke, use of smell repellant or any other). |
What are the measure for wild animal conservation?
What methods are used to control small wild animals?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 2 | 5 |
CONSERVATION OF RESOURCES
|
controlling wild animals in the environment (use of sounds)
|
By the end of the
lesson, the learner
should be able to:
Identify measures that can be carried out in the community to live better with wild animals. Control small wild animals to the local environment by using sounds Appreciate the importance of living better with wild animals |
In groups, learners to discuss and share experiences on measures that people in the community can take to live better with wild animals by reducing damages caused by wild animals without killing the wild animals.
|
What are the measure for wild animal conservation?
What methods are used to control small wild animals?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 3 | 1 |
CONSERVATION OF RESOURCES
FOOD PRODUCTION PROCESSES |
Care and safety from wild animals
Vegetable Gardening Practices-preparing a nursery bed |
By the end of the
lesson, the learner
should be able to:
Explain how we should care for wild animals Demonstrate care when relating with wild animals for personal health and safety Appreciate the importance of living better with wild animals |
Learners to watch a video on how to safely handle animals to avoid dangers of contracting animal diseases and injuries (physical injuries from animals and avoid diseases such as rabies from animal bites.)
|
What are the measure for wild animal conservation?
What methods are used to control small wild animals?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. Agriculture Grade 5 Leaners Bk. Realia |
Oral questions
Written quizzes
Observation
|
|
| 3 | 2 |
FOOD PRODUCTION PROCESSES
|
preparing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
Identify gardening practices for vegetables. Establish a nursery bed for vegetables Appreciate the importance of growing vegetable for nutrition and food security. |
Prepare a nursery bed (container or ground nursery), sow vegetable seed and take care of the seedling.
|
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 Leaners Bk. Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 3 | 3 |
FOOD PRODUCTION PROCESSES
|
Sowing seeds on a nursery bed
|
By the end of the
lesson, the learner
should be able to:
Establish a nursery bed for vegetables Demonstrate sowing of seeds on a nursery bed Appreciate the importance of growing vegetable for nutrition and food security. |
In groups, learners to sow vegetable seeds on the prepared nursery bed.
|
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 3 | 4 |
FOOD PRODUCTION PROCESSES
|
Identifying vegetables suitable for harvesting
Harvesting vegetables Harvesting vegetables |
By the end of the
lesson, the learner
should be able to:
Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others Determine appropriate stage of harvesting vegetables. Appreciate the importance of growing vegetable for nutrition and food security. |
In groups, learners to brainstorm on appropriate stage of harvesting vegetables.
In groups, learners to harvest vegetables for consumption and nutrition. |
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 Leaners Bk. Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 3 | 5 |
FOOD PRODUCTION PROCESSES
|
Keeping consumption and sales record
Uses of domestic animals |
By the end of the
lesson, the learner
should be able to:
lesson be able to Make and keep consumption and sales record Harvest vegetables crops appropriately to avoid damage. Appreciate the importance of growing vegetable for nutrition and food security. |
In groups, learner brainstorm and share experiences on importance of growing vegetables.
Learners to keep record of consumption and sales |
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 4 | 1 |
FOOD PRODUCTION PROCESSES
|
Uses of domestic animals
|
By the end of the
lesson, the learner
should be able to:
Identify the uses of various domestic animals to human beings. Draw and colour various domestic animals Appreciate the importance of domestic animals to human beings |
In pairs learners to brainstorm and share experiences on the uses of domestic animals (bees, rabbits, camels, fish, pigs, donkeys, dogs, cats and horses)
|
How are domestic animals important to human beings?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 4 | 2 |
FOOD PRODUCTION PROCESSES
|
Relating animals to their uses
|
By the end of the
lesson, the learner
should be able to:
Identify the importance of domestic animals Relate various domestic animals to their uses. Appreciate the importance of domestic animals to human beings |
Match domestic animals to their uses.
Make class presentations on importance of domestic animals in food production while relating contributions of all the scoped animals. |
How are domestic animals important to human beings?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 4 | 3 |
FOOD PRODUCTION PROCESSES
|
Animal welfare
|
By the end of the
lesson, the learner
should be able to:
Care and love domestic animals Create awareness on the rights of domestic animals in the locality Appreciate the importance of domestic animals to human beings |
Learners visit the neighboring farms to explore various uses of domestic animals.
Learners to care and love domestic animals |
How are domestic animals important to human beings?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 4 | 4 |
FOOD PRODUCTION PROCESSES
|
Food preservation: Cereals and pulses (legumes in the locality)
Food preservation: importance of preserving cereals and pulses) |
By the end of the
lesson, the learner
should be able to:
Identify cereals and pulses available in their locality (legumes) Name nutrients found in cereals and pulses(legumes) Appreciate the importance of cereals in a diet |
In pairs learners brainstorm and identify cereals and pulses (legumes)from pictures, charts, video clips and documentaries
In groups, learner |
How do you preserve cereals and pulses (legume)at home?
|
Pictures
Charts Video clips Realia science Grade 5 Learners Bk. science Grade 5 Learners Bk. |
Checklist test
Observations
Critiques
Demonstration
Self-assessment
|
|
| 4 | 5 |
FOOD PRODUCTION PROCESSES
|
Food preservation: methods of preserving cereals and pulses)
Food preservation: equipment and materials for preserving cereals and pulses) Preservation of Cereals and Pulses |
By the end of the
lesson, the learner
should be able to:
Identify methods of preserving cereals and pulses (legumes) in the locality in order to minimize food losses. Explain the nutrients found in legumes Appreciate the importance of preserving cereals and pulses(legumes) at home |
In groups learners share experiences on methods of preserving cereals (legumes)in the locality
Learners brainstorm on equipment |
How do you preserve cereals and pulses (legume) at home?
|
Pictures
Charts Video clips Realia science Grade 5 Learners Bk. Agriculture and Nutrition Curriculum Design Grade 5 Grade 5 student book Digital devices |
Checklist test
Observations
Critiques
Demonstration
Self-assessment
|
|
| 5 | 1 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as sun drying at household level. Preserve and store cereals and pulses using methods such as sun drying. Develop critical thinking skills to solve the problem of food spoilage |
In groups, learners are guided to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as sun drying at household level. Preserve and store cereals and pulses using methods such as sun drying. |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 5 | 2 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as use of ashes at household level. Preserve and store cereals and pulses using methods such as use of ash. Develop critical thinking skills to solve the problem of food spoilage |
In groups, learners are guided to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as use of ashes at household level. Preserve and store cereals and pulses using methods such as use of ash. |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 5 | 3 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as use of airtight containers at household level. Preserve and store cereals and pulses using methods such as use of airtight containers. Develop critical thinking skills to solve the problem of food spoilage |
In groups, learners are guided to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as use of airtight containers at household level. Preserve and store cereals and pulses using methods such as use of airtight containers. |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 5 | 4 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
Food Nutrients Food Nutrients |
By the end of the
lesson, the learner
should be able to:
Describe methods of preserving cereals and pulses the locality Make class presentations to share experiences on importance of preserving and storing cereals and pulses Develop the value of unity and team work as learners make class presentations and food security awareness in preserving foods. |
In groups, learners are guided to:
Describe methods of preserving cereals and pulses the locality Make class presentations to share experiences on importance of preserving and storing cereals and pulses |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 5 | 5 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (carbohydrates). Use real food materials, photographs, to categorize foods based on their major nutrients (carbohydrates rich foods). Develop digital literacy as they search for information on nutrients |
In groups, learners are guided to:
Search and share information on functions of food nutrients (carbohydrates). Use real food materials, photographs, to categorize foods based on their major nutrients (carbohydrates rich foods). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 6 | 1 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (vitamins). Use real food materials, photographs, to categorize foods based on their major nutrients (vitamins and minerals rich foods). Develop digital literacy as they search for information on nutrients |
In groups, learners are guided to:
Search and share information on functions of food nutrients (vitamins). Use real food materials, photographs, to categorize foods based on their major nutrients (vitamins and minerals rich foods). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 6 | 2 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (proteins). Use real food materials, photographs, to categorize foods based on their major nutrients (protein rich foods). Develop digital literacy as they search for information on nutrients |
In groups, learners are guided to:
Search and share information on functions of food nutrients (proteins). Use real food materials, photographs, to categorize foods based on their major nutrients (protein rich foods). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 6 | 3 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
Dry Fat Frying and Deep Frying |
By the end of the
lesson, the learner
should be able to:
Explain functions of food nutrients in the body Make class presentations on the importance of various nutrients in the body. Appreciate the value of unity as they make presentations and health promotion as they learn about the importance of nutrients in the body. |
In groups, learners are guided to:
Explain functions of food nutrients in the body Make class presentations on the importance of various nutrients in the body. |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 6 | 4 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Discuss how we can cook foods using deep frying method. Describe deep frying as a method of cooking Embrace deep frying in food production. |
In groups, learners are guided to:
Discuss how we can cook foods using deep frying method. Describe deep frying as a method of cooking |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Digital devices Realia Charts |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 6 | 5 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Watch a demonstration on dry fat frying method of cooking. Cook and serve dry fried foods. Develop learning to learn while working cautiously to dry frying and deep frying processes. |
In groups, learners are guided to:
Watch a demonstration on dry fat frying method of cooking. Cook and serve dry fried foods. |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 7 | 1 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Watch a demonstration on deep frying method of cooking. Cook and serve deep fried foods. Develop learning to learn while working cautiously to dry frying and deep frying processes. |
In groups, learners are guided to:
Watch a demonstration on deep frying method of cooking. Cook and serve deep fried foods. |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5 Grade 5 student book
Video clips Pictures Charts Digital devices Realia Agriculture and Nutrition Curriculum Design Grade 5 Grade 5 student book |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 7 | 2 |
FOOD PRODUCTION PROCESSES
Hygiene Practices |
Dry Fat Frying and Deep Frying
Good Grooming Practices |
By the end of the
lesson, the learner
should be able to:
Describe dry fat frying and deep frying as methods of cooking Outline the safety measures while working with fire and fats. Develop learning to learn while working resiliently while following cooking steps. |
In groups, learners are guided to:
Describe dry fat frying and deep frying as methods of cooking Outline the safety measures while working with fire and fats. |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia Grade 5 student book |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 7 | 3 |
Hygiene Practices
|
Good Grooming Practices
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on aspects of good grooming such dressing for different occasions. Demonstrate different ways of dressing and etiquette for different activities. Develop self-confidence while promoting good grooming. |
In groups, learners are guided to:
Discuss and share experiences on aspects of good grooming such dressing for different occasions. Demonstrate different ways of dressing and etiquette for different activities. |
How does good grooming promote personal hygiene?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia Grade 5 student book |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 7 | 4 |
Hygiene Practices
|
Good Grooming Practices
|
By the end of the
lesson, the learner
should be able to:
Practice good grooming as a daily health habit Adopt good grooming while carrying out daily chores. Develop respect (open mindedness) in appreciating others and personal hygiene to promote preventive health. |
In groups, learners are guided to:
Practice good grooming as a daily health habit Adopt good grooming while carrying out daily chores. |
How does good grooming promote personal hygiene?
|
Agriculture and Nutrition Curriculum Design Grade 5
Video clips Pictures Charts Digital devices Realia Grade 5 student book |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 7 | 5 |
Hygiene Practices
|
Good Grooming Practices
Home Hygiene |
By the end of the
lesson, the learner
should be able to:
Discuss good grooming as a daily health habit Practice good grooming as a daily health habit Appreciate good grooming as a healthy habit. |
In groups, learners are guided to:
Discuss good grooming as a daily health habit Practice good grooming as a daily health habit |
How does good grooming promote personal hygiene?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Charts Digital devices Pictures Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 1 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as glass. Clean different types of surfaces such as glass. Develop listening and speaking skills while brainstorming. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as glass. Clean different types of surfaces such as glass. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 2 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as wooden Clean different types of surfaces such as wooden. Appreciate unity while cleaning surfaces and safety while they take personal care in the cleaning activity. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as wooden Clean different types of surfaces such as wooden. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 3 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as earthen floors. Clean different types of surfaces such as earthen floors. Appreciate unity while cleaning surfaces and safety while they take personal care in the cleaning activity. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as earthen floors. Clean different types of surfaces such as earthen floors. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 4 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as cemented. Clean different types of surfaces such as cemented. Appreciate unity while cleaning surfaces and safety while they take personal care in the cleaning activity. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as cemented. Clean different types of surfaces such as cemented. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 5 |
Hygiene Practices
|
Home hygiene
|
By the end of the
lesson, the learner
should be able to:
identify different materials used to make different surfaces in home environment collect different materials used for making surfaces at home appreciate living in a clean home environment to promote healthy living |
Which materials can be used to make surfaces at home?
|
The learner is guided to
discuss and share experiences on surfaces made from different materials such as glass, wooden, earthen floors, cemented and tiled
collect different materials used for making surfaces at home
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner Agriculture and Nutrition Grade 5 curriculum design Home Science Grade 5 learner |
observation
oral questions
|
|
| 9 | 1 |
Hygiene Practices
|
Home hygiene
|
By the end of the
lesson, the learner
should be able to:
identify different materials used to make different surfaces in home environment collect different materials used for making surfaces at home appreciate living in a clean home environment to promote healthy living |
Which materials can be used to make surfaces at home?
|
discuss and share experiences on surfaces made from different materials such as glass, wooden, earthen floors, cemented and tiled
collect different materials used for making surfaces at home
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner |
observation
oral questions
|
|
| 9 | 2 |
Hygiene Practices
|
Home hygiene
|
By the end of the
lesson, the learner
should be able to:
identify equipment and materials used for cleaning different surfaces at home clean different types of surfaces in the home environment observe safety precautions in the cleaning activity appreciate living in a clean home environment to promote healthy living |
How do you clean surfaces made from different materials?
|
discuss equipment and materials used for cleaning different surfaces at home
clean different types of surfaces in the home environment
observe safety precautions in the cleaning activity
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner Home Science Grade 5 learner |
observation
oral questions
|
|
| 9 | 3 |
Hygiene Practices
|
Home hygiene
Laundering cotton item |
By the end of the
lesson, the learner
should be able to:
identify ways of caring cleaning equipment and materials clean different types of surfaces in the home environment appreciate living in a clean home environment to promote healthy |
How do we take care of cleaning tools, equipment and materials at home?
|
identify ways of caring cleaning equipment and materials
clean different types of surfaces in the home environment
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner |
oral questions
written questions
|
|
| 9 | 4 |
Hygiene Practices
|
Laundering cotton item
Laundering cotton item |
By the end of the
lesson, the learner
should be able to:
state importance of laundry work in the maintenance of clothes describe how to launder a cotton item appreciate importance of laundry work for hygienic purposes |
What is laundry work?
|
discuss importance of laundry work in the maintenance of clothes
describe how to launder a cotton item
describe how to launder a cotton item
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner |
oral questions
written questions
|
|
| 9 | 5 |
Hygiene Practices
|
Laundering cotton item
Laundering cotton item Laundering cotton item Laundering cotton item |
By the end of the
lesson, the learner
should be able to:
explain what is laundering launder a white and first coloured cotton item appreciate importance of laundry work for hygiene purposes |
How does laundering cotton items promote hygiene?
|
explain what is laundering
practice laundering of white and first coloured clothes
watch a video clip on how to launder white and fast coloured cotton clothes
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner Home Science Grade 5 learner |
oral questions
written questions
|
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