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GRADE 10 PHYSICS SCHEMES OF WORK FOR TERM 1
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GRADE 10 PHYSICS SCHEMES OF WORK FOR TERM 1
NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………
SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….
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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOME | LEARNING EXPERIENCES | KEY INQUIRY QUESTION | LEARNING RESOURCES | ASSESSMENT | REFLECTION |
| 1 | 1 | 1.0 Mechanics and Thermal Physics | 1.1 Introduction to Physics | By the end of the lesson, the learner should be able to: Explain the meaning of Physics as a body of knowledge in science2. | The learner is guided to: Work with others to search for the meaning of Physics as a branch of science3. | How is Physics relevant in day to day life? 4 | 2024 Senior School Curriculum Design, Physics Learner’s Book, Digital devices, Internet. | Oral questions, Written quizzes. | |
| 2 | By the end of the lesson, the learner should be able to: Describe the main branches of Physics as a field of study5. | The learner is guided to: Discuss with peers the main branches of Physics (mechanics, electricity, thermodynamics, etc.)6. | Charts showing branches of Physics, Physics Learner’s Book. | Checklists, Oral discussion. | |||||
| 3 | By the end of the lesson, the learner should be able to: Outline the importance of Physics in day-to-day life7. | The learner is guided to: Discuss with peers the importance of Physics in day-to-day life and share findings with the class8. | Digital devices, Physics Learner’s Book, Video clips. | Oral presentation, Observation schedule. | |||||
| 4 | By the end of the lesson, the learner should be able to: Relate Physics to other fields of study9. | The learner is guided to: Discuss with peers the relationship of Physics with other fields of study (e.g., Biology, Geography, Chemistry)10. | Physics Learner’s Book, Concept maps. | Written questions, Peer assessment. | |||||
| 2 | 1 | 1.0 Mechanics and Thermal Physics | 1.1 Introduction to Physics | By the end of the lesson, the learner should be able to: Identify possible career opportunities in the field of Physics11. | The learner is guided to: Engage resource person(s) or use print/non-print media to search for information on career opportunities12. | Resource person, Career pamphlets, Digital devices. | Oral questions, Checklists. | ||
| 2 | By the end of the lesson, the learner should be able to: Create career charts highlighting areas related to Physics13. | The learner is guided to: Design, produce, and present career charts highlighting areas related to Physics14. | Manila papers, Markers, Glue, Pictures. | Project assessment, Portfolio. | |||||
| 3 | 1.2 Pressure | By the end of the lesson, the learner should be able to: Describe atmospheric pressure as used in physics15. | The learner is guided to: Discuss with peers the meaning of atmospheric pressure16. | How does density of fluid affect pressure? 17 | 2024 Senior School Curriculum Design, Physics Learner’s Book. | Oral questions, Written definition. | |||
| 4 | By the end of the lesson, the learner should be able to: Demonstrate the existence of atmospheric pressure in nature18. | The learner is guided to: Carry out activities to demonstrate the existence of atmospheric pressure in nature (e.g., crushing can experiment)19. | Tin cans, Heat source, Water, Crushing can apparatus. | Observation, Checklists. | |||||
| 3 | 1 | 1.0 Mechanics and Thermal Physics | 1.2 Pressure | By the end of the lesson, the learner should be able to: Investigate the effect of density on pressure in fluids20. | The learner is guided to: Carry out activities to investigate how the density of a fluid affects pressure21. | How does density affect pressure in fluid? 22 | Liquids of different densities, Manometers, Measuring cylinders. | Lab reports, Observation schedule. | |
| 2 | By the end of the lesson, the learner should be able to: Investigate the effect of depth on pressure in fluids23. | The learner is guided to: Carry out activities to investigate how depth below the free surface affects pressure in fluids24. | How does depth affect pressure in fluid? 25 | Tall cylinders, Water, Pressure sensors/gauges. | Lab reports, Oral questions. | ||||
| 3 | By the end of the lesson, the learner should be able to: Derive the equation $P=\rho gh$ for pressure in fluids26. | The learner is guided to: Carry out experiments/derivations to derive the equation $P=\rho gh$ to determine pressure in fluid27. | Physics Learner’s Book, Whiteboard, Notebooks. | Written derivation, Calculations. | |||||
| 4 | By the end of the lesson, the learner should be able to: Apply the equation $P=\rho gh$ to determine pressure in fluids28. | The learner is guided to: Use the equation to solve numerical problems involving density, gravity, and height29. | Calculator, Worksheets, Physics Learner’s Book. | Written tests, Homework. | |||||
| 4 | 1 | 1.0 Mechanics and Thermal Physics | 1.2 Pressure | By the end of the lesson, the learner should be able to: Demonstrate transmission of pressure in fluids30. | The learner is guided to: Carry out activities to demonstrate the principle of transmission of pressure in fluids (Pascal’s Principle)31. | Pascal’s vases, Syringes, Tubing, Water. | Observation, Oral discussion. | ||
| 2 | By the end of the lesson, the learner should be able to: Relate transmission of pressure to the fluid pressure formula32. | The learner is guided to: Discuss with peers the transmission of pressure in fluid and relate it with the fluid pressure formula33. | Physics Learner’s Book, Digital simulation. | Written questions, Peer review. | |||||
| 3 | By the end of the lesson, the learner should be able to: Discuss the application of pressure in hydraulic machines34. | The learner is guided to: Discuss with peers the applications of transmission of pressure in fluids specifically in hydraulic machines35. | Diagrams of hydraulic systems, Video clips. | Oral questions, Checklists. | |||||
| 4 | By the end of the lesson, the learner should be able to: Solve problems involving hydraulic machines36. | The learner is guided to: Apply knowledge of pressure transmission to solve numerical tasks regarding hydraulic lifts and brakes37. | Worksheets, Calculators. | Written assessment. | |||||
| 5 | 1 | 1.0 Mechanics and Thermal Physics | 1.2 Pressure | By the end of the lesson, the learner should be able to: Explain the working mechanism of a drinking straw and syringe38. | The learner is guided to: Use print or non-print media to search for information on the applications of atmospheric pressure in drinking straws and syringes39. | Drinking straws, Syringes, Beakers, Water. | Observation, Oral explanation. | ||
| 2 | By the end of the lesson, the learner should be able to: Describe the operation of a siphon40. | The learner is guided to: Set up a simple siphon and explain how atmospheric pressure enables the transfer of liquid41. | Rubber tubes, Beakers, Water at different levels. | Practical assessment, Lab report. | |||||
| 3 | By the end of the lesson, the learner should be able to: Explain the working mechanism of a bicycle pump42. | The learner is guided to: Dismantle or observe a bicycle pump to understand how valves and pressure work together43. | Bicycle pump, Diagrams. | Checklists, Oral questions. | |||||
| 4 | By the end of the lesson, the learner should be able to: Describe mechanisms of water pumping44. | The learner is guided to: Search for information on mechanisms of water pumping (e.g., lift pump, force pump) and discuss with peers45. | Charts of pumps, Digital devices. | Written description, Sketches. | |||||
| 6 | 1 | 1.0 Mechanics and Thermal Physics | 1.3 Mechanical Properties of Materials | By the end of the lesson, the learner should be able to: Explain the properties of ductility and malleability46. | The learner is guided to: Discuss with peers and carry out activities to demonstrate ductility and malleability of locally available materials47. | Why is it important to study mechanical properties? 48 | Wires, Metal sheets, Hammer, Physics Learner’s Book. | Observation, Oral questions. | |
| 2 | By the end of the lesson, the learner should be able to: Demonstrate the properties of elasticity and brittleness49. | The learner is guided to: Carry out activities to demonstrate elasticity (springs/rubber) and brittleness (chalk/glass)50. | Springs, Rubber bands, Chalk, Glass rod. | Checklist, Practical log. | |||||
| 3 | By the end of the lesson, the learner should be able to: Explain strength, hardness, and stiffness of materials51. | The learner is guided to: Carry out activities to compare strength, hardness, and stiffness of different locally available materials52. | Stones, Wood, Metal bars, Scratch tests. | Oral discussion, Written summary. | |||||
| 4 | By the end of the lesson, the learner should be able to: Investigate the relationship between tensile force and extension (Hooke’s Law)53. | The learner is guided to: Carry out activities to determine the relationship between tensile force and extension (constant of elasticity)54. | Why does a string snap easily compared to a spring? 55 | Retort stands, Springs, Masses, Rulers. | Graph plotting, Lab report. | ||||
| 7 | 1 | 1.0 Mechanics and Thermal Physics | 1.3 Mechanical Properties of Materials | By the end of the lesson, the learner should be able to: Determine tensile stress and strain using formulae56. | The learner is guided to: Use mathematical relationships to determine tensile stress ($F/A$) and tensile strain ($\Delta L/L_0$)57. | Calculators, Worksheets. | Written calculations. | ||
| 2 | By the end of the lesson, the learner should be able to: Determine the modulus of elasticity (Young’s Modulus)58. | The learner is guided to: Calculate Young’s modulus ($Y = \text{stress}/\text{strain}$) for different materials using provided data59. | Physics Learner’s Book, Data tables. | Written quiz. | |||||
| 3 | By the end of the lesson, the learner should be able to: Analyze breaking stress and elastic limit60. | The learner is guided to: Interpret stress-strain graphs to identify elastic limit, yield point, and breaking stress61. | Graph papers, Pre-drawn stress-strain curves. | Data interpretation exercises. | |||||
| 4 | By the end of the lesson, the learner should be able to: Describe applications of mechanical properties of materials62. | The learner is guided to: Use digital devices to search for industrial applications of various mechanical properties of materials63. | Digital devices, Internet, Industry case studies. | Group presentation. | |||||
| 8 | MID-TERM | MID-TERM | MID-TERM | MID-TERM | MID-TERM | MID-TERM | MID-TERM | ||
| 9 | 1 | 1.0 Mechanics and Thermal Physics | 1.3 Mechanical Properties of Materials | By the end of the lesson, the learner should be able to: Appreciate the importance of mechanical properties in day-to-day life64. | The learner is guided to: Discuss and present on why specific materials are chosen for specific tasks (e.g., bridges, car bodies) based on properties65. | Pictures of structures, Real-life objects. | Oral discussion, Reflection journal. | ||
| 2 | 1.4 Temperature and Thermal Expansion | By the end of the lesson, the learner should be able to: Explain the meaning of temperature and its units66. | The learner is guided to: Discuss the meaning of temperature and the SI and common units used67. | Physics Learner’s Book. | Oral questions. | ||||
| 3 | By the end of the lesson, the learner should be able to: Measure temperature using liquid expansion devices68. | The learner is guided to: Carry out activities to measure temperature using liquid-in-glass thermometers69. | Laboratory thermometers, Water baths (warm/cold). | Practical observation. | |||||
| 4 | By the end of the lesson, the learner should be able to: Describe temperature measurement using bimetallic devices and thermocouples70. | The learner is guided to: Use digital media to search for information on bimetallic strips and thermocouples71. | Bimetallic strips, Digital resources, Videos. | Written descriptions. | |||||
| 10 | 1 | 1.0 Mechanics and Thermal Physics | 1.4 Temperature and Thermal Expansion | By the end of the lesson, the learner should be able to: Describe advanced temperature measurement technologies72. | The learner is guided to: Search for information on resistive temperature devices (RTDs), thermistors, and infrared radiators73. | Digital devices, Internet. | Research notes, Oral sharing. | ||
| 2 | By the end of the lesson, the learner should be able to: Investigate thermal expansion in solids74. | The learner is guided to: Carry out activities to demonstrate thermal expansion in solids (e.g., ball and ring experiment)75. | Why does a lid of a sufuria made wider? 76 | Ball and ring apparatus, Burners. | Observation, Checklists. | ||||
| 3 | By the end of the lesson, the learner should be able to: Determine linear expansivity of metals77. | The learner is guided to: Perform experiments to determine linear expansivity of metals like iron, steel, or copper78. | Expansion apparatus, Metal rods, Micrometers. | Lab report, Calculations. | |||||
| 4 | By the end of the lesson, the learner should be able to: Investigate thermal expansion in fluids79. | The learner is guided to: Perform experiments to demonstrate thermal expansion in liquids and gases80. | Flasks, Glass tubes, Colored water, Balloons. | Observation, Oral explanation. | |||||
| 11 | 1 | 1.0 Mechanics and Thermal Physics | 1.4 Temperature and Thermal Expansion | By the end of the lesson, the learner should be able to: Explain the unusual expansion of water81. | The learner is guided to: Discuss the anomalous expansion of water and its ecological significance (ice floating)82. | Why does a glass bottle break when water freezes? 83 | Graphs of water density vs temp, Physics Learner’s Book. | Written explanation. | |
| 2 | By the end of the lesson, the learner should be able to: Describe applications of thermal expansion: Thermostats84. | The learner is guided to: Discuss the application of thermal expansion in thermostats used in electrical devices85. | Real thermostats (if available), Diagrams. | Oral questions. | |||||
| 3 | By the end of the lesson, the learner should be able to: Describe applications of thermal expansion in construction86. | The learner is guided to: Search for information on expansion joints in bridges, power lines, and railway tracks87. | Pictures of bridges/railways, Digital devices. | Case study analysis. | |||||
| 4 | By the end of the lesson, the learner should be able to: Appreciate the applications of thermal expansion in day-to-day life88. | The learner is guided to: Summarize various applications including flash light/indicator systems and metal work89. | Posters, Charts. | Portfolio, Peer presentation. | |||||
| 12 | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | ||
| 13 | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL |
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Physics is one of the subjects offered at Kenyan high schools. It is classified as a Science and tested at the Kenya Certificate of Secondary Education, KCSE. It falls in the same category as Biology and Chemistry; the other sciences. Physics, just like Biology and Chemistry.
There a number of resources that can be of great help to teachers and students; more so those preparing to sit the Kenya Certificate of Secondary Education, KCSE, examinations. In this post be sure to find a good number of such resources as: Notes, KCSE Past Papers, Schemes of Work, Assignments, Termly examination papers, Marking schemes, lesson plans, charts, topical revision resources and many more. Download the resources at no charge by clicking each of the links below. Please note that you can also print and even share this article to benefit someone.
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Free Grade 6 Social Studies Schemes Of Work Term 1, 2 And 3
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RATIONALIZED GRADE 6 SPOTLIGHT SOCIAL STUDIES SCHEME OF WORK TERM 1
| Week | Lesson | Strand
/Theme |
Sub-strand | Specific-Learning outcomes | Key Inquiry Question(S) | Learning/ Teaching Experience | Learning Advertisements
Resources |
Assessment Methods | Reflection | ||||||
| 1 | OPENING AND PREPARATION | ||||||||||||||
| 2 | 1 | Natural and the Built Environments | Position and size of countries in Eastern Africa; Countries found in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Name the countries found in Eastern Africa. b) Draw or trace the map of Eastern Africa. Advertisements
c) Appreciate the countries in Eastern Africa.
|
Which countries are found in Eastern Africa? | Learners are guided to name the countries found in Eastern Africa.
Learners are guided to draw or trace the map of Eastern Africa.
In pairs, learners are guided to use a compass direction to describe the position of the countries in Eastern Africa. |
Atlas
Balloons Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 1-5 |
Oral questions Oral Report Observation
|
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| 2 | Natural and the Built Environments | Position and size of countries in Eastern Africa; Sizes of the countries of Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Identify the sizes of different countries in Eastern Africa from an atlas. b) Arrange Eastern African countries according to their sizes starting from the smallest to the largest. c) Have fun and enjoy playing a game of describing the positons and sizes of countries in Eastern Africa.
|
Which is the largest country in Eastern Africa?
Which is the smallest country in Eastern Africa? |
Learners are guided to identify the sizes of different countries in Eastern Africa from an atlas.
In groups, learners are guided to arrange Eastern Africa countries according to their sizes starting from the smallest to the largest.
In groups, learners are guided to playing a game of describing the positons and sizes of countries in Eastern Africa. |
Atlas
Balloons Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 5-6
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Oral questions Oral Report Observation
|
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| 3 | Natural and the Built Environments | Position and size of countries in Eastern Africa; Locating places using latitudes and longitudes in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) State the difference between latitudes and longitudes. b) Draw a map of Eastern Africa. On it, indicate the latitudes and longitudes. c) Appreciate the importance of latitudes and longitudes. |
What is the difference between latitudes and longitudes? | Learners are guided to state the difference between latitudes and longitudes.
Learners are guided to draw a map of Eastern Africa. On it, indicate the latitudes and longitudes. In pairs, learners are guided to use an atlas to identify the main longitudes and latitudes on the globe. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 6-9 |
Oral questions Oral Report Observation
|
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| 3 | 1 | Natural and the Built Environments | Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Volcanic mountains | By the end of the sub-strand, the learner should be able to:
a) Define physical features and describe the formation of volcanic mountains. b) Model a volcanic mountain using clay or plasticine. c) Have fun and enjoy modelling volcanic mountain. |
How are volcanic mountains formed? | In pairs, learners are guided to identify the main physical feature in his/her locality.
Learners are guided to draw the formation of volcanic mountains.
Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of volcanic mountains.
|
Atlas
Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 9-13
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Oral questions Oral Report Observation
|
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| 2 | Natural and the Built Environments | Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Block Mountains | By the end of the sub-strand, the learner should be able to:
a) Describe the formation of block mountains. b) Draw the illustrations showing the formation of block mountains. c) Appreciate the formation of block mountains.
|
How are block mountains formed? | Learners are guided to describe the formation of block mountains.
Learners are guided to draw the illustrations showing the formation of block mountains.
In pairs, learners are guided to give examples of block mountains in Eastern Africa.
Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of block mountains.
|
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 13-14
|
Oral questions Oral Report Observation
|
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| 3 | Natural and the Built Environments | Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Rift Valley | By the end of the sub-strand, the learner should be able to:
a) Describe the formation of the Rift Valley. b) Model the rift valley using clay or plasticine. c) Appreciate the formation of Rift Valley. |
How was Rift Valley formed? | Learners are guided to describe the formation of the Rift Valley.
Learners are guided to draw the formation of rift valley.
Learners are guided to model the rift valley using clay or plasticine.
Learners are guided to watch a video, listen to an audio or visit the library to find out the formation of rift valley.
|
Atlas
Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 15-17
|
Oral questions Oral Report Observation
|
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| 4 | 1 | Natural and the Built Environments | Main physical features in Eastern Africa; Formation of the main physical features in Eastern Africa: Lakes
Plains |
By the end of the sub-strand, the learner should be able to:
a) Describe the formation of lakes and plains. b) Model a lava-dammed lake, crater lake and ox-bow lakes. c) Appreciate the importance of lakes to the community. |
How are lakes formed? | Learners are guided to describe the formation of lakes and plains.
In pairs, learners are guided to classify Eastern Africa lakes according to the process of formation.
In groups, learners are guided to model a lava-dammed lake, crater lake and ox-bow lakes.
|
Atlas
Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 17-20
|
Oral questions Oral Report Observation
|
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| 2 | Natural and the Built Environments | Main physical features in Eastern Africa; Location of the main physical features in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Name the main physical features in Eastern Africa. b) Use an atlas to locate the main physical features in Eastern Africa. c) Appreciate the physical features in Eastern Africa.
|
Which are the main physical features in Eastern Africa? | Learners are guided to name the main physical features in Eastern Africa.
Learners are guided to use an atlas to locate the main physical features in Eastern Africa.
Learners are guided to trace the map of Eastern Africa and locate the physical features.
|
Photographs
Atlas Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 21-23
|
Oral questions Oral Report Observation
|
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| 3 | Natural and the Built Environments | Climatic Regions in Eastern Africa; Characteristics of the main climatic regions in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Identify the characteristics of the main climatic regions in Eastern Africa. b) Draw a map showing climatic regions in Eastern Africa. c) Appreciate the different climatic regions in Eastern Africa.
|
What are the characteristics of climatic regions in Eastern Africa?
What weather conditions do you experience in your locality? |
In groups, learners are guided to identify the main climatic regions in Eastern Africa form an atlas (mountain, tropical, sub-tropical, equatorial, modified equatorial, desert, semi-desert)
In groups, learners are guided to identify the characteristics of the main climatic regions in Eastern Africa.
In groups, learners are guided to model a map showing climatic regions in Eastern Africa. |
Atlas
Clay Plasticine Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 24-27
|
Oral questions Oral Report Observation
|
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| 5 | 1 | Natural and the Built Environments | Climatic Regions in Eastern Africa; Influence of climate on human activities | By the end of the sub-strand, the learner should be able to:
a) Describe how different climate influences human activities. b) Explain how the climate around the school influences human activities. c) Appreciate how different climates influence human activities.
|
How does climate influence human activities? | Learners are guided to describe how different climate influences human activities.
In groups, learners are guided to explain how the climate around the school influences human activities. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 27-28
|
Oral questions Oral Report Observation
|
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| 2 | Natural and the Built Environments | Vegetation in Eastern Africa; Main types of vegetation in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Define the meaning of vegetation. b) Observe the type of vegetation around the school and draw the vegetation. c) Have fun and enjoy the outdoor activity of observing and drawing the type of vegetation around the school.
|
What is vegetation?
Which type of vegetation is found around your school? |
Learners are guided to define the meaning of vegetation.
Learners are guided to observe the type of vegetation around the school and draw the vegetation. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 28-29
|
Oral questions Oral Report Observation
|
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| 3 | Natural and the Built Environments | Vegetation in Eastern Africa; Locating the main types of vegetation in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Identify the main types of vegetation in Eastern Africa. b) Create a vegetation wheel from a cartoon or manila paper and take turns to spin the wheel. c) Appreciate the types of vegetation in Eastern Africa.
|
Which types of vegetation are found in Eastern Africa? | Learners are guided to identify the main types of vegetation in Eastern Africa.
In groups, learners are guided to create a vegetation wheel from a cartoon or manila paper and take turns to spin the wheel and use an atlas to locate the vegetation zone identified after every spin. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 30-32
|
Oral questions Oral Report Observation
|
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| 6 | 1 | Natural and the Built Environments | Vegetation in Eastern Africa; Characteristics of the main types of vegetation in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Identify the characteristics of the main types of vegetation. b) Design vegetation cards and play a game of describing the characteristics of the main types of vegetation displayed by card. c) Appreciate the characteristics of types of vegetation in Eastern Africa.
|
What are the characteristics of the types of vegetation found in Eastern Africa? | Learners are guided to identify the characteristics of the main types of vegetation.
In groups, learners are guided to design vegetation cards and play a game of describing the characteristics of the main types of vegetation displayed by card.
|
Atlas
Cards Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 32-34
|
Oral questions Oral Report Observation
|
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| 2 | Natural and the Built Environments | Vegetation in Eastern Africa; Making of a mountain vegetation model | By the end of the sub-strand, the learner should be able to:
a) Make a mountain vegetation model and colour the vegetation belts. b) Identify ways of conserving vegetation. c) Have fun and enjoy making a mountain vegetation model. |
How to make a mountain vegetation model?
How should we conserve vegetation? |
In groups, learners are guided to make a mountain vegetation model and colour the vegetation belts.
Learners are guided to label different vegetation zones on the model.
Learners are guided to identify ways of conserving vegetation.
|
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 34-37
|
Oral questions Oral Report Observation
|
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| 3 | Natural and the Built Environments | Historic Built Environments in Eastern Africa; Main historic built environments in Eastern Africa: Museums in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Identify the main historic built environments in Eastern Africa. b) Search the internet or atlas for the location of different museums in Eastern Africa. c) Appreciate the use of museums in Eastern Africa.
|
Which are the main historic built environments in Eastern Africa?
What are the uses of museums? |
Learners are guided to identify the main historic built environments in Eastern Africa.
Learners are guided to search the internet or atlas for the location of different museums in Eastern Africa.
Learners are guided to state the uses of museums. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 38
|
Oral questions Oral Report Observation
|
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| 7 | 1 | Natural and the Built Environments | Historic Built Environments in Eastern Africa; Main historic built environments in Eastern Africa: Monuments in Eastern Africa
Historic Buildings
|
By the end of the sub-strand, the learner should be able to:
a) Define the meaning of monuments and identify monuments in Eastern Africa. b) Use an atlas or any other available reference materials to find the location of the historical buildings in Eastern Africa. c) Appreciate the reasons why some buildings are historic in Eastern Africa.
|
What is a Monument?
Why are some buildings historical? |
Learners are guided to define the meaning of monuments and identify monuments in Eastern Africa.
Learners are guided to use an atlas or any other available reference materials to find the location of the historical buildings in Eastern Africa (Meroe Pyramids Ruins, Great Mosque of Kilwa, Bagamoyo Old Church, Fossils Ghebbi Fortress)
Learners are guided to give reasons why each of the building is historical in Eastern Africa (Meroe Pyramids Ruins, Great Mosque of Kilwa, Bagamoyo Old Church, Fossils Ghebbi Fortress)
|
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 39-40
|
Oral questions Oral Report Observation
|
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| 2 | Natural and the Built Environments | Historic Built Environments in Eastern Africa; Importance of main historic built environments in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Discuss the importance of main historic built environments. b) Compose a poem he/she will recite during the opening of the cultural corner. c) Appreciate the importance of historic built environments. |
What is the importance of main historic built environments? | In groups, learners are guided to discuss the importance of main historic built environments.
In groups, learners are guided to Create a poem that they will recite during the opening of the cultural corner |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 40-42
|
Oral questions Oral Report Observation
|
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| 3 | People, Population and Social Organizations | Language groups in Eastern Africa; Classification of communities in their language groups in Eastern Africa
|
By the end of the sub-strand, the learner should be able to:
a) Identify major language groups in Eastern Africa. b) Classify communities according to their language group in Eastern Africa. c) Appreciate the importance of language groups.
|
What is a language group?
What are the major language groups in Eastern Africa? |
Learners are guided to define a language group.
Learners are guided to identify major language groups in Eastern Africa.
Learners are guided to read the conversation between Mr. Ubuntu and Grade Six learners of Mpole Primary School.
In pairs, learners are guided to classify communities according to their language group in Eastern Africa. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 43-46
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Oral questions Oral Report Observation
|
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| 8 | 1 | People, Population and Social Organizations | Language groups in Eastern Africa; Reasons for migration and settlement of language groups | By the end of the sub-strand, the learner should be able to:
a) Give reasons for migration and settlement of language groups. b) Design posters on reasons why language groups migrated and settled in their present land. c) Appreciate the reasons for migration and settlement of language groups.
|
What are the reasons for migration and settlement of language groups? | Learners are guided to give reasons for migration and settlement of language groups.
In pairs, learners are guided to design posters on reasons why language groups migrated and settled in their present land.
Learners are guided to use reference materials such as textbooks, the internet or any other available materials, find out the reasons why the main language groups in Eastern Africa migrated.
|
Atlas
Manilla papers Rulers Colours/crayons Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 47-50
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Oral questions Oral Report Observation
|
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| 2 | People, Population and Social Organizations | Language groups in Eastern Africa; Movement and settlement of different language groups in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Identify the movement and settlement of different language groups in Eastern Africa. b) Draw a map of Eastern Africa showing the migration routes and settlements of different language groups in Eastern Africa. c) Appreciate the movement and settlement of different language groups in Eastern Africa.
|
How did different language groups move and settled in Eastern Africa? | Learners are guided to identify the movement and settlement of different language groups in Eastern Africa.
Learners are guided to draw a map of Eastern Africa showing the migration routes and settlements of different language groups in Eastern Africa.
In groups, learners are guided to model the map of Eastern Africa to illustrate the migration routes. |
Atlas
Water Clay Plasticine Painting brushes Manilla papers Maize seeds Beans seeds Water-based colours Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 51-52
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Oral questions Oral Report Observation
|
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| 3 | People, Population and Social Organizations | Language groups in Eastern Africa; Effects of migration and settlement of selected language groups in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Outline the effects of migration and settlement of the main language groups in Eastern Africa. b) Make a poster using declaration messages of unity. c) Appreciate the importance of unity among different communities.
|
What happens when people move and settled in a new place? | Learners are guided to outline the effects of migration and settlement of the main language groups in Eastern Africa.
In pairs, learners are guided to make a poster using declaration messages of unity. |
Photographs
Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 53-55
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Oral questions Oral Report Observation
|
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| 9 | HALF TERM | ||||||||||||||
| 10 | 1 | People, Population and Social Organizations | Population distribution in Eastern Africa; Factors that influence population distribution in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Identify the factors that influence population distribution in Eastern Africa. b) Draw the map of Eastern Africa. Use different colours to show areas of high, medium and low population density in Eastern Africa. c) Appreciate the factors that influence population distribution in Eastern Africa. |
Which are the factors that influence population distribution in Eastern Africa? | Learners are guided to identify the factors that influence population distribution in Eastern Africa.
Learners are guided to draw the map of Eastern Africa. Use different colours to show areas of high, medium and low population density in Eastern Africa.
Learners are guided to use an atlas to find out population distribution patterns in Eastern Africa. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 55-59
|
Oral questions Oral Report Observation
|
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| 2 | People, Population and Social Organizations | Language groups in Eastern Africa; Effects of High Population Density in Eastern Africa | By the end of the sub-strand, the learner should be able to:
a) Outline the effects of High Population Density in Eastern Africa. b) Recite a poem on the effects of high population density in Eastern Africa. c) Have fun reciting a poem on the effects of high population in Eastern Africa. |
What are the effects of high population density in Eastern Africa? | Learners are guided to outline the effects of High Population Density in Eastern Africa.
In groups, learners are guided to recite a poem on the effects of high population density in Eastern Africa. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 60-61
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Oral questions Oral Report Observation
|
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| 3 | People, Population and Social Organizations | Culture and Social Organization; Age groups and age sets in African Traditional Society | By the end of the sub-strand, the learner should be able to:
a) Define the meaning of age group and age sets. b) Role play the traditional dances or festivals that takes place in his/her community when celebrating age sets. c) Appreciate the importance of age sets in the community. |
What is age group?
What is age set?
What are the roles and responsibilities of age sets? |
Learners are guided to define the meaning of age group and age sets.
In pairs, learners are guided to role play the traditional dances or festivals that takes place in his/her community when celebrating age sets. In pairs, learners are guided to outline the steps to be followed to be a member of a given age sets Learners are guided to mention the roles and responsibilities of age sets. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 61-63
|
Oral questions Oral Report Observation
|
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| 11 | 1 | People, Population and Social Organizations | Language groups in Eastern Africa; Functions of Clan | By the end of the sub-strand, the learner should be able to:
a) Outline the functions of clans. b) Read the conversation between Anita and Zari and discuss the functions of a clan in a community from the conversation. c) Appreciate the functions of a clan in the community. |
What is a clan?
What are the functions of clans? |
Learners are guided to outline the functions of clans.
In pairs, learners are guided to read the conversation between Anita and Zari and discuss the functions of a clan in a community from the conversation. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 63-65 Atlas |
Oral questions Oral Report Observation
|
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| 2 | People, Population and Social Organizations | Language groups in Eastern Africa; Aspects of Traditional Culture that need to be preserved | By the end of the sub-strand, the learner should be able to:
a) Identify aspects of Africa Traditional Culture that need to be preserved. b) Sing a song on different aspects of Africa traditional culture in his/her community. c) Appreciate the aspects of Africa Traditional Culture that need to be preserved. |
What are the aspects of African traditional culture that need to be preserved? | Learners are guided to identify aspects of Africa Traditional Culture that need to be preserved.
Learners are guided to sing a song on different aspects of Africa traditional culture in his/her community. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 65-67
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Oral questions Oral Report Observation
|
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| 3 | People, Population and Social Organizations | School and Community | By the end of the sub-strand, the learner should be able to:
a) Mention ways in which the school collaborates with the community. b) Compose a song on benefits of collaboration between his/her school and the community. c) Appreciate the benefits of collaboration between the school and the community.
|
What are the ways in which the school collaborates with the community?
What are the benefits of collaboration between the school and the community? |
Learners are guided to mention ways in which the school collaborates with the community.
Learners are guided to identify the benefits of collaboration between the school and the community.
In groups, learners are guided to compose a song on benefits of collaboration between his/her school and the community. |
Atlas
Photographs Pictures Video clips Maps Charts Realia Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 67-73
|
Oral questions Oral Report Observation
|
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| 12 | 1 | Resources and Economic Activities in Eastern Africa | Agriculture; Farming methods: Characteristics of large scale farming | By the end of the lesson, the learner should be able to:
a) Read the essay in the learner’s book pg. 74 and answer the questions that follow. b) match the statements in A and B on the characteristics of large scale farming in Eastern Africa. c) Appreciate large scale farming. |
What is large scale farming?
What are the characteristics of large scale farming?
|
Learners are guided to:
-Read the essay in the learner’s book pg. 74 and answer the questions that follow.
-Write the characteristics of large scale farming mentioned in the extract.
-In pairs, learners to match the statements in A and B on the characteristics of large scale farming in Eastern Africa.
|
● Atlas
● Photographs ● Pictures ● Video clips ● Maps ● Charts ● Realia ● Computing devices
Spotlight; Social Studies Learner’s Book Grade 6 pg. 74-75 |
Oral questions Oral Report Observation
|
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| 2 | Resources and Economic Activities in Eastern Africa | Areas where large scale farming is practiced in Eastern Africa | By the end of the lesson, the learner should be able to:
a) Identify areas where large scale farming is practiced in Eastern Africa. b) Draw the map of Eastern Africa and locate large scale farming areas. c) Have fun and enjoy drawing the map of Eastern Africa that shows areas where large scale farming is practiced. |
Where is large scale farming practiced in Eastern Africa | Learners are guided to:
-Identify areas where large scale farming is practiced in Eastern Africa. -Draw the map of Eastern Africa and locate large scale farming areas.
-Display the map at the Social Studies corner. |
● Atlas ● Photographs ● Pictures ● Video clips ● Maps ● Charts ● Realia ● Computing devices Spotlight; Social Studies Learner’s Book Grade 6 pg. 76-78 |
Oral questions Oral Report Observation
|
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| 3 | Resources and Economic Activities in Eastern Africa | Contributions of large scale farming to the economy of Eastern Africa | By the end of the lesson, the learner should be able to:
a) Study the statements on page 79 made by Grade six learners on the contributions of large scale farming to the economy of Eastern Africa. b) Identify the contributions of large scale farming in Eastern Africa. c) Discuss how large scale farming has contributed to the growth of the economy of Eastern Africa. |
What are the contributions of large scale farming to the economy of Eastern Africa?
|
Learners are guided to:
-Study the statements on page 79 made by Grade six learners on the contributions of large scale farming to the economy of Eastern Africa. – Identify the contributions of large scale farming in Eastern Africa. – Discuss how large scale farming has contributed to the growth of the economy of Eastern Africa. |
● Atlas
● Photographs ● Pictures ● Video clips ● Maps ● Charts ● Realia ● Computing devices
Spotlight; Social Studies Learner’s Book Grade 6 pg. 79-81
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Oral questions Oral Report Observation
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| 13 |
ASSESSMENT AND CLOSSING |
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Grade 1-4 Free schemes of work, notes, exams, lesson plans free downloads
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You can now download free Grade 1-4 Free schemes of work, notes, exams, lesson plans and many more other resources here.
GRADE 4 FREE SCHEMES OF WORK.
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Free Christian Religious Education (CRE) notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more
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Christian Religious Education, CRE, is a subject that is examined by the Kenya National Examinations Council (Knec). It is an elective/ optional subject at high school and candidates sit two papers at the Kenya Certificate of Secondary Education, KCSE, examinations. The subject code assigned for CRE by Knec is 313.
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GRADE 10HOME SCIENCE SCHEMES OF WORK FOR TERM 1
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| Week | Lesson | Strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Questions | Learning Experiences | Learning Resources | Assessment | Reflection |
| 1 | 1 | 1.0 Foods and Nutrition | 1.1 Overview | By the end of the lesson, the learner should be able to explain the importance of foods and nutrition. | How can the knowledge of foods and nutrition inform career opportunities? | Learner guided to discuss the importance of foods and nutrition as an area of study. | Curriculum Design (2024) pg 1; Textbooks | Oral questions | |
| 2 | By the end of the lesson, the learner should be able to identify careers related to foods and nutrition. | Learner guided to search for information on various career opportunities. | Curriculum Design (2024) pg 1; Digital devices | Observation | |||||
| 3 | By the end of the lesson, the learner should be able to appreciate the role of foods and nutrition. | Learner guided to design a career wheel and mount it on the classroom wall. | Curriculum Design (2024) pg 1; Charts | Project | |||||
| 4 | 1.2 Kitchen Layouts and Equipment | By the end of the lesson, the learner should be able to analyze kitchen layouts (L-shaped). | How does a good kitchen layout enhance efficiency? | Learner guided to illustrate L-shaped kitchen layouts. | Curriculum Design (2024) pg 2; Layout diagrams | Written quiz | |||
| 5 | By the end of the lesson, the learner should be able to analyze kitchen layouts (U-shaped/Corridor). | Learner guided to illustrate U-shaped and Corridor kitchen layouts. | Curriculum Design (2024) pg 2; Layout diagrams | Written quiz | |||||
| 6 | By the end of the lesson, the learner should be able to analyze kitchen layouts (One wall/Island). | Learner guided to illustrate One wall and Island kitchen layouts. | Curriculum Design (2024) pg 2; Layout diagrams | Written quiz | |||||
| 2 | 1 | By the end of the lesson, the learner should be able to describe tools used in the kitchen. | How do kitchen tools enhance effectiveness? | Learner guided to observe pictures or realia to identify kitchen tools. | Curriculum Design (2024) pg 2; Realia/Pictures | Identification | |||
| 2 | By the end of the lesson, the learner should be able to describe equipment used in the kitchen. | Learner guided to observe pictures or realia to identify kitchen equipment. | Curriculum Design (2024) pg 2; Realia/Pictures | Identification | |||||
| 3 | By the end of the lesson, the learner should be able to classify kitchen tools based on material. | Learner guided to classify tools (glass, wood, plastic, metal). | Curriculum Design (2024) pg 2; Kitchen tools | Classification task | |||||
| 4 | By the end of the lesson, the learner should be able to care for wooden/plastic tools. | Learner guided to clean and store wooden and plastic tools. | Curriculum Design (2024) pg 2; Cleaning agents | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to care for metallic/glass tools. | Learner guided to clean and store metallic and glass tools. | Curriculum Design (2024) pg 2; Cleaning agents | Practical | |||||
| 6 | By the end of the lesson, the learner should be able to improvise kitchen tools. | Learner guided to improvise kitchen tools using safe and locally available materials. | Curriculum Design (2024) pg 2; Local materials | Project | |||||
| 3 | 1 | 1.3 Food Hygiene and Safety | By the end of the lesson, the learner should be able to explain the importance of food hygiene. | Why is food spoilage a concern? | Learner guided to discuss the importance of food hygiene and safety. | Curriculum Design (2024) pg 4; Textbooks | Oral questions | ||
| 2 | By the end of the lesson, the learner should be able to differentiate food spoilage and poisoning. | Learner guided to search for differences between food spoilage and poisoning. | Curriculum Design (2024) pg 4; Digital devices | Written table | |||||
| 3 | By the end of the lesson, the learner should be able to identify signs of food spoilage. | Learner guided to observe spoilt food and identify signs of spoilage. | Curriculum Design (2024) pg 4; Spoilt food samples | Observation | |||||
| 4 | By the end of the lesson, the learner should be able to identify causes of food poisoning. | Learner guided to discuss causes like chemicals and micro-organisms. | Curriculum Design (2024) pg 4; Charts | Discussion | |||||
| 5 | By the end of the lesson, the learner should be able to apply hygiene practices (Personal). | How can we adopt safe habits? | Learner guided to practice personal hygiene when handling food. | Curriculum Design (2024) pg 4; Soap/Water | Practical | ||||
| 6 | By the end of the lesson, the learner should be able to apply hygiene practices (Kitchen). | Learner guided to practice hygiene in the kitchen environment. | Curriculum Design (2024) pg 4; Cleaning tools | Practical | |||||
| 4 | 1 | By the end of the lesson, the learner should be able to adopt high hygiene standards. | Learner guided to demonstrate high hygiene standards during food preparation. | Curriculum Design (2024) pg 4; Food items | Practical | ||||
| 2 | 1.4 Methods of Cooking | By the end of the lesson, the learner should be able to classify methods of cooking. | Why is knowledge on cooking methods important? | Learner guided to search on categories of cooking methods (moist vs dry). | Curriculum Design (2024) pg 6; Chart | Classification task | |||
| 3 | By the end of the lesson, the learner should be able to prepare food for cooking (Cutting). | Learner guided to prepare food using cutting, chopping, slicing. | Curriculum Design (2024) pg 6; Knives/Vegetables | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to prepare food for cooking (Mixing). | Learner guided to prepare food using blending, kneading, mixing. | Curriculum Design (2024) pg 6; Bowls/Flour | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to cook food using boiling. | Learner guided to cook food using boiling method observing safety. | Curriculum Design (2024) pg 6; Pot/Water/Food | Practical | |||||
| 6 | By the end of the lesson, the learner should be able to cook food using stewing. | Learner guided to cook food using stewing method observing safety. | Curriculum Design (2024) pg 6; Pot/Ingredients | Practical | |||||
| 5 | 1 | By the end of the lesson, the learner should be able to cook food using steaming. | Learner guided to cook food using steaming method observing safety. | Curriculum Design (2024) pg 6; Steamer/Food | Practical | ||||
| 2 | By the end of the lesson, the learner should be able to cook food using frying (Shallow/Deep). | Learner guided to cook food using frying method observing safety. | Curriculum Design (2024) pg 6; Pan/Oil/Food | Practical | |||||
| 3 | By the end of the lesson, the learner should be able to cook food using roasting. | Learner guided to cook food using roasting method observing safety. | Curriculum Design (2024) pg 6; Oven/Fire | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to cook food using baking. | Learner guided to cook food using baking method observing safety. | Curriculum Design (2024) pg 6; Oven/Baking tray | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to adopt different cooking methods. | Learner guided to select appropriate methods for different foods. | Curriculum Design (2024) pg 6; Various foods | Menu planning | |||||
| 6 | 1.5 Nutritive Value of Foods | By the end of the lesson, the learner should be able to classify food nutrients. | How does knowledge on nutrients promote health? | Learner guided to discuss classification (carbohydrates, proteins, etc.). | Curriculum Design (2024) pg 8; Food charts | Classification task | |||
| 6 | 1 | By the end of the lesson, the learner should be able to analyse the role of nutrients. | Learner guided to discuss functions of nutrients in the body. | Curriculum Design (2024) pg 8; Textbooks | Oral questions | ||||
| 2 | By the end of the lesson, the learner should be able to group nutrients by function. | Learner guided to group nutrients (energy giving, protective, body building). | Curriculum Design (2024) pg 8; Food samples | Grouping task | |||||
| 3 | By the end of the lesson, the learner should be able to explain fortification of foods. | Learner guided to discuss fortification and enrichment of foods. | Curriculum Design (2024) pg 8; Resource person | Report writing | |||||
| 4 | By the end of the lesson, the learner should be able to identify nutritional deficiencies. | Why does food choice affect health? | Learner guided to search for info on nutritional deficiencies and disorders. | Curriculum Design (2024) pg 8; Digital devices | Research notes | ||||
| 5 | By the end of the lesson, the learner should be able to plan meals for proper nutrition. | Learner guided to formulate meal plans to address deficiencies. | Curriculum Design (2024) pg 8; Meal plan template | Practical Planning | |||||
| 6 | By the end of the lesson, the learner should be able to appreciate local foods. | Learner guided to use locally available foods in meal planning. | Curriculum Design (2024) pg 8; Local food items | Exhibition | |||||
| 7 | MID-TERM | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM |
| 8 | 1 | 2.0 Home Management | 2.1 Hygiene During Puberty | By the end of the lesson, the learner should be able to explain personal hygiene practices. | How can we maintain hygiene during puberty? | Learner guided to search for information on personal hygiene practices (boys/girls). | Curriculum Design (2024) pg 12; Textbooks | Oral discussion | |
| 2 | By the end of the lesson, the learner should be able to review changes during puberty. | Learner guided to review physical, hormonal, and emotional changes. | Curriculum Design (2024) pg 12; Charts | Written quiz | |||||
| 3 | By the end of the lesson, the learner should be able to apply hygiene practices. | Learner guided to maintain a log on personal hygiene practices. | Curriculum Design (2024) pg 12; Logbook | Self-assessment | |||||
| 4 | By the end of the lesson, the learner should be able to discuss menstrual hygiene. | Learner guided to discuss measures for managing menstrual hygiene (kits, disposal). | Curriculum Design (2024) pg 12; Samples | Discussion | |||||
| 5 | 2.2 Safety in the Home | By the end of the lesson, the learner should be able to explain causes of accidents. | How can we ensure safety in the home? | Learner guided to share experiences on causes of accidents at home. | Curriculum Design (2024) pg 14; Pictures of hazards | Oral sharing | |||
| 6 | By the end of the lesson, the learner should be able to describe the First Aid kit. | Learner guided to search for information on contents of the First Aid kit. | Curriculum Design (2024) pg 14; First Aid Kit | Identification | |||||
| 9 | 1 | By the end of the lesson, the learner should be able to carry out First Aid (Burns/Scalds). | Learner guided to simulate First Aid for burns and scalds. | Curriculum Design (2024) pg 14; Simulation props | Practical simulation | ||||
| 2 | By the end of the lesson, the learner should be able to carry out First Aid (Cuts/Bruises). | Learner guided to simulate First Aid for cuts and bruises. | Curriculum Design (2024) pg 14; Bandages | Practical simulation | |||||
| 3 | By the end of the lesson, the learner should be able to carry out First Aid (Fractures/Sprains). | Learner guided to simulate First Aid for fractures and sprains. | Curriculum Design (2024) pg 14; Splints | Practical simulation | |||||
| 4 | By the end of the lesson, the learner should be able to carry out First Aid (Fainting/Chocking). | Learner guided to simulate First Aid for fainting and chocking. | Curriculum Design (2024) pg 14; Simulation props | Practical simulation | |||||
| 5 | By the end of the lesson, the learner should be able to safely dispose of First Aid materials. | Learner guided to safely dispose of used first aid materials. | Curriculum Design (2024) pg 14; Waste bins | Observation | |||||
| 6 | By the end of the lesson, the learner should be able to appreciate safety measures. | Learner guided to discuss importance of observing safety measures at home. | Curriculum Design (2024) pg 14; Safety posters | Discussion | |||||
| 10 | REVISION | Revision | Term 1 Revision | Revision of Strand 1.0 concepts. | Review of past papers and notes. | Past papers | Written Practice | ||
| … | |||||||||
| 11 | REVISION | Revision | Term 1 Revision | Revision of Strand 2.0 concepts. | Review of practicals and theory. | Past papers | Practical Practice | ||
| 12 | ALL | END TERM | ASSESSMENT | END TERM ONE ASSESSMENT | END TERM ONE ASSESSMENT | EXAMS | ASSESSMENT |