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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
FOOD PRODUCTION PROCESSES
|
Relating animals to their uses
Animal welfare Animal welfare |
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 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 3 |
Opener Exam |
||||||||
| 4 | 1 |
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 | 2 |
FOOD PRODUCTION PROCESSES
|
Food preservation: methods of preserving cereals and pulses)
Food preservation: equipment and materials for preserving 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. |
Checklist test
Observations
Critiques
Demonstration
Self-assessment
|
|
| 4 | 3 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Discuss how preservation and storage of cereals and pulses enhance food security Describe methods of preserving cereals and pulses the locality Appreciate the importance of preserving cereals and pulses for food security. |
In groups, learners are guided to:
Discuss how preservation and storage of cereals and pulses enhance food security Describe methods of preserving cereals and pulses the locality |
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
|
|
| 4 | 4 |
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 | 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 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 | 2 |
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 | 3 |
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
|
|
| 5 | 4 |
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 | 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 (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 | 2 |
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 | 3 |
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 | 4 |
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
|
|
| 8 |
Midterm Break |
||||||||
| 9 | 1 |
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
|
|
| 9 | 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 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
|
|
| 9 | 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 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
|
|
| 9 | 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 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
|
|
| 10 | 1 |
Hygiene Practices
|
Home Hygiene
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 Agriculture and Nutrition Grade 5 curriculum design Home Science Grade 5 learner |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 10 | 2 |
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 Home Science Grade 5 learner |
observation
oral questions
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
Hygiene Practices
|
Home hygiene
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
Hygiene Practices
|
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
|
|
| 11 | 4 |
Hygiene Practices
PRODUCTION TECHNIQUES |
Laundering cotton item
Repairing garments |
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 |
Oral questions
Written questions
|
|
| 12 | 1 |
PRODUCTION TECHNIQUES
|
Repairing garments
|
By the end of the
lesson, the learner
should be able to:
identify stitches used in repairing a garment make samples of stitches used to repair garments appreciate the importance of repairing and maintaining clothes |
Which stitches are used in repairing a garment?
|
discuss stitches such as back stitch and running stitch used in repairing a garment
use a piece of cloth to make samples of running and back stitch
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner |
oral questions
written questions
|
|
| 12 | 2 |
PRODUCTION TECHNIQUES
|
Repairing garments
Repairing garments Repairing garments |
By the end of the
lesson, the learner
should be able to:
identify stitches used in repairing a garment make samples of stitches used to repair garments appreciate the importance of repairing and maintaining clothes |
Which stitches are used in repairing a garment?
|
discuss stitches such as back stitch and running stitch used in repairing a garment
use a piece of cloth to make samples of running and back stitch
|
Home Science Grade 5 learner
Agriculture and Nutrition Grade 5 curriculum design Home Science Grade 5 learner |
oral questions
written questions
|
|
| 12 | 3 |
PRODUCTION TECHNIQUES
|
Constructing vertical and horizontal garden
|
By the end of the
lesson, the learner
should be able to:
identify crops which can be grown in vertical and horizontal gardens distinguish between horizontal and vertical innovative gardening appreciate the importance of innovative gardening |
Which crops can be grown in vertical and horizontal gardens?
|
discuss crops which can be grown in vertical and horizontal gardens
distinguish between horizontal and vertical innovative gardening
distinguish between horizontal and vertical innovative gardening
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner |
oral questions
observation
|
|
| 12 | 4 |
PRODUCTION TECHNIQUES
|
Constructing vertical and horizontal garden
Constructing vertical and horizontal garden Constructing vertical and horizontal garden |
By the end of the
lesson, the learner
should be able to:
identify crops which can be grown in vertical and horizontal gardens distinguish between horizontal and vertical innovative gardening appreciate the importance of innovative gardening |
Which crops can be grown in vertical and horizontal gardens?
|
discuss crops which can be grown in vertical and horizontal gardens
distinguish between horizontal and vertical innovative gardening
watch video clips on innovative gardening practices
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner Home Science Grade 5 learner |
oral questions
observation
|
|
| 13-14 |
End term Exam |
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Your Name Comes Here