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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
Constructing 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 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. Agriculture Grade 5 |
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
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
CONSERVATION OF RESOURCES
|
mulching
|
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 | 3 |
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. |
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. |
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 | 4 |
CONSERVATION OF RESOURCES
|
Shading crops
|
By the end of the
lesson, the learner
should be able to:
lesson 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. |
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. |
Oral questions
Written quizzes
Observation
|
|
| 3 | 1 |
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
|
|
| 3 | 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. |
Oral questions
Written quizzes
Observation
|
|
| 3 | 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
|
|
| 3 | 4 |
CONSERVATION OF RESOURCES
|
Using smells
|
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. |
Oral questions
Written quizzes
Observation
|
|
| 4 | 1 |
CONSERVATION OF RESOURCES
|
Use of smelling and bitter tasting plants
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 use of smelling and bitter tasting plants 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
|
|
| 4 | 2 |
CONSERVATION OF RESOURCES
|
controlling wild animals in the environment (use of sounds)
Care and safety from wild animals |
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. Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 4 | 3 |
CONSERVATION OF RESOURCES
|
Care and safety from wild animals
|
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. |
Oral questions
Written quizzes
Observation
|
|
| 4 | 4 |
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
|
|
| 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
|
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
|
|
| 6 | 1 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Explain functions of food nutrients in the body Discuss why the knowledge of food nutrients is important in food production. Appreciate the importance of various nutrients in the body. |
In groups, learners are guided to:
Explain functions of food nutrients in the body Discuss why the knowledge of food nutrients is important in food production. |
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 (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 | 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 (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 | 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
|
|
| 7 | 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
|
|
| 7 | 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 (fats). Use real food materials, photographs, to categorize foods based on their major nutrients (fat 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 (fats). Use real food materials, photographs, to categorize foods based on their major nutrients (fat 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
|
|
| 7 | 3 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
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
|
|
| 7 | 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 dry fat frying method. Describe dry fat frying as a method of cooking Embrace dry fat frying in food production. |
In groups, learners are guided to:
Discuss how we can cook foods using dry fat frying method. Describe dry fat 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 Charts Digital devices Realia Pictures |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 1 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Watch video clips 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 video clips 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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Watch video clips 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 video clips 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 Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 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 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
|
|
| 9 | 1 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
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 |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 9 | 2 |
Hygiene Practices
|
Good Grooming Practices
|
By the end of the
lesson, the learner
should be able to:
Discuss how good grooming promote personal hygiene. Describe good grooming as a daily health habit Appreciate good grooming as a healthy habit. |
In groups, learners are guided to:
Discuss how good grooming promote personal hygiene. Describe 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 Pictures Charts Digital devices Grade 5 student book Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 9 | 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 |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 9 | 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
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 10 | 1 |
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
Grade 5 student book Video clips Charts Digital devices |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 10 | 2 |
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
|
|
| 10 | 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 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
|
|
| 10 | 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 wooden Clean different types of surfaces such as wooden. 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 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
|
|
| 11 | 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 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
|
|
| 11 | 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 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
|
|
| 11 | 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 cemented. Clean different types of surfaces such as cemented. 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 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
|
|
| 11 | 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 tiled. Clean different types of surfaces such as tiled. 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 tiled. Clean different types of surfaces such as tiled. |
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
|
|
| 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 Home Science Grade 5 learner |
oral questions
written questions
|
|
| 12 | 2 |
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 | 3 |
PRODUCTION TECHNIQUES
|
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 | 4 |
PRODUCTION TECHNIQUES
|
Repairing garments
|
By the end of the
lesson, the learner
should be able to:
identify a gaping seam on a garment use stitches to repair a gaping seam appreciate the importance of repairing and maintaining clothes |
What is a seam?
|
identify a gaping seam on a garment
use stitches to repair a gaping seam on a garment
develop problem solving skills as they repair their garments, responsibility as they take care of their clothes and financial literacy as they save on costs of repairing garments
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner |
oral questions
written questions
|
|
| 13 | 1 |
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
|
|
| 13 | 2 |
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
watch video clips on innovative gardening practices
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner |
oral questions
observation
|
|
| 13 | 3 |
PRODUCTION TECHNIQUES
|
Constructing vertical and horizontal garden
Constructing vertical and horizontal garden |
By the end of the
lesson, the learner
should be able to:
identify materials used to construct vertical and horizontal gardens for growing crops construct vertical and horizontal gardens for growing crops appreciate the importance of innovative gardening |
Which materials are used to construct innovative gardens?
|
identify materials used to construct vertical and horizontal gardens for growing crops
construct vertical and horizontal gardens for growing crops
watch video clips on innovative gardening practices
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner |
oral questions
written questions
|
|
| 13 | 4 |
PRODUCTION TECHNIQUES
|
Constructing vertical and horizontal garden
|
By the end of the
lesson, the learner
should be able to:
construct vertical and horizontal gardens for growing crops adopt the use of vertical and horizontal gardens in growing crops appreciate the importance of innovative gardening |
What is the importance of innovative gardening?
|
construct vertical and horizontal gardens for growing crops
adopt the use of vertical and horizontal gardens in growing crops
|
Agriculture and Nutrition Grade 5 curriculum design
Home Science Grade 5 learner |
oral questions
written questions
|
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