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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Identify and name small domestic animals. Share experiences on small domestic animals they keep at home. Value small domestic animals. |
In groups, learner is guided to Identify and name small domestic animals.
Share experiences on small domestic animals they keep at home. |
Which small domestic animals do you know?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 1 | 2 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Observe pictures of different small domestic animals. Name the animals observed and tell what they know about each animal. Have fun viewing pictures and naming different small domestic animals. |
In groups, learner is guided to observe pictures of different small domestic animals.
Learners to name the animals observed and tell what they know about each animal. |
Which small domestic animal do you keep at home?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 1 | 3 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Watch videos on rearing small domestic animals. Discuss how small domestic animals are reared, what they eat and where they live. Enjoy learning how to rear small domestic animals. |
In groups, learner is guided to watch videos on rearing small domestic animals.
Learners to discuss how small domestic animals are reared, what they eat and where they live. |
How are small domestic animals reared?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 1 | 4 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Describe routine practices in rearing of small domestic animals. Share experiences on routine practices in rearing of small domestic animals. Acknowledge routine practices in rearing of small domestic animals. |
In groups, learner is guided to describe routine practices in rearing of small domestic animals.
Learner to share experiences on routine practices in rearing of small domestic animals. |
How do you know when an animal is sick?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 2 | 1 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Identify the requirements needed for one to rear small domestic animals. Plan to rear small domestic animals of own choice. Appreciate the need to rear small domestic animals. |
In groups, learner is guided to identify the requirements needed for one to rear small domestic animals.
Learner to plan to rear small domestic animals of own choice. |
What do you need in order to start rearing small domestic animals?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 2 | 2 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Establish housing for the small domestic animals. Rear the small domestic animals they choose. Have fun rearing small domestic animals. |
In groups, learner is guided to establish housing for the small domestic animals.
Learners to rear the small domestic animals they choose. |
Why should we rear small domestic animals?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 2 | 3 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Discuss routine practices to care for the small domestic animals. Share responsibilities among members to carry out practices to care for the animals. Appreciate carrying out routine practices to care for small domestic animals. |
In groups, learner is guided to discuss routine practices to care for the small domestic animals.
Learner to share responsibilities among members to carry out practices to care for the animals. |
How do you care for small domestic animals?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 2 | 4 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Discuss why they should maintain cleanliness when rearing small domestic animals Observe safety and animal welfare while handling the animals in the rearing project. Value observing safety and animal welfare when handling animals in the project. |
In groups, learner is guided to Discuss why they should maintain cleanliness when rearing small domestic animals
Learners to observe safety and animal welfare while handling the animals in the rearing project. |
Why should you observe safety when handling small domestic animals?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 3 | 1 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Discuss how rearing of animal contribute to food production. Rear small domestic animals used as sources of food at home Embrace the rearing of small domestic animals used as sources of food |
In groups, learner is guided to discuss how rearing of animal contribute to food production.
Learners to rear small domestic animals used as sources of food at home. |
How does rearing of animal contribute to food production?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 3 | 2 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Take photos to show the progress of the project and stick them in their portfolios. Discuss areas that need improvement for the wellbeing of the animals reared. Find pleasure in ensuring safety and care for the small domestic animals. |
In groups, learner is guided to take photos to show the progress of the project and stick them in their portfolios.
Learners to discuss areas that need improvement for the wellbeing of the animals reared. |
Which challenges did you encounter when rearing small domestic animals?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 3 | 3 |
Food Production Processes
|
Rearing Small Domestic Animals
|
By the end of the
lesson, the learner
should be able to:
Discuss what to do with the small domestic animals when fully grown. Write a summary of the rearing project and share in class. Value rearing of small domestic animals used as sources of food. |
In groups, learner is guided to discuss what to do with the small domestic animals when fully grown.
Learner to write a summary of the rearing project and share in class. |
What did you learn from the rearing project?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 3 | 4 |
Food Production Processes
|
Preserving Crop Products: Fruits and Vegetables
|
By the end of the
lesson, the learner
should be able to:
Brainstorm on ways of preserving vegetables and fruits. Share experiences on how they preserve vegetables and fruits at home. Appreciate ways of preserving vegetables and fruits. |
In groups, learner is guided to brainstorm on ways of preserving vegetables and fruits.
Learners to share experiences on how they preserve vegetables and fruits at home. |
How do we preserve vegetables and fruits?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 4 | 1 |
Food Production Processes
|
Preserving Crop Products: Fruits and Vegetables
|
By the end of the
lesson, the learner
should be able to:
Watch video clips or listen to resource person on how to preserve fruits and vegetables using sun-drying methods. Write down how to preserve fruits and vegetables using sun-drying methods. Acknowledge preserve fruits and vegetables using sun-drying methods. |
In groups, learner is guided to watch video clips or listen to resource person on how to preserve fruits and vegetables using sun-drying methods.
Learner to write down how to preserve fruits and vegetables using sun-drying methods. |
Why should we preserve fruits and vegetables?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
|
Observation of learning Tests (written and oral) Project
|
|
| 4 | 2 |
Food Production Processes
Hygiene Practices |
Preserving Crop Products: Fruits and Vegetables
Body Cleanliness |
By the end of the
lesson, the learner
should be able to:
Discuss the importance of preserving fruits and vegetables. Use digital devices to search for hygienic and safe methods of preserving fruits and vegetables. Value the use of digital devices to learn more on preservation of fruits and vegetables. |
In groups, learner is guided to discuss the importance of preserving fruits and vegetables.
Learner to use digital devices to search for hygienic and safe methods of preserving fruits and vegetables. |
Why should we observe hygiene when preserving fruits and vegetables?
|
KICD Curriculum Design Agriculture and Nutrition Grade 6, Charts, pictures and video clips, Photographs, Suitable locally available materials
Grade 6 Curriculum Design Agriculture and Nutrition Video clips Realia Pictures Charts Realia Digital devices |
Observation of learning Tests (written and oral) Project
|
|
| 4 | 3 |
Hygiene Practices
|
Body Cleanliness
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on body cleanliness practices such as managing sweat that enhance personal hygiene. Adopt body cleanliness as a health routine. Embrace applicable good routines that suit their body cleanliness |
Learners are guided individually, groups or pairs to:
Discuss and share experiences on body cleanliness practices such as managing sweat that enhance personal hygiene. Adopt body cleanliness as a health routine. |
How does
body
cleanliness
enhance
personal
hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Hygiene Practices
|
Body Cleanliness
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on body cleanliness practices such as acnes and pimples that enhance personal hygiene Adopt body cleanliness as a health routine. Embrace applicable good routines that suit their body cleanliness. |
Learners are guided individually, groups or pairs to:
Discuss and share experiences on body cleanliness practices such as acnes and pimples that enhance personal hygiene Adopt body cleanliness as a health routine. |
How does
body
cleanliness
enhance
personal
hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Hygiene Practices
|
Body Cleanliness
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on body cleanliness practices such as menstrual hygiene that enhance personal hygiene. Adopt body cleanliness as a health routine. Embrace applicable good routines that suit their body cleanliness. |
Learners are guided individually, groups or pairs to:
Discuss and share experiences on body cleanliness practices such as menstrual hygiene that enhance personal hygiene. Adopt body cleanliness as a health routine. |
How does
body
cleanliness
enhance
personal
hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Hygiene Practices
|
Body Cleanliness
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on body cleanliness practices such as care of pubic parts that enhance personal hygiene. Adopt body cleanliness as a health routine. Embrace applicable good routines that suit their body cleanliness. |
Learners are guided individually, groups or pairs to:
Discuss and share experiences on body cleanliness practices such as care of pubic parts that enhance personal hygiene. Adopt body cleanliness as a health routine. |
How does
body
cleanliness
enhance
personal
hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Hygiene Practices
|
Body Cleanliness
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of body cleanliness as a healthy habit. Adopt body cleanliness as a health routine. Develop self-confidence while maintaining personal cleanliness. |
Learners are guided individually, groups or pairs to:
Discuss the importance of body cleanliness as a healthy habit. Adopt body cleanliness as a health routine. |
How does
body
cleanliness
enhance
personal
hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Hygiene Practices
|
Body Cleanliness
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of body cleanliness as a healthy habit. Adopt body cleanliness as a health routine. Develop tolerance for others while appreciating their differences and promotion of preventive health. |
Learners are guided individually, groups or pairs to:
Discuss the importance of body cleanliness as a healthy habit. Adopt body cleanliness as a health routine. |
How does
body
cleanliness
enhance
personal
hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Identify common stains on clothing and household articles Discuss common stains on clothing and household articles Develop learning to learn as they adopt different ways of removing stains. |
Learners are guided individually, groups or pairs to:
Identify common stains on clothing and household articles Discuss common stains on clothing and household articles |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Discuss common stains such as blood on clothing and household articles. Use digital resources and sample articles to identify common stains such as blood on clothing and household articles Adopt stain removal for personal hygiene. |
Learners are guided individually, groups or pairs to:
Discuss common stains such as blood on clothing and household articles. Use digital resources and sample articles to identify common stains such as blood on clothing and household articles |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Discuss ways to remove common stains such as blood from clothing and household articles Carry out removal of common stains such as blood on clothing and household articles. Adopt stain removal for personal hygiene. |
Learners are guided individually, groups or pairs to:
Discuss ways to remove common stains such as blood from clothing and household articles Carry out removal of common stains such as blood on clothing and household articles. |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Discuss ways to remove common stains such as blood from clothing and household articles Carry out removal of common stains such as blood on clothing and household articles. Adopt stain removal for personal hygiene. |
Learners are guided individually, groups or pairs to:
Discuss ways to remove common stains such as blood from clothing and household articles Carry out removal of common stains such as blood on clothing and household articles. |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Discuss ways to remove common stains such as blood from clothing and household articles Carry out removal of common stains such as blood on clothing and household articles. Adopt stain removal for personal hygiene |
Learners are guided individually, groups or pairs to:
Discuss ways to remove common stains such as blood from clothing and household articles Carry out removal of common stains such as blood on clothing and household articles. |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Discuss common stains such as grass on clothing and household articles. Use digital resources and sample articles to identify common stains such as grass on clothing and household articles Develop responsibility as they take care of their clothes and personal hygiene as they maintain cleanliness. |
Learners are guided individually, groups or pairs to:
Discuss common stains such as grass on clothing and household articles. Use digital resources and sample articles to identify common stains such as grass on clothing and household articles |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Discuss ways to remove common stains such as grass from clothing and household articles Carry out removal of common stains such as grass on clothing and household articles. Develop responsibility as they take care of their clothes and personal hygiene as they maintain cleanliness. |
Learners are guided individually, groups or pairs to:
Discuss ways to remove common stains such as grass from clothing and household articles Carry out removal of common stains such as grass on clothing and household articles. |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Discuss ways to remove common stains such as grass from clothing and household articles Carry out removal of common stains such as grass on clothing and household articles. Develop responsibility as they take care of their clothes and personal hygiene as they maintain cleanliness. |
Learners are guided individually, groups or pairs to:
Discuss ways to remove common stains such as grass from clothing and household articles Carry out removal of common stains such as grass on clothing and household articles. |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Discuss ways to remove common stains such as grass from clothing and household articles Carry out removal of common stains such as grass on clothing and household articles. Develop responsibility as they take care of their clothes and personal hygiene as they maintain cleanliness. |
Learners are guided individually, groups or pairs to:
Discuss ways to remove common stains such as grass from clothing and household articles Carry out removal of common stains such as grass on clothing and household articles. |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Discuss ways to remove common stains such as grass from clothing and household articles Carry out removal of common stains such as grass on clothing and household articles. Develop responsibility as they take care of their clothes and personal hygiene as they maintain cleanliness. |
Learners are guided individually, groups or pairs to:
Discuss ways to remove common stains such as grass from clothing and household articles Carry out removal of common stains such as grass on clothing and household articles. |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Hygiene Practices
|
Laundry: Stain Removal
|
By the end of the
lesson, the learner
should be able to:
Discuss how stain removal enhance personal hygiene. Practise and adopt stain removal for personal hygiene Develop learning to learn as they adopt different ways of removing stains. |
Learners are guided individually, groups or pairs to:
Discuss how stain removal enhance personal hygiene. Practise and adopt stain removal for personal hygiene |
How does stain removal enhance personal hygiene?
|
Grade 6 Curriculum Design Agriculture and Nutrition
Video clips Realia Pictures Charts Realia Digital devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of crochet stitching Identify crocheting stitches in making household article (single and double crochet stitches). Adopt use of crocheting stiches in making household articles |
In groups, learners are guided to:
Explain the meaning of crochet stitching Identify crocheting stitches in making household article (single and double crochet stitches). |
What is the meaning of crochet stitching?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 9 | 1 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Explain how to single crochet stitch household articles such as personal protective equipment. Use single stitch crocheting to make a household article such as personal protective equipment. Develop creativity skills as they construct items using crocheting skills |
In groups, learners are guided to:
Explain how to single crochet stitch household articles such as personal protective equipment. Use single stitch crocheting to make a household article such as personal protective equipment. |
How can you use single stitch crocheting to make personal protective equipment?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 9 | 2 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Explain how to single crochet stitch household articles such as a cleaning rug. Use single stitch crocheting to make a household article such as a cleaning rug. Develop creativity skills as they construct items using crocheting skills. |
In groups, learners are guided to:
Explain how to single crochet stitch household articles such as a cleaning rug. Use single stitch crocheting to make a household article such as a cleaning rug. |
How can you use single stitch crocheting to make a cleaning rug?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 9 | 3 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Explain how to single crochet stitch household articles such as surface wipers Use single stitch crocheting to make a household article such as surface wipers Develop creativity skills as they construct items using crocheting skills |
In groups, learners are guided to:
Explain how to single crochet stitch household articles such as surface wipers Use single stitch crocheting to make a household article such as surface wipers |
How can you use single stitch crocheting to make personal surface wipers?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 9 | 4 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Explain how to double crochet stitch household articles such as personal protective equipment. Use double stitch crocheting to make a household article such as personal protective equipment. Adopt use of crocheting stiches in making household articles |
In groups, learners are guided to:
Explain how to double crochet stitch household articles such as personal protective equipment. Use double stitch crocheting to make a household article such as personal protective equipment. |
How can you use double stitch crocheting to make personal protective equipment?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 10 | 1 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Explain how to double crochet stitch household articles such as a mat. Use double stitch crocheting to make a household article such as a mat Adopt use of crocheting stiches in making household articles |
In groups, learners are guided to:
Explain how to double crochet stitch household articles such as a mat. Use double stitch crocheting to make a household article such as a mat |
How can you use double stitch crocheting to make a mat?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 10 | 2 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Explain how to double crochet stitch household articles such as a cleaning rug. Use double stitch crocheting to make a household article such as a cleaning rug. Adopt use of crocheting stiches in making household articles |
In groups, learners are guided to:
Explain how to double crochet stitch household articles such as a cleaning rug. Use double stitch crocheting to make a household article such as a cleaning rug. |
How can you use double stitch crocheting to make a cleaning rug?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 10 | 3 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Explain how to double crochet stitch household articles such as surface wipers Use double stitch crocheting to make a household article such as surface wipers Adopt use of crocheting stiches in making household articles |
In groups, learners are guided to:
Explain how to double crochet stitch household articles such as surface wipers Use double stitch crocheting to make a household article such as surface wipers |
How can you use double stitch crocheting to make personal surface wipers?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 10 | 4 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Identify crocheting stitches in making household article Explain the importance of crocheting stitches in making household article. Appreciate use of crocheting stiches in making household articles |
In groups, learners are guided to:
Identify crocheting stitches in making household article Explain the importance of crocheting stitches in making household article. |
How can crocheting solve daily problems?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 1 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Identify challenges of using crocheting stitches in making household article. Describe solutions to challeges of using crocheting stitches in making household article Develop compassion as learners learn from each other |
In groups, learners are guided to:
Identify challenges of using crocheting stitches in making household article. Describe solutions to challeges of using crocheting stitches in making household article |
What are the challenges of using crocheting stitches in making household article?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 2 |
PRODUCTION TECHNIQUES
|
Crocheting of PPEs
|
By the end of the
lesson, the learner
should be able to:
Identify tools that can be dangerous when using crocheting stitches in making household article. Explain precautions to observe when using dangerous tools in using crocheting stitches in making household article. Embrace safety when using crocheting stiches in making household articles. |
In groups, learners are guided to:
Identify tools that can be dangerous when using crocheting stitches in making household article. Explain precautions to observe when using dangerous tools in using crocheting stitches in making household article |
Which precautions should you observe when using dangerous tools in using crocheting stitches?
|
Curriculum Design Agriculture and Nutrition Grade 6
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 3 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to search and share information on the meaning of moist bed garden Explain the meaning of moist bed garden. Develop digital literacy when using digital devices. |
In groups, learners are guided to:
Use digital devices to search and share information on the meaning of moist bed garden Explain the meaning of moist bed garden. |
What is the meaning of moist bed garden?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 4 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Share their understanding of moisture bed and how it is used to grow crops Explain the use of moisture beds for water conservation Appreciate the use of moist bed garden in growing crops. |
Learners are guided to:
Share their understanding of moisture bed and how it is used to grow crops Explain the use of moisture beds for water conservation Make short notes on moisture beds |
How do moisture beds conserve water?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 1 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Identify materials that can be used to make a sunken moist bed garden. Collect locally available materials to prepare a sunken moist bed garden. Appreciate reusing locally available materials to construct moist bed garden |
In groups, learners are guided to:
Identify materials that can be used to make a sunken moist bed garden. Collect locally available materials to prepare a sunken moist bed garden. |
Which materials can be used to make a sunken moist bed garden?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 2 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Explain how to construct a sunken moist bed garden Construct a sunken moist bed using locally available materials Embrace the use of moist bed garden in growing crops. |
In groups, learners are guided to:
Explain how to construct a sunken moist bed garden Construct a sunken moist bed using locally available materials |
How can you construct a sunken moist bed garden?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 3 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Explain how to construct a sunken moist bed garden Construct a sunken moist bed using locally available materials Embrace the use of moist bed garden in growing crops. |
In groups, learners are guided to:
Explain how to construct a sunken moist bed garden Construct a sunken moist bed using locally available materials |
How can you construct a sunken moist bed garden?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 4 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Identify planting materials that can be planted in a sunken moisture bed Prepare planting materials to be planted in a sunken moisture bed Appreciate crops that can be grown in a sunken oist bed garden |
In groups, learners are guided to:
Identify planting materials that can be planted in a sunken moisture bed Prepare planting materials to be planted in a sunken moisture bed |
Which planting materials can be planted in a sunken moisture bed?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 13 | 1 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Identify planting materials that can be planted in a sunken moisture bed Establish and grow a crop on a sunken moisture bed for water conservation Resolve to take care of the crops in a moisture bed. |
In groups, learners are guided to:
Identify planting materials that can be planted in a sunken moisture bed Establish and grow a crop on a sunken moisture bed for water conservation |
Which crop have you grown on the sunken moisture bed garden?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 13 | 2 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Identify planting materials that can be planted in a sunken moisture bed Establish and grow a crop on a sunken moisture bed for water conservation Resolve to take care of the crops in a moisture bed. |
In groups, learners are guided to:
Identify planting materials that can be planted in a sunken moisture bed Establish and grow a crop on a sunken moisture bed for water conservation |
Which crop have you grown on the sunken moisture bed garden?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 13 | 3 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Identify materials that can be used to make a raised moist bed garden. Collect locally available materials to prepare a raised moist bed garden. Appreciate reusing locally available materials to construct moist bed garden |
In groups, learners are guided to:
Identify materials that can be used to make a raised moist bed garden. Collect locally available materials to prepare a raised moist bed garden. |
Which materials can be used to make a raised moist bed garden?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 13 | 4 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Explain how to construct a raised moist bed garden Construct a raised moist bed using locally available materials Embrace the use of moist bed garden in growing crops. |
In groups, learners are guided to:
Explain how to construct a raised moist bed garden Construct a raised moist bed using locally available materials |
How can you construct a raised moist bed garden?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 14 | 1 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Identify planting materials that can be planted in a raised moisture bed Prepare planting materials to be planted in a raised moisture bed Appreciate crops that can be grown in a raised oist bed garden |
In groups, learners are guided to:
Identify planting materials that can be planted in a raised moisture bed Prepare planting materials to be planted in a raised moisture bed |
Which planting materials can be planted in a raised moisture bed?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 14 | 2 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Identify planting materials that can be planted in a raised moisture bed Establish and grow a crop on a raised moisture bed for water conservation Resolve to take care of the crops in a moisture bed. |
In groups, learners are guided to:
Identify planting materials that can be planted in a raised moisture bed Establish and grow a crop on a raised moisture bed for water conservation |
Which crop have you grown on the raised moisture bed garden?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 14 | 3 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Identify planting materials that can be planted in a raised moisture bed Establish and grow a crop on a raised moisture bed for water conservation Resolve to take care of the crops in a moisture bed. |
In groups, learners are guided to:
Identify planting materials that can be planted in a raised moisture bed Establish and grow a crop on a raised moisture bed for water conservation |
Which crop have you grown on the raised moisture bed garden?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures, |
Observation of learning
Tests (written and oral)
Project
|
|
| 14 | 4 |
PRODUCTION TECHNIQUES
|
Constructing Moist Bed Garden
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of growing crops in moisture beds. Share their findings with others Appreciate importance of moisture beds in growing crops. |
In groups, learners are guided to:
Discuss the importance of growing crops in moisture beds. Share their findings with others |
What is the importance of growing crops in moisture beds?
|
Curriculum Design Agriculture and Nutrition Grade 6
Sacks, plastic bottles, walls , wooden frames, topsoil, manures, poles, plastic sheet, offcuts/timber, top soil, manures |
Observation of learning
Tests (written and oral)
Project
|
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