SCIENCE TECHNOLOGY SCHEME OF WORK GRADE 6 TERM 1

NAME

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SCHOOL
 SCHOOL GRADE LEARNING AREA TERM YEAR
GRADE 6 SCIENCE AND TECHNOLOGY 1

W Lesso Strand Sub-strand Specific-Learning outcomes Key Inquiry Learning/ Teaching Experience Learning Assessment Methods Reflection
eek n /Theme Question(S) Resources
1 1 Living things Plants-Parts of a By the end of the sub-strand, the What type of Learner are guided to identify Realia Oral questions Oral
plant: learner should be able to: plants are found different plants found in the local Charts Report Observation
Identifying different a) Identify different plants found in your local area. Photographs
plants found in the in the local area. area? Pictures
locality b) Recognize different plants Learners are guided in an Digital devices
found around the school excursion to identify different Computing devices
through excursion. plants found in the local area. Know More: Science and
c) Appreciate herbaceous plants. Technology Learner’s Book
In groups, learners are guided to Grade 6 pg. 1-4
use digital devices such as
camera, smartphones and tablets
to take photos of different plants
found in the local area.

Learners are guided to collect

herbaceous plants by uprooting
them.

2 Living things Identifying different By the end of the sub-strand, the Which parts of Learners are guided to identify Realia Oral questions Oral
plants of plants in learner should be able to: plants do you different parts of plants in the Charts Report Observation
the environment a) Identify different parts of know? environment (flower, roots, fruits, Photographs
plants in the environment. leaf and steam) Pictures
b) Recognize different parts of Digital devices
plants in the environment. Learners are guided in an Computing devices
c) Appreciate different types excursion to identify different Know More: Science and
parts of plants in the Technology Learner’s Book
parts of plants in the environment.
environment. Grade 6 pg. 4-6

3 Living things Drawing and By the end of the sub-strand, the
labelling different learner should be able to:
parts of a plants a) Mention different parts of
plants.
b) Draw and label the different
parts of a plant.
c) Have fun and enjoy drawing
How to draw and Learners are guided to mention StoryMoja; Know More: Oral questions Oral
label the different different parts of plants. Science and Technology Report Observation
parts of a plant? Learner’s Book Grade 6 pg. 6
Learners are guided to draw and Realia
label the different parts of a plant. Charts
Photographs
Pictures
 different parts of plants. Digital devices
Computing devices

4 Living things Functions of By the end of the sub-strand, the What are the Learners are guided to define Know More: Science and Oral questions Oral
different parts of a learner should be able to: functions of photosynthesis. Technology Learner’s Book Report Observation
plant a) Define photosynthesis. different parts of Grade 6 pg. 6-7
b) Investigate the functions of a plant? Learners are guided to investigate Realia
different parts of a plant. the functions of different parts of Charts
c) Appreciate the functions of a plant. Photographs
different parts of a plant. Pictures
In groups, learners are guided to Digital devices
use a digital device connected to Computing devices
the internet to find out about
functions of different parts of a
plant
2 1 Living things Using visual aids to By the end of the sub-strand, the What are In groups, learners are guided to Know More: Science and Oral questions Oral
identify the learner should be able to: functions of use visual aids to identify the Technology Learner’s Book Report Observation
functions of a) Use visual aids to identify the roots? functions of the different parts of Grade 6 pg. 7-8
different parts of a functions of the different plants. Realia
plant parts of plants. Charts
b) Draw some plants which store Learners are guided to draw some Photographs
food in their roots such as plants which store food in their Pictures
carrots, arrowroots, cassava Digital devices
roots such as carrots, arrowroots,
and sweet potatoes. Computing devices
cassava and sweet potatoes
c) Appreciate the use of visual
aids to identify the functions
of the different parts of
plants.
2 Living things Appreciating By the end of the sub-strand, the How do you take In groups, learners are guided to Know More: Science and Oral questions Oral
different plants in learner should be able to: care of plants? mention ways of taking care of Technology Learner’s Book Report Observation
the community a) Mention ways of taking care plants. Grade 6 pg. 8-9
of plants. Realia
b) Compose a song on different In groups, learners are guided to Charts
plants found in his/her compose a song on different Photographs
community. plants found in his/her Pictures
c) Appreciate different plants in Digital devices
community.
the community. Computing devices

3 Living things Making mountings By the end of the sub-strand, the How to make Learners are guided to list the Know More: Science and Oral questions Oral
of different parts of learner should be able to: mountings of materials needed to make Technology Learner’s Book Report Observation
a plant a) List the materials needed to different parts of mountings of different parts of a Grade 6 pg. 9-10
make mountings of different a plant? plant. Manilla papers
parts of a plant. Glue
b) Make mountings of different In groups, learners are guided to Scissors
parts of a plant.
 c) Have fun and enjoy making make mountings of different parts Realia
mountings of different parts of a plant. Charts
of a plant. Photographs
In groups, learners are guided to Pictures
display the mounted parts of the Digital devices
plants in the Science corner. Computing devices

4 Living things Plants-Types of By the end of the sub-strand, the Which are the Learners are guided to identify Realia Oral questions Oral
roots learner should be able to: different types of different types of roots. Charts Report Observation
a) Identify different types of roots? Photographs
roots. Learners are guided to observe the Pictures
b) Observe the different types of different types of roots while Digital devices
roots while recording. recording. Computing devices
c) Appreciate different types of StoryMoja; Know More:
roots. Science and Technology
Learner’s Book Grade 6 pg. 11

3 1 Living things Using visual aids to By the end of the sub-strand, the Which plants Learners are guided to name the Realia Oral questions Oral
find out about the learner should be able to: have the same different types of roots of the Charts Report Observation
different types of a) Name the different types of type of roots? plants in the wall charts and Photographs
roots roots of the plants in the wall pictures. Pictures
charts and pictures. Digital devices
b) Recognize different types of In groups, learners are guided to Computing devices
roots using visual aids and recognize different types of roots StoryMoja; Know More:
digital devices. Science and Technology
using visual aids and digital
c) Appreciate the use of visual Learner’s Book Grade 6 pg.
aids and digital devices to devices.
11-12
find out about the different
types of roots.

2 Living things Field excursion to By the end of the sub-strand, the How to observe In groups, learners are guided to Realia Oral questions Oral
collect different learner should be able to: safety when mentions ways to observe safety Charts Report Observation
types of plants a) Mentions ways to observe collecting when collecting plants. Photographs
safety when collecting plants. different types of Pictures
b) Recognize different types of plants? In groups, learners are guided in Digital devices
plants in an excursion. an excursion to identify types of Computing devices
c) Appreciate the importance of plants. StoryMoja; Know More:
observing safety when Science and Technology
collecting plants. Learner’s Book Grade 6 pg.
13

3 Living things Observing the By the end of the sub-strand, the How to draw and In groups, learners are guided to Realia Oral questions Oral
different types of learner should be able to: label different discuss different types of roots of Charts Report Observation
roots of the a) Give examples of plants types of roots? the collected plants. Photographs
 collected plants which have taproot and
fibrous roots.
b) Draw and label different
types of roots.
c) Have fun and enjoy drawing
and labelling different types
of roots.
4 Living things Grouping plants in By the end of the sub-strand, the
the locality based on learner should be able to:
the types of roots a) State the differences between
taproot and fibrous roots.
b) Group plants according to the
type of roots.
c) Appreciate the characteristics
of taproots and fibrous roots.
4 1 Living things Appreciating that By the end of the sub-strand, the
plants have different learner should be able to:
types of roots for a) Identify the type of roots in
different functions each plant.
b) Sing a song about plants
having different types of roots
for different functions.
c) Appreciate that plants have
different types of roots for
different functions.
2 Living things Making mountings By the end of the sub-strand, the
of different types of learner should be able to:
roots a) List the materials needed to
make mountings of different
types of roots.
b) Make mountings of different
types of roots.
c) Have fun and enjoy making
mountings of different types
of roots.
3 Living things Animals- By the end of the sub-strand, the
Invertebrates; learner should be able to:
Pictures
Learners are guided to draw and Digital devices
label different types of roots. Computing devices
StoryMoja; Know More:
Science and Technology
Learner’s Book Grade 6 pg. 13
What are the Learners are guided to state the StoryMoja; Know More: Oral questions Oral
differences of differences between taproot and Science and Technology Report Observation
taproot and fibrous roots. Learner’s Book Grade 6 pg. 14
fibrous root? Realia
In groups, learners are guided to Charts
group plants according to the type Photographs
of roots. Pictures
Digital devices
Computing devices
What are the Learners are guided to identify the Realia Oral questions Oral
functions of roots type of roots in each plant. Charts Report Observation
mentioned in the Photographs
song? In groups, learners are guided to Pictures
sing a song about plants having Digital devices
different types of roots for Computing devices
different functions. StoryMoja; Know More:
Science and Technology
Learners are guided to participate Learner’s Book Grade 6 pg.
in taking care of plants. 15-16
How to make Learners are guided to list the Manila paper Oral questions Oral
mountings of materials needed to make Glue Report Observation
different types of mountings of different types of Scissors
roots? roots. Realia
Charts
In groups, learners are guided to Photographs
make mountings of different types Pictures
Digital devices
of roots.
Computing devices
In groups, learners are guided to StoryMoja; Know More:
display the mounted types of roots Science and Technology
in the Science corner. Learner’s Book Grade 6 pg.
16-18
What are Learners are guided to state the Realia Oral questions Oral
invertebrates? meaning of invertebrates. Charts Report Observation
 Identifying a) State the meaning of Photographs
invertebrates invertebrates. Learners are guided to draw some Pictures
b) Draw some invertebrates invertebrates found in his/her Digital devices
found in his/her local area. local area. Computing devices
c) Have fun and enjoy drawing StoryMoja; Know More:
invertebrates. Learners are guided to identify Science and Technology
invertebrates. Learner’s Book Grade 6 pg.
19-20

4 Living things Discussing safety By the end of the sub-strand, the How to observe Learners are guided to mention Realia Oral questions Oral
precautions when learner should be able to: safety when safety precautions when handling Charts Report Observation
handling a) Mention safety precautions handling invertebrates. Photographs
invertebrates when handling invertebrates. invertebrates? Pictures
b) Demonstrate precautions In groups, learners are guided to Digital devices
when handling invertebrates. discuss safety precautions when Computing devices
c) Appreciate the importance of handling invertebrates. StoryMoja; Know More:
observing safety when Science and Technology
handling invertebrates. Learners are guided to Learner’s Book Grade 6 pg. 20
demonstrate precautions when
handling invertebrates.

5 1 Living things Exploring the By the end of the sub-strand, the What are the Learners are guided to state the Protective clothing Oral questions Oral
school and the learner should be able to: importance of importance of invertebrates. Gloves Report Observation
neighbourhood to a) State the importance of invertebrates to Goggles
observe and identify invertebrates. the environment? In groups, learners are guided to Gumboots
different b) Explore the school compound explore the school compound to Realia
invertebrates to observe different types of observe different types of Charts
invertebrates. invertebrates. Photographs
c) Appreciate the importance of Pictures
invertebrate to the Digital devices
In groups, learners are guided to
community. Computing devices
use a camera or smartphone to
take photographs of the StoryMoja; Know More:
invertebrates. Science and Technology
Learner’s Book Grade 6 pg. 21

2 Living things Using digital By the end of the sub-strand, the How to identify Learners are guided to state the StoryMoja; Know More: Oral questions Oral
devices to access, learner should be able to: different difference between vertebrates Science and Technology Report Observation
observe and identify a) State the difference between invertebrates? and invertebrates. Learner’s Book Grade 6 pg. 21-
different vertebrates and invertebrates. 22
invertebrates b) Use digital devices to access, In groups, learners are guided to Realia
observe and identify different use digital devices to access, Charts
invertebrates. observe and identify different Photographs
 c) Appreciate the differences invertebrates Pictures
between vertebrates and Digital devices
invertebrates. Computing devices

3 Living things Characteristics of By the end of the sub-strand, the What are the four Learners are guided to identify the StoryMoja; Know More: Oral questions Oral
each group of learner should be able to: groups of four groups of invertebrates. Science and Technology Report Observation
invertebrates a) Identify the four groups of invertebrates? Learner’s Book Grade 6 pg. 22-
invertebrates. In groups, learners are guided to 23
b) Discuss and record the discuss and record the Realia
characteristics of insects, characteristics of insects, spiders, Charts
spiders, ticks, millipedes, ticks, millipedes, centipedes, Photographs
centipedes, snails and slugs. snails and slugs Pictures
c) Appreciate the characteristics Digital devices
of each group of Learners are guided to name the Computing devices
invertebrates. invertebrate in the pictures and
photographs.

4 Living things Characteristics of By the end of the sub-strand, the
insects learner should be able to:
a) Name insects found in his/her
local area.
b) Observe and record the
similarities on the bodies of
the insects.
c) Appreciate the characteristics
of insects.
What are the In pairs, learners are guided to StoryMoja; Know More: Oral questions Oral
characteristics of name insects found in his/her Science and Technology Report Observation
insects? local area. Learner’s Book Grade 6 pg. 23-
25
In groups, learners are guided to Realia
observe and record the similarities Charts
on the bodies of the insects. Photographs
Pictures
In groups, learners are guided to Digital devices
use digital devices to watch a Computing devices
video on characteristics of insects.

6 1 Living things Characteristics of By the end of the sub-strand, the
spiders and ticks learner should be able to:
a) Identify the characteristics of
spiders and ticks.
b) Recognize the similarities
between spiders and ticks.
c) Appreciate the characteristics
of ticks and spiders
What are the Learners are guided to identify the StoryMoja; Know More: Oral questions Oral
characteristics of characteristics of spiders and Science and Technology Report Observation
ticks and spiders? ticks. Learner’s Book Grade 6 pg. 25-
27
In groups, learners are guided to Realia
observe and record the similiraties Charts
on the bodies of spiders and Photographs
Pictures
insects.
Digital devices
In groups, learners are guided to Computing devices
use digital devices to watch
videos on characteristics of
spiders and ticks.
2 Living things Characteristics of By the end of the sub-strand, the What are the Learners are guided to identify the StoryMoja; Know More: Oral questions Oral
millipedes and learner should be able to: characteristics of characteristics of millipedes and Science and Technology Report Observation
centipedes a) Identify the characteristics of millipedes and centipedes. Learner’s Book Grade 6 pg. 27-
millipedes and centipedes. centipedes? 28
b) Draw and label parts of a In groups, learners are guided to Realia
millipede and centipede. compare the difference between Charts
c) Appreciate the characteristics centipedes and millipedes Photographs
of millipedes and centipedes. Pictures
In groups, learners are guided to Digital devices
observe and record the similiraties Computing devices
on the bodies of millipedes and
centipedes.

In groups, learners are guided to

use digital devices to watch
videos on characteristics of
millipedes and centipedes.

3 Living things Characteristics of By the end of the sub-strand, the
snails and slugs learner should be able to:
a) Identify the characteristics of
snails and slugs.
b) Recognize the similarities
between snails and slugs.
c) Appreciate the characteristics
of snails and slugs.
What are the Learners are guided to identify the StoryMoja; Know More: Oral questions Oral
characteristics of characteristics of snails and slugs. Science and Technology Report Observation
snails and slugs? Learner’s Book Grade 6 pg. 29-
In groups, learners are guided to 30
observe and record the similiraties Realia
on the bodies of snails and slugs. Charts
Photographs
In groups, learners are guided to Pictures
use digital devices to watch Digital devices
videos on characteristics of snails Computing devices
and slugs.

4 Living things Categories of By the end of the sub-strand, the What do we In groups, learners are guided to StoryMoja; Know More: Oral questions Oral
invertebrates learner should be able to: consider when name the groups of invertebrates Science and Technology Report Observation
a) Name the groups of categorizing and list the names of the Learner’s Book Grade 6 pg. 30-
invertebrates and list the invertebrates? invertebrates that belong to each 32
names of the invertebrates group. Realia
that belong to each group. Charts
b) Categorize invertebrates into In groups, learners are guided to Photographs
different groups. categorize invertebrates into Pictures
c) Appreciate the importance of different groups. Digital devices
categorizing invertebrates. Computing devices
7 1 Living things Appreciating By the end of the sub-strand, the What are the In groups, learners are guided to StoryMoja; Know More: Oral questions Oral
invertebrates and learner should be able to: importance of state the importance of Science and Technology Report Observation
their importance to a) State the importance of invertebrates to invertebrates to human beings. Learner’s Book Grade 6 pg. 32-
human beings invertebrates to human human beings? 34
beings. In groups, learners are guided to Realia
b) Recite a poem about compose and recite a poem about Charts
invertebrates. invertebrates. Photographs
c) Appreciate invertebrates and Pictures
their importance to human Digital devices
beings. Computing devices

2 Living things Making a photo By the end of the sub-strand, the How to make a Learners are guided to list the StoryMoja; Know More: Oral questions Oral
album of learner should be able to: photo album of materials needed to make a photo Science and Technology Report Observation
invertebrates found a) List the materials needed to invertebrates? album of invertebrates found in Learner’s Book Grade 6 pg. 34-
in the local area make a photo album of the local area. 36
invertebrates found in the Realia
local area. In groups, learners are guided to Charts
b) Make a photo album of make a photo album of Photographs
invertebrates found in the invertebrates found in the local Pictures
local area. area. Digital devices
c) Appreciate invertebrates Computing devices
found in the local area.

3 Living things Human circulatory By the end of the sub-strand, the What are the Learners are guided to define the StoryMoja; Know More: Oral questions Oral
system; Parts of the learner should be able to: main parts of the meaning of circulatory system. Science and Technology Report Observation
human circulatory a) Identify the main parts of the human Learner’s Book Grade 6 pg. 37-
system human circulatory system. circulatory Learners are guided to identify the 39
b) Draw a well labelled diagram system? main parts of the human Realia
of the human circulatory circulatory system. Charts
system. Photographs
c) Appreciate the parts of the Learners are guided to draw a well Pictures
human circulatory system. labelled diagram of the human Digital devices
circulatory system. Computing devices

4 Living things Observing and By the end of the sub-strand, the How many Learners are guided to identify StoryMoja; Know More: Oral questions Oral
discussing parts of learner should be able to: chambers does different parts of the heart and Science and Technology Report Observation
the heart a) Identify different parts of the the heart have? blood vessels. Learner’s Book Grade 6 pg. 39-
heart and blood vessels. 40
b) Draw and label the internal Learners are guided to draw and Realia
parts of the heart. label the internal parts of the Charts
c) Appreciate the parts of the heart. Photographs
heart. Pictures
Digital devices
Computing devices
8 1 Living things Discussing the By the end of the sub-strand, the What are the Learners are guided to identify the StoryMoja; Know More: Oral questions Oral
functions of learner should be able to: functions of functions of different parts of the Science and Technology Report Observation
different parts of the a) Identify the functions of different parts of heart. Learner’s Book Grade 6 pg. 40-
heart different parts of the heart. the heart. 43
b) Observe a video on parts of In groups, learners are guided to Realia
the heart and pumping of the observe a video on parts of the Charts
heart. Photographs
heart and pumping of the heart.
c) Appreciate the functions of Pictures
different parts of the heart. Digital devices
Learners are guided to practice
feeling the heartbeat. Computing devices

2 Living things Types of blood By the end of the sub-strand, the What are the Learners are guided to identify the StoryMoja; Know More: Oral questions Oral
vessels and their learner should be able to: functions of three types of blood vessels. Science and Technology Report Observation
functions in the a) Identify the three types of blood vessels in Learner’s Book Grade 6 pg. 43-
circulatory system blood vessels. the circulatory In groups, learners are guided to 45
b) Discuss the functions of the system? discuss the functions of the blood Realia
blood vessels. vessels. Charts
c) Appreciate the functions of Photographs
blood vessels. Pictures
Digital devices
Computing devices

3 Living things Observing veins at By the end of the sub-strand, the Why do arteries Learners are guided to state the StoryMoja; Know More: Oral questions Oral
the wrist and back learner should be able to: have thicker differences between arteries and Science and Technology Report Observation
of the hand a) State the differences between walls than veins? veins. Learner’s Book Grade 6 pg. 45-
arteries and veins. 46
b) Observe veins at the wrist and Learners are guided to observe Realia
back of the hand. veins at the wrist and back of the Charts
c) Appreciate the importance of hand. Photographs
veins. Pictures
Digital devices
Computing devices

4 Living things Components of By the end of the sub-strand, the What are the four In groups, learners are guided to StoryMoja; Know More: Oral questions Oral
blood and their learner should be able to: components of brainstorm on the functions of the Science and Technology Report Observation
functions in the a) Brainstorm on the functions blood? components of blood. Learner’s Book Grade 6 pg. 46-
circulatory system of the components of blood. 48
b) Download and observe a What are the In groups, learners are guided to Realia
video on the component of functions of download and observe a video on Charts
blood and their functions. components of the component of blood and their Photographs
c) Appreciate the functions of Pictures
blood? functions.
the components of blood. Digital devices
Learners are guided to identify the Computing devices
 four components of blood.

9 1 Living things Making a model of By the end of the sub-strand, the How to make a Learners are guided to list the StoryMoja; Know More: Oral questions Oral
components of learner should be able to: model of items and materials needed to Science and Technology Report Observation
blood a) List the items and materials components of make a model of components of Learner’s Book Grade 6 pg. 48-
needed to make a model of blood? blood. 49
components of blood. Plastic bottle
b) Make a model of components In groups, learners are guided to Water
of blood. make a model of components of Jug/cup
c) Have fun and enjoy making a
blood. Liquid yellow dye
model of components of
Salt/glucose
blood.
Red/white/purple/black seeds
Realia
Charts
Photographs
Pictures
Digital devices
Computing devices

2 Living things Blood groups in the By the end of the sub-strand, the What is the ABO In groups, learners are guided to StoryMoja; Know More: Oral questions Oral
ABO system learner should be able to: blood group brainstorm on the ABO human Science and Technology Report Observation
a) Brainstorm on the ABO system? blood groups. Learner’s Book Grade 6 pg. 49-
human blood groups. 50
b) Discuss the importance of How many blood In groups, learners are guided to Realia
blood groups groups are there discuss the importance of blood Charts
c) Appreciate the importance of Photographs
in the ABO groups.
ABO human blood groups. Pictures
system?
Digital devices
Computing devices

3 Living things Role of blood By the end of the sub-strand, the What is blood Learners are guided to define the StoryMoja; Know More: Oral questions Oral
groups in blood learner should be able to: transfusion? meaning of blood transfusion. Science and Technology Report Observation
transfusion a) State the difference between Learner’s Book Grade 6 pg. 50-
universal donor and universal What would Learners are guided to state the 52
recipient. happen if there difference between universal Realia
b) Discuss the importance of was no blood donor and universal recipient. Charts
blood transfusion. transfusion in the Photographs
c) Appreciate the importance of Pictures
world? In groups, learners are guided to
blood transfusion. Digital devices
discuss the importance of blood
transfusion. Computing devices

4 Living things Discussing the role By the end of the sub-strand, the What is the role In groups, learners are guided to StoryMoja; Know More: Oral questions Oral
of blood groups in learner should be able to: of blood groups explain the role of blood groups in Science and Technology Report Observation
blood transfusion a) Explain the role of blood in blood blood transfusion. Learner’s Book Grade 6 pg. 52-
 groups in blood transfusion.
b) Make posters to sensitise
members of his/her
community on blood
transfusion and the role blood
groups play in blood
transfusion.
c) Appreciate the role of blood
groups in blood transfusion.
10
transfusion? 54
In groups, learners are guided to Realia
make posters to sensitise members Charts
of his/her community on blood Photographs
transfusion and the role blood Pictures
groups play in blood transfusion. Digital devices
Computing devices
END OF TERM ASSESSMENT