SCHEME OF WORK

KLB VISIONARY HOME SCIENCE

GRADE SIX
TERM 1
SCHOOL GRADE LEARNING TERM YEAR
AREA
GRADE 6 EVERYDAY 1
HOME
SCIENCE

Week Lesson Strand Sub-strand Specific-Learning outcomes Key Inquiry Learning/ Teaching Learning Assessment Reflection
/Theme Question(S) Experience Resources Methods
1 1 Healthy Meaning of By the end of the sub-strand, the Who is an In pairs, learners are KLB Oral
living adolescents learner should be able to: adolescent? guided to identify Visionary questions
 Define adolescents adolescents in the Home Oral Report
 Explain at what age does environment. Science Observation
adolescents begin and end Learner’s
 Watch a video clip of Book Grade
adolescents interacting 6 pg. 1-2
with their family members Digital
 Appreciate the changes resources
that kids under go when Charts
they get to adolescent age. Realia
Play items
Computing
devices
 2 By the end of the sub-strand, the What changes to Learners are guided to KLB Oral
learner should be able to: adolescents? identify changes that Visionary questions
 Identify changes that take occur to adolescents at Home Oral Report
place during adolescence this stage. Science Observation
 Represent changes that Learner’s
occur in boys and girls Book Grade
during adolescence in a 6 pg. 2-4
table Digital
 Appreciate the role of resources
nature to own self and Charts
bodies. Realia
Play items
Computing
devices
3 Good By the end of the sub-strand, the What are some of In groups, learners are KLB Oral
grooming learner should be able to: the grooming guided to identify Visionary questions
 Define grooming routines you do some of the routine Home Oral Report
 Identify some of the daily on a daily basis? grooming practices Science Observation
routine grooming practices Learner’s
for an adolescent In groups, learners are Book Grade
 Discuss importance of guided to demonstrate 6 pg. 4-5
grooming for an adolescent how perform good Digital
 Appreciate practicing good grooming resources
grooming for healthy habit Charts
Realia
Play items
Computing
devices

2 1 Healthy eating By the end of the sub-strand, the What is a In pairs, learners are KLB Oral
habits for learner should be able to: balanced diet? guided to discuss Visionary questions
adolescents  Discuss importance of importance of healthy Home Oral Report
adopting a healthy eating eating Science Observation
habit for adolescents Learner’s
  Portion a healthy diet for In groups, learners are Book Grade
an adolescent guided to prepare a 6 pg. 5-7
 Appreciate healthy eating balanced diet meal Digital
habit resources
Charts
Realia
Play items
Computing
devices
2 Daily physical By the end of the sub-strand, the What is physical Learners are guided to KLB Oral
exercise as a learner should be able to: exercise? identify different Visionary questions
healthy habit  Identify physical exercise games played in Home Oral Report
that are suitable for his/her locality Science Observation
adolescents . Learner’s
 Discuss importance of In groups, learners are Book Grade
physical exercise to our guided to role play a 6 pg. 7-8
bodies game of his/her Digital
 Perform simple exercises choosing. resources
 Have fun exercising as a Charts
healthy habit. Realia
Play items
Computing
devices
3 Safety in the By the end of the sub-strand, the What are some of In groups, learners are KLB Oral
environment learner should be able to: the safety guided to dangers that Visionary questions
 Identify dangers that might measures in the might happen to Home Oral Report
happen to adolescents in environment? adolescents in the Science Observation
the environment environment Learner’s
 Discuss precautions that Book Grade
can be taken to avoid the 6 pg. 8-10
dangers In groups, learners are Digital
 Educate peers on dangers guided to demonstrate resources
that adolescents face in the how Practice safety Charts
locality precautions to avoid Realia
  Practice safety precautions danger. Play items
to avoid danger. Computing
devices

3 1 Accessories By the end of the sub-strand, the What is an In pairs, learners are KLB Oral
and cosmetics learner should be able to: accessory? guided to define Visionary questions
 Define accessory and cosmetics Home Oral Report
cosmetic Science Observation
 Name some common In groups, learners are Learner’s
accessories used by guided to use Book Grade
adolescents accessories correctly 6 pg. 11-12
 Draw and color accessories Digital
 Have fun accessorizing resources
own self Charts
Realia
Play items
Computing
devices
2 Misuse of By the end of the sub-strand, the Why is it Learners are guided to KLB Oral
accessories by learner should be able to: important to identify ways in which Visionary questions
adolescents  Discuss ways in which accessorize accessories can be Home Oral Report
adolescents misuse correctly? misused Science Observation
accessories Learner’s
 Watch video showing In groups, learners are Book Grade
proper ways of using guided to properly 6 pg. 13-14
accessories accessorize Digital
 Appreciate proper themselves resources
accessorizing of Charts
accessories Realia
Play items
Computing
devices
3 Misuse and By the end of the sub-strand, the How should one In groups, learners are KLB Oral
dangers of learner should be able to: use cosmetics? guided to identify Visionary questions
 cosmetics  Identify factors to consider factors to consider Home Oral Report
when using cosmetics when using cosmetics Science Observation
 discuss ways in which Learner’s
adolescents can misuse In groups, learners are Book Grade
cosmetics guided to demonstrate 6 pg. 14-15
 create a photo album of how to properly use Digital
decently cosmetics resources
dressed ,accessorized and Charts
properly used cosmetics. Realia
 appreciate decent dressing Play items
for adolescents Computing
devices

4 1 Non - By the end of the sub-strand, the What are non- In pairs, learners are KLB Oral
communicable learner should be able to: communicable guided Identify non- Visionary questions
diseases and  Explain the meaning of diseases/disorder communicable Home Oral Report
disorders non-communicable disease ? diseases and disorders Science Observation
and disorder Learner’s
 Identify non- In groups, learners are Book Grade
communicable diseases guided to Share 6 pg. 16-17
and disorders experience on non- Digital
 Use the internet to get communicable resources
information about non- diseases and disorders
Charts
communicable diseases Realia
 Share experience on non- Play items
communicable diseases
Computing
and disorders
devices
2 Causes, By the end of the sub-strand, the How can we Learners are guided to KLB Oral
prevention learner should be able to: prevent getting identify causes of Visionary questions
and  Identify causes of diabetes, obese? diabetes, obesity and Home Oral Report
management obesity and hypertension hypertension Science Observation
of common  Share stories on diabetic Learner’s
non- patients if they have Book Grade
communicable interacted with In groups, learners are 6 pg. 17-20
 diseases-  Discuss how diabetes , guided to Discuss how Digital
diabetes, obesity and hypertension diabetes , obesity and resources
obesity and can be prevented and hypertension can be Charts
hypertension managed prevented and Realia
 Appreciate prevention of managed Play items
obesity, diabetes and Computing
hypertension devices

3 Epilepsy and By the end of the sub-strand, the What is epilepsy In groups, learners are KLB Oral
asthma learner should be able to: guided to identify Visionary questions
 Identify causes, signs and causes, signs and Home Oral Report
symptoms of epilepsy and symptoms of epilepsy Science Observation
asthma Learner’s
 Discuss first aid procedure In groups, learners are Book Grade
of epileptic and asthmatic guided to Role play 6 pg. 20-23
patient performing first aid Digital
 Role play performing first for an epileptic patient resources
aid for epileptic and Charts
asthmatic patient Realia
 Appreciate prevention and Play items
management of epilepsy Computing
and asthma devices

5 1 Heart diseases By the end of the sub-strand, the How do we In pairs, learners are KLB Oral
learner should be able to: prevent heart guided to Discuss Visionary questions
 Name heart diseases diseases? causes, signs and Home Oral Report
 Discuss causes, signs and symptoms of heart Science Observation
symptoms of heart diseases diseases Learner’s
 Watch a video of patients Book Grade
with heart diseases In groups, learners are 6 pg. 24
 Appreciate proper guided to Watch a Digital
management and video of patients with resources
prevention of heart heart diseases
Charts
diseases Realia
 Play items
Computing
devices
2 Cancer By the end of the sub-strand, the What is cancer? Learners are guided to KLB Oral
learner should be able to: Discuss causes and Visionary questions
 Explain the meaning of prevention of cancer Home Oral Report
cancer Science Observation
 Watch a video showing Learner’s
care of cancer patients In groups, learners are Book Grade
 Create awareness of guided to Create 6 pg. 25-27
common preventable awareness of common Digital
cancer preventable cancer resources
 Discuss causes and Charts
prevention of cancer Realia
 Appreciate healthy living Play items
as a daily habit Computing
devices
3 Consumer Budgeting By the end of the sub-strand, the What is budget? In groups, learners are KLB Oral
education learner should be able to: guided to Prepare a Visionary questions
 Define budget shopping list Home Oral Report
 Prepare a shopping list Science Observation
 Discuss importance of Learner’s
preparing a budget Book Grade
6 pg. 28-30
 Appreciate proper panning Digital
to avoid running out of resources
funds Charts
Realia
Play items
Computing
devices

6 1 Importance of By the end of the sub-strand, the Why do we In pairs, learners are KLB Oral
budgeting learner should be able to: prepare a budget? guided to List factors Visionary questions
  List factors to consider to consider when Home Oral Report
when making a budget making a budget Science Observation
 Make a simple budget for Learner’s
personal effects In groups, learners are Book Grade
 Appreciate the need for guided to Make a 6 pg. 30-32
budgeting simple budget for Digital
personal effects resources
Charts
Realia
Play items
Computing
devices
2 Revision By the end of the sub-strand, the Learners are guided to KLB Oral
learner should be able to: Answer topical Visionary questions
 Answer topical questions questions correctly Home Oral Report
correctly Science Observation
Learner’s
Book Grade
6 pg. 32
Digital
resources
Charts
Realia
Play items
Computing
devices
3 Food and Food By the end of the sub-strand, the What is a In groups, learners are KLB Oral
nutrition nutrients- learner should be able to: mineral? guided to Identify Visionary questions
minerals Define nutrients foods rich in iodine Home Oral Report
(iodine and  Identify nutrients found in and iron Science Observation
iron) different food groups Learner’s
 Identify foods rich in In groups, learners are Book Grade
iodine and iron guided to Discuss 6 pg. 33-34
 Discuss importance of iron importance of iron and Digital
 and iodine in our bodies iodine in our bodies resources
 Appreciate importance of Charts
iron and iodine in our Realia
bodies Play items
Computing
devices

7 1 Importance of By the end of the sub-strand, the What mineral can In pairs, learners are KLB Oral
different learner should be able to: one get from guided to explain Visionary questions
minerals in  Explain importance of meat? importance of Home Oral Report
the body different minerals in our different minerals in Science Observation
bodies our bodies Learner’s
 Prepare foods rich in iron Book Grade
 Have fun classifying food 6 pg. 34-35
according to their mineral In groups, learners are Digital
content guided to Prepare resources
 Prepare a meal plan foods rich in iron Charts
contain foods with Realia
different minerals Play items
Computing
devices
2 Keeping a By the end of the sub-strand, the What are the Learners are guided to KLB Oral
daily log of learner should be able to: essential minerals Discuss importance Visionary questions
foods rich in  Discuss importance eating required by our eating foods rich in Home Oral Report
minerals foods rich in essential bodies? essential minerals Science Observation
minerals Learner’s
 Prepare a daily log of Book Grade
foods rich in minerals In groups, learners are 6 pg. 36-37
 Appreciate eating foods guided to Prepare a Digital
rich in essential minerals daily log of foods rich resources
 Answer question on the in minerals Charts
sub topic Realia
Play items
Computing
 devices
3 Preservation By the end of the sub-strand, the Where do we get In groups, learners are KLB Oral
and storage of learner should be able to: meat from? guided to identify Visionary questions
meat  identify sources of meat sources of meat that Home Oral Report
that we eat. we eat. Science Observation
 Search in the internet to Learner’s
find different sources of Book Grade
meat In groups, learners are 6 pg. 38-39
 Draw simple sources of guided to demonstrate Digital
meat how to take care of resources
 Appreciate sources of meat common sources of Charts
by taking care of these meat at home Realia
animals to ensure safe Play items
meat and health of the Computing
animals devices

8 1 Importance of By the end of the sub-strand, the How do you In pairs, learners are KLB Oral
preserving learner should be able to: preserve meat at guided to Explain Visionary questions
and storing  Explain reasons for home? reasons for preserving Home Oral Report
meat preserving meat meat Science Observation
 List reasons for preserving Learner’s
meat Book Grade
 Name facilities used to In groups, learners are 6 pg. 39-41
preserve and store meat guided to Demonstrate Digital
 Demonstrate how to how to preserve meat resources
preserve meat by smoking by smoking Charts
Realia
Play items
Computing
devices
2 Safety storage By the end of the sub-strand, the What factors do Learners are guided to KLB Oral
of meat learner should be able to: you consider list factors to consider Visionary questions
 Discuss safety measures to when choosing a when choosing a Home Oral Report
observe when storing meat method of method of preserving Science Observation
meat
  List factors to consider preserving meat? Learner’s
when choosing a method Book Grade
of preserving meat In groups, learners are 6 pg. 41
 Appreciate proper guided to watch a Digital
preservation of meat video showing resources
 Watch a video showing different ways of Charts
different ways of preserving meat. Realia
preserving meat Play items
Computing
devices
3 Ways of By the end of the sub-strand, the What are In groups, learners are KLB Oral
preserving learner should be able to: disadvantages of guided to Discus Visionary questions
meat at home-  Demonstrate how to preserving meat advantages and Home Oral Report
sun drying preserve meat at home by by sun drying? disadvantages of Science Observation
drying preserving meat by Learner’s
 Discus advantages and sun drying Book Grade
disadvantages of 6 pg. 42
preserving meat by sun In groups, learners are Digital
drying guided to Demonstrate resources
 Appreciate preserving how to preserve meat Charts
meat by sun drying at home by drying Realia
Play items
Computing
devices

9 1 Ways of By the end of the sub-strand, the What are In pairs, learners are KLB Oral
preserving learner should be able to: advantages of guided to Discus Visionary questions
meat at home-  Demonstrate how to preserving meat advantages and Home Oral Report
refrigeration preserve meat at home by by refrigeration? disadvantages of Science Observation
refrigeration preserving and storing Learner’s
 Discus advantages and meat by refrigeration Book Grade
disadvantages of 6 pg. 43
preserving and storing In groups, learners are Digital
meat by refrigeration guided to Demonstrate resources
  Appreciate preserving how to preserve meat Charts
meat by refrigeration at home by Realia
refrigeration Play items
Computing
devices
2 Ways of By the end of the sub-strand, the What are Learners are guided to KLB Oral
preserving learner should be able to: advantages of Discus advantages Visionary questions
meat at home-  Demonstrate how to preserving meat and disadvantages of Home Oral Report
smoking preserve meat at home by by smoking? preserving meat by Science Observation
smoking smoking Learner’s
 Discus advantages and In groups, learners are Book Grade
disadvantages of guided to Demonstrate 6 pg. 44
preserving meat by how to preserve meat Digital
smoking at home by smoking resources
 Have fun by preserving Charts
meat by smoking Realia
Play items
Computing
devices
3 Ways of By the end of the sub-strand, the Have you ever In groups, learners are KLB Oral
preserving learner should be able to: preserved meat guided to Discus Visionary questions
meat at home-  Demonstrate how to by salting? advantages and Home Oral Report
salting preserve meat at home by disadvantages of Science Observation
salting preserving meat by Learner’s
 Discus advantages and salting Book Grade
disadvantages of 6 pg.44-45
preserving meat by salting Digital
 Appreciate preserving In groups, learners are resources
meat by salting guided to Demonstrate Charts
how to preserve meat Realia
at home by salting Play items
Computing
devices
10 1 Hygiene By the end of the sub-strand, the What are the In pairs, learners are KLB Oral
measure while learner should be able to: safety measure to guided to Identify Visionary questions
preserving  Identify hygiene measures consider when hygiene measures to Home Oral Report
meat to observe when storing storing meat? observe when storing Science Observation
meat meat Learner’s
 Demonstrate/Showcase Book Grade
safety hygiene measures 6 pg. 45-46
when storing meat In groups, learners are Digital
 Appreciate safety measures guided to Showcase resources
when storing meat safety hygiene Charts
measures when storing
Realia
meat
Play items
Computing
devices
2 How to store By the end of the sub-strand, the What is the use of Learners are guided to KLB Oral
preserved learner should be able to: a freezer? Name storage Visionary questions
meat at home  Name storage equipment’s equipment’s used to Home Oral Report
used to store food at home store food at home Science Observation
 Watch a video showing In groups, learners are Learner’s
how to store food guided to Demonstrate Book Grade
 Demonstrate how to store how to store food in a 6 pg. 46-47
food in a freezer freezer Digital
 Have fun storing preserved resources
meat Charts
 Discuss importance of Realia
preserving meat Play items
Computing
devices
3 Revision By the end of the sub-strand, the In groups, learners are KLB Oral
learner should be able to: guided to answer all Visionary questions
 Answer questions at the questions correctly Home Oral Report
end of the sub-strand Science Observation
Learner’s
Book Grade
6 pg.48
Digital
resources
Charts
Realia
Play items
Computing
devices