AGRICULTURE SCHEME OF WORK GRADE 6 TERM 1

NAME

TSC NO.

SCHOOL
 SCHOOL GRADE LEARNING TERM YEAR
AREA
GRADE 6 AGRICULTURE 1

W Lesso Strand Sub-strand Specific-Learning Key Inquiry Learning/ Teaching Learning Assessment Reflection
eek n /Theme outcomes Question(S) Experience Resources Methods
1 1 Conserving Soil erosion By the end of the sub- What is the  Learners are guided StoryMoja; Know Oral
our control; strand, the learner should meaning of soil to define the More; Agriculture questions
environment Meaning of be able to: erosion? meaning of soil Learner’ s Book Oral Report
soil erosion erosion. Grade 6 pg. 1-2 Observation
in the  Define the meaning of Why should we
soil erosion.  In groups, learners
environment protect soil Video clips
from erosion? are guided to Realia
 Discuss how each type Discuss how each
of erosion occurs Pictures
type of erosion Charts
(splash, sheet, rill and occurs (splash,
gulley erosion) Realia
sheet, rill and gulley Computing devices
 Appreciate the erosion) Digital devices
importance of
protecting soil from
erosion.

2 Conserving Identifying By the end of the sub- Which are the  Learners are guided StoryMoja; Know Oral
our types of soil strand, the learner should four main types to identify types of More; Agriculture questions
environment erosion in be able to: of soil erosion? soil erosion in the Learner’ s Book Oral Report
the environment. Grade 6 pg. 3 Observation
environment  Identify types of soil
erosion in the  In groups, learners Video clips
environment. are guided to take a
Realia
tour around the
  Take a tour around the school compound or Pictures
school compound or neighborhood and Charts
neighborhood and use use digital devices Realia
digital devices to take to take pictures of Computing devices
pictures of the the identified Digital devices
identified eroded sites. eroded sites.

 Have fun and enjoy

taking a tour around
the school compound
and neighborhood.

3 Conserving Demonstrate By the end of the sub- What is the  In groups, learners StoryMoja; Know Oral
our splash and strand, the learner should difference are guided to watch More; Agriculture questions
environment sheet erosion be able to: between splash a video clip on Learner’ s Book Oral Report
and sheet splash and sheet Grade 6 pg. 4-5 Observation
 State the difference erosion? erosion.
between splash and Water
sheet erosion.  Learners are guided Soil samples
to state the
 Demonstrate splash Video clips
difference between Realia
and sheet erosion. splash and sheet
Pictures
 Have fun and enjoy erosion. Charts
experimenting splash  In groups, learners Realia
and sheet erosion. are guided to Computing devices
demonstrate splash Digital devices
and sheet erosion.

2 1 Conserving Demonstrate By the end of the sub- What is the  In groups, learners StoryMoja; Know Oral
our rill and strand, the learner should difference are guided to watch More; Agriculture questions
environment gulley be able to: between rill and a video clip on rill Learner’ s Book Oral Report
erosion gulley erosion? and gulley erosion. Grade 6 pg. 5-6 Observation
 State the difference
between rill and gulley  Learners are guided
Water
 erosion. to state the Soil samples
difference between Shovel
 Demonstrate rill and rill and gulley Video clips
gulley erosion. erosion. Realia
 Have fun and enjoy Pictures
 In groups, learners
experimenting rill and Charts
are guided to Realia
gulley erosion. demonstrate rill and
Computing devices
gulley erosion. Digital devices
2 Conserving How to By the end of the sub- Why is it  In groups, learners StoryMoja; Know Oral
our control strand, the learner should important to are guided to More; Agriculture questions
environment splash and be able to: cover the soil brainstorm how to Learner’ s Book Oral Report
sheet erosion with grass or control splash and Grade 6 pg. 6-7 Observation
 Brainstorm how to leaves? sheet erosion.
control splash and Video clips
sheet erosion. How can you  In groups, learners Realia
are guided to
 Discuss how rill and help the Pictures
community to discuss how rill and Charts
gulley erosion can be gulley erosion can
controlled in the school control soil Realia
erosion? be controlled in the Computing devices
environment or school environment
neighborhood. Digital devices
or neighborhood.
 Appreciate the
activities that help to
control soil erosion.

3 Conserving Controlling By the end of the sub- What are the  In groups, learners StoryMoja; Know Oral
our soil erosion strand, the learner should ways of are guided to plant More; Agriculture questions
environment within the be able to: controlling soil tree seedlings on a Learner’ s Book Oral Report
school or erosion? particular site in the Grade 6 pg. 7-9 Observation
community  Identify the methods school or the
he/she can use to What can the community that has Seedlings
control soil erosion in community do been eroded Jerricans
 the environment. to prevent soil (Remember to water Slashers
erosion? the trees regularly) Jembes
 Plant tree seedlings on Video clips
a particular site in the Realia
school or the Pictures
community that has Charts
been eroded. Realia
 Have fun and enjoy Computing devices
planting trees. Digital devices

3 1 Conserving Water By the end of the sub- What is the  Learners are guided StoryMoja; Know Oral
our conservation; strand, the learner should meaning of to define the More; Agriculture questions
environment Types of be able to: conserving meaning of Learner’ s Book Oral Report
seedbeds moisture? conserving Grade 6 pg. 10-11 Observation
 Define the meaning of moisture.
conserving moisture. Video clips
 Learners are guided Realia
 Share experiences on to define the
types of seedbeds that Pictures
meaning of sunken Charts
conserve moisture. bed and shallow
Realia
 Enjoy reading the story pits. Computing devices
about Maisha Bora  In groups, learners Digital devices
village. are guided to share
experiences on
types of seedbeds
that conserve
moisture.
 Learners are guided
to read the story and
discuss the
questions that
follow about
 Maisha Bora
village.

2 Conserving Identify By the end of the sub- How do sunken  Learners are guided StoryMoja; Know Oral
our types of strand, the learner should beds and to identify types of More; Agriculture questions
environment seedbeds that be able to: shallow pits seedbeds that Learner’ s Book Oral Report
conserve soil conserve conserve soil Grade 6 pg. 12-13 Observation
moisture  Identify types of moisture? moisture.
seedbeds that conserve Seedlings
soil moisture. What will  In groups, learners Gloves
are guided to
 Prepare shallow pits happen to Gumboots
plants and prepare shallow pits Rakes
and sunken beds. and sunken beds.
animals if soil Jembes
 Appreciate types of moisture is not Video clips
seedbeds that conserve conserved? Realia
moisture. Pictures
Computing devices
Digital devices

3 Conserving Importance By the end of the sub- What are the  Learners are guided StoryMoja; Know Oral
our of strand, the learner should benefits of to state the More; Agriculture questions
environment conserving be able to: conserving importance of Learner’ s Book Oral Report
soil moisture moisture in the conserving soil Grade 6 pg. 13-14 Observation
 State the importance of soil? moisture.
conserving soil
moisture.  In groups, learners Video clips
are guided to Realia
 Compose songs, poems compose songs,
or verses on methods Pictures
poems or verses on Charts
of soil moisture methods of soil
conservation. Realia
moisture Computing devices
 Appreciate the Digital devices
 importance of conservation.
conserving soil
moisture.  In groups, learners
are guided to visit a
nearby farm to
observe methods
that conserve
moisture and take
photographs
showing how soil
moisture can be
conserved in
farming.

4 1 Conserving Living better By the end of the sub- Why is it  Learners are guided StoryMoja; Know Oral
our with wild strand, the learner should important to to identify More; Agriculture questions
environment animals; be able to: stop small wild deterrents that keep Learner’ s Book Oral Report
Deterrents animals from off wild animals. Grade 6 pg. 15-16 Observation
for wild  Identify deterrents that destroying
animals keep off wild animals. crops without  Learners are guided
to match each
 Match each picture of killing them? Video clips
picture of deterrent Realia
deterrent and the name and the name of the
of the deterrent. Pictures
deterrent. Charts
 Appreciate types of Realia
deterrents. Computing devices
Digital devices

2 Conserving Establish By the end of the sub- What did you  In pairs, learners are StoryMoja; Know Oral
our deterrents to strand, the learner should learn from the guided to read the More; Agriculture questions
environment keep off wild be able to: story? story about Learner’ s Book Oral Report
animals Mwangaza area and Grade 6 pg. 16-20 Observation
  Read the story about discuss the
Mwangaza area and questions that
discuss the questions follow. Video clips
that follow. Realia
 In pairs, learners are Pictures
 Watch a video or listen guided to watch a
Charts
to a resource person video or listen to a Realia
about safe methods of resource person
Computing devices
keeping off wild about safe methods Digital devices
animals from of keeping off wild
destroying crops and animals from
harming domestic destroying crops
animals. and harming
domestic animals.
 Appreciate the
importance of
deterrents to keep off
wild animals.

3 Conserving Making By the end of the sub- How to make a  Learners are guided StoryMoja; Know Oral
our presentations strand, the learner should presentation to compile More; Agriculture questions
environment be able to: about photographs and Learner’ s Book Oral Report
deterrents? pictures of Grade 6 pg. 20-21 Observation
 Compile photographs deterrents that keep
and pictures of wild animals from
deterrents that keep destroying crops Video clips
wild animals from and harming Realia
destroying crops and domestic animals. Pictures
harming domestic Charts
animals.  Learners are guided
Realia
to make a Computing devices
 Make a presentation presentation using
using projector or Digital devices
projector or display
display the printed the printed
 photographs. photographs.

 Have fun and enjoy

making a presentation.

5 1 Conserving Establishing By the end of the sub- Which small  In groups, learners StoryMoja; Know Oral
our deterrents strand, the learner should wild animals are guided to More; Agriculture questions
environment be able to: can be discuss small wild Learner’ s Book Oral Report
controlled animals that can be Grade 6 pg. 21 Observation
 Discuss small wild using various controlled using
animals that can be deterrents? different types of
controlled using deterrents. Video clips
different types of What would Realia
deterrents. happen if small  In groups, learners Pictures
wild animals are guided to Charts
 Identify an area around identify an area
the school compound are not Realia
controlled? around the school Computing devices
or community where compound or
small wild animals Digital devices
community where
destroy crops or harm small wild animals
domestic animals. destroy crops or
 Appreciate different harm domestic
types of deterrents. animals.

2 Conserving Innovative By the end of the sub- How can we  Learners are guided StoryMoja; Know Oral
our sound device strand, the learner should construct an to list the materials More; Agriculture questions
environment be able to: innovative needed to make an Learner’ s Book Oral Report
sound device? innovative sound Grade 6 pg. 22 Observation
 List the materials device.
needed to make an Metallic tins
innovative sound  Learners are guided
Pieces of wire
device. to outline the steps Metallic rods/old
to follow to
 Construct an spoons
construct an Video clips
innovative sound
 device. innovative sound Realia
device. Pictures
 Have fun and enjoy Charts
constructing an  In groups, learners
Realia
innovative sound are guided to Computing devices
device. construct an
Digital devices
innovative sound
device.

3 Conserving Scarecrow By the end of the sub- How is a  Learners are guided StoryMoja; Know Oral
our strand, the learner should scarecrow to list the materials More; Agriculture questions
environment be able to: constructed? needed to construct Learner’ s Book Oral Report
a scarecrow. Grade 6 pg. 22-23 Observation
 Outline the steps to
follow when  Learners are guided
constructing a to outline the steps Tins
scarecrow. to follow when
Sticks
constructing a Wires
 Construct a scarecrow scarecrow.
using sticks and old Video clips
metallic tins.  In groups, learners Realia
are guided to Pictures
 Have fun and enjoy construct a Computing devices
constructing a scarecrow using Digital devices
scarecrow. sticks and old
metallic tins.

6 1 Conserving Barbed wire By the end of the sub- How do we  Learners are guided StoryMoja; Know Oral
our fence strand, the learner should construct a to list the materials More; Agriculture questions
environment be able to: barbed wire needed to construct Learner’ s Book Oral Report
fence? a barbed wire fence. Grade 6 pg. 23-24 Observation
 Outline the steps to
 follow when  Learners are guided
constructing a barbed to outline the steps Barbed wire
wire fence. to follow when Posts
constructing a Nails
 Construct a barbed barbed wire fence. Video clips
wire fence. Realia
 In groups, learners Pictures
 Appreciate the are guided to
importance of a barbed Computing devices
construct a barbed Digital devices
wire fence. wire fence

2 Conserving Thorny fence By the end of the sub- What is a  Learners are guided StoryMoja; Know Oral
our strand, the learner should thorny fence? to identify and More; Agriculture questions
environment be able to: select thorny plants Learner’ s Book Oral Report
How to create a to establish. Grade 6 pg. 24-25 Observation
 Identify and select thorny fence?
thorny plants to  In groups, learners
establish. are guided to
Seedlings
establish and water Jembes
 Establish and water the the plants every day
plants every day until Water
until they mature to Video clips
they mature to form a form a thorny fence.
thorny fence. Realia
Pictures
 Appreciate the plants Computing devices
that create a thorny Digital devices
fence.

3 Conserving A safe trap By the end of the sub- How is a safe  Learners are guided StoryMoja; Know Oral
our strand, the learner should trap for small to list the materials More; Agriculture questions
environment be able to: wild animals needed to construct Learner’ s Book Oral Report
constructed? a safe trap for wild Grade 6 pg. 25-26 Observation
 Outline the steps to animals.
follow when
constructing a safe trap  Learners are guided Video clips
 for wild animals. to outline the steps Realia
to follow when Pictures
 Construct a safe trap constructing a safe Charts
for wild animals. trap for wild Realia
 Have fun and enjoy animals. Computing devices
constructing a safe trap Digital devices
 In groups, learners
for wild animals are guided to
construct a safe trap
for wild animals

7 1 Conserving By the end of the sub- What are  Learners are guided StoryMoja; Know Oral
our strand, the learner should creeping crops? to identify the More; Agriculture questions
environment be able to: creeping crops in Learner’ s Book Oral Report
the environment. Grade 6 pg. 27-28 Observation
 Identify the creeping
crops in the  In groups, learners Video clips
environment. are guided to
Realia
discuss the features Pictures
 Discuss the features of of the creeping
the creeping crops Charts
crops he/she has Realia
he/she has observed. observed.
Computing devices
 Appreciate the features Digital devices
of creeping crops.

2 Conserving By the end of the sub- How to collect  Learners are guided StoryMoja; Know Oral
our strand, the learner should planting to identify areas More; Agriculture questions
environment be able to: materials for where he/she can Learner’ s Book Oral Report
the creeping obtain planting Grade 6 pg. 29 Observation
 Identify areas where crops? materials for Seedlings
he/she can obtain establishing
planting materials for creeping crops.
establishing creeping Video clips
crops.  In groups, learners Realia
  Collect planting are guided to collect Pictures
materials for the planting materials Charts
creeping crops he/she for the creeping Realia
has chosen to establish. crops he/she has Computing devices
chosen to establish. Digital devices
 Have fun and enjoy
collecting planting
materials for creeping
crops.

3 Conserving By the end of the sub- How to prepare  Learners are guided StoryMoja; Know Oral
our strand, the learner should and establish to name some More; Agriculture questions
environment be able to: planting examples of Learner’ s Book Oral Report
materials for creeping crops. Grade 6 pg. 30-31 Observation
 Name some examples creeping crops?
of creeping crops.  In groups, learners
are guided to Water
 Prepare and establish prepare and
planting materials for Seeds
establish planting Containers
creeping crops. materials for
Sieve sacks
 Have fun and enjoy creeping crops. Jembes
establishing planting Manure
materials for creeping Video clips
crops. Computing devices
Digital devices

8 1 Conserving By the end of the sub- What are the  Learners are guided StoryMoja; Know Oral
our strand, the learner should ways of to mention the ways More; Agriculture questions
environment be able to: protecting he/she can protect Learner’ s Book Oral Report
young creeping young creeping Grade 6 pg. 31-32 Observation
 Mention the ways crops from crops from physical
he/she can protect physical damage or
young creeping crops damage or excessive heat. Old nets
from physical damage
 or excessive heat. excessive heat?  In groups, learners Twigs
are guided to Video clips
 Construct a structure construct a structure Realia
(such as twig shed or (such as twig shed Pictures
net shed) that can or net shed) that can Charts
protect the seedlings protect the seedlings Realia
from physical damage from physical Computing devices
or excessive heat. damage or Digital devices
 Appreciate the excessive heat.
importance of
protecting young
creeping crops.

2 Conserving By the end of the sub-
our strand, the learner should
environment be able to:
 List the materials
needed to train
creeping crops.
 Train creeping crops
that he/she planted.
 Appreciate the
importance of training
creeping crops.
How to train  Learners are guided StoryMoja; Know Oral
creeping crops? to list the materials More; Agriculture questions
needed to train Learner’ s Book Oral Report
creeping crops. Grade 6 pg. 32 Observation
 In groups, learners
are guided to train
Nylon strings
creeping crops that Long sticks
he/she planted.
Video clips
Realia
Pictures
Computing devices
Digital devices

3 Conserving By the end of the sub- What is the  Learners are guided StoryMoja; Know Oral
our strand, the learner should importance of to state the More; Agriculture questions
environment be able to: watering the importance of Learner’ s Book Oral Report
seedlings every watering seedling Grade 6 pg. 33 Observation
 State the importance of day? every day.
watering seedling
 every day. How to water  Learners are guided Video clips
young creeping to list the materials Realia
 Practice watering crops using drip needed for drip Pictures
young creeping crops irrigation? irrigation. Charts
using drip irrigation. Realia
 Learners are guided
 Appreciate the Computing devices
to outline the steps Digital devices
importance of watering to follow when
seedlings every day. watering young
creeping crops
using drip
irrigation.
 In groups, learners
are guided to
practice watering
young creeping
crops using drip
irrigation.

9 1 Conserving Applying By the end of the sub- Why should we  Learners are guided StoryMoja; Know Oral
our manure on strand, the learner should apply manure to give reasons for More; Agriculture questions
environment the creeping be able to: on creeping applying manure on Learner’ s Book Oral Report
crops crops? the creeping crops. Grade 6 pg. 33-34 Observation
 Give reasons for
applying manure on  In groups, learners
the creeping crops. are guided to apply
Manure
manure on the Shovels
 Apply manure on the creeping crops.
creeping crops. Empty sacks/old
buckets/wheelbarrows
 Appreciate the Video clips
importance of applying Realia
manure on the creeping Computing devices
crops. Digital devices
2 Conserving Weeding By the end of the sub- What is  Learners are guided StoryMoja; Know Oral
our strand, the learner should weeding? to define the More; Agriculture questions
environment be able to: meaning of Learner’ s Book Oral Report
Why is weeding. Grade 6 pg. 34 Observation
 Define the meaning of weeding
weeding.  Learners are guided
important to
growing plants? to state the Jembes
 Demonstrate and importance of
practice weeding of the Video clips
weeding. Realia
creeping crops he/she
planted.  In groups, learners Pictures
are guided to Charts
 Appreciate the demonstrate and Realia
importance of practice weeding of Computing devices
weeding. the creeping crops Digital devices
he/she planted.

3 Conserving Growing By the end of the sub- Why are  Learners are guided StoryMoja; Know Oral
our creeping strand, the learner should creeping crops to state the More; Agriculture questions
environment crops in the be able to: important? importance of Learner’ s Book Oral Report
community creeping crops. Grade 6 pg. 35-36 Observation
 State the importance of
creeping crops.  In groups, learners
Jembes
are guided to recite Seeds
 Recite a poem on the a poem on the
importance of creeping Water
importance of Organic manure
crops. creeping crops
Video clips
 Appreciate the  In groups, learners Realia
importance of creeping are guided to Pictures
crops. develop a Computing devices
demonstration plots Digital devices
for creeping crops
in his/her school
10 END TERM ASSESSMENT