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SCHEME OF WORK
Science & Technology
Grade 6 2026
TERM I
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
2 1
LIVING THINGS AND THEIR ENVIRONMENT
Fungi
Fungi
By the end of the lesson, the learner should be able to:

-state the meaning of fungi
-use digital devices to observe images of common fungi
-appreciate the importance of fungi to the economy
The learner is guided to:
-state the meaning of fungi
-use digital devices to observe images of common fungi
What is fungi?
Grade 6 science and technology curriculum design
-oral questions -written questions
2 2
LIVING THINGS AND THEIR ENVIRONMENT
Fungi
By the end of the lesson, the learner should be able to:
-identify common fungi in the environment
-take a walk in the school compound and take photographs of different types of fungi
-appreciate the importance of fungi to the economy
In groups, learners are guided to:
-identify common fungi in the environment
-take a walk in the school compound and take photographs of different types of fungi
Which fungi are found in the school compound?
Grade 6 science and technology curriculum design
-oral questions -written questions
2 3
LIVING THINGS AND THEIR ENVIRONMENT
Fungi
By the end of the lesson, the learner should be able to:
-mention common fungi in the environment
-draw common fungi in the environment
-appreciate the importance of fungi to the economy
In groups, learners are guided to:
-discuss common fungi in the environment such as mushrooms, toadstools, puffballs,
moulds
-draw common fungi in the environment such as mushrooms, toadstools, puffballs
Moulds are likely to grow on?
Grade 6 science and technology curriculum design
-written questions -oral questions
2 4
LIVING THINGS AND THEIR ENVIRONMENT
Fungi
By the end of the lesson, the learner should be able to:
-identify the importance of fungi in nature
-watch video clips on the importance of moulds, yeast
-appreciate the importance of fungi to the economy
In groups, learners are guided to:
-identify the importance of fungi in nature
-watch video clips on the importance of moulds, yeast
What is the importance of fungi to the economy?
Grade 6 science and technology curriculum design
-oral questions -written questions
2 5
LIVING THINGS AND THEIR ENVIRONMENT
Fungi
By the end of the lesson, the learner should be able to:
-identify the importance of fungi in nature
-watch video clips on the importance of moulds, yeast
-appreciate the importance of fungi to the economy
In groups, learners are guided to:
-discuss the importance of fungi in nature
-watch video clips on the importance of moulds, yeast
What is the use of yeast in food processing?
Grade 6 science and technology curriculum design
-oral questions -written questions
3 1
LIVING THINGS AND THEIR ENVIRONMENT
invertebrates
Invertebrates
By the end of the lesson, the learner should be able to:
-state the meaning of invertebrates
-take photographs of invertebrates in the immediate environment
-appreciate the importance of invertebrates in nature
In groups, learners are guided to:
-in groups discuss the meaning of invertebrates
-take photographs of invertebrates in the immediate environment
What are invertebrates?
Grade 6 science and technology curriculum design
-oral questions -written questions
3 2
LIVING THINGS AND THEIR ENVIRONMENT
Invertebrates
By the end of the lesson, the learner should be able to:
-identify animals classified as invertebrates
-describe the general characteristics of invertebrates
-appreciate the importance of invertebrates in nature
In groups, learners are guided to:
-mention animals classified as invertebrates
-describe the general characteristics of invertebrates
What are characteristic of invertebrates?
Grade 6 science and technology curriculum design
-oral questions -written questions
3 3
LIVING THINGS AND THEIR ENVIRONMENT
Invertebrates
Invertebrates
By the end of the lesson, the learner should be able to:
-identify animals classified as invertebrates
-watch video clips of invertebrates
-appreciate the importance of invertebrates in nature
In groups, learners are guided to:
-mention animals classified as invertebrates
-watch video clips of invertebrates
Which animals are classified as invertebrates?
Grade 6 science and technology curriculum design
-oral questions -written questions
3 4
LIVING THINGS AND THEIR ENVIRONMENT
Invertebrates
By the end of the lesson, the learner should be able to:
-state examples of sea invertebrates
-draw sea invertebrates
-appreciate the importance of invertebrates in nature
In groups, learners are guided to:
-observe pictures of sea invertebrates
-draw sea invertebrates such as octopus, and crabs
List 2 sea invertebrates?
Grade 6 science and technology curriculum design
Oral questions Written questions
3 5
LIVING THINGS AND THEIR ENVIRONMENT
Invertebrates
Invertebrates
By the end of the lesson, the learner should be able to:
-mention animals classified as invertebrates
-make a portfolio of different types of invertebrates in their locality
-appreciate the importance of invertebrates in the environment
In groups, learners are guided to:
-mention animals classified as invertebrates
-make a portfolio of different types of invertebrates in their locality
What is a portfolio?
Grade 6 science and technology curriculum design
Oral questions Written questions
4 1
LIVING THINGS AND THEIR ENVIRONMENT
Invertebrates
By the end of the lesson, the learner should be able to:
-identify the importance of invertebrates in the environment
-observe safety precautions when handling invertebrates
-appreciate the importance of invertebrates in the environment
In groups, learners are guided to:
-discuss the importance of vertebrates in the environment such as food, soil aeration,
-observe safety precautions when handling invertebrates
What is the importance of invertebrates?
Grade 6 science and technology curriculum design
-oral questions -written questions
4 2
LIVING THINGS AND THEIR ENVIRONMENT
Invertebrates
Human circulatory system
By the end of the lesson, the learner should be able to:
-identify the importance of invertebrates in the environment
-observe safety precautions when handling invertebrates
-appreciate the importance of invertebrates in the environment
In groups, learners are guided to:
-discuss the importance of vertebrates in the environment such as food, soil aeration,
-observe safety precautions when handling invertebrates
Name 5 safety precautions observed when handling invertebrates?
Grade 6 science and technology curriculum design
-oral questions -written questions
4 3
LIVING THINGS AND THEIR ENVIRONMENT
Human circulatory system
By the end of the lesson, the learner should be able to:
-define the term human circulatory system
-draw parts of the human circulatory system
-appreciate the importance of a healthy circulatory system
In groups, learners are guided to:
-define the term human circulatory system
-draw parts of the human circulatory system
Name the parts of the human circulatory system?
Grade 6 science and technology curriculum design
-oral questions -written questions
4 4
LIVING THINGS AND THEIR ENVIRONMENT
Human circulatory system
By the end of the lesson, the learner should be able to:
-identify the main parts of the human circulatory system
-watch video clips on the main parts of the human circulatory system
-appreciate the importance of a healthy circulatory system
In groups, learners are guided to:
-identify the main parts of the human circulatory system
-watch video clips on the main parts of the human circulatory system
What is the human circulatory system made up of?
Grade 6 science and technology curriculum design
-oral questions -written questions
4 5
LIVING THINGS AND THEIR ENVIRONMENT
Human circulatory system
By the end of the lesson, the learner should be able to:
-identify parts of the heart
-draw and label parts of the heart
-appreciate the importance of parts of the heart
In groups, learners are guided to:
-observe pictures and identify parts of the heart
- draw and label parts of the heart
What is the function of the heart?
Grade 6 science and technology curriculum design
-oral questions -written questions
5 1
LIVING THINGS AND THEIR ENVIRONMENT
Human circulatory system
By the end of the lesson, the learner should be able to:
-identify parts of the heart
-draw and label parts of the heart
-appreciate the importance of parts of the heart
In groups, learners are guided to:
-observe pictures and identify parts of the heart
- draw and label parts of the heart
Name the parts of the heart?
Grade 6 science and technology curriculum design
-oral questions -written questions
5 2
LIVING THINGS AND THEIR ENVIRONMENT
Human circulatory system
Human circulatory system
By the end of the lesson, the learner should be able to:
-identify parts of the heart
-describe functions of the parts of the heart
- appreciate the importance of parts of the heart
In groups, learners are guided to:
-identify parts of the heart such as auricles, ventricles
-in groups discuss functions of the parts of the heart
What is the function of ventricles?
Grade 6 science and technology curriculum design
-oral questions -written questions
5 3
LIVING THINGS AND THEIR ENVIRONMENT
Human circulatory system
By the end of the lesson, the learner should be able to:
-mention major blood vessels
-watch video clips of the functions of the major blood vessels
-appreciate the importance of a healthy circulatory system
In groups, learners are guided to:
-discuss major blood vessels such as arteries, veins and capillaries
-watch video clips of the functions of the major blood vessels
Give 3 functions of the major blood vessels?
Grade 6 science and technology curriculum design
5 4
LIVING THINGS AND THEIR ENVIRONMENT
Human circulatory system
By the end of the lesson, the learner should be able to:
-identify the components of blood
-explain the functions of the components of blood vessels
-appreciate the importance of a healthy circulatory system
In groups, learners are guided to:
-observe pictures of the components of blood (red blood cells, white blood cells and platelets)
Name the components of blood?
Grade 6 science and technology curriculum design
-oral questions -written questions
5 5
LIVING THINGS AND THEIR ENVIRONMENT
Human circulatory system
By the end of the lesson, the learner should be able to:
-outline common healthy conditions of the human circulatory system
-watch video clips on symptoms and prevention of common health conditions of the human circulatory system
-appreciate the importance of a healthy circulatory system
In groups, learners are guided to:
-outline common healthy conditions of the human circulatory system
-watch video clips on symptoms and prevention of common health conditions of the human circulatory system
Name the healthy conditions of the human circulatory system?
Grade 6 science and technology curriculum design
-oral questions -written questions
6 1
LIVING THINGS AND THEIR ENVIRONMENT
Human circulatory system
By the end of the lesson, the learner should be able to:
-identify the importance of a healthy circulatory system
-develop a routine plan for maintaining a healthy circulatory system
- appreciate the importance of a healthy circulatory system
In groups, learners are guided to:
-identify the importance of a healthy circulatory system
-develop a routine plan for maintaining a healthy circulatory system
What is the importance of a healthy circulatory system?
Grade 6 science and technology curriculum design
-oral questions -written questions
6 2
MATTER
Change of state
By the end of the lesson, the learner should be able to:
-state the meaning of change of state of matter
-watch video clips of changes of the state of matter
-appreciate applications of change of state of matter
In groups, learners are guided to:
-brainstorm the meaning of change of state of matter
-watch video clips of changes of the state of matter
What is change of state of matter?
Grade 6 science and technology curriculum design
-oral questions -written questions
8-14

Mid term

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