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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Overview of Christian Religious Education
|
Importance of studying Christian Religious Education (meaning of Christian religious Education)
|
By the end of the
lesson, the learner
should be able to:
-Explain the meaning of CRE -Identify different ways through which God reveals Himself -Appreciate learning Christian Religious Education |
What is the meaning of Christian Religious Education
|
-Individually, learners to find meaning of Christian Religious Education from different sources
-Brainstorm in small groups the meaning of Christian Religious Education
|
The learners book page 1-2
-Digital devices |
-Oral questions
-Observation
|
|
| 1 | 2 |
Overview of Christian Religious Education
|
Importance of learning Christian Religious Education
|
By the end of the
lesson, the learner
should be able to:
-Analyse the meaning of learning Christian Religious Education -Prepare a journal on how learning Christian Religious Education has helped them -Appreciate learning Christian Religious Education |
When is it important to study Christian Religious Education
|
-In groups review the previous lesson by stating the meaning of Christian Religious Education
-In small groups discuss the important of studying Christian Religious Education
-Write a personal reflection journal on how learning CRE has charged his/her behavior
|
Learner’s
Book Page 2-3 |
-Oral questions
-Observation
|
|
| 1 | 3 |
Overview of Christian Religious Education
|
Importance of learning Christian Religious Education
|
By the end of the
lesson, the learner
should be able to:
-Analyse the meaning of learning Christian Religious Education -Prepare a journal on how learning Christian Religious Education has helped them -Appreciate learning Christian Religious Education |
When is it important to study Christian Religious Education
|
-In groups review the previous lesson by stating the meaning of Christian Religious Education
-In small groups discuss the important of studying Christian Religious Education
-Write a personal reflection journal on how learning CRE has charged his/her behavior
|
Learner’s
Book Page 2-3 |
-Oral questions
-Observation
|
|
| 1 | 4 |
Overview of Christian Religious Education
|
Importance of learning Christian Religious Education
|
By the end of the
lesson, the learner
should be able to:
-Discuss the benefits of learning Christian Religious Education -List values gained in learning Christian religious Education -Appropriate learning Christian Religious Education |
Why is it important to study Christian Religious Education
|
-In groups learners discuss ow they benefit by learning Christian Religious Education
-In pairs learners to discuss moral and Religious values
|
Learners
Book page 2-3 |
-Written exercise
-Observation
|
|
| 2 | 1 |
Overview of Christian Religious Education
|
Applying values acquired in Christian Religious Education
|
By the end of the
lesson, the learner
should be able to:
-Compile five values needed to foster responsible living -List situations in which values can be applied -Apply the values acquired in values in their day interactions |
Which values re acquired by learning Christian Religious Education?
|
In pairs, learners to carry out a library search on values acquired in Christian Religious Education
-In pairs learners to discuss moral and Religious values
|
Learners
Book Page 2-3 |
-Written exercise
-Observation
|
|
| 2 | 2 |
Overview of Christian Religious Education
|
Applying values acquired in Christian Religious Education
|
By the end of the
lesson, the learner
should be able to:
-Compile five values needed to foster responsible living -List situations in which values can be applied -Apply the values acquired in values in their day interactions |
Which values re acquired by learning Christian Religious Education?
|
In pairs, learners to carry out a library search on values acquired in Christian Religious Education
-In pairs learners to discuss moral and Religious values
|
Learners
Book Page 2-3 |
-Written exercise
-Observation
|
|
| 2 | 3 |
Creation
|
Account of creation
|
By the end of the
lesson, the learner
should be able to:
-Explain what is creation and who created the universe -Name features of God’s creation in pair surrounding are -Appreciate the beauty of God’s creation |
What is creation?
|
In pairs, learners to say what creation is and who created the universe
-Name features found in the natural environment in groups
-In small groups learners take a nature walk
|
Learners
Book page 8-9 -Good News Bible -Natural environment |
-Observation
-Oral questions
|
|
| 2 | 4 |
Creation
|
Accounts of creation
|
By the end of the
lesson, the learner
should be able to:
-Narrate the biblical accounts of creation -Explain why is it important to learn about creation accounts -Recognize God as the creator of the universe and everything in it |
Why is it important to learn about creation accounts?
|
In groups read Genesis 1:1-50 &2:1-2 on first accounts
-Genesis 2: 4B-25 on second accounts
-Guide them in groups to watch a video clip on the biblical accounts of creation
|
-Learners
-Book page 8-9 -Good News Bible -Digital devices |
-Observation
-Oral questions
-Written exercise
|
|
| 3 | 1 |
Creation
|
Similarities of the two biblical accounts
|
By the end of the
lesson, the learner
should be able to:
-Discuss the similarities of the two biblical accounts -Mention the main points of the first account of creation -Recognise God is all-powered and creator of the universe |
What are eh similarities of the two biblical accounts?
|
-Individually, learners identify the two biblical accounts of creation
-In groups learners mention the main points of the first and second accounts of creation
|
Learners Book page 10-11
|
-Observation
-Questions
|
|
| 3 | 2 |
Creation
|
Similarities of the two biblical accounts
|
By the end of the
lesson, the learner
should be able to:
-Discuss the similarities of the two biblical accounts -Mention the main points of the first account of creation -Recognise God is all-powered and creator of the universe |
What are eh similarities of the two biblical accounts?
|
-Individually, learners identify the two biblical accounts of creation
-In groups learners mention the main points of the first and second accounts of creation
|
Learners Book page 10-11
|
-Observation
-Questions
|
|
| 3 | 3 |
Creation
|
Differences of the two biblical accounts
|
By the end of the
lesson, the learner
should be able to:
-Discuss the differences of the two biblical accounts -Mention lesson learnt from the biblical accounts of creation -Recognise God is all powerful and creator of the universe |
What are the differences in the two biblical accounts
|
-Lead learners to mention the main points of the first and second accounts of creation
-Guide learners in groups to identify differences in the biblical accounts of creation from the table in the learners
|
Learners page 11-12
-Digital devices -Good News bible |
-Oral questions
-Written exercise
-Observation
|
|
| 3 | 4 |
Creation
|
Attributes of God from the biblical accounts of creation
|
By the end of the
lesson, the learner
should be able to:
-Identify the attributes of God from the creation accounts -Give the meaning of the work “attribute” -Appreciate God’s creation by conserving the environment |
Which are the attribute of God of from the biblical accounts creation?
|
Learners in groups search the meaning of attribute and attributes of God
-In pairs write the attributes on charts and present to the class
|
Learners book
Page 13 -Charts -Digital devices |
-Oral questions
-Written exercise
-Observation
|
|
| 4 | 1 |
Creation
|
Responsibility over animals , fish and birds
|
By the end of the
lesson, the learner
should be able to:
-Mention the specific things created by God -Explain how God carried out His work of creation -Appreciate God’s creation by conserving the environment |
Why should we care for animals fish and birds?
|
Learners to mention the specific things crated by God
-In groups learners draw and label an example of animal fish & birds
|
Learners book page 16
Good News bible -Charts |
-Oral questions
-Observation
|
|
| 4 | 2 |
Creation
|
Responsibility over animals , fish and birds
|
By the end of the
lesson, the learner
should be able to:
-Mention the specific things created by God -Explain how God carried out His work of creation -Appreciate God’s creation by conserving the environment |
Why should we care for animals fish and birds?
|
Learners to mention the specific things crated by God
-In groups learners draw and label an example of animal fish & birds
|
Learners book page 16
Good News bible -Charts |
-Oral questions
-Observation
|
|
| 4 | 3 |
Creation
|
Responsibility over animals fish and birds
|
By the end of the
lesson, the learner
should be able to:
-Explain the biblical responsibilities given to human beings over creation -Detail what he/she has learnt from Genesis 2:15-20 -Recognise that God has given human beings authority over animals, fish and birds |
Why should you care for animals, fish and birds?
|
Learners in pairs to read Genesis 2:15-20 and James 3:7 in turns
-Discuss the responsibilities given to human beings by God from the bible
-Learners to explain why they should take care of animals, fish, and birds
|
Learners book
Page 17-18 -Good News -Charts |
-Oral questions
-Observation
|
|
| 4 | 4 |
Creation
|
Responsibility over animals, fish and birds
|
By the end of the
lesson, the learner
should be able to:
-Discuss ways they can protect animals, fish and birds -Explain different ways Christians apply biblical teachings to protect animals, birds and fish -Appreciate God’s creation by conserving the environment |
How can you protect animals, fish and birds?
|
Learners individually mention different animals, fish and birds they know
-In groups, learners explain the responsibilities given to human beings over animals, fish and birds
|
Learners book
Page 17-18 Good News Bible |
-Oral questions
-Written quizzes
|
|
| 5 | 1 |
Creation
|
-Responsibility over animals, fish and birds
|
By the end of the
lesson, the learner
should be able to:
-Compose a poem on how they take care of animals, fish and birds Explain how values cn guide one in taking care of animals, fish and bird -Appreciate God’s creation by conserving the environment |
How can you protect animals, fish and birds
|
Learners in pairs compose a poem on “How they take care of animals, fish and birds”
In groups, explain how the values can guide people in taking care of animals, fish and birds
|
Good News Bible flash cards
-Digital devices -learners Bible page 19-23 |
-Written quizzes
-Oral questions
|
|
| 5 | 2 |
Creation
|
-Responsibility over animals, fish and birds
|
By the end of the
lesson, the learner
should be able to:
-Compose a poem on how they take care of animals, fish and birds Explain how values cn guide one in taking care of animals, fish and bird -Appreciate God’s creation by conserving the environment |
How can you protect animals, fish and birds
|
Learners in pairs compose a poem on “How they take care of animals, fish and birds”
In groups, explain how the values can guide people in taking care of animals, fish and birds
|
Good News Bible flash cards
-Digital devices -learners Bible page 19-23 |
-Written quizzes
-Oral questions
|
|
| 5 | 3 |
Practicing good stewardship by taking care of animals
|
-Define good stewardship
-Discuss the importance of good stewardship over animals, fish and birds
-Appreciate God’s creation by conserving the environment
|
By the end of the
lesson, the learner
should be able to:
-Define good stewardship -Discuss the importance of good stewardship over animals, fish and birds -Appreciate God’s creation by conserving the environment |
How can you protect animals , fish and birds
|
-In pairs, learners are guided to define good stewardship
-Discuss the importance of good stewardship
|
-Good News Bible
-Learners Book Page 19-23 |
-Written quiz
-Oral questions
|
|
| 5 | 4 |
Creation
|
Responsibilities
Given to human beings over plants
|
By the end of the
lesson, the learner
should be able to:
-Give examples of different plants that they know. Read the bible, Genesis 1:29-30, Genesis 2:15 and psalms 104;14 and draw some plants -Appreciate the responsibilities given to human beings over plants |
What types of plants one found in their surrounding areas?
|
-Individually learners give examples of different plants that they know
-In groups, read the bible genesis 1:29-30, Genesis 2:15
and psalms 104:14 in pairs learners draw some plants that they know
|
Good News Bible KIB Top Scholar CRE Page 23-25
|
-Written quiz
-Oral questions
-Observation
|
|
| 6 | 1 |
Creation
|
Applying biblical teachings on the care for plants to conserve the environment
|
By the end of the
lesson, the learner
should be able to:
-Identify ways in which we conserve the environment -Discuss how they can apply biblical teachings of caring for plants to conserve the environment -Applying biblical teachings on the care for plants to conserve the environment |
Why do you take care of plants?
|
In pairs, learners to identify ways in which we conserve the environment
-In groups learners list the activities they can do to take care of plants and conserve the environment
-Discuss how they can apply biblical teachings of caring for plants
|
Good News Bible KLB Top Scholar CRE Page 26-28
|
-Oral questions
-Written exercise
|
|
| 6 | 2 |
Creation
|
Applying biblical teachings on the care for plants to conserve the environment
|
By the end of the
lesson, the learner
should be able to:
-Identify ways in which we conserve the environment -Discuss how they can apply biblical teachings of caring for plants to conserve the environment -Applying biblical teachings on the care for plants to conserve the environment |
Why do you take care of plants?
|
In pairs, learners to identify ways in which we conserve the environment
-In groups learners list the activities they can do to take care of plants and conserve the environment
-Discuss how they can apply biblical teachings of caring for plants
|
Good News Bible KLB Top Scholar CRE Page 26-28
|
-Oral questions
-Written exercise
|
|
| 6 | 3 |
Creation
|
Contribution of responsible use of plants to economic grow
|
By the end of the
lesson, the learner
should be able to:
-Brainstorm how responsible use of plants contributes to economic growth -Carry out an income generating activity and write a report -Appreciate the values that help them take care of plant |
How do plans contribute to economic growth?
|
In groups learners to brainstorm how responsible use of plant contribute to economic growth
-Carry out an income generating activity and write a report
|
Good News Bible KLB Top Scholar CRE
Page 28-31 |
-Oral questions
-Written exercise
|
|
| 6 | 4 |
Creation
|
Contribution of responsible use of plants to economic growth
|
By the end of the
lesson, the learner
should be able to:
-Brainstorm on possible income generation crops at home and school -Explain how they will use these values in taking care of plants -Appreciate the values that help them care of plants |
How do plants contribute to economic growth?
|
-Buzz on how they care for plants in environment
-Plant an income generating crop either at home or school
-Take care of the plant until you ger results
|
Good News Bible KLB Scholar CRE Page 28-31
|
-Oral questions
-Written quizz
|
|
| 7 |
MIDTERM BREAK |
||||||||
| 8 | 1 |
Creation
|
-Use and misuse of natural resource as God’s creation
|
By the end of the
lesson, the learner
should be able to:
-Define natural resources -Identify ways in which human beings use and misuses natural resources |
What are natural resources?
|
In pairs learners are guided to define natural resource
-In groups identify ways in which human being se and misuse natural resources
-Discuss how human beings benefit from natural resources
|
Good news Bible
-Digital devices -Top scholar CRE pages 31-35 |
-Oral questions
-Observation
|
|
| 8 | 2 |
Creation
|
-Use and misuse of natural resource as God’s creation
|
By the end of the
lesson, the learner
should be able to:
-Define natural resources -Identify ways in which human beings use and misuses natural resources |
What are natural resources?
|
In pairs learners are guided to define natural resource
-In groups identify ways in which human being se and misuse natural resources
-Discuss how human beings benefit from natural resources
|
Good news Bible
-Digital devices -Top scholar CRE pages 31-35 |
-Oral questions
-Observation
|
|
| 8 | 3 |
Creation
|
Effects of misusing natural resources
|
By the end of the
lesson, the learner
should be able to:
-Brainstorm on the effects of misusing natural resources -Hold a debate on the effects of misusing natural resources -Enjoy the debate |
What are the effects of misusing natural resources?
|
As a class debate on the effects of destroying the environment
-In pairs, learners read Genesis 2:15, Exodus 23:10-11 and discuss
|
Good News Bible
-Digital devices -Top Scholar CRE Pages 35-36 |
-Oral questions
-Written exercises
-Observation
|
|
| 8 | 4 |
Creation
|
Effects of misusing natural resources
|
By the end of the
lesson, the learner
should be able to:
-Brainstorm on the effects of misusing natural resources -Hold a debate on the effects of misusing natural resources -Enjoy the debate |
What are the effects of misusing natural resources?
|
As a class debate on the effects of destroying the environment
-In pairs, learners read Genesis 2:15, Exodus 23:10-11 and discuss
|
Good News Bible
-Digital devices -Top Scholar CRE Pages 35-36 |
-Oral questions
-Written exercises
-Observation
|
|
| 9 | 1 |
Creation
|
Biblical teaching on good use of God’s creation
|
By the end of the
lesson, the learner
should be able to:
-Explain the teachings of the Bible on good use of God’s creation -Identify the values that would guide them in good use of natural resources -Compose and sing a song about God |
How do you conserve the environment at home?
|
-Individually identify the values that would guide them in good use of natural resources
-In groups read Genesis 2:15, exodus 23:10-11, Deuteronomy 20:19
-Compose a song
|
-Good News Bible
-Digital devices Top Scholar Pages 37-40 |
-Oral questions
-Written exercise
-Observation
|
|
| 9 | 2 |
The Bible
|
Functions of Bible:
Importance of the Bible in the society today
|
By the end of the
lesson, the learner
should be able to:
-State how the bible is used in different occasion today -Discuss the importance of the bible -Appreciate the importance of the bible in the society today? |
What is the importance of the bible in the society today?
|
Individually, brainstorm how the bible is used in different occasions today and write main points
-In groups read 2 Timothy 3: 16-17, Hebrew 4:12 and outline lesson learnt
|
Good news bible
-Digital devices KLB Top Scholar Page 41-43 |
-Written quiz
-Oral questions
|
|
| 9 | 3 |
The Bible
|
The role of the bible in holistic growth
|
By the end of the
lesson, the learner
should be able to:
-Describe what is holistic growth -Describe how bible promote holistic growth -Sing a song about the bible and appreciate how the bible helps us grow |
What is the importance of the bible in the society today?
|
In pairs discuss the holistic growth
-In groups discuss how the bible promotes the spiritual, moral, social, emotional growth of person
|
Good News bible
-Digital devices Top scholar Pages 43-44 |
-Written exercise
-Oral questions
|
|
| 9 | 4 |
The Bible
|
The role of the bible in holistic growth
|
By the end of the
lesson, the learner
should be able to:
-Describe what is holistic growth -Describe how bible promote holistic growth -Sing a song about the bible and appreciate how the bible helps us grow |
What is the importance of the bible in the society today?
|
In pairs discuss the holistic growth
-In groups discuss how the bible promotes the spiritual, moral, social, emotional growth of person
|
Good News bible
-Digital devices Top scholar Pages 43-44 |
-Written exercise
-Oral questions
|
|
| 10 | 1 |
The Bible
|
How God’s word inspires different service among Christians
|
By the end of the
lesson, the learner
should be able to:
-Discuss different types of services Christians engage in their local community -Search the work puzzle and identify values acquired by learning about functions of the bible -Appreciate the ways in which God’s word inspires different services |
Which values can we acquire by learning about functions of the bible
|
In pairs, learners discuss different services Christian engage in their local community in service to God and humanity
-Identify the ways in which God inspires different service among Christians
|
-Good News bible
-Digital devices KLB Top scholar Page 45-48 |
-Written quizzes
-Oral questions
|
|
| 10 | 2 |
Bible
|
Divisions of the bible
-The importance of the two divisions of the bible to Christians
|
By the end of the
lesson, the learner
should be able to:
-Mention the two major divisions of the bible -sort and arrange in order books of the bible using flashcards -Appreciate the bible for reflection learning and living |
Why is it important to know the books of the bible
|
-In pairs, learners to brainstorm the two major divisions of the bible
-In groups use flashcards to sort and arrange books of the bible sequentially
|
Good News bible
-Digital devices KLB Top scholar Page 49 |
-Written exercise
-Oral questions
|
|
| 10 | 3 |
Bible
|
-Division of the bible
-Importance of the wo divisions of the bible to Christians
|
By the end of the
lesson, the learner
should be able to:
-Identify why it is important to know the books of the bible -Make a poster on the importance of the division of the bible -Desire to know the division of the bible and the importance |
Why is it important to know the books of the bible
|
In groups, ask learners to identify the importance of knowing the books
-In groups, learners to find messages on the importance of the devices of the bible, design posters and write the messages on them
|
Good News Bible
-Digital devices KLB Top Scholar Page 49-50 |
-Oral questions
-Observation
|
|
| 10 | 4 |
Bible
|
-Division of the bible
-Importance of the wo divisions of the bible to Christians
|
By the end of the
lesson, the learner
should be able to:
-Identify why it is important to know the books of the bible -Make a poster on the importance of the division of the bible -Desire to know the division of the bible and the importance |
Why is it important to know the books of the bible
|
In groups, ask learners to identify the importance of knowing the books
-In groups, learners to find messages on the importance of the devices of the bible, design posters and write the messages on them
|
Good News Bible
-Digital devices KLB Top Scholar Page 49-50 |
-Oral questions
-Observation
|
|
| 11 | 1 |
Bible
|
The books of the old and new testament according to their groups
|
By the end of the
lesson, the learner
should be able to:
-Identify the books of the Old and New testament -Answer questions on the classification of the New and Old Testament |
Which are the books in Old and New Testament?
|
In groups, learners to read the story in activity 5 in the learner’s book Page 50 and then answer the questions
|
-Good News bible
-Digital devices KLB Top Scholar page 50 |
-Oral questions
-Observations
|
|
| 11 | 2 |
Bible
|
-The books of the Old and New Testaments according to their groups
|
By the end of the
lesson, the learner
should be able to:
-Identify the classification of the Old Testament books -Find out the books in each classification -Appreciate the classification of the Old and New Testament |
Which are the books in classification
|
-Guide learners in groups to identify the classification of the old testament books
-Ask the learners to find out the books in each classification
-Guide them to answer the questions in learners book page 50,52 and 54
|
-Good News Bible
-Digital devices KLB Top Scholar Page 50-54 |
-Oral questions
-Written exercise
|
|
| 11 | 3 |
Bible
|
-The books of the Old and New Testaments according to their groups
|
By the end of the
lesson, the learner
should be able to:
-Identify the classification of the Old Testament books -Find out the books in each classification -Appreciate the classification of the Old and New Testament |
Which are the books in classification
|
-Guide learners in groups to identify the classification of the old testament books
-Ask the learners to find out the books in each classification
-Guide them to answer the questions in learners book page 50,52 and 54
|
-Good News Bible
-Digital devices KLB Top Scholar Page 50-54 |
-Oral questions
-Written exercise
|
|
| 11 | 4 |
Bible
|
The books of Old and New Testament according to their groups
|
By the end of the
lesson, the learner
should be able to:
-Identify the classifications of the New Testament -List the books in each classification -Appreciate the bible for reflective learning and living |
Why is it important to know the books of the bible?
|
In groups learners outline the four major categories of books in the New testament
-Share tasks to design a bookmark on the books of the bible and place it in the bible
|
Good News bible
-Top scholar Page 50-54 Flash cards |
-Observation
-Oral questions
|
|
| 12 | 1 |
Bible
|
Bible translation:
The different bible translation used in Kenya today
|
By the end of the
lesson, the learner
should be able to:
-Explain the meaning of the work translation -Prepare flashcards and write the challenges faced by bible translators -Appreciate the different bible translation used in Kenya today |
What is translation?
|
In groups, learners explain the meaning of the word translation
-Prepare flashcards and write the challenges faced by bible translators
|
-Good News bible flash cards
-Top scholar Page 56-58 |
-Oral questions
-Checklists
|
|
| 12 | 2 |
Bible
|
Reasons for translation of the bible into local languages
|
By the end of the
lesson, the learner
should be able to:
-Discuss the reasons for translating the bible into local languages -State how people have benefited from the translation of the bible to local languages -Appreciate the work of bible translation in Kenya |
Why is it important to translate the bible into different languages?
|
In pairs, learners give reasons for translation of the bible into local languages
|
Good News bible
- Flask cards -Top Scholar Page 59 |
-Written quiz
-Oral questions
|
|
| 12 | 3 |
Bible
|
Reasons for translation of the bible into local languages
|
By the end of the
lesson, the learner
should be able to:
-Discuss the reasons for translating the bible into local languages -State how people have benefited from the translation of the bible to local languages -Appreciate the work of bible translation in Kenya |
Why is it important to translate the bible into different languages?
|
In pairs, learners give reasons for translation of the bible into local languages
|
Good News bible
- Flask cards -Top Scholar Page 59 |
-Written quiz
-Oral questions
|
|
| 12 | 4 |
Bible
|
Reasons for translation of the bible into local languages
|
By the end of the
lesson, the learner
should be able to:
-Describe the translation of the bible from the original languages to local languages -List reason that led to bible translation into local languages -Have a desire to read the bible in their local languages |
Why is it important to translate the bible into different languages?
|
In groups, learners buzz on the reasons that lead to the translation of the bible into local languages
-Discuss bible translation from the original languages (Hebrew, Greek) to local languages
|
Good News Bible
Top Scholar Page 59- 60 |
-Written quiz
-Oral Questions
|
|
Your Name Comes Here