Osun State Unified Home Economics Schemes of work for Primary Schools. Primary 5 Home Economics Scheme of Work. Basic 5. Schemeofwork
HOME ECONOMICS PRIMARY 5 FIRST TERM
UNIFIED SCHEME OF WORKÂ – HOME ECONOMICS GRADE 5
FIVEÂ FIRSTÂ TERM
| WEEKS | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | ACTIVITIES | ||
| TEACHERS | LEARNERS | ||||||
| 1 | Compound clearing and Revision | ||||||
| 2 | Family functions, Relationships/Types of Family | i) Meaning of family ii) Types of family iii) Functions of the family | At the end of the lesson, Learners should be able to: i) Define family ii) List types of family iii) State various functions of the family | i) Family pictures ii) Learners to represent family e.g father, mother and children | i) Guides discussion on the meaning of family ii) Demonstrate a family using play-way method iii) Guides discussion on various types of family iv) Give board summary | i) Explain the meaning of family: ii) Demonstrate a family iii) Participate in the discussion of family and functions iv) Copy board summary | |
| 3 | Family functions; Roles of family members | 1) Roles of each family member e.g Roles of father Roles of Mother Roles of Children | At the end of the lesson, Learners should be able to: 1) State roles of each family member e.g family member e.g Father, Mother, Children | i) Family pictures ii) Pictures of father, Mother and Children | 1) Guides discussion on roles of each family member 2) Discusses each role 3) Gives board summary | i) Dramatize roles of each family members ii)Participate in the discussion iii) Ask and answer question iv. Copy chalk board summary | |
| 4 | Family functions: Family Tree | i) Draw paternal family tree ii) Draw maternal family tree iii) Explain paternal and maternal parent | At the end of the lesson, Learners should be able to: i) Draw maternal family tree ii) Draw maternal family tree iii) Draw paternal family tree | 1) Chart showing family tree | i) Explain family tree ii) Explains maternal parent iii) Describes paternal parent iv) Draws a family tree | i) Draw their personal family tress ii) Draw family tree on the board iii) Copy chalk board summary | |
| 5 | Family functions: Family Life Cycles | 1) Definition of family life cycle 2) Different stages of family life cycle e.g  (i) the beginning state (ii) the expanding family (iii) the contracting family | At the end of the lesson, Leaners should be able to: 1) Define family life cycle 2) State stages of family life cycle e.g i) the beginning family (ii) the expanding family 3) The contracting family  | (1) Pictures showing various stages of family life cycle | 1) Guide on discussion of family life cycle 2) Discuss family life cycle 3) Display a chart on family life cycle 4) Give a board summary | 1) Participate in the discussion of family life cycle 2) Participate in role playing of family relationships 3) Copy the board summary | |
| 6 | Family functions; Family life cycle The beginning stages | i) List stages of family life cycle ii) Explain the beginning stage of family life cycle | At the end of the lesson, Learners should be able to: i) List stages of family life cycle ii) Explain the beginning stage of family life cycle | 1) Display a chart on family life cycle on the beginning stage 2) Picture | i) Discussion of family life cycle ii)Give board summary | 1) Participate on the discussion of family life cycle 2) Copy the board Summary | |
| 7 | Family functions; Family life cycle The expanding stages | i) List stages of family life cycle ii) Explain the expanding stage of family life cycle | At the end of the lesson, Learners should be able to: i) State stages of family life cycle ii) Explain the expanding stage | 1) Display a chart on the expanding stage of family life cycles 2) Pictures | Discuss the Expanding family stage i) Display chart of expanding family stage ii) Give a board summary | i) Participate in the discussion of family life cycle (i.e the expanding stage) 2) Copy the board summary | |
| 8 | Family functions; The contracting stage of Family life cycle | i) List stages of family life cycle ii) Explain the contracting stage of family life | At the end of the lesson, Learners should be able to: i) State stages of family life cycle ii) Explain the Contracting stage of family life cycle | 1) Display a chart on the Contracting  stage of family life cycles 2) Pictures | i) Discuss the contracting stage of family life cycle ii) Display chart showing the contracting stage of family life cycle iii) Give a board summary  | 1) Participate in the discussion of family life cycle (i.e the contracting stage) 2) Copy the board summary | |
| 9 | Family Functions: Family values | 1) Meaning of family values 2) Types of family values | At the end of the lesson, Learners should be able to: i) Define family values ii) State various types of family values | 1) Family pictures | 1) Guides discussion on meaning of family values 2) Explain types of family values 3) Give a board summary | 1) Explain the meaning of family values 2) Participate in the discussion of family values 3)Copy the board summary | |
| 10 | Resources Types of Resources | 1) Meaning of resources 2) Types of resources e,g (i) Personal (ii) Family resources | At the end of the lesson, Learners should be able to: i) Define resources  (a) state types of resources i.e (ii) Personal: energy, time, personal belongings (iii) Family resources : money house, properties etc. | 1) Pictures of charts of some personal and family resources e.g clothes, car, land, money etc. | 1) Explains the meaning of Resources 2) Give types of resources e.g personal and family resources 3) Give a board summary | 1) Identify and name personal and family resources 2) Participate in the discussion 3) Copy the board summary | |
| 11 | Resources | (i) Meaning of Personal Resources (ii) State examples of personal Resources | At the end of the lesson, Learners should be able to: i) Explain Personal resources ii) Give examples of personal resources | (i) Pictures of some personal resources e.g Clothes, cars, money (ii) Some real objects e.g clothes, plates, Iron, radio | (1) Guides discussion on personal resources 2) Presents pictures of some personal belongings 3) Give a board summary | (1) Identify personal resources 2) Participate in the discussion 3) Copy the board summary | |
| 12 | REVISION AND EXAMINATION | ||||||
| 13 | MARKING AND RECORDING |
Osun State Unified Home Economics Schemes of work for Primary Schools. Primary 5 Home Economics Scheme of Work. Basic 5. Schemeofwork
HOME ECONOMICS PRIMARY 5 SECOND TERM
UNIFIED SCHEME OF WORK – HOME ECONOMICS GRADE 5
(PRIMARY) FIVE SECOND TERM
| WEEKS | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | ACTIVITIES | ||
| TEACHERS | LEARNERS | ||||||
| 1 | Compound clearing and Revision | ||||||
| 2 | Resources | 1. Meaning of family resources. 2. State examples of family resources e.g. Money, house, properties, etc. | At the end of the lesson, learners should be able to: i) Define family resources. ii) State examples of family resources | 1. Pictures and charts of some family resources. 2. Pictures of houses, properties, etc. | 1. Guide class discussion on family resources. 2. Present pictures of some family resources. 3. Demonstrate the care of family resources. 4. Give a board summary. | 1. Identify and name family resources. 2. State examples of family resources. 3. Copy chalk board summary | |
| 3 | Uses of personal and family resources | 1. Uses of personal resources. 2. Uses of family resources. | At the end of the lesson, learners should be able to: i) State various uses of personal resource. Ii) List uses of family resources. | 1. Pictures of some personal belongings 2. Real objects of personal belongings e.g. socks, bags, caps etc. 3. Pictures of family resources. | 1. Guide a discussion on uses of personal and family resources. 2. Present pictures of some personal and family belongings. 3. Give a board summary. | 1. State uses of personal and family resources. 2. Participate in the discussion. 3. Ask and answer questions. 4. Copy the board summary. | |
| 4 | Guide lines for care of personal belongings | i) State guide lines for the care of personal belongings. ii) List materials used for personal belongings. | At the end of the lesson, learners should be able to: i) State guide lines for care of personal belongings. ii) List materials use for the care of personal belongings | 1. Pictures and charts of some personal belongings. 2. Real objects of materials used for personal belongings. | 1. Present pictures of some family resources. 2. Demonstrate the care of family resources. 3. Give guide lines for care of personal belongings. 4. Give a board summary. | 1. State guide lines for care of personal belongings. 2. Participate in the discussion .3. Ask and answer questions. 4. Copy the board summary. | |
| 5 | Care of personal belongings. | Care for personal belongings. | At the end of the lesson, learners should be able to: State how to care for personal belongings. | 1. Pictures and charts of some personal belongings. 2) Real objects of personal belongings | 1. Explain the care of personal belongings. 2. Display and charts of some personal belongings. 3. Give a board summary | 1. Participate in the discussion 2. Ask and answer questions. 3. Copy the board summary. | |
| 6 | Simple sewing tools and equipment | 1. Simple sewing tools 2. Different types of sewing tools and equipment. | At the end of the lesson, learners should be able to: i). Define simple sewing tools. ii) State different types of sewing tools and equipment. | Sewing, Knitting and Crocheting tools and materials e.g. Pins, Woods, Thread. | 1. Define simple sewing tools. 2. Give different types of sewing tools and equipment 3. Display real object of sewing knitting and crocheting tools. 4. Give a board summary | 1. Identify types of sewing tools or equipment. 2. Practice the use of sewing tools and equipment. 3. Copy the board summary. | |
| 7 | Uses and cares of simple sewing, knitting and crocheting tools. | 1. Uses of sewing, knitting and crocheting tools. 2. List cares to be given to simple sewing, knitting and crocheting tools. | At the end of the lesson, learners should be able to: i) State the uses of sewing, knitting and crocheting tools. ii) List care to be given to simple sewing, knitting and crocheting tools. | 1. Knitting sweater, crocheted articles e.g. table mats, head band etc. 2. Hanger, duster, machine oil, knitting pins | 1. Display different sewing tools types and sizes of sewing crocheting and knitting tools and equipment. 2. Give board summary. | 1. Practice the use of sewing tools and equipment. 2. Practice the care to be given to sewing, knitting and crocheting tools. 3. Copy the board summary. | |
| 8 | Basic Stitches | 1. Define basic stiches. 2. State types of basic stitches e.g. i) Temporary stiches ii) Permanent  “ 3. List examples of basic stitches. | At the end of the lesson, learners should be able to: i) Define basic stitches. ii) State types of basic stitches iii) List examples of basic stitches. | Sample of basic stitches basic stitches e.g. Temporary stitches and permanent stitches. | 1. Discuss basic stitches e.g. temporary and permanent stitches. 2. Demonstrate by sewing various examples e.g. temporary hemming tacking etc. permanent running stitches. 3. Give board summary. | 1. Identify basic stitches. 2. State examples of basic stitches e.g. temporary stitches hemming stitches etc. permanent stitches, running back stitches etc. 3. Copy board summary. | |
| 9 | Common articles made by sewing, knitting and crocheting | 1. List common articles by: i) Sewing ii) Knitting iii) Crocheting e.g. arm rest, head – rest, tray cover, head band etc. 2. Care given to common articles made | At the end of the lesson, learner should be able to: 1. List common articles made by sewing, knitting and crocheting. 2. State care given to those articles. | i. crocheting articles ii. samples of sewing articles iii. different knitting and sewing tools like needle, knitting pin etc. | 1. Display different stitches. 2. List common articles made by sewing, knitting and crocheting. 3. Demonstrate the use of each tool or equipment. 4. give board summary | 1. Discuss common articles made by sewing, knitting and crocheting. 2. Participate actively in the class. 3. Copy board summary. | |
| 10 | Cooking tools and equipment. | i) Identify tools and equipment for cooking. ii) List various examples of cooking tools and equipment. | At the end of the lesson, learners should be able to: i) Identify tools and equipment for cooking. ii) List various examples of tools and equipment for cooking | 1. Real objects. 2. Charts and picture showing cooking tools and equipment. | 1. Differentiate between cooking tools and equipment. 2. Bring samples of cooking tools and equipment. 3. Give board summary. | 1. Participate in discussion. 2. Examine the cooking tools and equipment on display. 3. Copy board summary. | |
| 11 | Uses of cooking tools and equipment. | i) List various cooking tools and equipment. ii) State uses of cooking tools and equipment. | At the end of the lesson, learners should be able to: i) List various cooking tools and equipment. ii) State uses of cooking tools and equipment | 1. Real objects. 2. Charts and picture showing cooking tools and equipment. | i) Differentiate between cooking tools and cooking equipment. Ii) Bring samples of cooking tools and equipment. iii) Give board summary. | 1. Participate in discussion. 2. Identify various cooking tools and equipment displayed in the class. 3. Utensils e.g. frying spoons, knives etc. 4. Copy the board summary. | |
| 12 | REVISION AND EXAMINATION | ||||||
| 13 | MARKING AND RECORDING. | ||||||
Osun State Unified Home Economics Schemes of work for Primary Schools. Primary 5 Home Economics Scheme of Work. Basic 5. Schemeofwork
HOME ECONOMICS PRIMARY 5 THIRD TERM
UNIFIED SCHEME OF WORK – HOME ECONOMICS GRADE 5
(PRIMARY) FIVE THIRD TERM
| WEEKS | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | ACTIVITIES | ||
| TEACHERS | LEARNERS | ||||||
| 1 | Revision and compound cleaning | ||||||
| 2 | Cooking tools and equipment: Guide lines for cooking tools and equipment. | 1. List cooking tools 2. List cooking utensils. 3. State guide lines for use of cooking tools and equipment. | At the end of the lesson, learners should be able to: i) List cooking tools. ii) List cooking utensils. iii) State guide lines for use of cooking tools and equipment. | 1. Real objects 2. Charts and pictures showing cooking tools and equipment. 3. Utensils e.g. frying spoons, knives, forks etc. | 1. Differentiate between cooking tools and equipment. 2. Guide the discussion on the use of cooking tools and equipment. 3. Demonstrate how to use cooking tools and equipment. 4. Give board summary. | 1. Participate in discussion. 2. Examine the cooking tools and equipment on display. 3. Copy the board summary. | |
| 3 | Cleaning agents for cooking tools | 1) List cleaning agents for cooking tools and Equipment 2) State care of different materials used for making cooking equipment and utensils | At the end of the lesson Learners should be able to: 1) List cleaning agents for cooking tools and Equipment 2) State different materials used for marking cooking equipment and Utensils | 1) Utensils e.g Spoon, knives, fork etc 2) Abrasives 3) Iron Sponge 4) Scouring powders 5) Soap 6) Water | 1) Guides the discussion the cleaning agents for cooking tools 2) Displays Instructional materials 3) Give a board summary | 1) Participate in discussion 2) Use cleaning agent to clean cooking tools 3) 9 Copy the board summary | |
| 4 | Cooking tools and Equipment Cleaning Cooking tools and Equipment | 1) List cleaning agents for cooking tools and Equipment e.g Scouring powder Soap, Sponge etc 2) Describe how to clean different tools and equipment  | At the end of the lesson Learners should be able to: i) List cleaning agent ii) Describe how to clean each tools and equipment | 1) Cleaning agents for cooking tools and equipment e.g Sponge, Soap, Water, abrasives | 1) Demonstrate how to clean each tools an d equipment 2) List Cleaning agents 3) Give a board summary | 1) Participate in discussion 2) Clean cooking tools and equipment 3) copy the board summary | |
| 5 | Cooking tools and Equipment: Demonstration on the use and care of each tools and equipment | 1) Cleaning cooking tools and equipment 2) Demonstration on the use and care of each tools and equipment | At the end of the lesson, Learners should be able to 1) Practice how to handle each tool and equipment 2) Clean cooking tools and equipment | 1) Cleaning agents for cooking tools and equipment | 1) Guides on cleaning cooking tools and utensil 2) Demonstrates how to use and clean each tool and equipment 3) Give a board summary | 1) Clean cooking tools and equipment 2) Copy the board summary | |
| 6 | Food safety and cooking methods | 1) Define food 2) Define food safety | At the end of the lesson, Learners should be able to: 1) Explain the meaning of food 2) State the meaning of food safety | 1) Charts showing the different cooking methods | 1) Defines food 2) State the meaning of food safety 3) Give a board summary | 1) Participate the discussions 2) Copy of the board summary | |
| 7 | Food safety and Cooking methods | 1) State Risk factors in raw food item contamination:  i) Biological ii) Fungi iii) Chemical iv) Physical 2) State examples of objects that can contaminate raw food e.g  (i) biological – mold, fungi (ii) chemical: pesticide, toxin etc (iii) physical: stone, metal, rust etc | At the end of the lesson, Learners should be able to: 1) Discuss the risk factors in raw food items 2) Give examples of food with the risk factors | 1) Charts showing the different cooking methods | 1) Discusses the guide to food safety 2) Demonstrates how to keep food 3) Give a board summary | 1) Participate in the discussion 2) Copy the board summary | |
| 8 | Food safety and cooking methods: Meaning and reason for cooking food | i) Define food ii) State reasons for cooking food | At the end of the lesson, Learners should be able to: i) Define food ii) State reasons for cooking food | 1) Food Ingredients for meal preparation 2) Charts showing various foods | 1) Guides discussion on Ingredients for meal preparation 2) Discusses the reasons for cooking food 3) Gives a board summary | 1) Participate in the discussions 2) Copy the board summary | |
| 9 | Food : Cooking methods | 1) State different cooking methods e.g (i) boiling (ii) steaming (iii) Stewing (iv) Frying (v) Roasting (vi) Grilling (vii) baking 2) Give examples of food that can be cooked with different cooking method | At the end of the lesson, Learners should be able to: i) Discuss different cooking methods ii) State examples of food that can be cooked with different cooking methods | 1) Cooking pot, 2) Stove 3) Oven 4) Frying pan 5) Chart or diagram of oven | 1) Guides discussion on different methods of cooking 2) Demonstrates different meal preparation methods | 1) Participate in the discussions 2) Copy the board summary 3) Practice at least one cooking methods | |
| 10 | Food safety and cooking methods: Advantages and disadvantages of each cooking method | 1) State advantages of each cooking methods 2) List disadvantages of each cooking methods | At the end of the lesson, Learners should be able to: 1) State advantages of each cooking methods 2) List disadvantages of each cooking methods | 1) Cooking pot 2) Stove 3) Oven 4) Frying pan 5) Wire rack etc | 1) Guides discussion on different and disadvantages of cooking methods 2) Supervises Learners practical 3) Give a board summary  | 1) Practice at least one cooking methods 2) Participate in the practical 3) Copy board summary | |
| 11 | Food safety and cooking methods, Preparation of simple meals using different methods | 1) List all the materials used for preparing a particular meal to be prepared e.g frying of Akara ball: Beans, Onion, Groundnut oil, | At the end of the lesson, Learners should be able to: i) Prepare simple meals using different methods ii) List all the materials used for preparing the simple meal | 1) Food ingredients for meal preparation 2) Cooking pot, Stove, Oven, Frying pan etc | 1) Discusses the preparation of simple meals using different methods 2) Demonstrates by preparing Akara Ball 3) Give board summary | 1) Participate in preparing simple meals 2) Involve in the meal preparation 3) Copy the board summary | |
| 12 | Revision and Examination | ||||||
| 13 | Marking and Recording |
