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CRE KCSE Mock Exams and Answers {Latest Best Collections}

 

MOCKS 1 2023

 

KENYA CERTIFICATE OF SECONDARY EDUCATION

 

313/1 – Paper 1

 

 

CHRISTIAN RELIGIOUS EDUCATION

 

JULY 2023 – 2 ½ HOURS

 

NAME: …………………………………………………………. INDEX NO: ……………………

 

CANDIDATE’S SIGNATURE: ………………………………… DATE:………………………………….

 

Instructions to candidates

 

  1. Write your name and index number in the spaces provided above.

 

  1. Sign and write the date of the examination in the spaces provided above.

 

  1. This paper consists of six questions.

 

  1. Answer any five questions in the spaces provided

 

  1. Each question carries 20 marks.

 

  1. Candidates should check the question paper ascertain that all the pages are printed as indicated and that no questions are missing.

 

  1. Candidates should answer the questions in English.

 

 

 

 

For examiners use only

 

Question 1 2 3 4 5 6 Candidates Score

 

Candidates score

 

 

 

 

   
   
   
   
   
   
     
  1 | P a g e

 

 

 

1.  a) Give reasons why the use of the Bible is central in the study of C.R. E (7marks)
b) Identify five causes of sin with reference to Genesis chapter 3. (5marks)
c) State ways through which human beings continue to be co-creators with God. (8marks)
2.  a) Describe the covenant ceremony between God and Abraham in Genesis 15: 1- 19. (7marks)
b) Identify seven ways in which God prepared Moses to be the future leader for his people. (7marks)
c) State ways in which Christians keep their vows to serve God. (5marks)
 

3.

a) Identify the factors that led to the split of Israel after the death of King Solomon. (7marks)  
b) Give seven attributes that shows the nature of the Canaanite religion. (7marks)  
c) Outline ways in which Christian leaders misuse their positions today. (6marks)  
4. a) Explain four differences between the Traditional African and Old Testament prophets. (8marks)  
b) Give seven duties of the prophets of God in Israel. (7marks)  
c) Outline the relevance of Old Testament prophets to Christians today. (5marks)  
5. a) Identify the occasions in which Nehemiah prayed to justify his needs in Judah. (7marks)  

 

  1. Give the promises made when the Israelites renewed their covenant with God during Nehemiah’s time.

 

(7marks)

 

 

  1. c) Give six reasons why people seek refuge in other countries. (6marks) 6. a) Outline seven roles played by ancestors in traditional African communities. (7marks) b) Explain the changes that have taken place in the rite of initiation (6marks) c) Identify the moral values taught to the youth during initiation to adulthood in Traditional African communities. (7marks)

 

 

MOCKS 1 2023

 

 

KENYA CERTIFICATE OF SECONDARY EDUCATION 313/2

CHRISTIAN RELIGIOUS EDUCATION

 

JULY 2023- 2 ½ HOURS

 

 

 

 

NAME : ……………………………………………………….INDEX NO : ………………….

 

CANDIDATE’S SIGNATURE :……………………………………DATE :………………….

 

Instructions to candidates

 

  1. Write your name and index number in the spaces provided above.

 

  1. Sign and write the date of examination in the spaces provided above.

 

  1. This paper consists of six questions

 

  1. Answer any five questions in the spaces provided

 

  1. Each questions carries 20 marks

 

  1. Candidates should check question paper to ascertain that all the pages are printed as indicated and that no questions are missing.

 

  1. Candidates should answer the questions in English.

 

For examiners use only

 

Questions 1   2 3 4   5   6 Candidates score
                     
Candidates                    
score                    
               
 

 

 

 

1.(a) Outline the psalmist prophecies concerning the messiah Psalms 41:9, 110:1-2                         (6marks)

 
(b) In what seven ways was the birth of Jesus going to be extra ordinary according to Angel
Gabriel?                 (7marks)
(c) What lessons can Christians learn from the infancy stories about children.? (7marks)
2.(a) Describe the healing of the paralytic man in Luke 5:1-11.   (8marks)
(b) Identify eight ways through which Jesus promoted social equality.   (8marks)

 

(c) State five reasons why Christians should practice forgiveness in their lives.                                                                                                                                                                                           (5marks)

 

3.(a) Relate the parable of the tenants as recorded in Luke 20:9-19.                                                                                                                                                                                           (7marks)

 

  • Identify seven ways through which the disciples of Jesus demonstrated their love for Jesus. (7marks)

 

 

(c) How do Christians show demonstrate their love for God?                                                                                                                                                                                        (6marks)

 

4.(a) Outline the message of Peter concerning Joel’s prophecy on the day of Pentecost (Acts 2:7-21).

 

  (7marks)
(b) Explain the unity of believers as expressed in the image of the church. (8marks)
(c) State five factors that bind members together in a local church in Keny today. (6marks)
5.(a) State seven factors contributing to unemployment in Kenya today. (7marks)
(b) Identify ways in which the church is helping to solve social problems resulting from misuse of
leisure. (7marks)
(c) Give the dangers of using illicit drugs among the youths in Kenya today. (6marks)
6.(a) Identify ways through which wealth is acquired by people in Kenya today. (7marks)
(b) Give seven reasons why Christians should respect the law of the country. (7marks)
(c) How can the youth in the church today carry out environment restoration. (6marks)

 

C.R.E PAPER 313/1

 

 

 

MOCKS 1 2023

 

MARKING SCHEME

 

  1. a) Give reasons why the use of the bible is central in the study of C.R.E
    • It’s a library of books used by the learners as a references book.

 

  • It reveals God to learners.

 

  • It’s a source of knowledge.

 

  • It’s a source of Christian beliefs and practices.

 

  • It helps learners to understand their relationship with God.

 

  • It’s a sacred book containing God’s revelation to people

 

  • It’s the true written word of God containing God’s message to the people.

 

  • It reveals how God spoke to the people through prophets.

It sets standard for moral behavior.                 7 x 1 = 7 marks

 

  1. Identify five causes of sin with reference to Genesis

 

  • Disobedience by man

 

  • Lack of faith in God

 

  • Human weakness

 

  • Greed for power / mental health / poverty

 

  • Pride

 

  • Temptation from Satan

Lack of knowledge of God                                             5 x 1 = 5 marks

 

  1. State ways through which human beings continue to be co-creators with God

 

  • Through provision of proper medical care to preserve life through provision health care.

 

  • Through procreation / bringing up children.

 

  • Establish of churches to worship God.

 

  • Through offering training to people and providing employment / Education.

 

  • Through respecting and protecting the right of others.

 

  • Through practicing and preaching peace to promote harmony.

 

  • Through scientific and technological innovation.

 

  • Through enacting just law / condemning injustices.

 

  • Through establishment of industries / manufacture of goods and services.

 

  • Through taking care of the needy, the poor, the sick and less fortunate.

 

  • Obeying Gods commandments.

 

  • Taking care of the environment.

 

  • Through creative arts / drawing.

 

  • Through proper farming methods.

 

  1. a) Identify seven ways in which prepared Moses to be the future leader of his people

 

  • God spared his life when he was received by Pharaoh’s daughter and brought him up as a price.
  • He was nursed by his own mother through God’s plan and design.

 

  • His mother gave him his true identity as an Israelite.

 

 

 

CaSPA ELDORET DIOCESE EXAM                                                                                              P a g e 1 | 5

 

  • His life in the wilderness hardened him to be bold and persevere hardships.

 

  • He learnt to be patient, keen and responsible as a shepherd.

 

  • He also learnt family responsibility through taking care of his own family and that of Jethro.

 

  • He acquired leadership skills while living in Pharaoh’s palace.

 

  • He was not a stranger of Pharaoh and Egypt hence he would approach Pharaoh freely.

 

7 x 1 = 7 marks

 

  1. Describe the covenant between God and Abraham in Gen. 15:1-19

 

  • Abraham doubted God’s promises of a son because he was childless.

 

  • God assured Abraham that his own son will be his heir but not Elizier of Damascus.

 

  • God assured Abraham that his descendant will be like stars in the sky.

 

  • To ascertain this, God asked Abraham to bring the following animals for a covenant: A Heifer, Ashe-goat, Aram each three years old, a turtle dove and a young pigeon.

 

  • The animal was to be without blemish.

 

  • He was instructed to cut the animal into the halves.

 

  • God instructed Abraham to arrange the animal opposite each other in two raw.

 

  • He was not to cut the birds.

 

  • Birds of prey came to feed on the carcasses but Abraham drove them away.

 

  • Abraham fell into asleep, and then God appeared to him in a vision.

 

  • Abraham was given promises.

 

  • A smoking fire put a flaming torch appeared suddenly and passed through the pieces of meat. 7 x 1 = 7 marks

 

  1. State five ways in which Christians keep their vows to serve God

 

  • Being prayerful.

 

  • Giving to the needy / visiting the sick.

 

  • Reading the bible every day.

 

  • Evangelizing to others / preaching.

 

  • Leading exemplary lives.

 

  • Keeps God’s commandments.

 

  • Giving offering / tithes.

Worshiping God through songs and praises.  5 x 1 = 5 marks

  1. a) Identify the factors that led to the split of Israel after the death of King Solomon
    • Solomon married many foreign wives who introduced idolatry.

 

  • Solomon built high places for the worship of idols.

 

  • Solomon himself worshipped Idols.

 

  • Solomon overtaxed the people especially the northern tribes.

 

  • Jeroboam was willing to lead the rebellions group.

 

  • Solomon practiced forced labour among the northerners.

 

  • Rehoboam rejected the advice of elders to rule less harshly them his father. 7 x 1 = 7 marks

 

  1. Give seven attributes that shows the nature of the Canaanite religion

 

  • Its polytheistic in nature with many gods and goddesses.

 

  • It was cosmic / cyclic.

 

  • It was cultic in nature with rituals.

 

 

 

 

CaSPA ELDORET DIOCESE EXAM                                                                                              P a g e 2 | 5

 

  • It had false prophets / prophetesses.

 

  • It had images or symbols representing gods.

 

  • It had chief gods or a god was powerful in his own town.

 

  • It involved temple prostitution.

 

  • Their gods were visible or seen touched and felt.

 

  • They practiced human sacrifices.

They offered animal sacrifices.                               7 x 1 = 7 marks

 

  1. Outline ways in which Christian leaders misuse their positions today
    • Embezzling church funds

 

  • Employing their relatives / nepotism

 

  • Oppressing the needy

 

  • Imposing their ideas on the congregation

 

  • Practicing immorality

 

  • Misusing spiritual gifts e.g., false teachings

 

  • Showing off / pride

Taking revenge                                                                                             6 x 1 = 6 marks

  1. a) Explain four differences between the Traditional African and Old Testament Prophets

 

  • The Old Testament prophets received their messages from God, where as some traditional African prophets received their messages from the ancestors.

 

  • Old Testament prophets delivered messages to their own people and those outside their locality while traditional African prophets were confined with their own communities.

 

  • The prophecies of the Old Testament transitional African prophets were recorded while those of the traditional African prophets were passed orally.

 

  • Old Testament prophets were rejected / faced opposition in their communities while traditional Africa prophets were liked and respected by their communities.

 

  • Old Testament prophets promoted monotheism while traditional African prophets were involved in worship of many gods.

 

  • The Old Testament received their power guidance directly from God, while the African traditional prophets got their power from God through the living dead / spirits.

 

4 x 1 = 4 marks

 

  1. Give seven duties of God’s prophets in Israel

 

  • They anointed Kings to rule for example Samuel anointed Samuel.

 

  • They communicated God’s message to the people.

 

  • They guided people according to the covenant way of life.

 

  • The condemned evil deeds in the society.

 

  • They warned people on God’s impending judgment and punishment.

 

  • They revealed God’s nature and his will to the people.

 

  • They assured people of salvation despite God’s judgment.

 

  • They acted as a conscience of the Kings to the people.

 

  • They offered sacrifices to God.

 

  • They foretold future events.

 

They gave the people message of hope for example Jeremiah.      7 x 1 = 7 marks

 

  1. c) Outline the relevance of Old Testament prophets to Christians today

 

 

 

 

 

CaSPA ELDORET DIOCESE EXAM                                                                                              P a g e 3 | 5

 

  • Christians should realize that the call to Christianity has a prophetic role, they should therefore, be Gods messengers.
  • As God’s spokes people, they should always stand for the truth.

 

  • Once appointed as God’s prophet, one should pass the message of God without fear or favor.

 

  • God spokes people should always condemn social, political or economic evils in their society.

 

  • Christians are given hope to those who are suffering.

 

  • Christians should realize that God call both men and women to his service therefore a Christians should not discriminate.

 

  • Christians should be concerned about the welfare of their community members including non-Christian because God is a universal God.

 

  • As Christian one should use the gift of prophecy for the glory of God and for the common good of the people; such as Moses performed miracles to show God’s power and served

 

Israel.                                                                                                                                   5 x 1 = 5 marks

 

  1. a) Identify the occasions in which Nehemiah prayer to justify these needs in Judah.

 

  • When he received a report about the condition of the walls of Jerusalem and oppression of his people.

 

  • Before expressing his sorrow and sadness to King Artexes.

 

  • When Tobias and Sanballat and other enemies discourage / the workers not to build the wall.

 

  • When he donated dues to the needy in society, he wanted God to reward him.

 

  • When shemiah attempted to frighten him to hide in the temple.

 

  • After warning people of Judah against the violation of the Sabbath.

 

  • After cleansing the temple.

 

  • After chasing away the son in-law ballast from the temple.

 

  • After cleansing the Israelites from mixing with foreigners.

 

When he learnt of the conspiracy to invade Judah.                                                                                                                                 7 x 1 = 7 marks

 

  1. Give he promises made when the Israelites renewed their covenant with God during Nehemiah’s

 

Neh. 10:28-30

 

  • They were to live according to God’s law.

 

  • They would not intermediary with foreigners living in their land.

 

  • They promised not to farm every seventh year.

 

  • They would make annual contributions towards the temple expenses / to be Levites.

 

  • They were to provide wood for burnt offering / sacrifices.

 

  • They were to offer first fruits of their harvest and dedicate their first-born sons and flocks as per the law.

 

  • They would pay tithes accordance to the law.

 

They would not do business on the Sabbath day.              6 x 1 = 6 marks

 

  1. Give six reasons why people seek refuge in other countries

 

  • Due to famine / drought

 

  • Outbreak of war

 

  • Political unrest

 

  • Religious persecution

 

  • Unemployment / lack of sustainability for social security

Ethnic classes / tension                                                          6 x 1 = 6 marks

 

 

CaSPA ELDORET DIOCESE EXAM                                                                                              P a g e 4 | 5

 

  1. a) Outline seven roles played by ancestors   in traditional African Communities       (7mks)
  • They act as mediators /intercessors between the living and God.

 

  • Ancestor’s monitors, oversee what is happening in the community.

 

  • They bring punishment to wrong doers/bless those to right.

 

  • Ancestors give instructions / directions on what should be done by members of the community.

 

  • They rebuke / give a warning of the coming punishment for wrong doers.

 

  • Ancestors give guidance on how rituals should be conducted.

 

  • They safeguard traditions of their community.

 

  • Through the ancestors the living has a sense of belonging / identity.

 

  • Ancestors welcome the dead to the spiritual world.

 

  • They avert the consequences of curses from the community members.

Ancestors provide a reservoir of people’s names.            7 x 1 = 7 marks

 

  1. Explain the changes that have taken place in the rite initiation in Kenya today.

 

  • Female circumcision is discouraged.

 

  • Circumcision may be carried out at any age any time.

 

  • It’s taking place in hospitals.

 

  • Education is offered by other people or bodies and not sponsors.

 

  • Some practices like removal of teeth are dying out.

 

  • Elaborate ceremonies are minimal.

 

  • Initiates are no longer using the same equipment.

 

  • Role of age group is fading.

 

Initiation is no longer attest of bravery or courage.                                                                                                                                                      6 x 1 = 6 marks

 

  1. Identify the moral values taught to the youth during initiation to adulthood in traditional African communities

 

  • Courage and bravery

 

  • Hospitality / generosity

 

  • Integrity

 

  • Tolerance / endurance

 

  • Chastity

 

  • Respect / courtesy

 

  • Love responsibility

 

  • Co-operation / unity

Diligence                                                                                                                      7 x 1 marks

 

 

MOCKS 1 2023

 

MARKING SCHEME

 

313/2

 

 

  1. a. Outline the Psalmist prophecies concerning the Messiah 41:9;110:1-2 (6marks)

 

  • The Messiah will defeat the enemies of the Israelites.

 

  • He will sit on the right-hand side of God.

 

  • He will rule as king.

 

  • He will be called Lord.

 

  • He will rule from Zion.

 

  • He will rule as God’s representative on Earth.

 

  • He will rule in the midst of his enemies

 

–   He will be betrayed by a close friend                                                                                     6×1 = 6 marks.

 

  1. In what seven ways was the birth of Jesus going to be extra ordinary according to Angel

 

Gabriel?                                                                                                                                                                                   (7marks)

 

  • The birth was announced by the Angel Gabriel.

 

  • The name was given by the Angel before birth.

 

  • He was to be born of a virgin.

 

  • He was to be conceived by the power of the Holy Spirit.

 

  • His birth would be a fulfillment of God’s promises to David.

 

  • He was going to be great.

 

  • He would be called the son of the most high.

 

  • He would inherit the throne of his father David.

 

  • He would rule over Israel forever.

 

  • He would establish an everlasting kingdom.

 

–   He would be holy.      7×1=7 marks

 

  1. What lessons can Christians learn from the infancy stories of Jesus and John about children? (7marks)

 

 

 

  • They are preached to, so as to know the gospel

 

  • They are prayed for.

 

 

  • Children are given responsibilities in the church, that’s teaching Sunday school children, and being ushers.

 

  • They are guided and counseled on how to sustain their faith.

 

  • Some participate in sacraments e.g., Baptism and Holy communion.

 

  • They sing for the Lord.

 

  • They participate in Bible study.

 

 

 

2.

– They organize seminars to attain their spiritual growth. 7×1 = 7marks a. Describe the healing of the paralytic man in Luke 5:1-11 (8marks)

 

 

  • One day when was Jesus teaching in a house, among his audience were scribes and Pharisees.

 

  • Some people brought him a man who was paralyzed.

 

  • But finding no way to bring him in because of the crowd, they went up on the roof and let him down with his bed through the tiles into the midst before Jesus

 

  • When Jesus saw the great faith of those who brought him, Jesus told the paralytic your sins are forgiven my friend

 

  • The Pharisees who heard him Grambled saying it was only God who could forgive sins

 

  • To prove to the Pharisees and the scribes that he had divine power to forgive sins he challenged them by saying, is it easier to say your sins are forgiven you or to say get up and walk.

 

  • Jesus then ordered the paralytic to rise up pick up his bed and go home

 

  • Immediately the paralytic rose up and departed to his house glorifying God

 

– The people were amazed and they glorified God and they were filled with fear. 8×1 = marks
b.  Identify  eight  ways  through  Jesus  promoted  social  equality  in  St.  Luke ‘s  gospel.
  (8marks)

 

  • He was born of ordinary parents.

 

  • He was born in a manager.

 

  • His birth was revealed to ordinary persons, the shepherds.

 

  • He underwent the Jewish rites.

 

  • As a child he assisted his parents, for example in carpentry.

 

  • He was baptized by John the Baptist.

 

  • He picked his disciples from the ordinary citizens.

 

  • He preached to people of all classes in the society that is Jewish, Gentiles, the poor, the rich and even tax collectors.

 

  • He called everybody to repent.

 

M/S

 

  • He performed miracles to all classes of people.

 

  • He mixed with all people.

 

  • He worked for the benefit of women in Jewish custom where they were looked down upon.

 

  • Used experiences from daily life in his parables.

 

– He was crucified with criminals and suffered death just like any other person.                                                                                                                                                                                 8×1=8marks

 

 

  1. State five reasons why Christians should practice forgiveness in their lives

(5marks)

 

 

  • To show love for others.

 

  • In order to promote peace unity / avert conflict.

 

  • It is a way of winning converts so as to promote healthy living / lengthen life.

 

  • In order to be forgiven by God.

 

  • To emulate the example of Jesus.

 

  • To show obedience to the teachings in the Bible / Christ’s commands.

 

– It is a way of acknowledging  their own weakness / no one is perfect / it is a sign of humility.

 

  • It’s a way of appreciating God’s mercy.

 

–    It’s a demonstration of their faith in God.                                                                           5×1= 5 marks

 

  1. a. Relate the parable of the tenants as recorded in Luke 20:9-19. (7marks)

 

  • A man planted a vineyard rented it to his tenants and went to another country for a long time.

 

  • When the time come for harvest, he rented three servants to the tenants so that they could give him some of the fruits of the vineyard, but they did not.

 

  • The three servants were beaten and sent away empty handed.

 

  • Then he finally sent his own son thinking that the tenants would accord him the necessary respect.

 

  • When the tenants saw him, they agreed among themselves to kill him and inherit the vineyard.

 

  • Jesus then asked what the man would do to tenants in return.

 

  • He said that men would destroy the tenants and give others the vineyard.

 

  • Jesus looked at them and said what does the scripture mean, the stone which builders rejected has

 

become the cornerstone.                                                                                                                   7×1 = 7 marks

 

  1. b Identify ways through which the disciples of Jesus demonstrated their love for Jesus (7marks)

 

  • They left their duties and responsibilities and followed Jesus.

 

  • They accepted and obeyed his teaching.

 

  • They invited him to their homes for example Peter and Levi.

 

  • They joined him in prayer.

 

  • They gave him physical protection for example Peter.

 

 

4 b) Explain the unity of believers as expressed in the image of the church.
  • They accompanied him from place to place.

 

  • They helped him spread the gospel.

 

  • They took advice from him.

 

  • They were present at the cross, sad and weeping.

 

  • They removed his body from the cross after him death and buried it.

 

  • They took care of his mother.

 

 

–   They were happy after his resurrection.

7×1 = 7marks

 

 

3 c. How do Christians show demonstrate love for God –

(6marks)

 

 

– Through preaching the good news to others.

 

– Through giving tithes offerings

 

– Through caring for the ready

 

– Through caring for the environment

 

– Being involved in church functions.

 

– Through following the church doctrine

 

– Through celebrating the sacraments

 

– Through singing Christian songs

 

– Through observing the day of worship.                                                                                           6×1 = 6 marks

 

 

4 (a) Online the message of Peter concerning Joel’s prophecy on the day of Pentecost Acts 2:7-21 (7marks)

In the last day, God will pour his spirit on all the people.

 

  • Sons /daughters will prophecy

 

  • Young men will see visions

 

  • Old men will dream dreams

 

  • Men servants and maid servants shall prophecy.

 

  • God will show wonders in heaven above and signs on the Earth beneath, blood and fire and vapor of smoke.

 

  • The sun shall be turned into darkness and moon into blood before the day of the Lord comes.

 

  • Those who call on the name of the Lord shall be saved.

 

  • Jesus of Nazareth performed mighty works and wonders to and signs through Gods’ Power.

 

7×1= 7 marks (8marks)

 

 

  • The church is compared to husband-wife relationship, members of the church should learn to live in unity just like husband and wife.

 

  • Just as the husband is the head of a marriage, Christ is the head of the church.

 

  • Just as Christ sacrificially loves the church, husbands should love their wives.

 

  • Just as husband-and-wife relationship is meant to last forever, Christians are called upon to maintain steadfast faithfulness to Christ until eternity.

 

  • Christians are called upon to submit to Christ to just as a wife submits to the husband.

 

  • Just as husband and wife become one flesh, so Christians are supposed to be united with Christ.

 

  • Jesus as Christ nourishes the church, husbands should care for their wives.

 

Any four 4×2 8marks

 

4 c) State five factors that bind together members of the local church in Kenya today. (6 marks)
– Church leadership  
– Church structure  
– Church doctrines  
– Guidance and counseling department  
– Use of spiritual gifts  
– Communal work in church  
– Church fellowship  
– Pastoral care 5×1 =5marks
5 a) State seven factors contributing to unemployment in Kenya. (7marks)
  • High population where there are too many people and few available jobs.
  • Lack of enough capital to start a business.

 

  • Lack of skill so as to be absorbed in the job market

 

  • Rural-urban migration –too many people in towns and jobs are limited.

 

  • Many Kenyans prefer white collar jobs as education system is geared towards that / education system is not in line with the job market.

 

  • Negative attitude towards work –some Kenyans lack initiative.

 

  • Unequal distribution of wealth some regions have more recourses than others.

 

  • Introduction of new technology like computers leading to retrenchment.

 

  • Bribery, corruption leading to people getting jobs and they are not qualified.

 

  • Poor economic policies by the government which hinder job creation.

 

  • Insecurity / increase in crime discouraging local and foreign investors.

 

– Selfishness and greed where some people take more than one job.                                      7 x1 (7marks)

 

 

JOINT EXAMINATION

DECEMBER 2021

M/S

 

5 b) Identify seven ways in which the church is helping to solve social problems resulting from misuse

 

of leisure.                                                                                                                                                                                           (7marks)

 

  • Praying for God’s intervention.

 

  • Visiting and giving encouragement to the affected.

 

  • Guidance and counseling the affected to find the root cause of their problems and help them on how to deal with it / preaching good news of salvation.

 

  • Loving and accepting the affected as they are.

 

  • Occupy the affected with something useful creating employment for them.

 

  • Take the affected for medical attention.

 

  • Opening rehabilitation centers for the affected who require special attention.

 

  • The church empowering the youth economically by giving them loans to start small businesses.

 

  • Establishment of church recreation facilities.

 

  • Educating the youth on proper use of leisure.

 

– Offering vocational training.                                                                                                                  7×1 = 7marks

 

 

  1. c) Give dangers of using illicit drugs among the youths in Kenya today.

(6marks)

 

 

  • There is an increase in rate of crimes committed.

 

  • The use of illicit drugs leads to sexual immorality / contracting of sexually transmitted infections /HIV and Aids.

 

  • Dependence /leading to poverty /lower productivity.

 

  • Illicit drugs damage vital organs /ill health.

 

  • The number of street children /families is increasing as a result of using drugs.

 

  • Use of illicit drugs is illegal / the offence are liable for punishment /imprisonment.

 

  • Use of illicit drugs can cause employer employee conflicts /jobs inefficacy.

 

  • Illicit drugs users become irresponsible quarrelsome /irritable leading to family disagreements /breakups.

 

  • Illicit drugs use can lead to murder/death.

 

  • Illicit drugs lead to- addiction.

 

– It causes indiscipline in educational institutions.                                                            6×1 = 6 marks

 

 

6 a) Identify ways through which wealth is acquired by people in Kenya today.

 

– Through inheritance

 

– Through industrial investment

(7 marks)

 

 

 

– By exploitation of natural resources

 

– Through trading activities

 

– Through commercial farming

 

– By investing money influential institutions

 

– Through employment

 

– Through receiving gifts and donations

 

– Through gambling

 

 

– Through exploitation of talents.

 

  1. b) Give seven reasons why Christians should respect the law of the country.

7×1 =7 marks

 

(7marks)

 

 

– it’s an act of patriotism

 

-Laws protect the rights of an individual

 

– To ensure security /protection of people /property

 

– Maintain peace /harmony

 

– Enhance morality in the society

 

– To respect authority which comes from God

 

– Law defines the duties of each individual in society.

 

– Law encourages justice

 

– It promotes National Development

 

– To imitate Jesus

 

 

– To be role models

 

  1. c) How can the youth in the church carry out environmental restoration in Kenya.

6×1 = 6marks

 

(6marks)

 

 

By marking contributions towards:

 

 

  • Conservation of the environment like planting trees

 

  • Observing personal hygiene

 

  • Participating in conservation projects like digging terraces, cleaning the environment

 

  • care for flora and fauna.

 

  • n participate in activities that destroy the environment.

 

  • teach on methods of environmental conservation programmes

 

– lobbying the government to eruct laws aimed at protecting the environment                 6×1 = 6marks

CRE Grade 4 Lesson Plans Free Downloads

CRE Grade 4 Lesson Plans Free Downloads

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      
SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:
  1. identify good thoughts and feelings in his/her day to day life
  2. explain why we should not be angry or sin as stated in Ephesians 4:26
  3. desire to control emotions in their interactions with others

KEY INQUIRY QUESTIONS:

  1. What do you do when you feel angry or sad?
  2. How do you control your emotions

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.8-10

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

 

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Lead them to activity 6 on page 9 and guide them as they do it Probe them to list things that cause them to have emotions

  Biblical experience Guide the learners to activity 7 and guide them to find Ephesians 4:26 in the bible

Ask few learners to read the verse aloud in class

  Biblical explanation Emphasize that they should learn to control their emotions.

Link their response to the bible reading

  Application and response Ask learners questions

1.     What will you do if you feel sad

2.     What will you do to cope with anger Reinforce the desire responses

Caution them against taking revenge against those who wrong them

  Pupil’s Activity Memorise the memory verse

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson

  EXTENDED ACTIVITIES Draw picture of people different emotions

 

 

KEY INQUIRY QUESTIONS:

What are the effects of the choices you make?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.11-12

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

 

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Lead them to activity 6 on page 11 and guide them as they do it Probe them by asking what is a choice

  Biblical experience Guide the learners to activity 2 and read the story of Noah in the bible

Ask oral questions from the story of Noah

  Biblical explanation Teacher to guide the learners in explain the bible story

Link their response to the bible reading

  Application and response Ask learners questions

1.     have you made any wrong choices in the past

2.     what led you to make those choices Reinforce the desire responses

Guide them to understand the difference between right choices and wrong choices

  Pupil’s Activity Sing a song on page 13

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson

  Extended activities Make a poster of right and wrong choices

 

 

 

 

 

 

KEY INQUIRY QUESTIONS:

What are the effects of the choices you make?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.12-14

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

 

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions Learners to mention some of the choices they made a home

Probe them by asking what consequences follow

  Biblical experience Guide the learners to activity 2 and read the story of Noah

Ask oral questions from the story of Noah

  Biblical explanation Teacher to guide the learners in explain the bible story

Link their response to the bible reading

  Application and response Ask learners questions

1.     which choice make you happy

2.     what choices make people around you happy? Reinforce the desire responses

Teacher to emphasize the effects of their choices before making those choices

  Pupil’s Activity Sing a song on page 13

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson

  Extended activities Making posters of wrong and right choices

 

  1. identify personal choices that are acceptable to God
  2. discuss results of choices they make in their daily lives
  3. make right choices in their day to day lives
  4. acquire responsibility by making right choices

KEY INQUIRY QUESTIONS:

What are the effects of the choices you make?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.12-14

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

 

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions Learners to mention some of the choices they made a home

Probe them by asking what consequences follow

  Biblical experience Guide the learners to activity 2 and read the story of Noah

Ask oral questions from the story of Noah

  Biblical explanation Teacher to guide the learners in explain the bible story

Link their response to the bible reading

  Application and response Ask learners questions

1.     which choice make you happy

2.     What choices make people around you happy? Reinforce the desire responses

Teacher to emphasize the effects of their choices before making those choices

  Pupil’s Activity Sing a song on page 13

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson

  Extended activities Make a poster of effects of choices

 

  1. name family members in the nuclear family and identify members of the extended family
  2. draw a family tree and explain the relationships within the family
  3. respect members of the family for harmonious co-existence
  4. explain why it is important to honour parents as stated in Ephesians 6:1-3

KEY INQUIRY QUESTIONS:

  1. Who are your family members?
  2. Why should you respect family members?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.14-15

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Ask learners to say what a family is, and to distinguish the two types of families

Probe them their responses

  Biblical experience Guide the learners to activity 1 on page 16 and read bible verse

Ephesians 6:1-3

Ask oral questions from the reading of the bible verse

  Biblical explanation Guide the learners to revisit what they have learnt about the nuclear and extended families

Link the bible verse with the subtopic of the lesson Guide the learners to list their family members

  Application and response Ask learners questions

1.     Who is the head of the family

2.     How do family members treat each other

Encourage them to love all family members and appreciate them

  Pupil’s Activity Recite the bible verse

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Make a family journal

 

 

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic MY FAMILY – Family tree

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Name family members in the nuclear family and identify members of the extended family
  2. Draw a family tree and explain the relationships within the family
  3. Respect members of the family for harmonious co-existence
  4. Explain why it is important to honour parents as stated in Ephesians 6:1-3

KEY INQUIRY QUESTIONS:

  1. Who are your family members?
  2. Why should you respect family members? LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.15-17

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Ask learners to say what a family tree is, and to distinguish the two types of families, Teacher to probe their responses

  Biblical experience Guide the learners to activity 1 on page 16 and read bible verse

Ephesians 6:1-3

Ask oral questions from the reading of the bible verse

  Biblical explanation Guide the learners to revisit what they have learnt about the nuclear and extended families

Link the bible verse with the subtopic of the lesson Guide the learners to draw a family tree

  Application and response Ask learners questions

1.     How do you call brothers of your parents

2.     Who are your aunts?

Encourage them to love all family members and appreciate them

  Pupil’s Activity Recite the bible verse

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Make a family tree

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic MY FAMILY – respecting family members

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Name family members in the nuclear family and identify members of the extended family
  2. Draw a family tree and explain the relationships within the family
  3. Respect members of the family for harmonious co-existence
  4. Explain why it is important to honour parents as stated in Ephesians 6:1-3

KEY INQUIRY QUESTIONS:

  1. Who are your family members?
  2. Why should you respect family members? LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.18-20

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Learners to give reasons why they should respect family members Teacher to probe their responses

  Biblical experience Guide the learners to activity 1 on page 16 and read bible verse

Ephesians 6:1-3

Ask oral questions from the reading of the bible verse

  Biblical explanation Guide the learners to revisit what they have learnt about the nuclear and extended families

Link the bible verse with the subtopic of the lesson

Guide the learners to realise that respecting their parents is a command from God

  Application and response Ask learners to say things that happen when they respect their parents

Learners to recognise parents bring them blessings

Encourage them to love all family members and appreciate them

  Pupil’s Activity Recite the bible verse

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Make a family tree

 

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic Family relationships- protecting myself from sexual abuse

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read the story of Ammon and Tamar in 2 Samuel 13:4-14
  2. Take care when alone with people of the opposite sex
  3. Identify ways of protecting oneself from sexual abuse
  4. Recognize whom to report to if touched inappropriately/ sexually abused

 

KEY INQUIRY QUESTIONS:

  1. How should you protect yourself from sexual abuse?
  2. Whom do you report to if touched inappropriately?

 

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.20-23

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

 

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Direct learners to page 20 and ask them to define ‘sexual abuse’ Encourage them to share their thoughts about sexual abuse

  Biblical experience Guide the learners to read bible verse 2 Samuel 13:4-14

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson Discuss the story of Amnon and Tamar

Guide them to talk about the lessons they learn from the story

  Application and response Ask learners to mention some things they have been doing that could put them in danger of sexual abuse

Emphasize that they should not go to see people of the opposite sex in lonely or unsafe places

  Pupil’s Activity Direct learners to activity 4 page 23

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Practise singing the song ‘my body is a temple’

 

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic My body is the temple of the Holy Spirit

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Acquire the value of chastity and say no! to sexual sins
  2. Recognise that the body is the temple of the Holy Spirit as stated in 1 Corinthians 6:19
  3. Appreciate the body as a temple of the Holy Spirit and live a holy life

KEY INQUIRY QUESTIONS:

  1. How should you protect yourself from sexual abuse?
  2. Whom do you report to if touched inappropriately?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.23-25

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Direct learners to page 23 and ask them to first define temple Learners to discuss and share what they do if found themselves in the in a lonely place with a person of opposite sex

  Biblical experience Guide the learners to read bible verse 1 Corinthians 6:19

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson Emphasize that their bodies are temple of the holy spirit

Guide them to talk about the lessons they learn from the story

  Application and response Learners to identify ways in which they will take care of their bodies

Guide them to realize the need t live a chaste life

Emphasize on the need to protect themselves from sexual abuse

  Pupil’s Activity Direct learners to activity 4 page 25

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Practice singing the song ‘my body is a temple’

 

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic People to report to if touched inappropriately

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Acquire the value of chastity and say no! to sexual sins
  2. Recognise that the body is the temple of the Holy Spirit as stated in 1 Corinthians 6:19
  3. Appreciate the body as a temple of the Holy Spirit and live a holy life

KEY INQUIRY QUESTIONS:

  1. How should you protect yourself from sexual abuse?
  2. Whom do you report to if touched inappropriately?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.25-26

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Ask learners to explain what being touched inappropriately means Direct them to the Talking Point page 25

  Biblical experience Guide the learners to read bible verse 1 Corinthians 6:19

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson Emphasize that their bodies are temple of the holy spirit

Guide them to talk about the lessons they learn from the story

  Application and response Learners to identify people whom they can report to if touched inappropriately

Emphasize that they should report to people who they trust Guide them to realize the need to live a chaste life

Emphasize on the need to protect themselves from sexual abuse

  Pupil’s Activity Direct learners to activity 2 page 26

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Practice singing the song ‘my body is a temple’

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic CREATION
Sub-strand/Sub-Theme/Sub-topic Attributes of God

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. identify the attributes of God and revere Him
  2. appreciate God as a loving Father in their day to day lives

 

KEY INQUIRY QUESTIONS:

  1. Which are the attributes of God?
  2. Why should you know the attributes?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.27-30

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions Ask learners to say who God is

Direct them to page 27 to discuss Activity 1 in groups and present their findings in class

  Biblical experience Guide the learners to read bible verse Genesis chapter 1

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Guide the learners to understand the meaning of Attributes of God Emphasize to the learners that we praise, worshp and honour God because of his attributes

  Application and response Ask learners to show how they honour God Emphasize on the need to respect and honour God

Encourage them to live holy lives just like God

  Pupil’s Activity Direct learners to activity 2 page 28

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Recite the statement ‘l promise’

Answer questions in Assessment 3 on page 30

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Respect for the Holy Bible- Handling the Bible with respect

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Handle the Bible with respect as the inspired word of God
  2. Identify the books in the Old and New Testament
  3. Appreciate the Bible as a religious book

 

KEY INQUIRY QUESTIONS:

Why should you respect the Holy Bible?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.31-34

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Guide the learners on activity 1-2 on page 31 and ask them to give reasons why they should respect the Bible

Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Isaiah 49:16

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Emphasize that they should handle the Bible with respect since it is the holy word of God

Guide them to appreciate the Bible as a religious book

  Application and response Learners to say how they will handle the Bible at home and in church

Teacher to stress for them to be responsible and care for the Bible

  Pupil’s Activity Direct learners to activity 3 page 33

Demonstrate how to handle the Bible with respect Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Recite and memorize the statement ‘l promise’ on page 34

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Books of the Old Testament

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Handle the Bible with respect as the inspired word of God
  2. Identify the books in the Old and New Testament
  3. Appreciate the Bible as a religious book
  4. Play a game on naming some Books in the Old and New Testament
  5. Recite Isaiah 49:16 and desire to read the Holy Bible always

KEY INQUIRY QUESTIONS:

  1. Why should you respect the Holy Bible?
  2. Why is it important to know the books in the Bible?
  3. Why should you read your Bible always?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.34-37

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Guide the learners Talking Point on page 34 and involve them in answering the questions

Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Isaiah 49:16

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Teacher to remind learners about the two division of the Bible Guide them to appreciate the Bible as a religious book

  Application and response Guide the learners to recognize that they should read the Bible always

Teacher to stress for them to be responsible and care for the Bible when reading

  Pupil’s Activity learners to identify the books of the Old Testament as the teacher list them on the chalk board
  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Recite and memorize the statement ‘l promise’ on page 37

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Books of the New Testament

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Handle the Bible with respect as the inspired word of God
  2. Identify the books in the Old and New Testament
  3. Appreciate the Bible as a religious book
  4. Play a game on naming some Books in the Old and New Testament
  5. Recite Isaiah 49:16 and desire to read the Holy Bible always

KEY INQUIRY QUESTIONS:

  1. Why should you respect the Holy Bible?
  2. Why is it important to know the books in the Bible?
  3. Why should you read your Bible always?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.34-37

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Guide the learners Talking Point on page 34 and involve them in answering the questions

Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Isaiah 49:16

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Teacher to remind learners about the two division of the Bible Guide them to appreciate the Bible as a religious book

  Application and response Guide the learners to recognize that they should read the Bible always

Teacher to stress for them to be responsible and care for the Bible when reading

  Pupil’s Activity learners to identify the books of the New Testament as the teacher list them on the chalk board
  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Recite and memorize the statement ‘l promise’ on page 37

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Zacchaeus the tax collector

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read the story of Zacchaeus in Luke 19:2-10
  2. Recount how Zacchaeus changed his behaviour positively
  3. Demonstrate integrity when using money discuss why it is important to repent sins in order to be like Christ

KEY INQUIRY QUESTIONS:

  1. Why did Zacchaeus climb the sycamore tree?
  2. What happened after Zacchaeus climbed down from the tree?
  3. What should we do to be like Christ?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.38-39

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 38 and ask them to answer the questions

Teacher to reinforce relevant responses Observe pictures on page 38

  Biblical experience Guide the learners to read bible verse Luke 19:2-10

Ask oral questions from the reading of the bible verse Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Zaccheaus

  Application and response Emphasize the story of Zaccheaus stressing that Jesus loves us and ready to forgive us

Learners to identify the need to repent and treat other people fairly

  Pupil’s Activity Sing the song on page 40

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Draw and colour a picture of Zacchaeus on a tree

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Zacchaeus the tax collector

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read the story of Zacchaeus in Luke 19:2-10
  2. Recount how Zacchaeus changed his behaviour positively
  3. Demonstrate integrity when using money discuss why it is important to repent sins in order to be like Christ

KEY INQUIRY QUESTIONS:

  1. Why did Zacchaeus climb the sycamore tree?
  2. What happened after Zacchaeus climbed down from the tree?
  3. What should we do to be like Christ?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.38-39

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 38 and ask them to answer the questions

Teacher to reinforce relevant responses Observe pictures on page 38

  Biblical experience Guide the learners to read bible verse Luke 19:2-10

Ask oral questions from the reading of the bible verse Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Zaccheaus

  Application and response Emphasize the story of Zaccheaus stressing that Jesus loves us and ready to forgive us

Learners to identify the need to repent and treat other people fairly

  Pupil’s Activity Sing the song on page 40

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Draw and colour a picture of Zacchaeus on a tree

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Reasons why it is important to repent sin

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read the story of Zacchaeus in Luke 19:2-10
  2. Recount how Zacchaeus changed his behaviour positively
  3. Demonstrate integrity when using money discuss why it is important to repent sins in order to be like Christ

KEY INQUIRY QUESTIONS:

  1. Why did Zacchaeus climb the sycamore tree?
  2. What happened after Zacchaeus climbed down from the tree?
  3. What should we do to be like Christ?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.40-42

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson about Zacchaeus

Lead the learners to Activity 6 an guide them to do it in groups Ask oral questions based on the activity

Teacher to reinforce learners relevant answers

  Biblical experience Guide the learners to read bible verse Luke 19:2-10

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Zaccheaus

Encourage them to use money wisely and always heep the needy

  Application and response Emphasize the story of Zaccheaus stressing that Jesus loves us and ready to forgive us

Learners to identify the need to repent and treat other people fairly

Encourage learners to live a holy life just like Jesus

  Pupil’s Activity Copy summary notes
  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Do assessment 2 on page 42

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Balaam’s donkey

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Numbers 22:1-6, 20-34 and retell the story of Balaam and his donkey
  2. Apply the story in their lives by obeying God’s instructions
  3. Acquire the value of love by speaking good things about others
  4. Acknowledge God’s greatness by revering Him in his/her day to day life

KEY INQUIRY QUESTIONS:

  1. Why did the donkey talk?
  2. Why should we obey God?
  3. What are the results of disobedience

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.43-45

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 43 and ask them to answer the questions

Teacher to reinforce relevant responses Observe and discuss pictures on page 44

  Biblical experience Guide the learners to read bible verse Numbers 22:1-6, 20-34 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Balaam’s donkey

  Application and response Emphasize the story of Balaam’s donkey by stressing that God wants us to obey Him

Learners to identify the need to love and bless others as opposed to cursing them

  Pupil’s Activity Guide the learners to do activity 2 in groups page 44

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Draw and colour picture that show the story of Balaam’s donkey

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Balaam’s donkey

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Numbers 22:1-6, 20-34 and retell the story of Balaam and his donkey
  2. Apply the story in their lives by obeying God’s instructions
  3. Acquire the value of love by speaking good things about others
  4. Acknowledge God’s greatness by revering Him in his/her day to day life

KEY INQUIRY QUESTIONS:

  1. Why did the donkey talk?
  2. Why should we obey God?
  3. What are the results of disobedience

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.43-45

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 43 and ask them to answer the questions

Teacher to reinforce relevant responses Observe and discuss pictures on page 44

  Biblical experience Guide the learners to read bible verse Numbers 22:1-6, 20-34 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Balaam’s donkey

  Application and response Emphasize the story of Balaam’s donkey by stressing that God wants us to obey Him

Learners to identify the need to love and bless others as opposed to cursing them

  Pupil’s Activity Guide the learners to do activity 3 in groups page 45

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Draw and colour picture that show the story of Balaam’s donkey

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – results of disobedience

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Numbers 22:1-6, 20-34 and retell the story of Balaam and his donkey
  2. Apply the story in their lives by obeying God’s instructions
  3. Acquire the value of love by speaking good things about others
  4. Acknowledge God’s greatness by revering Him in his/her day to day life

KEY INQUIRY QUESTIONS:

  1. Why did the donkey talk?
  2. Why should we obey God?
  3. What are the results of disobedience

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.45-47

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson of Balaam’s donkey by asking oral questions

Draw learners’ attention to Activity 5 page 45  to discuss why it is good to speak well of others in groups and present their findings Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Numbers 22:1-6, 20-34

Ask oral questions from the reading of the bible verse

  Biblical explanation Link the bible verse with the subtopic of the lesson

Discuss with the learners the lessons learnt from the story of Balaam’s donkey

Emphasize that they should not speak ill of others or curse them Reiterate the need for them God, their elders and to obey laws

  Application and response Emphasize the story of Balaam’s donkey by stressing that God wants us to obey Him

Caution learners against gossiping others and teacher to lead them to see that doing so is disobedience towards God

  Pupil’s Activity Guide the learners to do activity 6 in groups page 46

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Do assessment 3 page 47

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Samson kills a lion

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Judges 14: 5- 9 and retell the story of Samson
  2. Acknowledge God’s power in his/her life
  3. Trust in God to cope with the challenges of life

KEY INQUIRY QUESTIONS:

  1. How did Samson kill a lion?
  2. What do you do when faced with challenges?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.47-52

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 47 and ask them to answer the questions

Teacher to reinforce relevant responses Observe and discuss pictures on page 48

  Biblical experience Guide the learners to read bible verse Judges 14: 5- 9

Ask oral questions from the reading of the bible verse Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Teacher to explain that Samson killed the lion by tearing it apart with bare hands

Guide them to realize that Samson was able to do this because sent his power to Samson

  Application and response Emphasize the story of Samson kills the lion by stressing that God wants us have faith in Him because He is able to solve our problems

Learners to identify the need to be courageous when faced with challenges

  Pupil’s Activity Guide the learners to do activity 3 in groups page 49

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Modeling a lion

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Samson kills a lion

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Judges 14: 5- 9 and retell the story of Samson
  2. Acknowledge God’s power in his/her life
  3. Trust in God to cope with the challenges of life

KEY INQUIRY QUESTIONS:

  1. How did Samson kill a lion?
  2. What do you do when faced with challenges?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.47-52

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 47 and ask them to answer the questions, Teacher to reinforce relevant responses Observe and discuss pictures on page 48

  Biblical experience Guide the learners to read bible verse Judges 14: 5- 9 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Teacher to explain that Samson killed the lion by tearing it apart with bare hands

Guide them to realize that Samson was able to do this because sent his power to Samson

Discuss with the learners the lessons learnt from the Bible story

  Application and response Emphasize the story of Samson kills the lion by stressing that God wants us have faith in Him because He is able to solve our problems

Learners to identify the need to be courageous when faced with challenges

  Pupil’s Activity Guide the learners to do activity 3 in groups page 49

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Writing a poem ‘Samson kills a lion’’

 

 

 

 

 

 

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Joseph interprets the dream

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Genesis 41:14-24, 28-30 and retell the story of Joseph interpreting the dream
  2. Apply the lessons learnt and trust in God’s wisdom
  3. Demonstrate an awareness that the fear of God is the beginning of wisdom

KEY INQUIRY QUESTIONS:

  1. What is a dream?
  2. What did Pharaoh dream about?
  3. How was the dream interpreted?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.52-53

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 52 and ask them to answer the questions, Teacher to reinforce relevant responses Observe and discuss pictures on page 53

  Biblical experience Guide the learners to read bible verse Genesis 41:14-24, 28-30 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson Teacher to guide pupils to describe the dreams of pharaoh

Guide them to realize that those who trust God’s wisdom become wise like Joseph

Discuss with the learners the lessons learnt from the Bible story

  Application and response Emphasize the story of Joseph interprets Pharaohs’ dream that they should trust God’s wisdom

Learners to identify the need to trust God and fear God so as to receive wisdom

  Pupil’s Activity Guide the learners to recount the dreams that Pharaoh had.

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Do activity 5 on page 55

 

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – Joseph interprets the dream

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Genesis 41:14-24, 28-30 and retell the story of Joseph interpreting the dream
  2. Apply the lessons learnt and trust in God’s wisdom
  3. Demonstrate an awareness that the fear of God is the beginning of wisdom

KEY INQUIRY QUESTIONS:

  1. What is a dream?
  2. What did Pharaoh dream about?
  3. How was the dream interpreted?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.52-53

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Activity 1 page 52 and ask them to answer the questions, Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Genesis 41:14-24, 28-30 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson Teacher to guide pupils to describe the dreams of pharaoh

Guide them to realize that those who trust God’s wisdom become wise like Joseph

Discuss with the learners the lessons learnt from the Bible story

  Application and response Emphasize the story of Joseph interprets Pharaohs’ dream that they should trust God’s wisdom

Learners to identify the need to trust God and fear God so as to receive wisdom

  Pupil’s Activity Guide the learners to recount the dreams that Pharaoh had.

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Draw and colour a picture of Joseph standing before Pharaoh

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Stories – The meaning of Pharaoh’s Dreams

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Genesis 41:14-24, 28-30 and retell the story of Joseph interpreting the dream
  2. Apply the lessons learnt and trust in God’s wisdom
  3. Demonstrate an awareness that the fear of God is the beginning of wisdom

KEY INQUIRY QUESTIONS:

  1. What is a dream?
  2. What did Pharaoh dream about?
  3. How was the dream interpreted?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.54-55

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 54 and ask them to answer the questions, Teacher to reinforce relevant responses

  Biblical experience Guide the learners to read bible verse Genesis 41:14-24, 28-30 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson Teacher to guide pupils to describe the dreams of pharaoh Guide them to realize that it is God that enabled Joseph to interpret the kings dream

Reiterate the meaning of the dreams, linking each dream to the Joseph’s interpretation

  Application and response Emphasize the story of Joseph interprets Pharaohs’ dream that they should trust God’s wisdom

Learners to identify the need to trust God and fear God so as to receive wisdom

  Pupil’s Activity Guide the learners to recount the dreams that Pharaoh had and its interpretation

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Recite and memories proverbs 1:7

 

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Patriarch –Abraham- the call of Abraham

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Genesis 12:1-5 and recount the call of Abraham
  2. Obey God’s instructions in his/her day to day life
  3. Mention his/ her name and it’s meaning for self-identity
  4. Appreciate God’s blessings in his or her life

KEY INQUIRY QUESTIONS:

  1. Why was the name Abram changed?
  2. Why is your name important?
  3. How did Abraham show obedience to God?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg.56-57

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson by asking oral questions

Draw learners’ attention to the Taking Point page 56 and ask them to answer the questions, Teacher to reinforce relevant response

  Biblical experience Guide the learners to read bible verse Genesis 12:1-5 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Teacher to explain to the learners that god spoke to Abraham and instructed him to leave his ancestral land

Guide them to recognize that Abraham response demonstrated his Full trust in God and God’s promises

Discuss with the learners the lessons learnt from the Bible story

  Application and response Emphasize that just Abraham like Abraham they should also obey God and have faith in that He will always guide them

Learners to  identify the need to obey God’s will and instructions

  Pupil’s Activity Guide the learners to recite Genesis 12;3

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Role plays God’s call to Abraham

 

 

 

 

 

 

SCHOOL GRADE LEARNING AREA DATE TIME ROLL
  4 C.R.E      

 

Strand/Theme/Topic The Holy Bible
Sub-strand/Sub-Theme/Sub-topic Bible Patriarch –God changes Abram’s name to Abraham

SPECIFIC LEARNING OUTCOMES: BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:

  1. Read Genesis 12:1-5 and recount the call of Abraham
  2. discuss Abram’s change of name to Abraham as outlined in Genesis 17:1-5
  3. Mention his/ her name and its meaning for self-identity
  4. Appreciate God’s blessings in his or her life

KEY INQUIRY QUESTIONS:

  1. Why was the name Abram changed?
  2. Why is your name important?
  3. How did Abraham show obedience to God?

LEARNING RESOURCES:

Good news bible, Children bible, Bible story books, hymn books, charts, pictures, pencils, Knowing God CRE Learners book 4 Pg. 58-60

ORGANISATION OF LEARNING

Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups

LESSON DEVELOPMENT

TIME STEP LEARNING EXPERIENCE
  Human experience Review the previous lesson about the call of Abraham by asking oral questions

Draw learners’ attention to the Taking Point page 58 and ask them to answer the questions, Teacher to reinforce relevant response

  Biblical experience Guide the learners to read bible verse Genesis 17:1-5 Ask oral questions from the reading of the bible verse

Ask them to narrate the story in their own words

  Biblical explanation Link the bible verse with the subtopic of the lesson

Guide the learners to appreciate the importance of their names in giving them identity them.

Reiterate the meaning of Abraham name’s

Discuss with the learners the lessons learnt from the Bible story

  Application and response Emphasize the need for learners to obey God’s law and instructions, and put their trust in God

Learners to identify the need to obey God’s will and instruction

  Pupil’s Activity Recite the statement I promise on page 60

Copy summary notes

  Conclusion Ask the learners to share what they have learnt

Ask oral questions to conclude the lesson by emphasizing the main points

  Extended activities Do assessment 6 page 60

 

KCPE 2011 ANSWERS, MARKING SCHEMES, FOR ALL SUBJECTS- OFFICIAL KNEC NEWSLETTER

KCPE- 2011 NEWS LETTER MARK ING SCHEMES
NUMBER MATHS ENGLISH KISWAHILI SCIENCE SST
1 C D D D B
2 C D A B C
3 D A B A C
4 C A C B B
5 D D B A A
6 B B A A A
7 A B B B B
8 D C A D B
9 D C C D A
10 D A A B C
11 B A C A A
12 D D C C C
13 C A A D D
14 A B D B D
15 B C D C C
16 D C B B D
17 C B C A B
18 B D A B C
19 A A B C D
20 D B D A D
21 B C C B A
22 A A B A B
23 B B A A B
24 D A D D B
25 C C B D
26 C D A D B
27 B D B A B
28 C C D C C
29 C B A D B
30 A C B B A
31 D D B D B
32 C A C C C
33 A B B A A
34 B B A D C
35 A A D B C
36 C A C C D
37 A A C D A
38 B B A D D
39 A C A B B
40 D A B A D
41 B D D C D
42 C B B A B
43 B C C D B
44 A B D C A
45 A D A B D
46 C A B A A
47 A D A C C
48 B C D C B
49 D C C A A
50 B A B C
51 A
52 C
53 A
54 A
55 A
56 C
57 A
58 C
59 B
60 C

Free schemes of work grade 4

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CONSTITUTION AND CONSTITUTION MAKING HISTORY TOPICAL REVISION

CONSTITUTION AND CONSTITUTION MAKING

12.Name the body in charge of constitution making process in Kenya                 (1mk)

– Constitution of Kenya Review Commission (CKRC)

ANS 12 DIST 2

  1. Provision of the constitution which guarantees an individual the right to form a political party

– Freedom of Assembly and Association

1 x 1 = 1mk

ANS 15 DIST 3

21a.     Five functions of a constitution

  • Protects rights and freedom of a citizen and define their responsibilities
  • It’s the basic upon which the government is established
  • Defines the relationship between the governors and the governed
  • Spells out the legal framework from which the law of the country are made
  • Promote national unity 5 x 1 = 5 Marks

ANS 21a DIST 4

  1. Identify two disadvantages of a written constitution             (2mks)

–           It is not easy to amend

–           It tends to give judiciary to much power

–           They are rarely read and understood by ordinary citizens

–           The procedure for amending the constitution is slow and costly.

–           They sometimes invite disputes and disagreement in interpretation.                      2 x 1 = 2mks

ANS 13 DIST 6

 

  1. a) What were the activities of imperial British East Africa ( IBEA CO) between

1888 and 1895.                                                                                              ( 5 mks)

  1. i) It traded with the local communities promoted legitimate trade.
  2. ii) It established administrative posts / maintained  law and order / levying and collecting

taxes.

iii)       It discouraged slave trading.

  1. iv) It provided information about the interior of  East Africa.
  2. v) It built the Uganda
  3. vi) It secured the British sphere of influence / promoted the spread of western civilization.

vii)      It secured the British sphere of western civilization.

viii)     If suppressed African resistance against the British .

  1. ix) It pioneered the construction of roads / improved infrastructure.
  2. b) Explain five benefits of colonial Agriculture to the Africans in Kenya. ( 10 mks)
  3. i) African acquire title deed for their farms which were formally communally owned.
  4. ii) African learnt large scale agricultural production.

iii)       Africans acquired employment in the European farms.

  1. iv) New crops and animals were introduced to the Africans.
  2. v) Africans acquired new scientific methods of farming e.g use of  farming e.g use of

fertilizer.

  1. vi) Increased farm production enabled the Africans to start trade.

vii)      Africans  were able to access credit facilities using their title deeds.

viii)     Africans were able to access credit facilities using their title deeds.

  1. ix) Industrialization began as crops and animals products were to be processed.
  2. x) Africans moved to urban centre where they enjoyed better social amenities.
  3. xi) Colonial Agriculture led to rise of agriculture  institutions where African acquired

technical educations

xii)      Development of infrastructure facilities.                              ( any 5 x 2 = 10 mks)

ANS 20 DIST 7

 

 

  1. State the main constitutional amendment made in Kenya in 1991.             (1mk)
  2. i) Kenya was made a multiparty state/repealing of some section 2(A) of the constitution.

(Any 1 x 1 = 1mk)

ANS 15 DIST 9

 

19.a)–   Civic education is given to the people based on a national curriculum.

-The public is requested to come up with suggestions on changes they would wish be in                   the new constitution.

– The commissioners then write the report and recommendations.

– The report , recommendations and the draft constitution are then distributed to the        public for debating .

– The national constitution conference deliberates upon and adopts the draft                   constitution.

– Certain issues that cannot be resolved by the constitutional conference are referred to                  the people in a referendum

– The draft constitution is then enacted by parliament.                      (5×1= 5mks)

  1. b) i)  Inadequate funds to finance  the exercise
  2.  ii) Political interference in the whole exercise with selfish interests.

iii) Illiteracy among the people with some unable to read and write.

  1. iv) Lack of goodwill from the sitting government towards the whole exercise .
  1. External interference by the developed countries
  2. General apathy from the population towards the exercise.
  • Some stakeholders use money to buy people to support their stand/corruption.
  • Inadequate experts to manage the exercise. (5×2=10mks)

ANS 19 DIST 11

 

  1. – Section 2(A) of the Constitution amended.

– Multi – partism allowed

– Presidential term reduced to two five year term.

– Presidential winner to have 25% in five Provinces                                                                     (2×1=2mks)

  1. a)

– Historical background of a country.

– Geographical factors e.g. a country is made up of various islands.

– Religious beliefs of the people.

– Racial composition e.g. Africans, Asians, Arabs

– Cultures of the people.                                                                                             (3×1=3mks)

 

  1. b) – Not easily prone to tampering with by politicians.

– Is readily available for reference.

– Is clear and definite.

– Provides a smooth procedure of handing over power.

– Enables a government to operate favourably and in an orderly way.

– Recognizes people’s ethnic groups/is people friendly.

– Can easily incorporate the people’s traditions, conventions and customs.                        (6×1=12mks)

ANS 11, 22 DIST 12

 

9.State terms of constitutional reform of 1997

  1. i) The presidential terms were limited to two terms of five years each.
  2. ii) Political parties were given mandate to nominate member to parliament or   council depending on their party strength in the general election.

iii) KBC was mandated to give equally air wave to all political parties.

  1. iv) The chief act was done away with / repeal.
  2. v) If a political party wanted to hold a rally was to inform the police in area rather                             than getting permit from the D.C

22.(b) Five factors that have influenced constitutional changes since independence

  1. i) Ethic rivalries
  2. ii) Personality difference

iii)Ideological difference

iv)The desire to have wider representation in parliament

  1. v) External pressure from donors
  2. vi) Internal pressure from activitists

vii)The desire to consolidate power

ANS 9, 22b DIST 13

12.State two factors to consider when forming a constitution.                                          (2mks)

  • Historical background of a country.
  • Geographical factors
  • Religious beliefs of the people
  • Racial composition.

2 x 1 = 2 marks

ANS 12 DIST 14

20.(a) Identify three disadvantages off unwritten constitution. (3 mks)

  • It gives the court too much work as they try to search for constitutional principles in judicial decisions and customs.
  • Since it is not written in a single document it is not easy to protect the rights of individuals effectively compared to the written. It tends to be vague and indefinite.
  • It assumes that people are politically alert and conscious and will ensure their rights and freedoms are respected.

 

 

  • Discuss the provisions of the independent constitution in Kenya. (12mks)
  • Sharing of power between KADU/KANU a regional type of government provided for a post of governor general as a head of state on behalf of the queen.
  • National assembly that was bicameral house of representatives and the same.
  • Prime minister as the head of government provided for an independent electoral commission.
  • Judiciary had authority to interpret law.
  • Provided for the establishment of independent service commission to appoint, discuss, transfer and promote civil servants
  • Bill of rights which stipulated the rights and freedoms of the citizen.

ANS 20 DIST 15

 

 

 

  1. – The Judicial service commission.

– The public service commission.

– The electoral commission of Kenya.           3mks

 

ANS 8 DIST 16

 

 

  1. – Parliamentary system to republic/presidential system

– Bicameral parliament into unicameral

– Federalism was abolished

– A member of parliament who defects looses his parliamentary seat and seek re election

            (2 x 1=2mks)

ANS 4 DIST 17

 

 

  1. i) Rigid, can not be easily changed
  2. ii) Makes judiciary too powerful as it is the only organ that interprets the document
  • The procedure for amending the constitution is slow and expensive
  1. Some are too complex for ordinary citizens to understand because they are too detailed
  2. It is slow to respond to rapidly changing circumstances in the state due to its rigidity.

(2×1=2mks)

ANS 14 DIST 18

11.State the historic effects of the constitutional amendments made in 1982 in Kenya.

  • It made Kenya a one party state by law (dejure) KANU was instituted as the only lawful party in Kenya.

(1 x1 = 1mrk)

ANS 11, DIST 19

 

6          Identify two characteristics of a good constitution (2mks)

            – Must be definite

– Comprehensive

– durable and elastic (Flexible)

– protect fundamental rights of citizens

ANS 6 DIST 20

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Biology KCSE Mokasa Revision Exams

 

NAME………………………………….……ADM NO. ……………CLASS…….

 

SCHOOL …………………………………………………            

 

231/1

BIOLOGY

PAPER 1

Time:  2 HOURS

 

MOKASAIIJOINTEVALUATIONEXAMINATION

KenyaCertificateofSecondaryEducation

 

INSTRUCTIONS TO CANDIDATES

  • Answer ALL the questions.
  • Answers must be written in the spaces provided in the question paper.
  • Additional pages must not be inserted.
  • The paper consists of 13 printed pages.

 

FOR EXAMINERS USE ONLY

 

Question Maximum score Candidate’s score
1-32 80

 

 

 

  1. Other than observing, name one other scientific skill developed by studying biology.(1mark)

……………………………………………………………………………………………………

  1. Name the branch of Biology that deals with the study of phylogenetic relationship among

Organisms.                                                                                                             (1mark)

………………………………………………………………………………………………………

  1. State three structural adaptations of the Red blood cell to its function. (3marks)

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

 

  1. The following is a transverse section from a young root

(a)(i) Name parts Q and U                                                                                                  (2marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

(ii) With a reason, name the class of the plant from which the root was obtained          (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b) State the function of the part labelled Q                                                                         (1mark)

………………………………………………………………………………………………………

  1. A little starch solution was kept in a water bath at 37ºC. After a few minutes, the same volume of saliva was added. The experiment was left to stand for 15minutes. The mixture was then tested with Benedict’s solution.
  2. a) What would you do to the mixture after adding Benedict’s solution in order to get the valid results? (1mark) ………………………………………………………………………………………………..……
  3. b) What final color would the solution change to? (1mark) ……………………………………………………………………………………………..………
  4. c) If you added iodine instead of Benedict’s solution to the mixture of saliva and starch, what colour would the solution have? (1mark)

………………………………………………………………………………………………………6.A patient complained of frequent thirst. A sample of the patient’s urine was found not to have any sugar.

(a)Name the hormone the person was deficient of.                                                   (1mark)

………………………………………………………………………………………

(b)Name the gland that secretes the above hormone.                                               (1mark)

………………………………………………………………………………………

  1. State the advantage of desert animals excreting their nitrogenous waste in form of urea and not ammonia. (1mark)

……………………………………………………………………………………………………………………………………………………………………………………………………………

  1. In an investigation, the pancreatic duct of a mammal was blocked. It was found that the blood sugar regulation remained normal while, food digestion was impaired. Explain these observations.                                                                                                              (2 marks)

……………………………………………………………………………………………………..………………………………………………………………………………………………………

  1. Explain why glucose does not appear in urine of a healthy person even though it is filtered in

the Bowman’s capsule of a mammal.                                                                        (1mark)

……………………………………………………………………………………………………..………………………………………………………………………………………………………

  1. Explain why Lamarck’s theory of evolution is not accepted by biologists today (1mark)

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Distinguish between survival of the fittest and struggle for existence (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The diagram below illustrates a U-tube whose arms are separated by a membrane that allows water molecules only to pass.
  2. State how the levels of the liquids in the arms would be after several hours. (1mark)

Arm A ……………………………………………………………………………..

Arm B ………………………………………………………………………………

 

 

 

  1. Explain the process taking place in the arms of the U-tube                               (3marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The equation below represents a physiological process that occur in plants.

6CO2 + 6H2O                                                          C6H12O6 + 6O2

  1. Name two conditions necessary for the process to occur         (2marks)

……………………………………………………………………………………………………………………………………………………………………………………………….

  1. Identify two adaptations of the leaf for the process indicated by the equation above. (2marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

  1. (a)Explain the observation made on the shoot when a seedling is placed on a horizontal position                                                          (3marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

b)Black ants will always move to where there is sugar.name the response (1mark)

………………………………………………………………………………………………………

  1. The diagram below shows a nerve cell. Study it and answer the question that follow.
  2. Identify the type of neurone (1mark)

……………………………………………………………………………………………

  1. Give reasons for your answer in 17 (a) above (1mark)

…………………………………………………………………………………………………………………………………………………………………………………………

  1. c) On the diagram, Indicate the direction of flow of impulse                              (1mark)
  2. The diagram below is simple illustration of central nervous system and nerve supply system to the arm. The parts A, B, C and D represents points of which he nervous system can be blocked.

 

 

Identify the part that is blocked when

  1. The hand is withdrawn but no pain is felt (1mark)

………………………………………………………………………………………………………

  1. The pain is felt and the hand is withdrawn (1mark)

………………………………………………………………………………………………………

  1. The pain is felt but the hand cannot be withdrawn (1mark)

………………………………………………………………………………………………………

  1. The pain is not felt but the hand can be withdrawn at will (1mark)

………………………………………………………………………………………………………

  1. Explain how knowledge of genetics can be applied in blood grouping and transfusion. (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The table below is a representation of a chromatid with genes along its length.It undergoes mutation to appear as shown below.
Before Mutation L M N O P Q
After mutation L O N M P Q

 

  1. Name the type of chromosomal mutation represented (1mark)

………………………………………………………………………………………………………

  1. Name one mutagenic agent (1mark)

………………………………………………………………………………………………………

19.A certain species of a flowering plant has 23 chromosomes in the somatic cells. State and explain the number of chromosomes present in the endosperm nucleus.                           (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The diagram below represents a stage in cell division. Study it and answer the questions that follow

 

  1. Identify the stage of cell division shown in the diagram above (1mark)

………………………………………………………………………………………………………

  1. Give a reason for your answer in 22 (a) above (1mark)

………………………………………………………………………………………………………

 

 

 

 

  1. The diagram below illustrates a mature embryo sac.
  2. Name the structures labelled: (2marks)
    ……………………………………………………………………………………………………………………………
    B…………………………………………………………………………………………………………………………….
  3. What does structure C to transform after fertilization(1mark)

……………………………………………………………………………………………………..

  1. Explain why pregnancy is not lost after the first trimester even if the ovaries are removed .

(3marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Identify two adaptations of a gaseous exchange surface (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. (a) Identify the function following parts of a microscope (2marks)

(i)Diaphragm

………………………………………………………………………………………………………………………………………………………………………………………………………………

(ii)Condenser

………………………………………………………………………………………………………………………………………………………………………………………………………………

(b)Explain the term resolution as used in microscopy                                                (1mark)

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name two supportive tissues in plants that are lignified (2marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………..

  1. The diagram below represents nitrogen circulation in an ecosystem.

 

 

(a) Identify the following organisms                                                          (3marks)

A         ……………………………………………………………………………..

B         ……………………………………………………………………………..

(b) Name process E

……………………………………………………………………………………………….

  1. (a) Name the type of muscles found in the gut.            (1mark)

………………………………………………………………………………………………………

(b) Give one difference between the muscles above and the one found in the heart            (1mark)

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. State two methods of preventing malaria. (2marks)

………………………………………………………………………………………………………

……………………………………………………………………………………………………..

  1. A process that occurs in plants is represented by the equation below.

C6H12O6                     2C2H5OH + 2CO2 + Energy

(a) Name the process.                                                                                                            (1mark)

………………………………………………………………………………………………………

(b) State the economic importance of this process.                                                            (1mark)

……………………………………………………………………………………………………

  1. State any two rules of binomial nomenclature. (2marks) ………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. (a) Name the causative agents of the following human diseases (2 marks)

(i) Bilharzia…………………………………………………………………………………………

(ii)Amoebic Dysentery……………………………………………………………………………

(b) State three methods of controlling air pollution                                                           (3 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The diagram below represents a bone and synovial joint. Use it to answer questions that follow.

 

 

  • Name the bone that articulates with bone labelled K anteriorly                           (1 mark)

………………………………………………………………………………………………

  • Name the part labeled N                                             (1 mark)

………………………………………………………………………………………….

  • Identify the synovial joint above (1 mark)

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ENGLISH FORM 4 KASSU JOINT EXAMINATION TEST PLUS ANSWERS

Name …………………………………….………….. Index Number ………………….. /……..

  Signature …………………………………

  Date ……………………………………….

101/2

ENGLISH

Paper 2

(Comprehension, Literary

Appreciation and Grammar)

21/2 hours 

KASSU JOINT EXAMINATION TEST

Kenya Certificate of Secondary Education

Write your name and index number in the spaces provided above.

Answer all the questions in this question paper.

All answers must be written in the spaces provided in the question paper.

For examiner’s use only

Question Maximum Score
1 20  
2 25  
3 20  
4 15  
Total 80  

 

This paper consists of 11 printed pages

Candidates should check the question paper to ensure that all the

Pages are printed as indicated and that no questions are missing

  1. Read the passage below and answer the questions that follow.        (20 marks)

The core element of Artificial Intelligence (AI) and a functioning production IT system is an interactive, lifelong process of learning from the human partner and responding to human needs. For example, the AI system must be able to draw up highly complex plans as needed by the customer and to produce them autonomously. A production robot, in particular, is supposed to be designed in such a way that it has nearly human capabilities such as fine motor skills, perception, adaptability and cognition. In order to achieve its full functionality, however, it must be programmed dynamically and rigidly.

Modern information technologies and the advent of machines powered by artificial intelligence have already strongly influenced the world of work in the 21st century. Computers, algorithms and software simplify everyday tasks.

When we transfer the experience of the past to the future, disturbing questions arise: what will the future world of work look like and how long will it take to get there? Will the future world of work be a world where humans spend less time earning their livelihood? Alternatively, are mass unemployment, mass poverty and social distortions also a possible scenario for the new world, a world where robots, intelligent systems and algorithms play an increasingly central role? What is already clear and certain is that new technical developments will have a fundamental impact on the global labour market within the next few years, not just on industrial jobs but on the core of human tasks in the service sector that are considered untouchable.

In addition to companies, employees and societies, education systems and legislators are also facing the task of meeting the new challenges resulting from constantly advancing technology. Legislators are already lagging behind and the gap between reality and laws relating to AI is growing.

Both blue-collar and white-collar sectors will be affected. The faster the process of the division of labour and the more process steps can be described in detail, the sooner employees can be replaced by intelligent algorithms. One third of current jobs requiring a bachelor’s degree can be performed by machines or intelligent software in the future. Individual jobs will disappear completely, and new types of jobs will come into being.

Robots and intelligent machines can have not only supporting, but even lifesaving functions. Examples are robots used in medical diagnostics, which have high accuracy, or for the assessment of dangerous objects using remote control and integrated camera systems. These make it possible, for example, to defuse a bomb without a human having to come close to it. The ‘Robo Gas Inspector’, an inspection robot equipped with remote gas sensing technology, can inspect technical facilities even in hard-to-reach areas without putting humans at risk, for example, to detect leaks in above-ground and underground gas pipelines.

Owing to the great number of emerging multidisciplinary support alternatives due to AI and machines, the requirements for future employees will change. There will be hardly any need for employees who do simple and/or repetitive work. Already today, the number of factory workers is constantly decreasing, and humans are ever more becoming the control mechanism of the machine. The automotive industry, where many production steps are already fully automated, is the pioneer in this respect.

The lower the demand for workers, the higher will be the companies’ demand for highly qualified employees. According to common belief, better education helps. Better education helps, however, only in certain circumstances. The additional qualification of an individual employee must be connected to the work in question. Additional qualifications as an accountant will be of little benefit for the individual employee, because – over time – there is a 98 per cent probability that the work of an accountant can be done by intelligent software. Creative people who are talented in mathematics and sciences are best qualified for the new labour market.

Although not every future employee will be required to be an IT programmer, they should have a fundamental grasp of analytical and technical matters. Employees should be able to form a unit with supporting machines and algorithms and to navigate the internet comfortably and move safely in social networks. To do this, it is necessary to know how the basic structurework. The employee should also be able to examine machines and artificial intelligence software critically. It is not necessary only to oversee machines, but also to coordinate them. The interfaces between humans and machines and the overlaps in the area of responsibility among the more flexible humans must also be coordinated.

  1. What is the importance of humans to AI systems?        (2 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Using illustrations from the passage, explain why the term artificial intelligence is appropriate.                                                                                                         (2 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

  1. The author seems to have contradictory views about the introduction of Artificial Intelligence in the workplace. Explain.        (2 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. In your own words and according to the passage, explain why the gap between reality and laws relating to AI is growing.         (2 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. What two characteristics, according to the passage, must an employee have to survive

in the new work environment dominated by AI?                                                (2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Giving a reason, explain whether machines are superior to humans when it comes to

work.                                                                                                            (1 mark)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

  1. Modern information technologies have already strongly influenced the world of work in

the 21st century. (Rewrite adding a question tag)                                                    (1 mark)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

  1. h) Make notes on the implications of AI in the workplace.        (5 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

  1. Explain the meanings of the following words as used in the passage.         (3 marks)
  2. Autonomously

……………………………………………………………………………………………

  1. Untouchable

…………………………………………………………………………………………….

  • Pioneer

……………………………………………………………………………………………

 

  1. Read the excerpt below and then answer the questions that follow. (25 marks)

She liked that particular one so much that she asked him to read it again and again. Eventually she forgave herself – the last step in self-acceptance.

One day when Maria and her nephew, Owuor, happened to be alone, he broached the subject of his vocation.

“Maria, I think God is calling me to priesthood,” he said quietly. She was taken entirely by surprise.

“What?”

“I think God is calling me to priesthood.”

“Have you spoken to your grandmother?”

“No I thought I’d speak to you first. Actually it was Awiti’s idea. Besides, I was afraid that I might cause her pain.”

“You are so young – maybe you should wait a little.”

“Waiting will not make me change my mind. I know that I have no choice in the matter but I hate to do this to her.”

“Then I will speak to her about it; better still, you come with me and we will talk to her together.”

As usual they found Akoko busy weeding her sorghum patch. They simply brought down their hoes and joined in the work. Nothing was said for quite a spell then Akoko who well knew that at such an hour, her grandson was usually occupied elsewhere asked:

“What brings Owuor here at this hour – it can’t be for the love of weeding. He has had something on his mind for a long time and has been as jumpy as an ant with its tail in hot embers. Speak up young man.”

Owuor looked at his grandmother in confusion. Naturally he had thought that his secret was well kept. The confusion became respectful admiration. He should have known that nothing could escape this astute woman.

“Grandmother, you know that I have worked closely with the priest and I feel that I would like to enter the priesthood. I want to be a priest.” His grandmother was nothing if not surprising, so he should not have been flabbergasted by her reaction but he was.

“I wondered when you would get the courage to come out with it. You would not be my grandson if you were a coward. You have concluded quite wrongly that I will stand in your way. It is true that I have had hopes that you might one day sit in the chief’s stool that your father and your grandfather once occupied; but things have changed and people are turning to different things. I had also hoped that you would marry and provide many sons to ensure the continuity of the house of Owuor Kembo; but no I will not stand in your way. However, from now henceforth you shall fully take your grandfather’s name so that as long as you live his name shall be heard among the people. You will not be Owuor Sino, but Owuor Kembo. That is all my boy. Do whatever the spirit bids you.”

Owuor could only say weakly; “Oh grandmother!” the two women smiled at each other over his head.

And so it was that Peter Owuor Kembo, aged fifteen – formerly Petro Owuor Sino found himself a Seminarian at St. Paul’s Seminary Rakwaro. His worldly possessions were few, his academic knowledge haphazard; but he had faith in God and therefore in himself and he had love in his heart and the solid love of three women behind him. Finally he had unbound hope in the future. So what if this hope was rosily coloured by his youthful enthusiasm? One wise man once said that it was better to have loved and lost than never to have loved at all. In the same vein, it is better to have been buoyed by hope, the horizons limitless before one, than to have lived in the grey world of timid fearfulness. The course of the world is changed by those who dare to dream. Some dream of wealth and others dream of fame; Owuor dreamt of a life expended in service. He who had never really known his father or the joys of a father-son relationship, now dreamt of being the spiritual father of many.

  • Paraphrase the verse that has just been read by Owuor and explain what makes it likeable to Maria?                               (3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

  • Describe any two character traits of Akoko as brought out in the excerpt above. (4 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

  • Identify and comment on the various forms of conflicts that Owuor and Akoko undergo.

(4 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  • “I had also hoped that you would marry and provide many sons to ensure the continuity of the house of Owuor Kembo…” In relation to what happens later in the novel, explain how the younger Owuor Kembo finally lives to fulfil his grandmother’s, Akoko’s, wish.

(3 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

  • Identify and comment any two figures of speech present in the excerpt.             (4 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  • “Eventually she forgave herself – the last step in self-acceptance.” With reference to Maria’s life before this excerpt, explain why she finally forgives herself?  (2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  • What is the significance of Owuor’s change of name twice in the excerpt?   (2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  • Explain the meaning of the following words and phrases as used in the excerpt. (3marks)
  1. vocation ……………………………………………………………………………
  2. flabbergasted ……………………………………………………………………….
  • a life expended in service …………………………………………………………..
  1. Read the poem below and answer the questions that follow. (20 marks)

Footpath

Path – let … Leaving home, leading out

Return my mother to me.

The sun is sinking and darkness coming,

Hens and cocks are already inside and babies drowsing,

Return my mother to me.

We do not have firewood and I have not seen the lantern,

There is no more food and the water has run out

Path – let me pray, you return my mother to me.

Path of the small hills, path of the small stones

Path of slipperiness, path of the mud

Return my mother to me.

Path of papyrus, path of the rivers

Path of small forests, path of reeds

Return my mother to me

Path, I implore you, return my mother to me

Path of the crossways, path that branches off,

 

Path of the stringing shrubs, path of the bridge

Return my mother to me

Path of the open, path of the valley

Path of the steep climb, path of the downward slope

Return my mother to me.

Children are drowsing about to sleep,

Darkness is coming and there is no firewood,

And I have not found the lantern;

Return my mother to me.

                                               Stella Ngatho.

  • Who is the persona in this poem?                                                                                (2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  • Identify and explain the effectiveness of any two stylistic devices.         (6 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  • What is the quality of the voice in the poem?        (2 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  • Comment on the title of the poem.                                (2 marks)

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  • Describe the general atmosphere created in the poem.                                                  (2mks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  • With illustrations, briefly state three problems that the persona is facing. (3 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  • Describe the setting of this poem.                                                 (3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. a) Rewrite the following sentences as instructed, without changing the meaning. (2 marks)

(i) Pandya said, “I shall find it difficult to find the office without proper directions.”  (Rewrite as reported speech, using ‘unless’.)

………………………………………………………………………………………………………………………………………………………………………………………………………………

(ii) Should Mrs. Okello see you, she would be surprised.  (Rewrite, Beginning: Were …)

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. b) Complete the following sentences with the most appropriate (3marks)

(i) Subsequent …………..the heavy rains many schools were closed in some parts of the country.

(ii) The three students were sent home ……………………… their unbecoming behaviour.

(iii) The farmers continued working on their farms ………………………. the unfavourable climatic conditions.

  1. c) (i) I went into the room with a pile of files. I tripped on the carpet which had been rolled up. Rewrite as one sentence, using a present participle. (1 mark)

………………………………………………………………………………………………………………………………………………………………………………………………………………

(ii) Adela is not accustomed to such behaviour. She was deeply shocked. (Use a past participle to join the two sentences.                                                                                                     (1 mark)

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. d) Complete each of the following sentences using appropriate phrasal verbs, made up of the words given in bracket. (2 marks)

(i) Eggs don’t ……………………………………. me. (agree)

(ii) Can I …………………………………….. you for help? (count)

  1. f) In each of the sentences below a group of words is underlined. Write down the best single word which may be used to replace it. (3 marks)

(ii) She is the one who filed the law suit.

………………………………………………………………………………………………………

(iii) His argument is quite incapable of being understood.

………………………………………………………………………………………………………

  1. e) Explain the difference in meaning between the pair of sentences.

(a.i) I saw the Secretary and Treasurer.

(a.ii) I saw the Secretary and the Treasurer.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b.i) Jane shouldn’t have seen me yesterday.

(b.ii) Jane couldn’t have seen me yesterday.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………




KASSUJET JOINT EVALUATION EXAMINATION 

Kenya Certificate of Secondary Education

ENGLISH 101/2

 (Unseen text, Excerpt, Poetry, Grammar)

Marking scheme.

Question 1

  1. The importance of humans to AI is that AI systems learn from the human partner and respond to human needs. 2mks
  2. It is appropriate because machines are given human abilities. E.g. a production robot, is supposed to be designed in such a way that it has nearly human capabilities such as fine motor skills, perception, adaptability and cognition 2mks
  3. The author wonders whether the future world of work will be a world where humans spend less time earning their livelihood, which is a good thing, while at the same time considering the possibility of negative effects of AI such as mass unemployment, mass poverty and social distortions. 2mks
  4. Due to constant developments in AI, legislators are finding it difficult to cope by creating relevant laws related to AI 2mks
  5. An employee must have additional qualifications connected to the work in question and be creative and talented in Math and science 2mks
  6. Modern information technologies have already strongly influenced the world of work in

the 21st century, haven’t they?  1mk

  1. Mark 5 points @ 1 mk
  2. Robots and intelligent machines can have not only supporting, but even lifesaving functions
  3. The faster the process of the division of labour and the more process steps can be described in detail, the sooner employees can be replaced by intelligent algorithms.
  • There will be hardly any need for employees who do simple and/or repetitive work.
  1. The lower the demand for workers, the higher will be the companies’ demand for highly qualified employees.
  2. Although not every future employee will be required to be an IT programmer, they should have a fundamental grasp of analytical and technical matters.
  3. Autonomously- In a way that is not controlled by humans / In a self-controlled way

Untouchable-Considered too important to be replaced by Artificial Intelligence

Pioneer-Trendsetter / Original user / Innovator (3 mks)

Question 2

  1. I cry to you O Lord, hear my voice, let your ears be attentive to my cry for mercy. If you, O lord kept a record of sins, who could stand?(Psalms 130: 1-3 )

Maria had backtracked from religion; when she went back to the village to live with Ogoma Kwach after his wife died. She felt that she had had sinned against God and was crying for forgiveness from God. / Her loss of several children before would make the verse likeable to her. 3 mks

  1. Akoko is understanding,supportive. She accepts Owuor’s calling to be a priest.

She is observant.  She had known that Owuor had been having something on his mind for a long time.

She is wise.  She asks Owuor to adopt the grandfather’s name to ensure the continuity of her lineage. (two traits @ 2mks)

  1. Owuor has a calling to priesthood but doesn’t want to disappoint his grandmother as he is to be the heir of the chief’s stool.

Akoko had hoped that Owuor would inherit the chief’s stool according to tradition but times had changed and she wouldn’t want to stand in his way.

She was also looking up to Owuor marrying and siring many sons to ensure continuity of the family; joining priesthood meant he couldn’t get his own biological children.

( two points @ 2mks)

  1. Owuor Kembo is ordained as a priest and was sent to serve in a large parish where he became the father of many sons and daughters (3mks)
  2. There is a simile. ….has been as jumpy as an ant with its tail in hot embers. Owuor had become restless due to the conflict he had been going through.

There is use of a metaphor. …… ‘hope rosily coloured by his youthful enthusiasm.’…..

‘ Solid love of three women’….. deep unreserved love from Akoko,Maria and Awiti.

Allusion- ‘that it was better to have loved and lost than never to have loved at all’ a famous quote by  Lord Tennyson

Personification. ‘…..Timid fearfulness’-……

(Id+ illust @ 1mk comment 1mk) Expect two figures of speech

  1. She finally forgives herself for going against the demands of christianity of having one wife for one man just to look for a child; a son and realizes that all along she had a son in Owuor who loved her like a mother. 2mks
  2. He changes the name Sino to Kembo to ensure the continuity of the grandfather’s family name and then to Peter; a Christian name/according to Christianity. 2mks
  3. Vocation- a strong feeling that you should be doing a particular thing with your life

Flabbergasted- shocked, surprised

A life expended in service- a life spent or used to serve people

Question 3

  1. The persona is a child – perhaps an older child – whose mother is away. The child is longing for her return. ‘Return my mother to me’. (2mks)
  2. Repetition – ‘Path’ is repeated severally, to create the tone of the poem/ emphasis on the cause of the mother’s absence.

Personification – the paths are personified; the speaker begs them to return the mother.

Apostrophe – Path … Return my mother to me…- to show the persona’s desperate longing for the mother

Metaphor- path of papyrus… path of small hills etc.-shows the various places or challenges the persona or mother may have faced/ indicates the various paths the mother could have taken as she went out

(Expect any two well illustrated styles + the effectiveness 3marks for each.  No mark for lack of one of these).

  1. The poem has a pleading / imploring / beseeching tone. ‘..Path, I implore you, return my mother to me. (2mks)
  2. The poem is in a sad mood. One feels sad at the concern and despair of the child who pleads for the mother’s return. (2mks)
  3. The title is appropriate as it leads us to the events in the poem. The persona addresses the footpath requested it to return the mother. (2mks)
  4. No food -There is no more food

No water- and the water has run out

No firewood -We do not have firewood

Missing the mother -Return my mother to me                                       (Any 3 points @1mk)

  1. The poem is set in a home stead and is in the evening. ‘The sun is sinking and darkness coming,’/ ‘Hens and cocks are already inside and babies drowsing,’ (3 marks)

4a) (i) Pandya said that unless she got proper directions, she would find it difficult to find

the office.

(ii) Were Mrs.Okello to see you, she would be surprised.

(b) (i) Subsequent to the heavy rains many schools were closed in some parts of the country.

(ii) The three students were sent home for their unbecoming behavior.

(iii)The farmers continued working on their farms despite the unfavourable climatic

conditions.

  1. i) Going into the room with a pile of files, I tripped on the carpet which had been rolled up.
  2. ii) Not accustomed to such behavior, Adela was deeply shocked.
  3. (i) Eggs don’t agree with me

(ii) Can I count on you for help?

  1. (i)His writing is illegible

(ii) She is the plaintiff/complainant/suer

(iii)His argument is incomprehensible/unintelligible/unfathomable/ungraspable

  1. a) (i) The person I saw was both the secretary and treasurer

(ii) I saw two people; the secretary and the treasurer

  1. b) (i) Jane saw me accidentally; she wasn’t meant to see me

(ii) Jane was too busy to see me/ she was not at a place where she could see

Best Pearl Notes for High School

THE PEARL ESSAY QUESTION 1

  1. Appearance can be deceptive. Write an essay to validate this statement basing your argument on John Steinbeck’s The Pearl. (20 Marks)

 

Things are not always as they seem. The outward appearance of someone or something may conceal their true nature or intentions. When Kino finds a beautiful pearl he hopes to sell it and improve his family’s life but instead his old life is ruined even further.

First, we do not expect the priest to join the bandwagon of people trying to exploit Kino for his wealth. Priests ostensibly represent virtues. When he hears the news about Kino’s pearl while walking in his garden he immediately thinks about necessary repairs in the church. He also thinks about the worth of the pearl. He cannot remember whether he married Kino and Juana in church and whether he baptized their son Coyotito. He visits Kino, something he hardly does. He claims that Kino is named after a great father of the church. He also reminds him to give thanks for his newly found wealth. It is baffling that a clergy man would try to take advantage of a poor man. Surely, appearance can be deceptive.

When the doctor gets wind of the news of Kino’s pearl, he claims that Kino is his client and that he is treating his child for a scorpion sting! He comes to Kino’s brushwood hut apparently to treat Coyotito. However, he has ulterior motives. He warns Kino about the effects of a scorpion sting. He gives the baby a white powder enclosed in a capsule of gelatine. This makes him very sick. He later “cures’ him with three drops of ammonia. The doctor deceives Kino and the villagers that he came to treat the child but his real intention was to get the pearl for himself. He asks when Kino could pay the bill hoping to get the pearl. He coerces Kino to tell him where it is hidden, even offering to keep it safely for him.

It appears like there are many pearl buyers when in real sense there is only one! He keeps many agents in several offices to create a semblance of competition. When Kino finds the pearl he decides to sell it to improve his living standards. One of the dealers, the man behind the desk, appears benign and fatherly. He knows all the jokes. He is however a part of a conspiracy to cheat Kino out of the true value of his pearl. After examining the pearl he offers a paltry 1000 pesos when Kino wants 50,000 pesos. The other schemers play the same game. They pretend to be disinterested. One offers 500 pesos claiming he could sell it for 600 pesos. They are shocked when Kino refuses to sell his pearl. The fatherly man quickly improves his deal to 1500 pesos but in vain. It appears like they are trying to offer Kino the best price when in reality they are hell-bent on exploiting him.

Lastly, the appearance of the pearl itself is deceptive. It appears beautiful but underneath the beauty is evil and destruction. Its curve is perfect. It is as big as a seagull’s egg. When Kino finds it he knew that this is the end of all his problems. He could not be more mistaken. He hopes to marry Juana in church, buy a rifle and a harpoon, take Coyotito to school and even purchase new clothes and shoes. None of this happens. Juana and Juan Thomas warn Kino that the pearl is evil. He beats Juana when she tries to throw the pearl away. He strikes her with a clenched fist and kicks her in the side. His canoe is destroyed, his hut is burnt and his son Coyotito is killed by people trying to steal the pearl. Kino eventually throws the pearl back into the sea.

To sum up, it is indeed true to say that appearance may be deceptive since not all that glitters is gold.

 

THE PEARL ESSAY QUESTION 2

  1. Basing your argument on John Steinbeck’s The Pearl, write an essay to show how Juana is the pillar of Kino’s home. (20 Marks)

Juana is depicted as the stalwart of Kino’s home.  She has the ability to make sound judgements and offer practical solutions in the face of impending calamity. She helps to keep Kino’s strong desire for wealth in check and acts as the strength of the family both in calm days and during the shaky days after they found the pearl.

 

Juana’s ability to make swift judgement is first seen when the child is stung by the scorpion. She takes several quick steps to save his life. First, she sucks the poison out of Coyotito’s body. She then rushes the child to the doctor to seek treatment when it became apparent that the doctor would not come to the brushwood houses where they lived. After praying and chanting ancient magic spells, she gathers brown seaweed and makes a poultice which she then applies to the child’s shoulder to help reduce the pain. She manages to save the child’s life since the poison eventually recedes from his body. Indeed, she is the pillar of Kino’s home.

 

Juana is wise enough to see the potentially harmful nature of the pearl. A thief tries to steal the pearl and Kino fights him while trying to protect it. He bruises his forehead in the process. Juana says that the pearl is evil and that they should get rid of it. Kino is obstinate. He is blinded by his desires.  He refuses to heed to Juana’s warning. Then, after they failed to sell the pearl, someone lurking outside Kino’s hut at night injures Kino badly when he slashes him and leaves him with a deep cut running from ear to chin. After this attack , Juana reiterates her earlier sentiments that the pearl is evil and that they ought to destroy it or throw it back into the sea before it destroys them together with their son. Had Kino listened to her, maybe, just maybe they would still have their hut and canoe intact and their son Coyotito would still be alive. Juana is surely the strength of Kino’s family.

 

Moreover, she takes a bold step of trying to throw the pearl away. She had grown tired of Kino’s inaction. This plan fails. Kino strikes her face with a clenched fist and kicks her on the side. Juana is so considerate since she remains reasonably level-headed even after Kino attacks her. There was no anger in her for Kino. She collects the pearl and hands it back to Kino after he is attacked. She tried to throw the pearl away in a desperate bid to save her family. She is content with the little they have unlike Kino who is blinded by greed. This action makes us conclude that Juana is indeed a reasonable person.

 

Lastly, Juana is also seen as a voice of reason when she sticks by Kino throughout; appearing caring and protective. She takes care of the family by cooking for her husband and child. Kino could never remember seeing her eyes closed when he awakened. She advises Kino to leave the village after he killed a man. She offers to go with him to the North. When Kino suggests that they split up so that he tries to mislead the trackers, she refuses and says that they stick together. She asks him to remove the white clothes as he readied himself to attack the trackers. After Coyotito’s death, she remains close to her husband when they return the village with their lifeless baby. She obviously puts in a lot of effort in trying to protect her family. She is indeed the pillar of Kino’s family. .

 

To sum up, it is apparent that Juana is definitely the pillar of strength that Kino lies on.

 

THE PEARL ESSAY QUESTION 3

  1. All that glitters is not gold. Write a composition to substantiate this claim, drawing your illustrations from John Steinbeck’s The Pearl. (20 Marks)

 

Appearance may be deceptive.  Some people appear good at face value but may have hidden intentions. Kino’s beautiful pearl appears like a promise of comfort and security and a poultice against illness but turns out to harbour evil, misfortune and death.

 

First, we do not expect the priest to join the bandwagon of people trying to exploit Kino for his wealth. Priests ostensibly represent virtues. When he hears the news about Kino’s pearl while walking in his garden he immediately thinks about necessary repairs in the church. He also thinks about the worth of the pearl. He cannot remember whether he married Kino and Juana in church and whether he baptized their son Coyotito. He visits Kino, something he hardly does. He claims that Kino is named after a great father of the church. He also reminds him to give thanks for his newly found wealth. It is baffling that a clergy man would try to take advantage of a poor man. Surely, not all that glitters is gold.

 

When the doctor gets wind of the news of Kino’s pearl, he claims that Kino is his client and that he is treating his child for a scorpion sting! He comes to Kino’s brushwood hut apparently to treat Coyotito. However, he has ulterior motives. He warns Kino about the effects of a scorpion sting. He gives the baby a white powder enclosed in a capsule of gelatine. This makes him very sick. He later “cures’ him with three drops of ammonia. The doctor deceives Kino and the villagers that he came to treat the child but his real intention was to get the pearl for himself. He asks when Kino could pay the bill hoping to get the pearl. He coerces Kino to tell him where it is hidden, even offering to keep it safely for him.

 

It appears like there are many pearl buyers when in real sense there is only one! He keeps many agents in several offices to create a semblance of competition. When Kino finds the pearl he decides to sell it to improve his living standards. One of the dealers, the man behind the desk, appears benign and fatherly. He knows all the jokes. He is however a part of a conspiracy to cheat Kino out of the true value of his pearl. After examining the pearl he offers a paltry 1000 pesos when Kino wants 50,000 pesos. The other schemers play the same game. They pretend to be disinterested. One offers 500 pesos claiming he could sell it for 600 pesos. They are shocked when Kino refuses to sell his pearl. The fatherly man quickly improves his deal to 1500 pesos but in vain. It appears like they are trying to offer Kino the best price when in reality they are hell-bent on exploiting him.

 

Lastly, the appearance of the pearl itself is deceptive. It appears beautiful but underneath the beauty is evil and destruction. Its curve is perfect. It is as big as a seagull’s egg. When Kino finds it he knew that this is the end of all his problems. He could not be more mistaken. He hopes to marry Juana in church, buy a rifle and a harpoon, take Coyotito to school and even purchase new clothes and shoes. None of this happens. Juana and Juan Thomas warn Kino that the pearl is evil. He beats Juana when she tries to throw the pearl away. He strikes her with a clenched fist and kicks her in the side. His canoe is destroyed, his hut is burnt and his son Coyotito is killed by people trying to steal the pearl. Kino eventually throws the pearl back into the sea.

 

To sum up, it is indeed true to say that not all that glitters is gold since appearance may be deceptive.

 

 

 

 

 

 

THE PEARL ESSAY QUESTION 4

  1. Money and desire can change an individual. Basing your illustrations on John Steinbeck’s The Pearl, write a composition to back up this statement. (20 Marks)

In The Pearl Kino is poor but happy but when he finds a great fortune he becomes obsessed with being rich and this makes him sad, suspicious and irrational. This is because greed for wealth can change a person.

 

 

Before Kino finds the pearl he is a caring, protective father and husband. He seems contended and happy despite living in poverty. He is satisfied with the simple lifestyle and the little they posses. When he finds the pearl, he has great dreams for his family. He hopes to marry his wife in church. He hopes to buy her new clothes including a new shawl, new skin and new shoes. When someone tries to steal the pearl and Kino is hurt trying to protect it, Juana suggests that they get rid of it. Kino is adamant. He is blinded by desire for money. When she tries to throw it away, he strikes her badly. Excessive desire turns Kino into an abusive husband that he was not at first.

Desire for money turns Kino into a heartless murderous man. Kino lives the simple life of a fisherman like the other natives of La Paz. When he finds the great pearl, he turns into “an animal”. He fights and kills a man on the path that tries to steal his pearl. Having grown tired of Kino’s inaction, Juana decides to go and throw the pearl back into the sea. Kino catches her and strikes her with a clenched fist and kicks her on the side. On his way back to the hut, he fights and kills a man forcing them to flee from their home. His obsession with changing their simple lifestyle and acquiring material possession dehumanizes him.

The excessive ambition for riches makes Kino irrational. Kino seems like a wise family man. He provides for his family through fishing and pearl diving. He loves and protects his young family. When he finds the great pearl, he hopes to take his son Coyotito to school so that he frees them from the bondage of ignorance. His preoccupation with this desire blinds him. He fails to see the danger such an ambition puts his family into. While fleeing to the north, he is pursued by three trackers, two on foot and one on a horse with a rifle. His son is eventually killed even when he manages to kill the three men. Had Kino been wise enough he would have gotten rid of the pearl as soon as he saw the red flags. He is blinded by wild desire for wealth.

Lastly, the doctor changes his mind about treating Coyotito because of his desires. When Coyotito is stung by a scorpion, the doctor refuses to treat the child. He has no time to treat “little Indians” for insect bites because they never have any money. He sends them away claiming he was out attending to a serious case. When Kino finds the great pearl the doctor hopes to get it so that his dreams of a “civilized” European lifestyle in Paris could come to pass. He rushes to Kino’s home pretending he was there to treat the child. He says Kino is his client. He never goes to the brushwood huts until Kino gets rich. He has no intention of treating the child. He is finally interested in Kino because of his strong desire for money.

In brief, it is indeed true to say that money and desire can change an individual.

 

 THE PEARL ESSAY QUESTION 5

  1. The villagers in La Paz are highly superstitious. Basing your answer on Kino and Juana in John Steinbeck’s The Pearl, Write an essay to validate this statement. (20 Marks)

The villagers in La Paz are ignorant and thus tend to have strong beliefs based on fear of the unknown. Juana has deep-seated faith in magic spells and luck. She believes that Kino’s pearl is evil.

Through the prayers, incantations and ancient magic spells Juana is portrayed as a superstitious individual. She mutters an ancient magic incantation when Coyotito is in danger of being stung by a scorpion. She also mutters a Hail Mary. In the boat she does not pray directly for the recovery of the baby. She prays that they find a pearl. She attempts to force from the gods the luck she and Kino need to protect Coyotito. (Ancient magic P 21, 33, 35)

Kino’s superstition is clear when he is reluctant to open the large shell first since he doesn’t want to show the gods or God that he wants the pearl so much. Kino is afraid that gods will take revenge against him if he finds success.  Gods do not love men’s plans. While fleeing the village, when Kino looks at the pearl he only sees tragedies that have befallen the family. He begins to see that the pearl is cursed but he still cannot part with it. (P 36,37.46, 98)

Juan Tomas and Juana believe that the pearl is evil. Juan Tomas tells Kino that there is a devil in the pearl. He advises Kino to get rid of it by selling it and buying peace for himself. Juana says that the pearl is like a sin. He warns Kino that it will destroy all of them if they don’t throw it away. Kino ignores her warning and keeps the pearl. She tries to throw away the evil pearl but Kino catches and beats her further proving her fears that the pearl is cursed. It has made Kino attack and harm his loving wife. (P 90)

The villagers in La Paz mainly survive on pearl fishing and they believe that the pearls are accidents and finding one is luck, a pat on the back by God or the gods or both. They believe in luck so much that when Juana senses Kino’s excitement when he finds the pearl she pretends to look away because it is not good to want a thing too much. It sometimes drives the luck away. (P 34, 36)

 

In brief, the behavior of most people in La Paz is based on faith and luck as a result of ignorance, fear and false conceptions.

 

 

THE PEARL ESSAY QUESTION 6

  1. Juana and Juan Tomas are depicted as the voices of reason in La Paz. Write a composition to substantiate this claim, drawing your illustrations from John Steinbeck’s The Pearl. (20 Marks)

In The Pearl by John Steinbeck Juana and Juan Tomas are individuals who try to influence Kino to act sensibly. They try to use practical and logical reasons to convince Kino to get rid of the pearl that brings misfortunes to their family. They are therefore voices of reason.

When Coyotito is stung by a scorpion, Juana is seen as the voice of reason when she suggests that they go to the doctor, which is the most sensible thing to do. This is after she sucks the poison out of Coyotito’s body and spits. This shows quick, practical thinking on her part. When the doctor refuses to treat the baby, she accompanies Kino when he goes out pearl fishing. She prays that they may find a pearl with which to hire the doctor to cure the baby-she does not pray directly for his recovery. This shows that Juana is a reasonable woman.

Juana tries to influence Kino to do the most sensible thing-throwing the pearl away. When a thief tries to steal the pearl and Kino bruises his forehead in a bid to protect it, she tells Kino that the pearl is like a sin and will destroy them because it has brought evil. She advises him to throw it away. Kino fails to heed this advice since he plans to sell the pearl. Juana is reasonable since she advises him to throw it away again when he is attacked and slashed from ear to chin. She urges him to destroy it before it destroys them. This is after she tries to stop from confronting his assailant. Kino does not comply claiming he is a man but Juana cautions him sensibly that a man can be killed. The pearl turns out to be destructive since because of it Kino loses his boat, his hut and his son Coyotito. Juana is undoubtedly a voice of reason.

Juan Tomas, Kino’s elder brother, is a reasonable and far-sighted man. He advises Kino to be careful that the pearl buyers do not cheat him. Since he is the elder, Kino looks to him for wisdom. He says he is afraid for Kino since he has defied not only the pearl buyers, but the whole structure of life. He cautions Kino about going to the capital where he has no friends or family. Juan Tomas is indeed a reasonable man.

Throughout the novel, Juan Tomas gives his younger brother good meaningful pieces of advice. When Kino kills a man, Juan Tomas tells him that there is a devil in his pearl. He advises him to sell it and buy peace for himself. He offers to protect Kino after his hut is burnt and goes out to divert the neighbours’ suspicion. He borrows some supplies like salt, food, and a knife to help Kino on his journey north. Wisely, he advises Kino to avoid the shore since there is a party to search the shore. Surely, he is a voice of reason.

 

In conclusion, Juana and Juan Tomas are indeed the voices of reason owing to their invaluable pieces of advice they offer Kino.

 

THE PEARL ESSAY QUESTION 7

  1. Write an essay to show how poverty is dehumanizing basing your illustrations on John Steinbeck’s The Pearl (20 marks)

Lack of money and possessions can make one feel or appear somehow less human. Poverty deprives people of human qualities such as feelings for other people. Kino and others in La Paz endure such suffering because they are poor and his efforts to escape the shackles of poverty prove futile.

 

 

First, as a result of poverty Kino’s family and their neighbours live in semi permanent shacks that are hardly good enough for humans. Kino, Juana and Coyotito live in a brushwood hut in the impoverished neighbourhood of La Paz. Kino and Juana sleep on a mat, whereas Coyotito sleeps in a hanging box. The shelter is barely any good for a baby as he is stung by a scorpion. A thief easily sneaks into the house and Kino bruises his forehead trying to fight him. The hut is razed to the ground in a matter of minutes as thieves look for the pearl. What miserable living conditions! Indeed poverty is dehumanizing.

Apart from that, Kino can barely afford some basic needs and simple luxuries of life. He only dreams of buying a rifle (Winchester carbine) and a harpoon after finding a great pearl. He also hopes to marry Juana in church. Kino sees Juana and Coyotito and himself kneeling at the high altar getting married now that he could finally pay. He hopes to purchase new clothes-blue sailors’ suit from the US and a yachting cap for Coyotito for example. He also plans to pay for Coyotito’s education. Kino and his family have lived a life of oppression, misery and ignorance as a result of poverty and that is why he has dreams of unshackling his family from the bondage of poverty and to give them a life fit for a human being.

Also, poverty turns people into heartless brutes. When Kino finds the pearl, everyone becomes interested in him with the hope of reaping some benefits. People would do anything to get the pearl. Kino on the other hand is willing to do anything to protect it. Even after seeing the danger and the evil surrounding the pearl he still clings onto it. He strikes Juana with a clenched fist and kicks her in the side when she tries to throw it away. He kills a man on the path and three trackers who were pursuing him. When someone destroys his bought, Kino turns into an animal because the canoe is all he has. He commits all these atrocities because poverty has stripped him of qualities like reason and compassion. Poverty is surely dehumanizing.

Kino cannot access proper medical care for his son after he is stung by a scorpion because he is poor. When Coyotito is stung by a scorpion, Kino and Juana rush him to the European doctor. The doctor contemptuously remarks that the “little Indians” never have any money. Kino can only offer eight misshapen seed pearls that look ugly and grey like ulcers. He dismisses claiming he was out handling a more serious case-more serious than curing insect bites for “little Indians”. He says he is not a veterinary doctor. Kino is so angry that he strikes the doctor’s gate with his bare knuckle. The European doctor despises Kino because he is poor.

In conclusion, it is true to say that poverty is dehumanizing.

 

THE PEARL ESSAY QUESTION 8

  1. “Juana is portrayed as a voice of reason in La Paz. Basing your illustrations on John Steinbeck’s The Pearl; write an essay to validate this assertion.”

 

In a world full of irrational and impulsive people, it’s really delightful to have some individuals who have the ability to make sound judgments and offer practical solutions in the face of impending calamity. Juana is one such person. She helps to keep Kino’s wild desire for wealth in check and acts as the pillar of the family both in calm days and during the tumultuous days after they found the pearl.

 

Juana’s ability to make swift judgment is first seen when the child is stung by the scorpion. She takes several quick steps to save his life. First, she sucks the poison out of Coyotito’s body. She then rushes the child to the doctor to seek treatment when it became apparent that the doctor would not come to the brushwood houses where they lived. After praying and chanting ancient magic spells, she gathers brown seaweed and makes a poultice which she then applies to the child’s shoulder to help reduce the pain. She manages to save the child’s life since the poison eventually recedes from his body. Indeed, she is a voice of reason.

 

Juana is wise enough to see the potentially harmful nature of the pearl. A thief tries to steal the pearl and Kino fights him while trying to protect it. He bruises his forehead in the process. Juana says that the pearl is evil and that they should get rid of it. Kino is obstinate. He is blinded by his desires.  He refuses to heed to Juana’s warning. Then, after they failed to sell the pearl, someone lurking outside Kino’s hut at night injures Kino badly when he slashes him and leaves him with a deep cut running from ear to chin. After this attack , Juana reiterates her earlier sentiments that the pearl is evil and that they ought to destroy it or throw it back into the sea before it destroys them together with their son. Had Kino listened to her, maybe, just maybe they would still have their hut and canoe intact and their son Coyotito would still be alive. Juana is surely rational.

 

Moreover, she takes a bold step of trying to throw the pearl away. She had grown tired of Kino’s inaction. This plan fails. Kino strikes her face with a clenched fist and kicks her on the side. Juana is so considerate since she remains reasonably level-headed even after Kino attacks her. There was no anger in her for Kino. She collects the pearl and hands it back to Kino after he is attacked. She tried to throw the pearl away in a desperate bid to save her family. She is content with the little they have unlike Kino who is blinded by greed. This action makes us conclude that Juana is indeed a reasonable person.

 

Lastly, Juana is also seen as a voice of reason when she sticks by Kino throughout; appearing caring and protective. She takes care of the family by cooking for her husband and child. Kino could never remember seeing her eyes closed when he awakened. She advises Kino to leave the village after he killed a man. She offers to go with him to the North. When Kino suggests that they split up so that he tries to mislead the trackers, she refuses and says that they stick together. She asks him to remove the white clothes as he readied himself to attack the trackers. After Coyotito’s death, she remains close to her husband when they return the village with their lifeless baby. She obviously puts in a lot of effort in trying to protect her family. She is indeed a voice of reason.

 

In conclusion, it is apparent that Juana is without a doubt a voice of reason.

 

THE PEARL ESSAY QUESTION 9

  1. “Kino is over ambitious. As a result he suffers” Write an essay to validate this statement citing illustrations from John Steinbeck’s The Pearl. (20 Marks)

 

When one wants something so much, the end result is usually pain, misery or suffering. When Kino finds the pearl, he becomes greedy for material possession (rifle, harpoon, shoes, and clothes) and a change of lifestyle. This excessive desire causes pain to him and his family. Eventually, he loses his property and his child.

 

Due to greed, Kino loses his son Coyotito. When Kino finds the pearl his desire to change his life blinds him. He hopes to take Coyotito to school. He says that his son will go to school and learn writing. That he will know and they will know through him. They will be free. Even when he suffers attacks and physical pain because of the pearl his ambition clouds his reasoning.  He refuses to let go off the pearl. He flees the village with Juana and Coyotito with a view to protect and sell his pearl, hoping to use the funds to educate his son. Coyotito is killed by one of the 3 trackers at the mountains as they were fleeing to the north. Kino suffers the pain of losing his only son.

 

Kino loses his brushwood hut and canoe as a result of his excessive ambition. When he finds the pearl, everybody else is interested in it. The priest, the shopkeepers, the doctor, the beggars, and the dealers all want a share of his newly found wealth. Someone tries to steal the pearl.  Kino is injured trying to protect it. Kino is attacked twice because of the pearl. His hut is set ablaze after intruders ransack it looking for the pearl. He wants to go and sell the pearl in the capital after failing to secure a deal with the local dealers. To stop him someone punches a hole in his canoe. This hurts Kino and turns him into an animal. He inherited it from his father and grandfather and treasured it a lot as a fisherman. Kino loses is valuables as a result of too much ambition.

 

Kino suffers physical pain because of the pearl. Kino suffers attack after attack. He is determined to get his hands on new material possession. He suffers in the process. When someone tries to steal his pearl, he injures his forehead while trying to protect it. It his sole hope of new wealth. The night they came from the dealers, Kino is attacked outside his hut and slashed. There is a deep cut on his cheek from his ear to his chin. Juana pleads with him to get rid of the evil pearl but he refuses since is so ambitious to give Coyotito education and to acquire wealth.  He is attacked again after striking Juana. He manages to kill the man but is left with injuries. Too much ambition causes pain.

 

Kino lives a life of fear and suspicion after he finds the pearl. Although it causes him to problems he does not want to lose it. This is because he is overambitious. He wants to buy a Winchester carbine rifle, a new iron harpoon, and white clothes for himself, a blue suit for Coyotito, and shoes. Juana asks who he fears. He says that he fears everybody. He lives in constant fear of attacks and intruders since people want to steal his pearl. He is eventually forced to flee from La Paz a place he calls home.

 

Kino would do anything to protect his pearl and acquire wealth. Juana suffers this violent nature when she tries to throw the pearl away. He strikes Juana in the face with a clenched fist. She falls among the boulders. He then kicks her in the side. This destroys their peaceful co-existence as a poor but happy (contended) family. He kills the man who attacked him on the path. He kills the three trackers who were pursuing him because of the pearl. He could not let them steal his pearl because he has big dreams. Over ambition causes Kino to become a dangerous ‘animal’ who wrecks his family and structure of life.

 

To sum up, greed/ excessive ambition causes pain/misery/suffering.

 

THE PEARL ESSAY QUESTION 10

  1. “Family members always want the best for us”. Write an essay to validate this claim basing your illustrations from John Steinbeck’s The Pearl. (20 Marks)

In the face of adversity, our relations are always there for us. For instance Juana Kino’s wife does everything in her power to protect her husband Kino and their child Coyotito. She risks her life by sucking the scorpion’s poison out of the child’s shoulder for she cares for her son Coyotito.

First, Juana cares for her son Coyotito. When he is stung by the scorpion, she does everything within her means to save his life. First, she sucks the poison out and spits and sucks again. She suggests that they go to see the doctor. She also sticks with Kino while he was pearl finishing and prays that they find a pearl with which they can hire the doctor to treat their son Coyotito. Meanwhile she gathers brown seaweed and makes flat damp poultice which uses as a remedy for Coyotito’s pain. Her quick thinking saves Coyotito from the adverse effect of the scorpion sting; a withered leg, a crumpled back or a blind eye. Surely, family members are always there for us.

Kino is a simple family man who loves and strives to protect his family. Kino finds solace and contentment in the Song of the Family. He knows the value of family since he inherited his only prized possession, a canoe, from his father and grandfather. He cannot take a chance that the doctor is lying to him about Coyotito’s health since he doesn’t want his child to suffer. When he gets the pearl Kino only thinks of how to improve his family; clothes for Juana and Coyotito, education for Coyotito and a marrying Juana in church. Although the pearl causes pain, Kino only clings on it because he wants the best for his family.

Juan Tomas cares for and values his brother Kino. He shows up when Coyotito is stung and accompanies Kino to the doctor. He advises Kino to be careful so that the dealers don’t take advantage of him. He also accompanies him to the dealers. When Kino kills a man, he offers him and his family shelter in his hut and tries to divert the attention of the neighbours and gathers supplies for the journey; a bag of beans, a gourd of rice, dried pepper, salt, a knife and an axe. Although he doesn’t manage to convince Kino to get rid of the evil pearl, he does all he can to help him escape it.

Juana cares for her husband Kino and is always there for him. She wakes up early to prepare breakfast for her family. She is always on Kino’s side and acts like his chief advisor. She sees the potentially harmful nature of the pearl and asks Kino to get rid of it. She gets tired of Kino’s inaction and tries to throw the pearl away. Even after Kino attacks her she has no anger for him in her. She advises Kino to escape the village after he kills a man and sticks with him through thick  and thin as they return to the village with their dead son. She is on his side when he flings the pearl back into the sea.

In conclusion, it is indeed true to say that family members are always there for us. Surely blood is thicker than water.

 

 

 

 

THE PEARL ESSAY QUESTION 11

  1. Desire without limits can be a source of agony both to ourselves and our family members. Using illustrations from The Pearl write an essay in support of this statement. (20 Marks)

 

Everyone has desire for one thing or the other. However, when this obsession is unchecked, it may cause suffering or pain not only to us but also to our family members.

 

Kino’s excessive desire for a better life leads to untold suffering when he loses his son Coyotito. When Kino finds the great pearl, he desires to take his son to school, marry Juana in church, buy a rifle and a harpoon and purchase new clothes. He expects to do these after selling the pearl at 50, 000 pesos. The fatherly dealer offers a paltry 1,000 pesos which he revises to 1,500. The first and second dealers make no offer. The last one offers 500 pesos. Kino is so enraged that he refuses to sell the pearl hoping to get a better deal at the capital. He embarks on a journey north. The journey is long and harrowing. The day is shimmering hot. At the cave in the mountains Kino is forced to confront and try and kill the tracker with a rifle. Unfortunately, Coyotito makes a sound which the trackers confuse for a coyote. The gunman shoots and kills Coyotito before Kino kills all of them. Kino and Juana return to La Paz with heavy hearts, walking side by side. They are fatigued and distraught for losing their only son. They don’t wave back when Juan Tomas greets them. Kino flings the pearl back into the sea.

 

Kino suffers when his boat is destroyed. Kino plans to go to the capital via the sea in order to sell his pearl. He is so obsessed with dreams of turning his life around. Kino comes from a fishing community where canoes are valued. It is a source of food-a man with a boat can guarantee a woman that she will eat something. He inherited his own from his father who got it from his grandfather who brought it from Nayarit. He takes care of it with a lot of affection and sentimental attachment. He refines it with a shell-like plaster,a secret method he learned from his father. After killing a man on the path from the beach while protecting his pearl, he goes to the beach only to find that someone had punched a hole in it-his grandfather’s boat that was plastered over and over. He is hurt badly. He feels that it  is less evil to kill a man than to kill a boat. The sorrow turns him into an animal. Kino’s boat is destroyed as a result of his obsession with the pearl.

 

Kino’s relationship with Juana is rocked as a result of his obsession with the pearl. When a thief tries to steal the pearl, Kino bruises his forehead trying to protect it. Juana coaxes him to throw the evil pearl away saying it will destroy them. Kino refuses, claiming it is their chance and that their son must go to school. Kino is later attacked outside his brushwood house and is badly hurt when he is slashed-a deep, bleeding slash. Juana begs him to get rid of the pearl but he says the he is a man. She is afraid for she knows that a man can be killed. When she gets tired of Kino’s inaction, she decides to throw it away herself. Kino grabs her and hits her with a clenched fist and kicks her in the side when she falls among the boulders. He hisses at her like a snake and she looks at him with wide, unfrightened eyes like a sheep before slaughter. Although there is no anger in her for Kino, their relationship is ruined because of Kino’s obstinate obsession with the pearl and his excessive desires. This creates agony.

 

Kino’s hut is burnt as a result of his excessive desire. When he finds the pearl, everyone gets interested in it-people with things to sell and and people with favours to ask. The priest, the beggars, the shopkeepers, the doctor and the dealers. Many people, including the doctor and the priest, try to get Kino’s pearl, forcefully or otherwise. Kino clings on to it and becomes violent and even murderous for he has dreams to achieve. After hitting Juana and killing a man, he notices that his hut is burning. He notices the flame. The neighbours struggle to save their own houses. Juana and Coyotito suffer when they have to seek refuge in Juan Tómas’ house. Kino begs Tómas to house them and he’s a tad reluctant but offers to protect them. This distavantages him and he reminds Kino that their is a devil in his pearl. He tries to divert the neighbours’ suspicion and borrow supplies for Kino’s journey north. Losing his hut causes agony to Kino and his family.

 

Kino suffers when his excessive desire turns him into a killer. When he fails to sell his pearl, he is attacked later that night. Juana decides to throw the pearl away. Kino catches her and beats her badly. He is then accosted and attacked by people trying to steal his pearl. In the altercation that ensues, Kino kills a man. He does this in a bid to protect his pearl. This is because he hopes to sell it and buy a rifle, new clothes, take Coyotito to school and to marry Juana in church. When Juana finds him, he moves sluggishly like a crushed bug, a thick muttering coming from his mouth. She knows that the old life is gone. This forces them to leave their home in La Paz. The agony is as a result of  Kino’s unchecked ambition.

 

Kino is attacked several times as he struggles to protect his pearl. He hopes to use the pearl to improve his life by buying a Winchester carbine rifle and take his son to school e.t.c. When a thief tries to steal the pearl, Kino attacks him with his knife, misses then feels the knife go through cloth. His head crashes with lightning and he feels blood running down his forehead. Juana swabs blood from his forehead with her shawl. Her tension boils to the surface and she cries that the pearl is evil. She wants them to throw it away or destroy it but Kino is adamant. Kino is attacked again because of the pearl. Because of his obsession, he goes out in the dark alone. Juana wills to stop him and is terrified when he confronts the attacker. His shirt is torn badly and clothes half pulled off. Kino is slashed from ear to chin. He bleeds badly. Juana wipes off his thickening blood with her skirt. She is disturbed. She tells him that the pearl is evil but due to his excessive desire he claims that he is a man. He suffers these attacks because of his excessive desire.

 

In conclusion, desire without limit causes pain to ourselves and to our family members.

 

THE PEARL ESSAY QUESTION 12

  1. “For it is said that humans are never satisfied, that you give them one thing and they want something more.” Using clear illustrations from John Steinbeck’s The Pearl, write an essay to validate this claim. (20 marks)

 

THE PEARL ESSAY QUESTION 13

  1. Fate is a force beyond our control. Write an essay to validate this statement basing your argument on John Steinbeck’s The Pearl. (20 Marks)

 

 

THE PEARL ESSAY QUESTION 14

  1. “It is not good to want a thing too much. It sometimes drives the luck away.” How true in this in relation to The Pearl by John Steinbeck? (20 marks)

 

THE PEARL ESSAY QUESTION 15

  1. Too much ambition leads to frustration. Write a composition to validate this statement with illustrations from the The Pearl. (20 Marks)

 

THE PEARL ESSAY QUESTION 16

  1. Too much ambition is often accompanied by misery. Write a composition to substantiate this claim, drawing your illustrations from John Steinbeck’s The Pearl. (20 Marks)

 

THE PEARL ESSAY QUESTION 17 

 

  1. Humans are inherently greedy. Basing your illustrations on John Steinbeck’s The Pearl, write a composition to back up this statement. (20 Marks)

 

THE PEARL ESSAY QUESTION 18

 

  1. When Kino finds the pearl, the evil nature of humans is brought out. Write a composition to substantiate this claim, drawing your illustrations from John Steinbeck’s The Pearl. (20 Marks)

 

THE PEARL ESSAY QUESTION 19

  1. Greed brings out evil in mankind. Using clear illustrations from John Steinbeck’s The Pearl, write an essay to validate this claim. (20 marks)

 

THE PEARL ESSAY QUESTION 20

  1. Write a composition to show the evil nature of greed basing your illustrations on John Steinbeck’s The Pearl. (20 Marks)

 

THE PEARL ESSAY QUESTION 21

  1. Write an essay to show how luck brings bitter friends citing illustrations from          John Steinbeck’s The Pearl .(20 Marks)

 

THE PEARL ESSAY QUESTION 22

  1. Contentment is the key to happy life. Write an essay to validate this statement basing your argument on John Steinbeck’s The Pearl. (20 Marks)

 

THE PEARL ESSAY QUESTION 23

  1. “Do not count your chicks before they hatch”. Write a composition to substantiate this saying, drawing your illustrations from John Steinbeck’s The Pearl. (20 marks)

 

THE PEARL ESSAY QUESTION 24

  1. Making reference to John Steinbeck’s The Pearl, write a composition entitled: Failure to heed good advice may be disastrous. (20 marks)

 

Many times people offer us guidance about the best course of action. This counsel is meant to help us make prudent decisions. Failure to heed good counsel brings devastating end results. Kino does not listen when Juana and Juan Tomas warn him about the potentially catastrophe nature of the pearl and eventually it ruins his family life.

 

Juana advices Kino to throw away the pearl since it would destroy them. When Kino finds the great pearl everyone grows interested in it. A thief tries to steal it while they are asleep and Kino hurts himself trying to protect it. Blood runs from his bruised forehead. Juana helps to clean the injury and begs Kino to get rid of the pearl since it is evil. She suggests that the pearl is like a sin and that they should throw it away, break it between stones, or throw it back to the sea. Kino says their son must go to school and break them out of the pot that holds them in. Juana reckons that it will destroy even their son. Kino’s stubborn refusal to throw away the pearl lends to Coyotito’s death. He is shot dead by the trackers who wanted the pearl. They confused his cries for a coyote. Kino and Juana are devastated by the loss of their son. Surely, Kino’s imprudent decisions results to the consequences. (pg. 59-60,114-115,116-118)

 

Juan Tomas cautions his brother Kino to be careful so that he is not cheated by the dealers and the temptation to try and get more money from the pearl. Earlier he had asked Kino what he plans to do as a rich man. Kino has plans to marry Juana in church, buy new clothes for his family, buy a harpoon, and a Winchester Carbine rifle and to take his son Coyotito to school. Juan Tomas reminds Kino of the old ones who tried to get more money from the pearl by sending agents to the capital. After they had sold the pearls, the agents disappeared never to return. This reminds Kino of the story by the Father who preached that everyone must remain faithful to his past or risk facing retribution by God. Even with this wisdom, Kino is not content with the offers made by pearl dealers and wants to go to the capital. He values his Pearl at 50,000 pesos but the pearl dealers offer 1000, 1500 and 500 pesos only. Juan Tomas warns him that he has defied not only the dealers but the whole structure way of life. At the capital, he has no friends or relatives to protect him. Kino insists that his son must have a chance. That very evening Kino is attacked and slashed on his cheek. His shirt is torn and clothes half pulled off. This is done by someone looking to steal the pearl. Surely, Kino’s failure to heed Juana’s advice brings him calamity. (Pg. 17, 68, 72-75, 78-79)

 

When Kino is attacked outside his brush house, Juana reminds him that the pearl is evil and that they should destroy it before it destroys them. She suggests that they crush it between stones or throw it back away to the sea where it belongs. Kino stubbornly states that he is a man and will not be cheated and that they will have their chance when he sells the pearl at the capital. Juana is afraid because a man can be killed. That night Juana sneaks out with a view of throwing the pearl away. Kino catches her and strikes her on the face with clenched fist and kicks her on the side. He then fights and kills a man who tries to rob him of his Pearl. Juana knows that the old life was gone forever. She had been fighting to rescue the old peace, the happy life of contentment before the pearl. She tells Kino that he had killed a man and they must leave La Paz. Kino’s failure to listen to Juana’s advice leads to unpalatable ramifications.

 

Lastly, Juan Tomas tries to hint that Kino gets rid of the pearl. He says that there is a devil in the pearl and that Kino should have sold it. He accepts to hide Kino and divert the neighbour’s suspicion but still asks Kino, “You will not give up the pearl?” Juan Tomas knows that the pearl is the cause of Kino’s misfortunes and he suggests subtly that he should give it up. Kino says that the pearl has become his soul and giving it up would mean losing his soul. Instead of giving it up he decides to go to the north and sell it in the cities there as he still harbors ambitions of having a rifle, marrying in church and taking his son to school. On their journey to the north they are pursued by three trackers. The journey is long and harrowing. Unfortunately, Coyotito pays the ultimate price for Kino’s refusal to heed advice. He is shot dead by the trackers. Kino and Juana return to the La Paz with heavy hearts. Failure to heed advice leads to appalling end results.

 

In conclusion, in order to avoid calamitous ramifications, one must heed good counsel.

 

THE PEARL ESSAY QUESTION 25

  1. Racial prejudice and hypocrisy causes misery. Write an essay to validate this statement making reference to John Steinbeck’s The Pearl. (20 marks)

 

THE PEARL ESSAY QUESTION 26

  1. One’s own weakness can result in their downfall. Write an essay to validate this statement making reference to John Steinbeck’s The Pearl. (20 mark)

 

 THE PEARL ESSAY QUESTION 27

  1. Juana’s steadfast spirit makes her the pillar of strength of her family. Write an essay in support of this statement making reference to John Steinbeck’s The Pearl.

 

Juana is a dependable and devoted member of Kino’s family. Her steadfast loyalty makes her a tower of strength for Kino and the son Coyotito. She is subservient but surprisingly judicious and resolute and these endearing qualities make her the anchor of the family.

 

When Coyotito is stung by a scorpion Juana, swings into action and saves his life. First, she sucks the poison from the reddened puncture and spits and sucks again while the baby screams in pain. The baby’s screams attract the neighbours. She sucks until the hole enlarges and its edges whiten. She is aware that the poison could easily kill the baby. The sucking helps to relieve Coyotito’s pain and the screams turn into moans. Later on she collects some brown seaweed and makes a flat damp poultice and applies it to Coyotito’s shoulder. This was a good cure and could be better than the doctors remedy. The symptoms of the scorpion sting like swelling, fever, tightened throat and cramps are worrying but luckily cramps do not come to Coyotito. Finally the poison recedes from Coyotito’s body and the swelling goes out of his shoulder. Juana’s unwavering empirical actions save her son’s life.

 

Juana surprises Kino when she demands that they go to the doctor. He had wondered often at the iron in his patient fragile wife. She is respectful and cheerful but could stand fatigue and hunger better than Kino himself. He is surprised when she demands for the doctor. Everyone knows that the doctor does not come to the cluster of brush houses. He prefers prefer treating the rich who live in stone and plaster houses in town. To want him is wonderful, but to get him would be remarkable. The people in the yard, those at the door and Kino tell Juana that the doctor won’t come. She uncompromisingly demands that they go to him. She covers the baby to protect him from light and together with Kino they lead the procession to the doctor’s house. She had sucked the poison out but she is still worried because Coyotito is his first baby-almost everything that was in her world. When the doctor turns them down and everyone else leaves she stays at his gate with Kino for a long time. Juana’s determination makes the music of his family jovial in Kino’s head with a steely tone.

 

When a thief a thief tries to steal Kino’s pearl while he sleeps, he hurts his head while fighting the intruder. He could feel warm blood down his forehead. Juana uses her shawl to swab the blood from his bruised forehead. She astutely warns Kino that the Pearl is evil. She equates it to a sin that will destroy them. She asks Kino to throw it away, break it between stones, bury it or throw it back to the sea. Kino is adamant because he wants his son to go to school but Juana knows that it would destroy even their son. When Kino fails to sell the Pearl Juana is worried. She knows the only help she can offer is being near him and being silent. Kino is attacked a second time and is slashed from his ear to chin. She wipes his face and offers him a pulque to drink and reiterates that the Pearl is evil and will destroy the family. Kino foolishly asserts that he is a man. Juana prudently tells Kino that a man can be killed. Juana is clearly determined to save her family but Kino is blinded by limitless desire.

 

Juana is indeed an unrelenting woman. Her steadfast spirit is evident when she grows tired of Kino’s obstinate inaction. She decides to secretly throw the Pearl herself. This is because the Pearl has caused fear and brought enemies who were inflicting physical and emotional agony to her family. Kino catches her just in time and hits her on the face with a clenched fist. He kicks her on the side when she falls among the boulders. He hisses at her like a snake but she stares at him with wide unfrightened eyes. Even after he attacks her she remains rational. There’s no anger in her for Kino. Her quality of woman would cut through Kino’s manness and save them.  Juana resolutely fights to protect her family.

 

Juana advises Kino to flee from La Paz after he kills a man. She fights bitterly to rescue the old peace but she is wise enough to know that it’s futile now. Kino says did it in self defence but she tells him that no one would buy his account. He concedes. They head north together. She sticks by his side to the bitter end. The trek is tedious but Juana’s steadfastness gives Kino strength. Juana’s mouth is swollen where Kino hit her; her ankles are cut and scratched by stones and brushes but she sits unflinchingly like a sentinel. She dissuades Kino from splitting up with them when he suggests they go to Loreto or Santa Rosalia and when he offers to let the trackers take him. She says the trackers would still kill them. Kino yields to her unwavering goading. She also advises him to remove the white clothes when he wills to attack the trackers. After Coyotito is killed, she walks with Kino walking side to side.

 

To sum up, Juana is surely the pillar of strength in Kino’s family. She unrelentingly tries to control Kino’s excessive desire that eventually proves destructive when he does not heed her sagacious.

 

Read more on Juana as a voice of reason in The Pearl.

 

THE PEARL ESSAY QUESTION 28

  1. “The greedy indulge in vices that cause suffering to the victims around them.” Using illustrations from Steinbeck’s The Pearl, write an essay in support of this statement.

 

People with unchecked material desires often commit bad deeds that cause pain and misery to those around them. Some characters such as Kino and the doctor in John Steinbeck’s The Pearl are greed and thus cause suffering around them as my essay illustrates.

 

The doctor refuses to cure Coyotito but he gets greedy when Kino finds the pearl of the world and now wants to attend to Coyotito. The Doctor is a man of fine tastes and he thinks of the pleasures he experienced while in France. When Coyotito is stung, he is rushed to the doctor who after seeing the ugly valueless pearls from Kino asks the servant to dismiss them. When he hears of Kino’s new pearl he rethinks of Paris and imagines how he can benefit. He leaves the old woman he is attending to as he now wants to attend to Coyotito. He first poisons the already healing Coyotito leaving him to suffer as his face was flushed, throat was working, and drooled saliva and the spasm of the stomach muscles began. He later comes back to treat Coyotito and immediately asks for payment as he knows about the pearl. He makes Coyotito to suffer all because he was greedy for the pearl and its proceeds.

 

Kino’s greed for the pearl is clear as he hopes to buy a harpoon, rifle, new clothes, take Coyotito to school and have a church wedding as soon as he sells the pearl. As he is possession of the pearl, mishaps start happening to him. First, Coyotito is poisoned by the doctor, then there is an attempted robbery and he is also attacked outside his hut. Juana notices these events and advices Kino to do away with the pearl by crushing it between two stones or throwing it back to the sea or forget it altogether. Her pleas fall on deaf ears as Kino blatantly refuses to act on her advice. Juana decides to steal the pearl and toss it back to the sea herself and this makes her suffer as a result of Kino’s greed. Kino follows her to the sea and physically assaults her, he struck her face and as she was on the bank, he kicked her side leaving her aching. Because of Kino’s greed, Juana suffers as he beats her up and leaves her bruised.

 

The attackers also were greedy for the pearl and end up hurting Kino in the process. From the onset of the pearl’s discovery, the neighbors also coveted Kino’s find. Kino’s pearl went into the needs, the lust, the speculations and the hungers of everyone and he became curiously every man’s enemy. It was only a matter of time and they would start to want the pearl for themselves. After the doctor’s visit, there is an attempted robbery, the second comes on the day he failed to sell the pearl when he is attacked outside his hut and had a bleeding scalp and a deep cut on his chin. He is also ambushed on the night he beats up Juana and greedy fingers ransacked him for the pearl and here Kino commits his first murder. Besides the physical harm, Kino’s hut is burned down and his canoe punctured to hinder his movement. Greed for the pearl turns his neighbor’s vicious and they make Kino suffer as they also wanted the pearl to themselves.

 

Lastly, the trackers kill little Coyotito as they also wanted the pearl for themselves. As Kino was heading to the capital, three men follow him through the terrain for days while in pursuit of the pearl. They do the assignment keenly as they did not want Kino to get away with the pearl. Kino tells Juana that even if they were to find the pearl with them, they would still kill them and Coyotito too. The trackers force Kino and Juana to hide in a cave and endure rough terrain in a bid to shake them off. While in their hideout, Coyotito let out a cry and the trackers assume that the cry is from a coyote and the one with a gun shot towards the sound and thus killing Coyotito. Kino ends up killing the three men but the damage had been done already, the life of his dear son had been lost. As a result of Kino’s greed, Coyotito is killed and this proves his intentions futile as they throw the pearl back to the sea.

 

In conclusion, greed is a vice that if unchecked can lead to pain and even death.

 

 

 

THE PEARL ESSAY QUESTION 29

  1. Opportunistic individuals rarely succeed. Citing illustrations from The Pearl by John Steinbeck, write a composition to validate the assertion.

 

It is good to take advantage of opportunities as they arise. However, opportunism based on greed is fruitless. Taking advantage of others for selfish gain does not pay off. Characters like the priest, the doctor, the dealers and the trackers try to exploit Kino for his pearl but they fail.

 

The priest tries to subtly exploit Kino for his pearl. He visits Kino at his brush wood hut hoping to benefit from the pearl. When he hears the news about Kino’s pearl, he wonders whether he has baptized Coyotito or married Kino in church. Those issues did not bother him before Kino got lucky. He does not really care about Kino and his child but about certain repairs necessary to the church. When walking in his garden, he thinks about the pearl’s worth. He takes advantage of Kino’s ignorance and tells him that he is named after a great man and a great Father of the church who tamed the desert and sweetened the mind of his people. He refers to Kino’s pearl as a fortune and is astonished by its size and beauty. With a view of exploiting him, he reminds Kino to give thanks for his treasure. His opportunism does not pay off since he does not get any proceeds from the pearl. Opportunists rarely succeed.

 

Secondly the doctor takes pain in an effort to benefit from Kino’s pearl but he too fails miserably. When he gets wind of Kino’s pearl, he immediately imagines how he may profit from it. He pictures himself in a restraunt in Paris with a bottle of wine. Earlier that morning he had refused to treat Kino’s baby for a scorpion sting claiming he is not a veterinary who treats ‘little Indians’ for insect bites. The reason for his contempt is that the Indians are poor. When Juana wants the doctor everyone knows he would not come since he prefers treating the rich dwellers of the stone and plaster houses in town. Now, the doctor says Kino is his client and he is treating his child for a scorpion sting. He goes as far ad poisoning Coyotito with some white powder in order to reap maximum benefits. The baby becomes very sick-he vomits and writhes in pain. The doctor then administers three drops of ammonia in water to “cure” him.  He then asks Kino about payment, acting oblivious of the pearl. When Kino mentions the pearl, he offers to keep it for him in a safe and quips that it may be stolen before Kino could sell it. A thief tries to steal it later that night but fails. The greedy doctor fails in his bid to take advantage of Kino and his pearl.

 

The trackers also fail in their attempt to reap what they did not sow. When Kino fails to sell his pearl in La Paz he decides to try his luck in the cities at the north. When heading there, he realizes that they are being pursued by three callous trackers. He knows that the inland hunters are hunting him. He is gripped with fear. He feels helpless and hopeless. He even suggests that he lets them take him in order to save Juana and Coyotito. Juana knows that the three trackers, two on foot and one on a horse with a rifle, would kill Kino in order to gain from the pearl. Try as they may, they fail to get the pearl and instead Kino manages to fight and kill all of them. Surely, opportunism does not pay.

 

Lastly, the scheming pearl buyers fail to profit from Kino’s pearl. When they hear about Kino’s pearl, they plan to get it at the lowest price but act like they would give him the best possible price. They hope to get capital from Kino’s pearl since they aspire to take the position of the patron who has employed them. Juan Tomas cautions his brother Kino to see that the pearl dealers do not cheat him. The dealers wait eagerly for Kino’s arrival. Their greatest joy is buying pearls at the lowest price. The stout dealer appears fatherly and benign but is an opportunistic schemer. He feigns ignorance about Kino’s pearl yet all along he plans to cheat him out of it. He says that the pearl is akin to fool’s gold. It is a large and clumsy curiosity that can only be taken to a museum. He offers a thousand pesos which he later revises to fifteen hundred. The first dealer calls it a monstrosity. The second dealer says this pearl is soft and chalky and better pearls are made of paste. They both make no offer. The third one says he could sell it for six hundred and offers five hundred pesos. When Kino figures out that they plan to cheat him, he decides his pearl is not for sale there. He will sell it at the capital. Some of the neighbours wonder if the dealers had schemed and if they have been cheated their whole life. The dealers fail to convince Kino to sell his pearl to them. They embody opportunistic individuals who hardly succeed.

 

In conclusion, opportunism rarely pays off. Individuals in the pearl that try to take advantage of Kino’s ignorance and poverty for their selfish gains do not profit from their malice and expediency.

 

 

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CLASS 7 SCIENCE SCHEMES OF WORK TERM 1-3 UPDATED FREE

Science schemes of work for standard __7_____TERM___1___YEAR________

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCES REMARKS
1

 

 

 

 

2

1 The

circulatory system

 

Parts of circulatory system By the end of this topic the learner should be able to identify the parts of the circulatory system. –        Discussion

–        Explanation

–        Demonstrating diagrams

–        Chart

–        Photographs

Diagrams from the book

-SCIA – 7 pg 2

-TG – 7 pg 2

-PSC-7 PB pg2

-TG-7 pg2

 
2   The heart By the end of this topic the learner should be able to identify and name the parts of the heart.

 

–        Discussion

–        Explanation

–        Demonstrating diagrams

–        Observation

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 2–4

TG – 7 pg 2

-PSC-7 PB pg3

-TG-7 pg2

 
3   Blood By the end of this topic the learner should be able to identify the component of the blood

 

–        Discussion

–        Explanation

–        Demonstrating diagrams

–        Note taking

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 5

TG – 7 pg 7

-PSC-7 PB pg5

-TG-7 pg

 
4   Blood vessels By the end of this topic the learner should be able to identify and describe a blood vessels and its function. –        Drawing 

–        Explanation

–        Demonstrating diagrams

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 6

TG – 7 pg 3

-PSC-7 PB pg6

-TG-7 pg4

 
5   Functions of the heart By the end of this topic the learner should be able to identify function. Of the heart –        Discussion

–        Explanation

–        Demonstrating diagrams

–        Note taking

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 7

TG – 7 pg 4

-PSC-7 PB pg6

-TG-7 pg4

 
3 1   Composition of blood By the end of this topic the learner should be able to describe white blood cells as a blood components and its function. –        Discussion

–        Explanation

–        Demonstrating diagrams

–        Note taking

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg8

 SCIA – 7 pg 7

TG – 7 pg 4

 

 
2   The plasma By the end of this topic the learner should be able to describe plasma as blood components and its functions. –        Discussion

–        Explanation

–        Demonstrating diagrams

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 8

TG – 7 pg 8

-PSC-7 PB pg4

-TG-7 pg5

 
3   Red blood cells By the end of this topic the learner should be able to identify and describe red blood cell as blood components and its functions. –        Discussion

–        Explanation

–        Demonstrating diagrams

–        Drawing

Photographs and charts on

The parts of blood circulatory system

 

SCIA – 7 pg 4-8

TG – 7 pg 5

-PSC-7 PB pg8

-TG-7 pg5

 
4   White blood cells By the end of this topic the learner should be able to identify and describe white blood cells as blood components and its functions. –        Discussion

–        Explanation

–        Demonstrating diagrams

–        Note taking

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 8

TG – 7 pg 5

-PSC-7 PB pg9

-TG-7 pg6

 
5   The platelets By the end of this topic the learner should be able to identify and describe platelets as blood components and its functions. –        Discussion

–        Explanation

–        Demonstrating diagrams

 

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 8

TG – 7 pg 5

-PSC-7 PB pg9

-TG-7 pg6

 
4 1   Blood vessels By the end of this topic the learner should be able to describe the structure and functions of blood vessels –        Discussion

–        Explanation

–        Demonstrating diagrams

–        Note taking

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 8

TG – 7 pg 7

-PSC-7 PB pg9

-TG-7 pg6

 
2   Arteries By the end of this topic the learner should be able to identify arteries as parts of blood vessels and their functions. –        Discussion

–        Explanation

–        Demonstrating diagrams

–        Note taking

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 8

TG – 7 pg 6

-PSC-7 PB pg9

-TG-7 pg7

 
3   Veins By the end of this topic the learner should be able to identify veins as parts of blood vessels and their functions. –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 7-9

TG – 7 pg 6

-PSC-7 PB pg9

-TG-7 pg6

 
4   Capillaries  By the end of this topic the learner should be able to do a identify capillaries as parts of blood vessels and their functions. –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Photographs and charts on

The parts of blood circulatory system

 

SCIA – 7 pg 8-10

TG – 7 pg 6

-PSC-7 PB pg11

-TG-7 pg7

 
5   Structure function of heart  By the end of this topic the learner should be able to describe the structure and function of the heart 

 

–        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Photographs and charts on

The parts of blood circulatory system

SCIA – 7 pg 7-10

TG – 7 pg 7

-PSC-7 PB pg8-12

-TG-7 pg6

 
5 1 Drugs  Drugs  By the end of this topic the learner should be able to explain the meaning of drugs –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Tobacco

Cigarette

Medicine

Tea

Coffee

Beer bottle

SCIA – 7 pg 8

TG – 7 pg 7

-PSC-7 PB pg

-TG-7 pg

 
2   Drug misuse By the end of this topic the learner should be able to explain the meaning of drug misuse. –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Tobacco

Cigarette

Medicine

Tea

Coffee

Beer bottle

 

SCIA – 7 pg 8-10

TG – 7 pg 2

-PSC-7 PB pg11

-TG-7 pg

 
3   Meaning of drug abuse. By the end of this topic the learner should be able to explain the meaning of drug abuse. –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Tobacco

Cigarette

Medicine

Tea

Coffee

Beer bottle

SCIA – 7 pg 11-12

TG – 7 pg 7

-PSC-7 PB pg13

-TG-7 pg8

 
4   Commonly abused drugs

 

By the end of this topic the learner should be able to identify and describe the commonly abused drugs. Mild –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Tobacco

Cigarette

Medicine

Tea

Coffee

SCIA – 7 pg 13-20

TG – 7 pg 3

-PSC-7 PB pg15

-TG-7 pg7

 
5   ‘’ By the end of this topic the learner should be able to identify and describe the commonly abused drugs. (narcotic) –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Tobacco

Cigarette

Medicine

Tea

Coffee

SCIA – 7 pg 15-22

TG – 7 pg 8

-PSC-7 PB pg 17

-TG-7 pg9

 
6 1   Effect of drug abuse

health

By the end of this topic the learner should be able to describe health effects of drug abuse. –        Discussion Tobacco

Cigarette

Medicine

Tea

 

SCIA – 7 pg 16-22

TG – 7 pg 8

-PSC-7 PB pg 20

-TG-7 pg13

 
2   Social effect By the end of this topic the learner should be able to describe social effect of drug abuse –        Explanation Tobacco

Cigarette

Coffee

Beer bottle

posters

SCIA – 7 pg 17

TG – 7 pg 11

-PSC-7 PB pg20

-TG-7 pg12

 
3   Myth of HIV AND AIDS By the end of this topic the learner should be able to describe and dispel myths  about HIV and AIDS –        Demonstrating diagrams Poster

Pictures

Charts

SCIA – 7 pg 26

TG – 7 pg 11

-PSC-7 PB pg30

-TG-7 pg13

 
4   Misconception s

About HIV/AIDS

By the end of this topic the learner should be able to do a explain  and dispel misconception about HIV and AIDS Note taking Poster

Pictures

Charts

SCIA – 7 pg 27

TG – 7 pg 12

-PSC-7 PB pg30

-TG-7 pg

 
5   Care and support of people infect by HIV By the end of this topic the learner should be able to care and support people living with HIV and AIDS

 

–        Discussion Poster

Pictures

Charts

SCIA – 7 pg 28

TG – 7 pg 15

-PSC-7 PB pg31

-TG-7 pg15

 
8 1 Environment Environment By the end of this topic the learner should be able to state and explain the meaning of environment –        Explanation Poster

Pictures

Charts

SCIA – 7 pg 29-32

TG – 7 pg 15

-PSC-7 PB pg36

-TG-7 pg16

 
2   Component of environment By the end of this topic the learner should be able to name and  explain major component of environment –        Demonstrating diagrams Soil

Plants

water

Charts

SCIA – 7 pg 33

TG – 7 pg 17

-PSC-7 PB pg37

-TG-7 pg

 
3 Plants Interdependence By the end of this topic the learner should be able to explain the meaning of interdependence. Note taking Soil

Plants

water

Charts

SCIA – 7 pg

TG – 7 pg 35

-PSC-7 PB pg

-TG-7 pg

 
4   In plants By the end of this topic the learner should be able to identify and describe the interdependence between plants –        Discussion Soil

Plants

water

Charts

SCIA – 7 pg 35

TG – 7 pg 18

-PSC-7 PB pg

-TG-7 pg20

 
5   Between plants and animals By the end of this topic the learner should be able to identify and describe the interdependence between plants and animals. –        Explanation Soil

Plants

water

Charts

SCIA – 7 pg 36

TG – 7 pg 16

-PSC-7 PB pg

-TG-7 pg16

 

 

9 1   Food chain By the end of this topic the learner should be able to describe and explain what a food chain is. –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Soil

Plants

water

Charts

SCIA – 7 pg 38

TG – 7 pg 17

-PSC-7 PB pg40

-TG-7 pg18

 
2   Crop pest By the end of this topic the learner should be able to explain the meaning of crop pest –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Soil

Plants

water

Charts

SCIA – 7 pg 38

TG – 7 pg 17

-PSC-7 PB pg41

-TG-7 pg18

 
3     By the end of this topic the learner should be able to describe the types of crop pest. –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Soil

Plants

water

Charts

SCIA – 7 pg 40

TG – 7 pg 19

-PSC-7 PB pg43

-TG-7 pg19

 
4     By the end of this topic the learner should be able identify field pest and explain their effects on crops –        Discussion

–        Explanation

–        Demonstrating chart

Pest

Weevils

Plants

Crop

SCIA – 7 pg 43

TG – 7 pg 19

-PSC-7 PB pg44

-TG-7 pg20

 
5     By the end of this topic the learner should be able to identify storage pest and explain their effect on crop

 

–        Explanation Discussion

–        Explanation

–        Demonstrating chart

Pest

Weevils

Plants

Crop

SCIA – 7 pg 46

TG – 7 pg 21

-PSC-7 PB pg46

-TG-7 pg22

 
10 1   Effects of pests on crops  By the end of this topic the learner should be able to explain the effects of pests on crops –        Demonstrating diagrams Pest

Weevils

Plants

Crop

SCIA – 7 pg 47

TG – 7 pg 23

-PSC-7 PB pg48

-TG-7 pg24

 
2   Control measures By the end of this topic the learner should be able to explain and identify some crop pest control measures –        Note taking Discussion

–        Explanation

Demonstrating chart

Pest

Weevils

Plants

Crop

SCIA – 7 pg 52

TG – 7 pg 25

-PSC-7 PB pg56

-TG-7 pg26

 
3 Animals Meaning of parasite By the end of this topic the learner should be able to explain the meaning the of parasites –        Discussion

–        Explanation

–        Demonstrating chart

Parasite

Tick

Plants

Crop

SCIA – 7 pg 53

TG – 7 pg 26

-PSC-7 PB pg54

-TG-7 pg27

 
4   External parasite

 

By the end of this topic the learner should be able to identify and describe the external parasite  –        Explanation Discussion

–        Explanation

–        Demonstrating chart

Parasite

Tick

 

SCIA – 7 pg 54

TG – 7 pg 28

-PSC-7 PB pg60

-TG-7 pg29

 
5   Internal parasite By the end of this topic the learner should be able to identify and describe the internal parasites. –        Demonstrating diagrams Parasite

Tick

 

 

SCIA – 7 pg 54

TG – 7 pg 25

-PSC-7 PB pg56

-TG-7 pg26

 

 

11 1   Effects of parasite  By the end of this topic the learner should be able to describe and state the effect of external parasites on livestock. –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Parasite

Tick

 

SCIA – 7 pg 54

TG – 7 pg 26

-PSC-7 PB pg56

-TG-7 pg53

 
2     . By the end of this topic the learner should be able to describe and state the effect of internal parasites on livestock. –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Parasite

Tick

 

SCIA – 7 pg 55

TG – 7 pg 26

-PSC-7 PB pg57

-TG-7 pg28

 
3   Control of parasite By the end of this topic the learner should be able to describe and explain control the internal parasite –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Parasite

 

 

SCIA – 7 pg60

TG – 7 pg 26

-PSC-7 PB pg68

-TG-7 pg30

 
4     By the end of this topic the learner should be able to describe and explain control the external  parasite –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Parasite

Tick

hide

 

SCIA – 7 pg 60

TG – 7 pg 27

-PSC-7 PB pg69

-TG-7 pg28

 
5   Human intestinal worms By the end of this topic the learner should be able to describe and explain control the human intestinal worms

 

–        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Parasite

Tick

hide

SCIA – 7 pg 66

TG – 7 pg 30

-PSC-7 PB pg69

-TG-7 pg34

 
12 1     By the end of this topic the learner should be able to describe and explain control the human intestinal worms

 

–        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Charts

pictures

SCIA – 7 pg 69

TG – 7 pg 32

-PSC-7 PB pg70

-TG-7 pg335

 
2-5   Revision By the end of this topic the learner should be able to revise and answer questions on the topics he/she covered in the term –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Charts

pictures

SCIA – 7 pg 69

TG – 7 pg

-PSC-7 PB pg71

-TG-7 pg

 

Science schemes of work

Science schemes of work for standard ___7____TERM___2____YEAR________

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES/ REFERENCES REMARKS
1

 

 

 

 

2

1 Water Water pollution

 

By the end of this topic the learner should be able to explain the meaning of water pollution –        Discussion

–        Explanation

–        Demonstrating diagrams

Charts

Pictures

Water

SCIA – 7 pg 59

TG – 7 pg 30

-PSC-7 PB pg60

-TG-7 pg33

 
2     By the end of this topic the learner should be able to explain ways in which water get polluted –        Discussion

–        Explanation

–        Demonstrating diagrams

Charts

Pictures

Water

SCIA – 7 pg 60

TG – 7 pg 30

-PSC-7 PB pg64

-TG-7 pg34

 
3   Effects of water pollution By the end of this topic the learner should be able to describe effect of water pollution on plants –        Discussion

–        Explanation

–        Demonstrating

–        obsevation

Charts

Pictures

Water

SCIA – 7 pg60

TG – 7 pg 30

-PSC-7 PB pg65

-TG-7 pg35

 
4     By the end of this topic the learner should be able to describe effect of water pollution on animals –        Discussion

–        Explanation

–        Demonstrating

Resource person SCIA – 7 pg 60

TG – 7 pg 29

-PSC-7 PB pg65

-TG-7 pg35

 
5     By the end of this topic the learner should be able to describe effect of water pollution on soils –        Discussion

–        Explanation

–        Demonstrating

 

Charts

Pictures

Water

SCIA – 7 pg61

TG – 7 pg 31

-PSC-7 PB pg68

-TG-7 pg32

 
3 1   Controlling water pollution By the end of this topic the learner should be able to explain ways of controlling water pollution on plant –        Discussion

–        Explanation

–        Demonstrating

 

Charts

Pictures

Water

SCIA – 7 pg61

TG – 7 pg 31

-PSC-7 PB pg69

-TG-7 pg36

 
2     By the end of this topic the learner should be able to explain ways of controlling water pollution on animals –        Discussion

–        Explanation

–        Demonstrating

Charts

Pictures

Water

SCIA – 7 pg 61

TG – 7 pg 32

-PSC-7 PB pg62

-TG-7 pg38

 
3     By the end of this topic the learner should be able to explain ways of controlling water pollution on soils –        Discussion

–        Explanation

–        Demonstrating

 

Charts

Pictures

Water

SCIA – 7 pg 62

TG – 7 pg 32

-PSC-7 PB pg67

-TG-7 pg40

 
4   Conserving water By the end of this topic the learner should be able to describe ways of conserving water by harvesting –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Charts

Pictures

Water

SCIA – 7 pg 62

TG – 7 pg 32

-PSC-7 PB pg67

-TG-7 pg32

 
5     By the end of this topic the learner should be able to describe ways of conserving water by water recycling –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Charts

Pictures

Water

SCIA – 7 pg 67

TG – 7 pg 35

-PSC-7 PB pg70

-TG-7 pg43

 
4 1     By the end of this topic the learner should be able to describe ways of conserving water by reusing –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Charts

Pictures

Water

SCIA – 7 pg 80

TG – 7 pg

-PSC-7 PB pg86

-TG-7 pg

 
2     By the end of this topic the learner should be able to describe ways of conserving water by using water sparingly –        Discussion

–        Explanation

–        Demonstrating

 

Charts

Pictures

Water

SCIA – 7 pg 82

TG – 7 pg 46

-PSC-7 PB pg88

-TG-7 pg43

 
3     By the end of this topic the learner should be able to describe ways of conserving water by mulching and shading –        Discussion

–        Explanation

–        Demonstrating

 

Mulches SCIA – 7 pg84

TG – 7 pg 43

-PSC-7 PB pg90

-TG-7 pg46

 
4     By the end of this topic the learner should be able to describe ways of conserving water by storing water in dams –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Trip to dam SCIA – 7 pg

TG – 7 pg 44

-PSC-7 PB pg90

-TG-7 pg43

 
5     By the end of this topic the learner should be able to answer topical question in the topic water –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Charts

Pictures

Water

SCIA – 7 pg 90

TG – 7 pg 45

-PSC-7 PB pg93

-TG-7 pg55

 
5 1 Soil Soil fertility By the end of this topic the learner should be able to explain the meaning of fertilizers –        Discussion

–        Explanation

–        Demonstrating

 

Charts

Pictures

Fertilizers

SCIA – 7 pg 88

TG – 7 pg

-PSC-7 PB pg93

-TG-7 pg67

 
2   Types of fertilizer By the end of this topic the learner should be able to identify straight fertilizers –        Discussion

–        Explanation

–        Demonstrating

 

Charts

Pictures

Fertilizers

SCIA – 7 pg

TG – 7 pg 47

-PSC-7 PB pg94

-TG-7 pg67

 
3     By the end of this topic the learner should be able to identify compound fertilizers –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Charts

Pictures

Fertilizers

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg95

-TG-7 pg67

 
4   Types of manure By the end of this topic the learner should be able to identify green manure –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Charts

Pictures

Fertilizers

Manure

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg95

-TG-7 pg67

 
5     By the end of this topic the learner should be able to identify and explain farmyard manure –        Discussion

–        Explanation

–        Demonstrating

 

Charts

Pictures

Fertilizers

Manure

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg95

-TG-7 pg67

 
6 1     By the end of this topic the learner should be able to identify and explain how to make compost manure –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Charts

Pictures

Fertilizers

Manure

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg96

-TG-7 pg67

 
2     By the end of this topic the learner should be able to discuss and explain advantages of fertilizer –        Discussion

–        Explanation

–        Demonstrating

Charts

Pictures

Fertilizers

Manure

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg68

 
3     By the end of this topic the learner should be able to discuss and explain disadvantages of fertilizer –        Discussion

–        Explanation

–        Demonstrating

 

Charts

Pictures

Fertilizers

Manure

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg96

-TG-7 pg68

 
4     By the end of this topic the learner should be able to discuss and explain advantages of manure –        Discussion

–        Explanation

–        Demonstrating

 

Charts

Pictures

Fertilizers

Manure

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg97

-TG-7 pg68

 
5     By the end of this topic the learner should be able to discuss and explain disadvantages of manure –        Discussion

–        Explanation

–        Demonstrating

 

Charts

Pictures

Fertilizers

Manure

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg97

-TG-7 pg68

 
8 1 Energy Sources of electricity By the end of this topic the learner should be able to indentify different sources of electricity –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Batteries

Cell

Dynamo

 

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg98

-TG-7 pg68

 
2   Batteries By the end of this topic the learner should be able to identify and explain batteries as source of electricity –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Batteries

Cell

Dynamo

 

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg100

-TG-7 pg68

 
3   Simple electric circuit By the end of this topic the learner should be able to make a simple circuit using electricity –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Batteries

Cell

Dynamo

 

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg100

-TG-7 pg67

 
4   dynamos By the end of this topic the learner should be able to identify and explain dynamos as source of electricity to –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Batteries

Cell

Dynamo

 

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg102

-TG-7 pg

 
5   Hydro electric generators By the end of this topic the learner should be able to identify and explain HEP as source of electricity to –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Visit to HEP station

Chart

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg103

-TG-7 pg

 
9 1   Petrol driven generator

 

By the end of this topic the learner should be able to identify and explain petrol driven generators as source of electricity to –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Batteries

Cell

Dynamo

Charts

Pictures

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg104

-TG-7 pg

 
2     By the end of this topic the learner should be able to identify and explain wind driven turbines as source of electricity to –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Dynamo

Charts

Pictures

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg105

-TG-7 pg

 
3     By the end of this topic the learner should be able to identify and explain solar energy(panels) as source of electricity to –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Dynamo

Charts

Pictures

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg106

-TG-7 pg

 
4   Good and conductors By the end of this topic the learner should be able to investigate good conductors of electricity –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Dynamo

Charts

Pictures

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
5   Insulators By the end of this topic the learner should be able to investigate bad conductors of electricity –        Discussion

–        Explanation

–        Demonstrating

 

Batteries

Cell

Wires

Charts

s

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg107

-TG-7 pg

 
10 1   Electric appliance By the end of this topic the learner should be able to identify electrical appliances used at home –        Discussion

–        Explanation

–        Demonstrating

 

TV

radio

Iron box cooker

Electric cooker

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg108

-TG-7 pg

 
2     By the end of this topic the learner should be able to discuss the use of electrical appliances used at home to –        Discussion

–        Explanation

–        Demonstrating

 

TV

radio

Iron box cooker

Electric cooker

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg109

-TG-7 pg

 
3   Safety when dealing with electric appliances By the end of this topic the learner should be able to discuss safety measures when dealing with electricity (not touching the switch with wet hands) –        Discussion

–        Explanation

–        Demonstrating

 

TV

radio

Iron box cooker

Electric cooker

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg110

-TG-7 pg

 
4     By the end of this topic the learner should be able to discuss safety measures when dealing with electricity (not putting wires, stick pencil  ) –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Socket

Pencil

Wires

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg110

-TG-7 pg

 
5     By the end of this topic the learner should be able to discuss safety measures when dealing with electricity (not overloading sockets) –        Discussion

–        Explanation

–        Demonstrating

 

Socket

Pencil

Wires

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg111-118

-TG-7 pg

 
11 1   Lightning and safety measures By the end of this topic the learner should be able to demonstrate fitting lightning arresters as a safety measure –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

 

Pencil

Wires

Chart

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg119

-TG-7 pg

 
2     By the end of this topic the learner should be able to demonstrate avoiding walking in open field when raining as a safety measure –        Discussion

–        Explanation

–        Demonstrating

 

Chart SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg120

-TG-7 pg

 
3     By the end of this topic the learner should be able to demonstrate not sheltering under the trees when raining  as a safety measure –        Discussion

–        Explanation

–        Demonstrating diagrams

Chart SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg121

-TG-7 pg67

 
4     By the end of this topic the learner should be able to answer the questions under the topic energy correctly –        Discussion

–        Explanation

–        Demonstrating diagrams

Answering

Chart

 

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg1222

-TG-7 pg67

 
5     By the end of this topic the learner should be able to answer the questions under the topic energy correctly –        Discussion

–        Explanation

–        Demonstrating

 

Chart SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg123

-TG-7 pg

 
12 1-5   Revision By the end of this topic the learner should be able to answer the questions under the topic energy correctly –        Discussion

–        Explanation

–        Demonstrating

 

Chart SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 

 

Science schemes of work

Science schemes of work for standard ___7____TERM___3____YEAR________

 

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES/ REFERENCES REMARKS
1

 

 

 

 

2

1 Properties of matter Dissolving solids in water

 

By the end of this topic the learner should be able to identify solids that do not dissolve in water. –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Water , nail, coin, chalk wood, plastic SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
2     By the end of this topic the learner should be able to identify solids that dissolve in water. –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Oil

Fat

Milk

Water

Paraffin

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
3   Mixing liquids By the end of this topic the learner should be able to identify miscible liquids –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Oil

Fat

Milk

Water

Paraffin

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
4   Immiscible By the end of this topic the learner should be able to identify liquids that do not mix –        Discussion

–        Explanation

–        Demonstrating diagrams

–        observation

Oil

Fat

Milk

Water

Paraffin

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
5   Magnetic By the end of this topic the learner should be able to identify magnetic materials –        Discussion

–        Explanation

–        Demonstrating diagrams

Magnet

Copper

Tin

Iron

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
3 1     By the end of this topic the learner should be able to investigate non magnetic materials –        Discussion

–        Explanation

–        Demonstrating

 

Aluminium

Iron

Wood

Plastic 

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
2   Separating mixtures

Sieve

By the end of this topic the learner should be able to separate mixtures by sieving –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Sieve SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
3   picking By the end of this topic the learner should be able to separate mixtures by picking –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Pebbles

Grain

Maize

sand

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
4   Filtering By the end of this topic the learner should be able to separate mixtures by filtering –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Filter paper

Charcoal filter

Dirty water

cotton

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
5   Decanting By the end of this topic the learner should be able to separate mixtures by decanting –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Dirty water SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
4 1   Use of magnet By the end of this topic the learner should be able to separate mixtures by use of magnet –        Discussion

–        Explanation

–        Demonstrating

 

Magnet SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
2   Evaporation By the end of this topic the learner should be able to separate mixtures by evaporation –        Discussion

–        Explanation

–        Demonstrating

 

Source of fire

Salt

Sugar

Water

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
3     By the end of this topic the learner should be able to separate mixtures by sieving –        Discussion

–        Explanation

–        Demonstrating

 

Sieve SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
4     By the end of this topic the learner should be able to revise and answer question in the topic properties of mater –        Discussion

–        Explanation

–        Demonstrating

 

Revision paper

Books

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
5     By the end of this topic the learner should be able to revise and answer question in the topic properties of mater –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Revision paper

Books

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
5 1   Revision By the end of this topic the learner should be able to revise and answer question in the mid term examination –        Discussion

–        Explanation

–        Demonstrating

 

Revision paper

Books

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
2     By the end of this topic the learner should be able to revise and answer question in the mid term examination –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Revision paper

Books

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
3     By the end of this topic the learner should be able to revise and answer question in the mid term examination –        Discussion

–        Explanation

–        Demonstrating

 

Revision paper

Books

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
4     By the end of this topic the learner should be able to revise and answer question in the mid term examination –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Revision paper

Books

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
5       –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

  SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
7 1 Making work easier Friction By the end of this topic the learner should be able to explain the meaning of friction –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Ball bearing

Oil

Grease

Glossy surface

Rough surface

Treads

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
2     By the end of this topic the learner should be able to investigate friction –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Ball bearing

Oil

Grease

Glossy surface

Rough surface

Treads

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
3   Advantages of friction By the end of this topic the learner should be able to state the advantages of friction –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Ball bearing

Oil

Grease

Glossy surface

Rough surface

Treads

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
4   Disadvantages By the end of this topic the learner should be able to state the disadvantages of friction –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Ball bearing

Oil

Grease

Glossy surface

Rough surface

Treads

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
5   Increasing friction By the end of this topic the learner should be able to demonstrate how to increase friction –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Ball bearing

Oil

Grease

Glossy surface

Rough surface

Treads

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
8 1   Reducing friction By the end of this topic the learner should be able to demonstrate ways of reducing friction –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Ball bearing

Oil

Grease

Glossy surface

Rough surface

Treads

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
2 Parts of a lever Lever

Claw hammer

By the end of this topic the learner should be able to identify the position of fulcrum when claw hammer is in use –        Discussion

–        Explanation

–        Demonstrating

 

Claw hammer

Wood

Nail

 

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
3     By the end of this topic the learner should be able to identify the position of load when claw hammer is in use –        Discussion

–        Explanation

–        Demonstrating

 

Claw hammer

Wood

Nail

 

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
4     By the end of this topic the learner should be able to identify the position of effort when claw hammer is in use –        Discussion

–        Explanation

–        Demonstrating

 

Claw hammer

Wood

Nail

 

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
5   Crowbar By the end of this topic the learner should be able to identify the position of fulcrum  when crowbar is in use –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

Crowbar

stone

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
9 1     By the end of this topic the learner should be able to identify the position of load  when crowbar is in use –        Discussion

–        Explanation

–        Demonstrating diagrams

Crowbar

stone

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
2     By the end of this topic the learner should be able to identify the position of effort  when crowbar is in use –        Discussion

–        Explanation

–        Demonstrating diagrams

Crowbar

stone

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg

-TG-7 pg

 
3   Wheelbarrow By the end of this topic the learner should be able to identify the position of fulcrum  when wheelbarrow is in use –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

A wheel barrow

Load

sand

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg117

-TG-7 pg

 
4     By the end of this topic the learner should be able to identify the position of load  when wheelbarrow is in use –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

A wheel barrow

A load

SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg118

-TG-7 pg

 
5     By the end of this topic the learner should be able to identify the position of effort  when wheelbarrow is in use –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

A wheel barrow SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg119

-TG-7 pg67

 
10 1-5     By the end of this topic the learner should be able to revise and answer question in the term examination –        Discussion

–        Explanation

–        Demonstrating diagrams

Note taking

  SCIA – 7 pg

TG – 7 pg

-PSC-7 PB pg120

-TG-7 pg67

 

 

PHYSICS SCHEMES OF WORK FORM ONE UPDATED

PHYSICS SCHEMES OF WORK

FORM ONE

TERM I

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book
  6. Physics by Nelkon
WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1-4   REPORTING  
5 1-2 Introduction To Physics Physics as a science By the end of the lesson, the learner should be able to:-

-Explain what the study of physics involves.

-Relate physics to other subjects and to technology.

-Identify career opportunities related to physics.

-Discussions of value and meaning of physics.

-Drawing flow charts of the braches of physics.

-Listing career opportunities related to physics.

-Chart on definition of physics.

-Flow charts on branches of physics.

-Chart on scientific method.

-List of career related to physics.

Comprehensive secondary physics

Students Book 1 page 1-2

Teacher’s Book 1 pages 1-3

Secondary Physics students Book 1 (KLB) pages 1-6

 
3-4 Introduction To Physics Basic laboratory rules By the end of the lesson, the learner should be able to:

-State and explain the basic laboratory rules.

-Discussions

-Explanation of rules

-Chart on standard laboratory rules.

-Pictures showing dangers of not observing laboratory rules.

Comprehensive secondary physics

Students Book 1 page 1-2

Teacher’s Book 1 pages 1-3

Secondary Physics students Book 1 (KLB) pages 6-7

 
6 1-2 Measurements Measuring length, area, volume and mass By the end of the lesson, the learner should be able to:-

-Define length, area, volume, mass and state their symbols and SI units.

-Conversions

-Measuring

-Experiment

-Counting

-Demonstrations

-Meter rule

-Burette

-Pipette

-Measuring cylinder

-Weighing balance

-Rod

-Shadow

Comprehensive secondary physics

Students Book 1 page 4-8

Teacher’s Book 1 pages 4-6

Secondary Physics students Book 1 (KLB) pages 8,22,14,33

Golden tips physics pages 1-7

Principles of Physics(M.Nelkon) pages 4-9

 
3-4 Measurements Measuring instruments By the end of the lesson, the learner should be able to:-

-Use the following measuring instrument accurately:

Metre rule, tape measure, beam balance, stop clock, measuring cylinder, pipette and burette

-Demonstrations

-Reading scales and correcting errors

-Meter rule

-Pipettes

-Burettes

-Stop watches

-Tape measure

-Measuring cylinder, beam balance

Comprehensive secondary physics

Students Book 1 page 6-7

Teacher’s Book 1 pages 5-6

Secondary Physics students Book 1 (KLB) pages 10,28

Golden tips physics pages 2

Principles of Physics(M.Nelkon) pages 7-9

 
7 1-2 Measurements Measuring density By the end of the lesson, the learner should be able to:-

-Determine and mentally explain the density of various substances.

-Work out density of mixtures.

-Solve numerical problems involving density

 

-Experiment

-Working out answers to problems

-Measuring cylinder

-Mass weighing balance

-Density bottle

Comprehensive secondary physics

Students Book 1 page 9-12

Teacher’s Book 1 pages 4-6

Secondary Physics students Book 1 (KLB) pages 35-48

Golden tips physics pages 7,10

 

 
3-4 Measurements Measuring Time By the end of the lesson, the learner should be able to:-

-Determine experimentally, the measurement of time.

-Experiments with pendulum

-Timing events

-Pendulum

-Clock

-Watch

Comprehensive secondary physics

Students Book 1 page 12-15

Teacher’s Book 1 pages 6

Secondary Physics students Book 1 (KLB) pages 46-47

Golden tips physics pages 8

Principles of Physics(M.Nelkon) pages 23

 
8 1-2 Forces Types of forces By the end of the lesson, the learner should be able to:-

-Define force and state its SI units.

-Describe types of forces.

-State the effects of force.

-Discussions

-Explaining

-Demonstrations

-Identifying effects of forces

-Charts showing various types of force

-String

-Elastic material

-Magnets

-Water

-Greece

-Oil spring balance

Comprehensive secondary physics

Students Book 1 page 61-19

Teacher’s Book 1 pages 6-10

Secondary Physics students Book 1 (KLB) pages 49-68

Golden tips physics pages 11-12

Principles of Physics(M.Nelkon) pages 64-65

 
3-4 Forces Surface tension By the end of the lesson, the learner should be able to:-

-Describe experiments to illustrate cohesion, adhesion and surface tension.

-State the factors affecting surface tension, its consequence and importance.

-Discussions

-Demonstrations

-Explaining the effects of surface tensions

-Funnel

-Water

-Wire loop

-Tap

-Soap/detergent

Comprehensive secondary physicsStudents Book 1 page 19-22

Teacher’s Book 1 pages 6-10

Secondary Physics students Book 1 (KLB) pages 63-70

Golden tips physics pages 12

 
9 1-2 Forces Mass and weight By the end of the lesson, the learner should be able to:-

-State and explain the relationship between mass and weight.

-Define scalar and vector magnitude.

-Demonstrations

-Discussions

-Problems solving on mass and weight

-Beam balance

-Spring balance

-Sponge

-Store

-Polythene

Comprehensive secondary physics Students Book 1 page 17-22

Teacher’s Book 1 pages 6-10

Secondary Physics students Book 1 (KLB) pages 72-75

Golden tips physics pages 7

Principles of Physics(M.Nelkon) pages 40

 
3-4 Forces Measuring Force By the end of the lesson, the learner should be able to:-

-Measure weight using spring balance.

-Solve numerical problems on forces.

-Discussions

-Experiments

-Spring balance

-Chart on vectors and scalars

Comprehensive secondary physics

Students Book 1 page 17-18

Teacher’s Book 1 pages 17-15

 

 
10 1-2 Forces Pressure and force By the end of the lesson, the learner should be able to:-

-Define pressure and state its SI units.

-Determine pressure exerted by solids.

-Discussions

-Demonstrations

-Problem solving

-Block of wood

-Spring balance

-Meter rule

Comprehensive secondary physics

Students Book 1 page 6-10

Teacher’s Book 1 pages 6-10

Secondary Physics students Book 1 (KLB) pages 82-85

Golden tips physics pages 44

Principles of Physics(M.Nelkon) pages 119-121

 
3-4 Pressure Pressure in liquids By the end of the lesson, the learner should be able to:-

-Investigate experimentally the factors that affect pressure in liquids (Fluids).

-Derive the formula for calculating pressure in fluids.

-State the principle of transmission of pressure in fluids.

-Demonstrations

-Working out problems

-Discussions

-Experiments

-Communication tubes

-Tin with holes at different heights

-Waters

Comprehensive secondary physics Students Book 1 page 27-30

Teacher’s Book 1 pages 12-15

Secondary Physics students Book 1 (KLB) pages 49-68

Golden tips physics pages 44-45

Principles of Physics(M.Nelkom) pages 121-124

 
11 1-2 Pressure Pressure in gases By the end of the lesson, the learner should be able to:-

-Explain atmospheric pressure and its effects.

-State and explain how pressure is transmitted in fluids.

-Demonstrations

-Explanation of pressure transmission in fluids

-discussions

-Water/oil

-Syringe

Comprehensive secondary physics Students Book 1 page 25-26,30-32

Teacher’s Book 1 pages 12-15

Secondary Physics students Book 1 (KLB) pages 115-116,93-100

Golden tips physics pages 45-46

Principles of Physics(M.Nelkon) pages 124

 
3-4 Pressure Gauges and siphons By the end of the lesson, the learner should be able to:-

-Describe the working of siphon and pressure gauge

-Discussions

-Explanations

-Questions and answers

-Barometer

-Bourdon gauge

-Syringes

Comprehensive secondary physics Students Book 1 page 31-34

Teacher’s Book 1 pages 13-15

Secondary Physics students Book 1 (KLB) pages 113,117

Golden tips physics pages 44-45

Principles of Physics(M.Nelko) pages 133

 
12 1-2 Pressure Application of pressure in liquids and gases By the end of the lesson, the learner should be able to:-

-Explain the working of a hydraulic, braking system of vehicle.

-Explain the working of mercury and forties barometer, bicycle pump and pressure gauges.

-Explaining the application of pressure in liquids and gases

-Class discussion on the principles of pressure in liquids

-Experiments

-Chart showing the working of a hydraulic braking system

-Model of hydraulic brake system

-Barometer

-Bicycle pump

Comprehensive secondary physics Students Book 1 page 30-39

Teacher’s Book 1 pages 13-15

Secondary Physics students Book 1 (KLB) pages 96-112

Golden tips physics pages 46-47

Principles of Physics(M.Nelko) pages 124-132

 
  3-4 Pressure Revision on question on the topic pressure By the end of the lesson, the learner should be able to:

-Attempt questions on pressure.

-Questions and answers -Questions in students book 1 Comprehensive secondary physics

Students Book 1 page 39-41

Teacher’s Book 1 pages 13-15

Secondary Physics students Book 1 (KLB) pages 119-123

Golden tips physics pages 54-55

Principles of Physics(M.Nelko) pages 138-140

 
13   TOPICAL REVISION  
14   END OF TERM EXAMS  
15   REPORTS MAKING AND CLOSURE  

 

 

 

 

PHYSICS SCHEMES OF WORK

FORM ONE 2012

TERM II

 

 

 

 

 

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book

 

 

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTING AND REVISION OF LAST TERM’S EXAMS  
2 1-2 Particulate Nature Of Matter States of matter By the end of the lesson, the learner should be able to:-

-show that matter is made of up tiny particles.

 

 

-Demonstration

-Discussions of kinetic theory

-Beaker

-Crystals

-Solutes

-Solvent

Comprehensive secondary physics Students Book 1 page 42

Teacher’s Book 1 pages 15-18

Secondary Physics students Book 1 (KLB) pages 124-128

Golden tips physics pages 68

Principles of Physics(M.Nelkon) pages 142

 
3-4 Particulate Nature Of Matter The Brownian motion By the end of the lesson, the learner should be able to:-

– proof that matter is made up of tiny particles.

-Demonstrate the Brownian motion in liquids & gases.

-Explain the arrangement of particles in matter.

-Explain the state on matter in terms of particle movement.

-Experiments

-Observations

-Discussions

-Chalk dust

-Transparent lid

-Pollen grains

-Lens

-Beaker

-Smoke cell

-Source of light

Comprehensive secondary physics

Students Book 1 page 43-48

Teacher’s Book 1 pages 15-18

Secondary Physics students Book 1 (KLB) pages 127-130

Golden tips physics pages 68

Principles of Physics(M.Nelkon) pages 148-150

 
3 1-2 Particulate Nature Of Matter

 

 

Diffusion in liquid, gases and solids By the end of the lesson, the learner should be able to:

-Explain diffusion in gases/liquids and solids.

-Experiments

-Discussions

-perfume

-Jars

-Potassium permanganate

-Solvent

-Hydrochloric acid

-Ammonia solution

-Glass tube cotton wool

Comprehensive secondary physics Students Book 1 page 46-49

Teacher’s Book 1 pages 15-18

Secondary Physics students Book 1 (KLB) pages 132-136

Golden tips physics pages 69

Principles of Physics(M.Nelkon) pages 146-147

 
  3-4 Particulate Nature Of Matter

 

 

Revision on Particulate nature of matter By the end of the lesson, the learner should be able to:-

-Attempt  questions in students Book 1

-Discussion

-Demonstrations

-Asking questions

-Answering questions

-Questions

-answer sheet

Secondary Physics students Book 1 (KLB) pages 136-138

Golden tips physics pages 69-70

Principles of Physics(M.Nelko) pages 164

Past Papers

 
 

3

1-2 Thermal Expansion Expansion of solids By the end of the lesson, the learner should be able to:-

-Define temperature.

-Describe the function of various thermometers.

-Explain the expansion and contraction in solids.

-Explain forces due to expansion and contraction.

-Experiments

-Demonstration

-Experiments

 

-Meter rule

-Metal rods

-Materials that conduct or do not conduct heat

-Ball and ring apparatus

-Bar gauge

Comprehensive secondary physics

Students Book 1 page 50-52

Teacher’s Book 1 pages 18-21

Secondary Physics students Book 1 (KLB) pages 139-144

Golden tips physics pages 70-72

Principles of Physics(M.Nelko) pages 168,175-176

 
3-4 Thermal Expansion

 

 

 

Applications of expansion in solids By the end of the lesson, the learner should be able to:-

-Explain the application of expansion and contraction

 

-Demonstrations

-Discussions

-Experiments

 

-Charts on the application of expansion

-Rivets

-Bimetallic strips

Comprehensive secondary physics

Students Book 1 page 52-54

Teacher’s Book 1 pages 18-21

Secondary Physics students Book 1 (KLB) pages 145,151-153

Golden tips physics pages 73

Principles of Physics(M.Nelko) pages 177-179

 
4 1-2 Thermal Expansion

 

 

 

Expansion and contraction of liquid and gases By the end of the lesson, the learner should be able to:-

-Explain the expansion of liquid.

-Describe the anomalous expansion of water and its effect

 

-Discussions

-Experiments

-Demonstrations

-Water

-Spirit

-Alcohol

-thermometer

Comprehensive secondary physics

Students Book 1 page 54-56

Teacher’s Book 1 pages 18-21

Secondary Physics students Book 1 (KLB) pages 149-155

Golden tips physics pages 72-73

Principles of Physics(M.Nelko) pages 182

 
  3-4 Thermal Expansion

 

 

Thermometers By the end of the lesson, the learner should be able to:-

-Explain the functioning of various thermometers.

-Describe the functioning of various thermometers.

-Demonstrations

-Discussions

 

-Liquid in glass thermometers

-Clinical thermometers

-Maximum and minimum thermometers

Comprehensive secondary physics

Students Book 1 page 56-59

Teacher’s Book 1 pages 18-21

Secondary Physics students Book 1 (KLB) pages 155-161

Golden tips physics pages 70-72

Principles of Physics(M.Nelko) pages 168-173

 
5 1-2 Thermal Expansion Molecules and heat By the end of the lesson, the learner should be able to:-

-Explain the effect of heat on the molecules of solid, liquid and gases.

-Discussions

-Experiments

-Demonstrations

 

 

-Solids

-Liquids

-Air

-Source of heat

-Containers

Comprehensive secondary physics

Students Book 1 page 60-61

Teacher’s Book 1 pages 18-21

Secondary Physics students Book 1 (KLB) pages 139-162

 
3-4 Thermal Expansion Revision on thermal expansion By the end of the lesson, the learner should be able to:-

-Attempt questions involving thermal expansions.

-attempting Questions

 

-Set questions Comprehensive secondary physics

Students Book 1 page 61-62

Teacher’s Book 1 pages 21

Secondary Physics students Book 1 (KLB) pages 161-162

Golden tips physics pages 85-86

Principles of Physics(M.Nelkon) pages 185

 
6 1-2 Heat Transfer Heat and temperature By the end of the lesson, the learner should be able to:-

-define heat.

-State the difference between heat and temperature

-Definitions

-Discussions

-Experiments

-Materials that conduct heat and materials that do not conduct heat Comprehensive secondary physics

Students Book 1 page 63

Teacher’s Book 1 pages 22-24

Secondary Physics students Book 1 (KLB) pages 163

Golden tips physics pages 774

Principles of Physics(M.Nelko) pages 168

 
  3-4 Heat Transfer Conduction of heat By the end of the lesson, the learner should be able to:-

-State and explain modes of heat transfer.

-Explain factors affecting conduction.

-Discussion

-Demonstration

-Metal rods

-Source of heat

-Test tube

-Water

-Ice in gauge

Comprehensive secondary physics

Students Book 1 page 63-67

Teacher’s Book 1 pages 22-24

Secondary Physics students Book 1 (KLB) pages 163-186

Golden tips physics pages 74-77

Principles of Physics(M.Nelko) pages 234-242

 
7 1-2 Heat Transfer Convection By the end of the lesson, the learner should be able to:-

-Demonstrate convection in liquids.

-Explain the working of hot water systems, car engine, cooling system and land sea breeze.

-Explain the molecular application of convection in fluids.

-Experiments

-Discussion

-Water

-Potassium permanganate

-Source of heat

-Smoke cell apparatus

-Chart on hot water system

Car engine

Comprehensive secondary physics

Students Book 1 page 67-69

Teacher’s Book 1 pages 23

Secondary Physics students Book 1 (KLB) pages 177-188

Principles of Physics(M.Nelko) pages 238-2433

 
3-4 Heat Transfer Radiation By the end of the lesson, the learner should be able to:-

-Compare absorption and emission of radiant heat.

-Explain the working of solar concentrators, heat taps and solar heaters.

-Explain the working of a thermos flask..

 

-Discussion

-demonstration

 

-Hand lens

-thermos flask

– candles

-metal plates

Comprehensive secondary physics

Students Book 1 page 70-74

Teacher’s Book 1 pages 18-24

Secondary Physics students Book 1 (KLB) pages 187-195

Golden tips physics pages 75

Principles of Physics(M.Nelko) pages 246

 
8 1-2 Heat Transfer REVISION By the end of the lesson, the learner should be able to:-

-Attempt questions on heat transfer.

-Questions

-Answers

-Set questions Physics question bank  
  3-4 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces Propagation of light By the end of the lesson, the learner should be able to:-

-Define opaque, translucent and transparent objects.

-Describe the types of beams.

-Perform and describe experiments to show rectilinear propagation of light.

-Discussions

-Experiments

-Descriptions

-Explanations

-Opaque objects

-Glass

-Greased paper

-Card board

-Source of light

-Screens

Comprehensive secondary physics

Students Book 1 page 76-77

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 199-204

Golden tips physics pages 75

Principles of Physics(M.Nelko) pages 251-252

 
9 1-2 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces The pin-hole camera By the end of the lesson, the learner should be able to:-

-Explain the functions and principles involved in working of a pin-hole camera.

-Experiments

-Drawing

-Discussion

-Pin hole camera

-Source of light (candle)

Comprehensive secondary physics

Students Book 1 page 77

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 211-219

Golden tips physics pages 99

Principles of Physics(M.Nelko) pages 252-255

 
3-4 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces

 

Shadows By the end of the lesson, the learner should be able to:-

-Describe the formation of shadows.

-Describe the solar and linear eclipses.

-Experiments

-Discussions

-Demonstrations

-Explanations

-Descriptions

-Opaque objects

-Chart of the eclipse of earth and moon

-Source of light

-Screen

Comprehensive secondary physics

Students Book 1 page 78-79

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 203-219

Principles of Physics(M.Nelko) pages 254-257

 
10 1-2 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces

 

 

Reflection of light on plane surfaces By the end of the lesson, the learner should be able to:-

-Verify experimentally the laws of reflection.

-Experiments

-Descriptions

-Explanations

-Discussions

-Plane mirrors

-Pins

-White sheets of paper

-Soft boards

Comprehensive secondary physics

Students Book 1 page 80-82

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 222-228

Golden tips physics pages 100

Principles of Physics(M.Nelko) pages 260

 
  3-4 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces

 

 

Image formation By the end of the lesson, the learner should be able to:-

Locate images in place mirrors and state their characteristics.

-Experiments

-Descriptions

-Discussions

-Pins

-Boards

-Protractor

-Mirror

Comprehensive secondary physics

Students Book 1 page 83-84

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 228-230

Golden tips physics pages 100-101

Principles of Physics(M.Nelko) pages 264

 
11 1-2 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces

 

 

The application of plane mirrors By the end of the lesson, the learner should be able to:-

-Explain the reflection of light on plane surfaces at an angle.

-Explain the working of a periscope and kaleidoscope.

-Experiments

-Explanations

-Descriptions

-Discussions

-Plane mirrors

-Objects such as candles

-Pipe

-Card board

Comprehensive secondary physics

Students Book 1 page 84-86

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 235-240

Golden tips physics pages 101

 

 
3-4 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces

 

 

 

Revision By the end of the lesson, the learner should be able to:-

-solve problems involving the propagation and reflection of light on plane surfaces.

 

-Problem solving

-Questions and answers

-Discussion

-Set questions Comprehensive secondary physics

Students Book 1 page 87-88

Teacher’s Book 1 pages 28-29

Secondary Physics students Book 1 (KLB) pages 241-244

Golden tips physics pages 101-102

Principles of Physics(M.Nelko) pages 266-267

 
12 TOPICAL REVISION
13 END OF TERM EXAMINATIONS
14 REPORTS MAKING AND CLOSURE

 

 

 

 

PHYSICS SCHEMES OF WORK

FORM ONE 2012

TERM III

 

 

 

 

 

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book

 

 

 

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTING AND REVISION OF LAST TERM’S EXAMS  
 

2

 

1-2

 

Electrostatics

 

Charging materials by induction and contact

 

By the end of the lesson, the learner should be able to:-

-Explain the charging of materials by induction and contact.

-Describe origin of charge.

-State the law of charges.

 

-Demonstrations

-Discussions

-Experiments

 

– bags

-Thrust

-Glass rod

Comprehensive secondary physics

Students Book 1 page 89

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 245-250

Golden tips physics pages 133-134

Principles of Physics(M.Nelko) pages 264

 
 

3-4

 

Electrostatics

 

Laws of charge

 

By the end of the lesson the learner should be able to:-

-Describe the electrostatic charge.

-Explain the electrostatic charge.

-State types of charge.

 

-Experiments

-Discussion

-Observations

 

-Rubber

-Piece of paper

-Glass

-Amber

-Silk material

-Fur

-Electroscope

Comprehensive secondary physics

Students Book 1 page 89-91

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 245-248

Golden tips physics pages 133

Principles of Physics(M.Nelko) pages 509-510

 
 

3

 

1-2

 

Electrostatics

 

The leaf electroscope

 

By the end of the lesson, the learner should be able to:-

-State the unit of charges and construct leaf electroscope

 

 

-Discussions

-Constructing an electroscope

-Experiment

 

-Leaf electroscope

-Glass rod

Comprehensive secondary physics

Students Book 1 page 91-92

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 251-252

Golden tips physics pages 133

Principles of Physics(M.Nelko) pages 511

 
   

3-4

 

Electrostatics

 

Charging an electroscope by contract

 

By the end of the lesson, the learner should be able to:-

-charge an electroscope by contact.

 

 

-Demonstration

-Discussions

-Experiments

 

-Electroscope

-Glass rod

-Ebonite rod

Comprehensive secondary physics

Students Book 1 page 94-96

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 249-250

Golden tips physics pages 134

Principles of Physics(M.Nelko) pages 512

 
 

4

 

1-2

 

Electrostatics

 

Charging an electroscope by induction

 

By the end of the lesson, the learner should be able to:-

-charge an electroscope by induction.

 

 

-Demonstrations

-Discussions

-Experiments

 

-Electroscope

-Glass rod

-Ebonite rod

Comprehensive secondary physics

Students Book 1 page 94-96

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 248-249

Principles of Physics(M.Nelko) pages 513-515

 
 

3-4

 

Electrostatics

 

 

Charging an electroscope by separation

 

By the end of the lesson, the learner should be able to:-

-charge an electroscope by separation.

 

 

-Discussions

-Experiments

-Descriptions

 

-Rods of conductors and no-conductors

-Electroscope

-Tiles

Comprehensive secondary physics

Students Book 1 page 96-97

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 250-251

 
 

5

 

1-2

 

Electrostatics

 

Uses of leaf electroscope

 

By the end of the lesson, the learner should be able to:-

-state the uses of leaf electroscope.

 

 

-Discussions

 

-Rods of conductors and non-conductors

-Electroscope

-Tiles

Comprehensive secondary physics

Students Book 1 page 97

Teacher’s Book 1 pages 29-32

 
 

3-4

 

Electrostatics

 

Revision

 

By the end of the lesson, the learner should be able to

answer questions on electrostatics

 

 

-Questions and answers

 

-Chalkboard

-Text books

Secondary Physics students Book 1 (KLB) pages 259-260

Principles of Physics(M.Nelko) pages 527-530

Golden tips physics pages 138-139

 
 

6

 

1-2

 

Cells And Simple Circuits

 

Sources of continuous current

 

 

By the end of the lesson, the learner should be able to:-

-state sources of continuous current.

 

 

-Experiments

-Discussions

-Demonstration

 

-Cells

-Acids

-Fruits

-Solar panels

-Petroleum products

 

Comprehensive secondary physics

Students Book 1 page 99-100

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 261-265

Golden tips physics pages 140

Principles of Physics(M.Nelko) pages 408-409

 
 

3-4

 

Cells And Simple Circuits

 

Connecting an electric circuit

 

By the end of the lesson, the learner should be able to:-

-Draw and set up a simple electric circuit.

-Identify circuit symbols

 

-Identifying circuit symbols

-Discussions

-Demonstrations

-Experiments

 

 

-Cells

-Wires

-Bulbs

-Charts on circuit symbols

Comprehensive secondary physics

Students Book 1 page 99-101

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 266-273

Golden tips physics pages 140

Principles of Physics(M.Nelko) pages 408-409

 
 

7

 

1-2

 

Cells And Simple Circuit

 

Connecting and electric circuit

 

By the end of the lesson, the learner should be able to:-

-Define electric current.

-Explain the working of a cell.

-Connect cells in series and parallel.

-Measure the effective e.m.f.

 

-Measuring

-Demonstrations

-Discussions

-Experiments

 

-Cells

-Connecting wires

-Bulbs

Comprehensive secondary physics

Students Book 1 page 100-101

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 241-273

Golden tips physics pages 140-143

 
 

3-4

 

Cells And Simple Circuits

 

The measuring of E.M.F

 

By the end of the lesson, the learner should be able to:-

– measure e.m.f.

 

-Experiments

-Discussions

-Measuring

-Demonstrations

 

-Ammeter

-Voltmeter

-Switch

Comprehensive secondary physics

Students Book 1 page 101-102

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 264

Golden tips physics pages 143

Principles of Physics(M.Nelko) pages 409

 
 

8

 

1-2

 

Cells And Simple Circuit

 

Conductivity of materials

 

By the end of the lesson, the learner should be able to:-

-Investigate the electrical conductivity of materials.

 

-Calculating

-Testing

-Conductivity

-Experiments

 

-Conductors

-Non-conductors

-dry cells

Comprehensive secondary physics

Students Book 1 page 101-103

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 273-275

Principles of Physics(M.Nelko) pages

 
 

3-4

 

Cells And Simple Circuits

 

Measuring current in a circuit

 

By the end of the lesson, the learner should be able to:-

– Measure current in a circuit.

 

-Measuring

-Experiments

-Calculating

 

-Voltmeter

-Ammeter

-Switch

-dry cells

Comprehensive secondary physics

Students Book 1 page 101-103

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 266-269

Golden tips physics pages 142

 
 

9

 

1-2

 

Cells And Simple Circuits

 

Primary cells

 

By the end of the lesson, the learner should be able to:-

-Describe the working of primary cells.

-Explain the defect s of primary cells.

-Explain how to care for a primary cell.

 

-Discussions

-Experiments

-Explaining the defects of primary cells

 

-Primary cells

Comprehensive secondary physics

Students Book 1 page 104-106

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 276-280

Principles of Physics(M.Nelko) pages 409-414

 
 

3-4

 

Cells And Simple Circuits

 

Measuring e.m.f in a primary cell

 

By the end of the lesson, the learner should be able to:-

-Measure e.m.f in a primary.

 

-Experiments

-Discussions

-Demonstrations

-Measuring

 

-Primary cells

-Voltmeter

-Switch

Comprehensive secondary physics

Students Book 1 page 106

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 276-280

Principles of Physics(M.Nelko) pages 409-414

 
 

10

 

1-2

 

Cells And Simple Circuits

 

Secondary cells

 

By the end of the lesson, the learner should be able to:-

-Charge a secondary cell

-Discharge a secondary cell

-Take care of a secondary cell

 

-Explanation on charging and maintenance of simple cells

 

-Secondary cells

Comprehensive secondary physics

Students Book 1 page 106-109

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 280-284

Golden tips physics pages 140

 
 

3-4

 

Revision

   

By the end of the lesson, the learner should be able to:-

-Attempt questions on cells.

-Attempt questions on circuits.

 

-Asking questions

-Answering questions

-Question papers

-answer sheet

Secondary Physics students Book 1 (KLB) pages 287-288

Golden tips physics pages 150-151

Principles of Physics(M.Nelkon) pages 422-423

 
11   END OF TERM EXAMS  
12   REPORTS MAKING AND CLOSURE  

 

WORDS USED TO DESCRIBE TONE IN POETRY

WORDS USED TO DESCRIBE TONE IN POETRY

WORDS USED TO DESCRIBE TONE IN POETRY
  WORD MEANING
1. Apathetic Feeling/ showing little emotion
2. Arrogant Bumptious/ self-important
3. Audacious Fearless and daring
4. Bilious Bad tempered; cross
5. Blithe Joyful, cheerful, or without appropriate thought
6 Bombastic Pompous/ arrogant in speech and manner
7. Brash Prone to act in a hasty manner; impudent
8. Breezy Lively, cheerful and relaxed
9. Cantankerous Bad-tempered; quarrelsome
10. Caustic/ sarcastic Biting/ bitter and humorous
11. Coarse Conspicuously and tastelessly indecent/ offensive
12. Complacent Self-satisfied; smug
13. Confiding With trust or faith
14. Consoling Affording comfort or solace
15. Contemptuous Feeling of hatred; scornful
16. Contentious Argumentative; causing controversy/ quarrel/ disagreement
17. Contented Satisfied or showing satisfaction with things as they are
18. Contradictory Expressing the opposite; inconsistent
19. Cynical Questions the basic sincerity and goodness of people.
20. Dejected Downcast or sad; depressed
21. Dismissive Show little regard; scornful
22. Doleful Mournful or full of sorrow
23. Dutiful Obedient
24. Elegiac Expressing sorrow or lamentation
25. Euphoric Exaggerated feeling of well-being or elation/ joy/delight
26. Fanciful Whimsical; freely imaginative based on fantasy not reality
27. Fervent Very emotional/ earnest, passionate; extremely hot
28. Frenetic Frantic; frenzied/ overexcited/ hysterical
29. Flippant Humorous in a disrespectful, casual; rudely amusing/witty.
30. Frivolous Of little importance, not worthy of serious attention; not serious
31. Pessimistic Gloomy/ negative/ doubtful/ cynical/ distrustful/ suspicious
32. Haughty Arrogant, excessively proud and vain
33. Illusory Misleading, deceptive; unrealistic
34. Laconic Brief, using few words
35. Macabre Grisly, horrible, distressing; having death as a subject
36. Melancholy Depressed/ downhearted
37. Nihilistic Belief that traditional values are useless/ senseless
38. Panegyric Elaborate praise
39. Opprobrious (For conduct or character) bringing or deserving disgrace/shame
40. Nostalgic Longing for the past
41. Admiring Appreciative
42. Aggressive Violent
43. Aggravated Irritated/ provoked
44. Contemptuous/ derisive Scornful/ condescending/ mocking
45. Pitiful Miserable
46. Resigned Leave out/ surrendered/ prepared to accept
47. Threatening Intimidating
48. Uncertain Unclear/ unsure
49. Subdued Submissive/ gentle
50. Sympathetic Compassionate/ considerate
POSITIVE TONE WORDS NEUTRAL NEGATIVE TONE WORDS
Admiring Hilarious Commanding Abhorring Hostile
Adoring Hopeful Direct Acerbic Impatient
Affectionate Humorous Impartial Ambiguous Incredulous
Appreciative Interested Indirect Ambivalent Indifferent
Approving Introspective Meditative Angry Indignant
Bemused Jovial Objective Annoyed Inflammatory
Benevolent Joyful Questioning Antagonistic Insecure
Blithe Laudatory Speculative Anxious Insolent
Calm Light Unambiguous Apathetic Irreverent
Casual Lively Unconcerned Apprehensive Lethargic
Celebratory Mirthful Understated Belligerent Melancholy
Cheerful Modest   Bewildered Mischievous
Comforting Nostalgic   Biting Miserable
Comic Optimistic   Bitter Mocking
Compassionate Passionate   Blunt Mournful
Complimentary Placid   Bossy Nervous
Conciliatory Playful   Cold Ominous
Confident Poignant   Conceited Outraged
Contented Proud   Condescending Paranoid
Delightful Reassuring   Curt Pathetic
Earnest Reflective   Cynical Patronizing
Ebullient Relaxed   Demanding Pedantic
Effusive Respectful   Depressed Pensive
Elated Reverent   Derisive Pessimistic
Empathetic Romantic   Derogatory Pretentious
Excited Sanguine   Desolate Psychotic
Exhilarated Scholarly   Despairing Resigned
Expectant Self-assured   Desperate Reticent
Facetious Sentimental   Detached Sarcastic
Fervent Serene   Diabolic Sardonic
Flippant Silly   Disappointed Scornful
Forthright Sprightly   Disliking Self-deprecating
Friendly Straightforward   Disrespectful Selfish
Funny Sympathetic   Doubtful Serious
Gleeful Tender   Embarrassed Severe
Gushy Tranquil   Enraged Sinister
Happy Whimsical   Evasive Skeptical
  Wistful   Fatalistic Sly
  Worshipful   Forceful Solemn
  Zealous   Foreboding Stern
      Frantic Stolid
      Frightened Stressful
      Frustrated Strident
      Furious Suspicious
      Gloomy Tense
      Grave Threatening
      Greedy Tragic
      Grim Uncertain
      Harsh Uneasy
      Haughty Unfriendly
      Hopeless Unsympathetic
        Upset
        Violent
        Wry

 

 

 

 

TERMS USED TO DESCRIBE MOOD
POSITIVE MOOD WORDS NEGATIVE MOOD WORDS
Amused Jubilant Aggravated Insidious
Awed Liberating Annoyed Intimidated
Bouncy Light-hearted Anxious Irate
Calm Loving Apathetic Irritated
Cheerful Mellow Apprehensive Jealous
Chipper Nostalgic Ambivalent Lethargic
Confident Optimistic Barren Lonely
Contemplative Passionate Brooding Melancholic
Determined Peaceful Cold Merciless
Dignified Playful Confining Moody
Dreamy Pleased Confused Morose
Ecstatic Refreshed Cranky Nauseated
Empowered Rejuvenated Crushed Nervous
Excited Relaxed Cynical Nightmarish
Exhilarated Relieved Depressed Numb
Flirty Satiated Desolate Overwhelmed
Giddy Satisfied Disappointed Painful
Grateful Sentimental Discontented Pensive > thoughtful
Harmonious Silly Distressed Pessimistic
Hopeful Surprised Drained Predatory> greedy
Hyper Sympathetic Dreary Rejected
Idyllic Thankful Embarrassed Restless
Joyous Thoughtful Enraged Scared
  Touched Envious Serious
  Trustful Exhausted Sick
  Vivacious Fatalistic Somber
  Warm Foreboding Stressed
  Welcoming Frustrated Suspenseful
    Futile Tense
    Gloomy Terrifying
    Grumpy Threatening
    Haunting Uncomfortable
    Heartbroken Vengeful
    Hopeless Violent
    Hostile Worried
    Indifferent  
    Infuriated