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The effects of negative emotions on self and othersNegative or poorly managed emotions can lead toSomeone feeling miserable and sadSomeone disliking self and othersLack of confidence and self esteemConflicts among friends and family membersGradual loss of sensible thinking and judgementDelay in progress in different aspects of lifeLifestyle diseases for example depressionNegative emotions hold us back and delay our progressManaging stressStress can be defined as state of emotional tension resulting from unfortunate or demanding circumstances, some of which we do not have any controlIt is also being overwhelmed with or being unable to cope with emotional or mental pressureA person who is stressed has the following characteristicsFrequent headachesExhaustions or trouble sleepingIs easily annoyedDepressionBecoming less social, lovely and sadThe common sources of stressProblems with friends, siblings or parentsFinancial problems in the familyNegative thoughts or feelings about oneselfBullyingStress can be managed. Its effects can be positive or negative depending on how it has ben managed. Effects of stress in day to day livesWithdrawal from othersAnger and violenceAnxietySchool drop outsMental breakdownPoor decision makingDepression and lack of motivationLack of sleepManaging stressful situationsThe activities we choose to engage in can influence how we control our moods. Stressful situations can be positively dealt with by simply concentrating on the things that boost our mood and make us feel appreciatedDuring stressful situations, you canRead interesting storiesOrganise your roomDo relaxation exercisesPlay with your favourite petListen and dance to your favourite tunesAsk for help from friends, family members or teachersMake a gratitude list a list of what you are grateful or proud of achieving COMMUNITY SERVICE LEARNINGCommunityA community refers to people living in the same area or people who have common interestThe following are some of the characteristics of people in a communityThey live in the same geographical areaThey share common goals, challenges and aspirationsThey have similar interest or social networkCommunity serviceCommunity service is work performed by a group for the benefit or betterment of their community without expecting any form of compensationExamples of place where people can offer community services includeCommunity libraryHospitalsMarket placeChildren s homeHomes for the elderlyWe do community services becauseIt keeps one in regular contact with others and help them develop a solid support system which turns protect them against stress and depression. |
Its effects can be positive or negative depending on how it has ben managed. Effects of stress in day to day livesWithdrawal from othersAnger and violenceAnxietySchool drop outsMental breakdownPoor decision makingDepression and lack of motivationLack of sleepManaging stressful situationsThe activities we choose to engage in can influence how we control our moods. Stressful situations can be positively dealt with by simply concentrating on the things that boost our mood and make us feel appreciatedDuring stressful situations, you canRead interesting storiesOrganise your roomDo relaxation exercisesPlay with your favourite petListen and dance to your favourite tunesAsk for help from friends, family members or teachersMake a gratitude list a list of what you are grateful or proud of achieving COMMUNITY SERVICE LEARNINGCommunityA community refers to people living in the same area or people who have common interestThe following are some of the characteristics of people in a communityThey live in the same geographical areaThey share common goals, challenges and aspirationsThey have similar interest or social networkCommunity serviceCommunity service is work performed by a group for the benefit or betterment of their community without expecting any form of compensationExamples of place where people can offer community services includeCommunity libraryHospitalsMarket placeChildren s homeHomes for the elderlyWe do community services becauseIt keeps one in regular contact with others and help them develop a solid support system which turns protect them against stress and depression. It challenges one to do difficult tasks and learn positive qualities such as patience, empathy and accountabilityIt helps one learn new skills such s first aid skills, landscaping skills, leadership skills and problem solving skills among others in the communityIt offers one an opportunity to help those in need hence gain self fulfilmentCommunity service learningCommunity service learning CSL refers to a combination of classroom learning and community learning service. It give learners an opportunity to work with the community members to solve local problemsIt also offers learners an opportunity to connect classroom learning with real life experiences in their school community and the neighbourhood. |
Stressful situations can be positively dealt with by simply concentrating on the things that boost our mood and make us feel appreciatedDuring stressful situations, you canRead interesting storiesOrganise your roomDo relaxation exercisesPlay with your favourite petListen and dance to your favourite tunesAsk for help from friends, family members or teachersMake a gratitude list a list of what you are grateful or proud of achieving COMMUNITY SERVICE LEARNINGCommunityA community refers to people living in the same area or people who have common interestThe following are some of the characteristics of people in a communityThey live in the same geographical areaThey share common goals, challenges and aspirationsThey have similar interest or social networkCommunity serviceCommunity service is work performed by a group for the benefit or betterment of their community without expecting any form of compensationExamples of place where people can offer community services includeCommunity libraryHospitalsMarket placeChildren s homeHomes for the elderlyWe do community services becauseIt keeps one in regular contact with others and help them develop a solid support system which turns protect them against stress and depression. It challenges one to do difficult tasks and learn positive qualities such as patience, empathy and accountabilityIt helps one learn new skills such s first aid skills, landscaping skills, leadership skills and problem solving skills among others in the communityIt offers one an opportunity to help those in need hence gain self fulfilmentCommunity service learningCommunity service learning CSL refers to a combination of classroom learning and community learning service. It give learners an opportunity to work with the community members to solve local problemsIt also offers learners an opportunity to connect classroom learning with real life experiences in their school community and the neighbourhood. This is done through curricular and co-curricular programmes and projectsThe focus of CSL is not only learning but also service to the community an the beneficiary is not only the learner but also the community servedThe major goal of CSL is to educate learners about their roles as engaged citizens and leaders in the communityExamples of CSL activities includeSteps involved in carrying out CSL projectA project is a series of tasks that need to be completed to reach a specific outcomeA community services learning project can therefore be defined as a series of learning and services tasks are aimed to meet an identified need or solve an identified problem in the communityTo plan and carry out a CSL activity, one must follow these stepsIdentification of the problem in the communityThis done through discussions with different people conducting surveys and reading or watching news on community needs. |
It challenges one to do difficult tasks and learn positive qualities such as patience, empathy and accountabilityIt helps one learn new skills such s first aid skills, landscaping skills, leadership skills and problem solving skills among others in the communityIt offers one an opportunity to help those in need hence gain self fulfilmentCommunity service learningCommunity service learning CSL refers to a combination of classroom learning and community learning service. It give learners an opportunity to work with the community members to solve local problemsIt also offers learners an opportunity to connect classroom learning with real life experiences in their school community and the neighbourhood. This is done through curricular and co-curricular programmes and projectsThe focus of CSL is not only learning but also service to the community an the beneficiary is not only the learner but also the community servedThe major goal of CSL is to educate learners about their roles as engaged citizens and leaders in the communityExamples of CSL activities includeSteps involved in carrying out CSL projectA project is a series of tasks that need to be completed to reach a specific outcomeA community services learning project can therefore be defined as a series of learning and services tasks are aimed to meet an identified need or solve an identified problem in the communityTo plan and carry out a CSL activity, one must follow these stepsIdentification of the problem in the communityThis done through discussions with different people conducting surveys and reading or watching news on community needs. Doing all these will help you identify a need or a gap that needs to be solved. A gap or problem is the difference between where we are and where we want to be. Learners intending to do a CSL activity brainstorm and discuss to come up with one problem for the project of activityDesigning solutions to the problemsDuring this stage, listen to as many suggestions on the solutions as possible. Narrow down to the most cost effective but efficient solution to the problemPlan to implement the solution when, what, who, how In this stage think about the possible steps, resources, the learning skills required, shared responsibilities and the time it will take to complete the projectWhen planning one should ask themselves questions likeWhat will we accomplish? How long will the project take? Who will we work with? How can we engage people of different talents, abilities and perspectives? What training sensitivity is required for us or our patrons to accomplish the goals? What needs to be accomplish our goals? Who will do want? |
What training sensitivity is required for us or our patrons to accomplish the goals?What needs to be accomplish our goals?Who will do want?What resources do we need to be successful and how will we get them?Implementation of the solutionThis is the stage where you set out offer a solution to the problem or implement your planAction is taken by volunteering, serving or being an advocate for something. As you take the action it is important to document the actions through pictures , videos, reports, journals or any other formReporting and reflectingThis is an ongoing process and it happens before writing and after the action stage. The different means of reflection include writing journals, discussions, songs, skirts, diagrams, reports, taking pictures or videos and so onReflecting helps one to examine what they learnt and analyse whether the projects made a difference. One also gets to examine how they feel about volunteering. INTERPERSONAL RELATIONSHIP SKILLSHEALTHY RELATIONSHIPS. |
GRADE 7 RATIONALIZED AGRICULTURE AND NUTRITION LESSON NOTESSTRAND ONE -CONSERVATION OF RESOURCES. 1.1 Controlling soil PollutionIt is very important to human beings and animals to conserve the agricultural environment. This can be done by learning about soil pollution and how to control it when carrying out agricultural farming activities or practices. Soil pollution is the contamination of soil with harmful substances. The harmful substances in the soil are known as pollutants or contaminantsCauses of soil pollution in farmingExcessive use of artificial fertilizers. -. These fertilizers introduce pollutants such as Nitrogen compounds and heavy metals into the soil which accumulate in the soil to toxic levels and become harmful to crops and soil living organisms. Excessive use of agricultural chemicals agrochemicals such as herbicides and pesticides. -. These chemicals become pollutants when they get into the soil. They accumulate into the soil and become toxic to soil living organisms. Throwing plastic wastes in the garden. -. Plastic wastes are not broken down by soil living organisms. They contaminate the soil and interfere with the growing crops or reduces agricultural space. Throwing Chemical containers. -. Chemical leftovers from these containers get into the soil and become pollutants. The pollutants accumulate to toxic levels and become harmful to the soil living organisms. Surface run off carrying contaminated water- Surface run-off that contains any contaminants deposits them to the soil when passing over. Industrial wastes- Waste from industries have dangerous chemicals and heavy metals if not disposed off well ends up in the soil. The contaminants get into the soil and affect soil micro-organisms. What is the effect of soil pollution? It causes production of crops that are not safe for consumption or use by human beings. This poses health risks. Soil pollution also affects soil fertility and soil pH affecting agricultural production. This affects food security. Control of soil pollutionHow can soil pollution be controlled in Farming? Soil should be protected from pollution to make agricultural produce safe. Safe soil pollution control practices are measures that are taken to reduce the pollutants in the soil. Safe Soil pollution Control measures include the following methods:o Reusing of plastic materials such as using bottles for drip irrigation. O Use of correct types and amount of artificial fertilizer and agrochemicals. O Safe disposal of used agricultural chemical containers. O Safe disposal of plastic wastes, containers and straws. O Recycling waste materials into other useful products. |
O Safe disposal of used agricultural chemical containers. O Safe disposal of plastic wastes, containers and straws. O Recycling waste materials into other useful products. O Practicing organic farming which is the growing of crops and rearing livestock without using artificial fertilisers and agricultural chemical. O Planting trees and cover crops to reduce surface run-off than carry contaminants and distribute over the soil surface. Creating Awareness on Prevention of Soil Pollution in Framing. The farming community may not know that the practices they carry out on the farm pollute the soil. We can make the members of the community aware of soil pollution by creating a message to make them aware of soil pollution and how to prevent it. Therefore, the awareness message on soil pollution is aimed at sensitizing members of the public on the harmful effects of soil pollutants in farming. The awareness message should target the different categories of the people in the community. The awareness message should be designed to educate the public on a wide range of soil pollution control measures such as:Safe disposal of used agricultural chemical containers. Use of correct types and amount of fertilisers and agricultural chemicals. Reusing of plastic materials such as using bottles for drip irrigation. Safe disposal of plastic wastes, containers and straws. Recycling waste materials into other useful products. Practicing organic farming which is the growing of crops and rearing livestock without using artificial fertilisers and agricultural chemical. Planting trees and cover crops to reduce surface run-off than carry contaminants and distribute over the soil surface. The awareness message can be passed using the following methods:Dramatization. Presenting songs. Poems. Displaying posters etc. 1.2 -Constructing Water Retention structures. In rainy seasons a lot of water flows into rivers in form of surface runoff and finally gets into lakes and oceans. Surface run off is the water flowing on the ground after a heavy rainfall. The water may be conserved to be used for farming during the dry season. Surface run off causes a lot of damage to property if not properly collected Some of the damages caused by surface run off include:Soil erosion. Deposits contaminants such as fertilizer, oil, pesticides and dirt into water bodies causing water pollution. Destruction to crops. Destruction to buildings and other infrastructure such as roads. Surface run off is conserved or collected in structures such as:Water retention ditches. Earth basins. Water retention pits. What is the importance of conserving water in Farming? |
Earth basins. Water retention pits. What is the importance of conserving water in Farming? Surplus or excess water can be conserved and used during the times of water scarcity in the farm. Conserving water reduces the cost of farming. This is because money that would be used to buy water in the farm is saved. Conserving water ensures availability of water for human life and livestock. A lot of water is wasted during rainy season. Rain water which forms surface run-off after heavy downpour is prevented from damaging property. A trench is constructed along the contour to collect and hold surface off when there is heavy rainfall. The trench should be dug along the contours. The surface run-off collects at the retention ditch as it rains. The water collected in the water retention ditches is used by the crops growing around it. Steps followed when constructing a water retention ditch. Determine the contour lines using an A-frame. Mark the contour lines with pegs. Dig the soil along the marked line to make a trench about 0.6m or 60 cm deep and 60 cm wide. Remove the soil with a spade and throw it downward to form an embankment. Plant grass or any other crop on the embarkmentPhotographs showing water retention ditches2. Construction of an earth basin. An earth basin is a small pond or a depression that is constructed on the surface of land to collect surface run-off water after rains for use in farming. Water is collected in the earth basin when there is heavy rainfall and also runoff collects in the earth basin. Water is drawn from the earth basin for irrigation. An earth basin holds surface runoff form the surrounding area. It can store this water long after the rains. This water is used in growing crops. Steps followed when constructing an earth basin. Clear the area where the earth basin is to be constructed. Excavate the basin by digging the soil and throwing it to the sides to form an embarkment. Leave the upper side of the basin open to allow the flow of run odd into the basin. Plant a crop or grass around the earth basin to prevent soil erosion. This are small depression in which crops grow and are used to trap water around the base of the crop to be used by the crop. This reduces run-off. Surface runoff collects in water retention pits when it is raining. The water collected in the retention pits may be used to grow crops such as vegetables, bananas and Napier grass. |
This reduces run-off. Surface runoff collects in water retention pits when it is raining. The water collected in the retention pits may be used to grow crops such as vegetables, bananas and Napier grass. Water retention pits traps surface run off and allow it to seep into the soil. A series of pits may be dug into the ground where run off occurs and the pits joined with furrows so that when one pits is full, water can spill over to the next pit. Steps followed when constructing a water retention pit. Measure the spacing of the pits and mark with pegs. Dig the pits about 20-30 cm deep and spaced at 90 cm. The pits are planted with a crop. They help to hold surface run-off preventing soil erosion. Photographs showing water retention pits with crops in them. Crops that can be established in water retention structures:Bananas. Arrow roots. Napier grass. Sugarcane. 1.3 -Conserving Food Nutrients. Ways of conserving vitamins and mineral salts in vegetables during food handling, preparation and cooking. Washing - Wash vegetables before cutting. Soaking or washing time should be reduced to minimize nutrient loss.it is advisable to wash vegetables with cool water rather than hot water. It is also advisable to wash vegetables before cutting. Avoid cutting then washing as this may cause leaching of nutrients. Peeling Most vegetables have more nutrients preserved when consumed with out peeling. Therefore, excessive peeling should be avoided to ensure more nutrients are conserved. Cutting most vegetables loss nutrients once cut because they are exposed to air. Therefore, it is advisable after cutting vegetable they should be stored in air tight containers. Ensure you remove excess air from the containers. Cooking time -cooking time affects nutrients such as vitamin C which is lost when cooking food for long time. This is also determined with cooking method used. Incase boiling is much involved and cooking time is long, then the vegetable tend to lose a lot of nutrients. Covering - cooking vegetables with the lid on can help to retain some of the watersoluble vitamins, such as vitamin C and the B vitamins, by trapping steam inside the pot and reducing the amount of nutrient loss through leaching into the cooking water. Ways to cook vegetables to preserve nutrientsChoose the right chopping method. The wrong chopping method can also lead to loss of nutrients. ... Be careful about the size of the vegetables. ... O Cook food for the right time. O Use the right amount of water. |
... o Cook food for the right time. O Use the right amount of water. O Avoid re-heating the food. 1.4 -Growing Trees. Importance of Trees in conserving the environment. Trees are planted to help conserve the environment and provide other benefits to farmers. Farmers derive various benefits from trees such as:Timber poles. Firewood. Shade. Food and livestock feed. Organic matter that increases soil fertility. Conservation of both soil and water. Difference between afforestation, reafforestation and deforestation. Afforestation refers to planting trees where tress had never existed. Reafforestation means planting of tress where forests have been cleared. Deforestation-this is indiscriminate removal of trees from forested areas. Roles of tress in soil and water conservationThey protect the soil from raindrop erosion by reducing the force with which it fall on the ground. Trees provide shade hence reducing loss of moisture through evaporation. Trees act as windbreaks preventing wind erosion. Roots of trees binds the soil particles together. Trees also reduce speed of running water thus reducing its erosive power which reduces soil erosion. Tree leaves decay decompose to supply humus to the soil which improves soil fertility and water infiltration. Agroforestry-refers to the growing of crops, trees and rearing of animals on the same piece of land. The planting of trees and shrubs helps to conserve soil and water as described in the roles of trees above. State and explain nine nursery management practice done in a tree nursery. Mulching-alight mulch should be applied to prevent excessive evaporation and moderate soil temperatures. Watering-tree nursery should be watered regularly preferably in the mornings and evenings. Weed control-weeds should be removed through uprooting to avoid competition for nutrients and moisture. Pricking out-where seedlings are overcrowded, some should be removed pricked out and planted in another nursery bed. Root pruning-regular root pruning is done to make lifting of seedlings easier during transplanting and reduce chances of damage to seedlings. Shading-a shade should be erected over the nursery to reduce the impact of raindrop hence controlling splash erosion. Pest and disease control- sterilize the soil through heat treatment or application of appropriate chemicals. Hardening off-practice of preparing seedlings to adapt to the prevailing conditions in the seedbed.it is achieved through gradual reduction of shade and reduced watering. |
Shading-a shade should be erected over the nursery to reduce the impact of raindrop hence controlling splash erosion. Pest and disease control- sterilize the soil through heat treatment or application of appropriate chemicals. Hardening off-practice of preparing seedlings to adapt to the prevailing conditions in the seedbed.it is achieved through gradual reduction of shade and reduced watering. Transplanting-should be done at the onset of rains to give young trees a good start. This makes the soil to stick around the roots and makes it easy for removal of polythene sleeves during transplanting. After transplanting seedlings should be watered, mulched then provided with a temporary shade to conserve moisture. Care and management of trees. Protection-young trees should be protected from damage by animals. This can be done for individual trees or the entire farm. Pruning and training-pruning is the removal of extra or unwanted parts of plants. The unwanted parts may be due to breakages, overcrowding, pest or disease attack and low productivity. Grafting old trees-this is the practice of uniting two separate woody stems, root stock and scion. Old agroforestry trees that have good characteristics can be used to unite with scions from different trees that are compatible with it. STRAND 2-FOOD PRODUCTION PROCESSES. 2.1-Preparing planting sites and establishing crops. Determine appropriate tilth for selected planting materials. Planting sites are prepared according to the type of planting materials. Different planting materials require different planting sites preparations. The size of the planting materials determines the soil fineness or the tilth of the planting site. Soil tilth refers to the degree of fineness or coarseness of a soil in relation to its suitability for planting a specified planting material. Soil tilth is described as fine, medium or coarse depending on the physical condition of the soil. Small sized planting materials require fine tilth. Examples of crops that require fine tilth include:Millet. Sorghum. Wheat. Medium sized planting materials requires medium tilth. Examples of crops that require medium tilth include:Maize. Beans. Large sized planting materials require coarse tilth. Examples of crops that require coarse tilth include:Tubers. Suckers. Cuttings. 2.2 - Selected Crop Management Practices. Crop management is a set of practices carried out in an already established crop on the field to provide it with proper conditions for healthy growth. |
Cuttings. 2.2 - Selected Crop Management Practices. Crop management is a set of practices carried out in an already established crop on the field to provide it with proper conditions for healthy growth. Weeding in a Crop FieldFarmers should get rid of weeds that grow in crop fields by removing them physically. Weeds should be removed in crops to avoid competition for nutrients and moisture with established crops. There are various methods used to control weeds in the farm. Some are physical, cultural, chemical and biological methods. Chemical methods are where farmers use herbicides to control weeds. Biological methods are where farmers use living organisms to control weeds. Cultural methods farmers used some farming practice to control weeds in the farm such as mulching. Physical methods involve where farmers use mechanical force to remove weeds. Farmers can use the following physical methods to remove weeds:Uprooting. Tilling. Slashing. Uprooting weeds- refer to pulling out the roots of weeds from the soil. Slashing weeds-involves the use of a cutting tool such as a slasher, sickle or pangas to cut off weeds at the ground level to remove their shoots. Tilling-involves breaking and turning slight cultivation the soil to remove weeds using a jembe or a panga. Thinning and Gapping in a Crop Field. Thinning is the removal of excess seedlings in a crop field. When farmers carry out thinning, they uproot excess plants from the garden to prevent overcrowding. Gapping is the replacement of seeds that did not germinate or dried after planting. In gapping farmer replace crops that refuse to grow may be due to pest and diseases. Thinning helps to prevent overcrowding of plants which causes competition for nutrients, sunlight and moisture. When thinning, care must be taken to avoid damaging the roots of the remaining plants. Thinned-out plants can be used for gapping or as livestock feed. Carrying out thinning and gapping helps to maintain optimum plant spacing and optimum plant population in the crop field. Earthing Up in Crop Production. Earthing up is the heaping of soil around the base or root zone of the crop. Earthing up is carried out to strengthen the roots and hold them firmly in the soil. In tubers, earthing up provides room for tubers to increase in size. Earthing up helps to conserve moisture around the base of the growing crops. Earthing up encourages development of propping roots in cereal crops like maize. |
In tubers, earthing up provides room for tubers to increase in size. Earthing up helps to conserve moisture around the base of the growing crops. Earthing up encourages development of propping roots in cereal crops like maize. This prevents lodging falling of crops after bearing in cereals. Hardening in Crop Management. Hardening is a practice carried out after harvesting crops to prepared produce for storage. It is also called curing if produce. Hardening harvested produce makes their skins tough to avoid peeling and rotting in the store. It is also known as curing in some crops. Tubers such as Irish potatoes and bulbed onions are hardened just before harvesting to prepare them for storage by heaping the produce under shade and covering with grass for about four days. They are turned daily to ensure even drying. Hardening prevents the delicate skin of Irish potato tubers from peeling off during storage. Hardening also helps to remove excess water in mature bulbed onions preventing rotting in the store. Hardening can be done both in the field immediately after harvesting the crops. Hardening makes the crop not to lose quality during transportation. Importance of Management Practices in Crop Production. Crop management involves agricultural practices carried out to improve the growth and development of crops throughout their growth period. Crop management practices are specific to specific crops. Well managed crops make maximum use of soil as a resource and give good returns to the farmer s efforts. Management practices are important because; Improves crop yields for food security. Improves the quality of produce. This makes the produce attractive and marketable. Good management practices increase the storage shelf life of the produce. 2.3 Preparing Animal Products: Eggs Honey. Most domestic animals are keep for their products. Animal products include milk, meat, eggs, honey, skin, wool and fur. Sorting and Grading Eggs. Sorting is the process of placing items into a certain order so that they can be analysed in a more effective way. Grading is classifying items according to quality or size. Sorting separates eggs according to the following factors:Size Cleanliness. Shell Colour. Texture. Shape. Quality. When sorting and grading, eggs are examined carefully and then separated according to their size, weight, conditions of the shell, shell colour, shape and cleanliness. The graded eggs should be placed in plastic or cardboard trays. The broad end of the egg should be packed facing upwards. |
When sorting and grading, eggs are examined carefully and then separated according to their size, weight, conditions of the shell, shell colour, shape and cleanliness. The graded eggs should be placed in plastic or cardboard trays. The broad end of the egg should be packed facing upwards. Eggs should be handled with care during sorting and grading to prevent breakages and loss. Eggs on clean cardboard tray Eggs on clean plastic tray Reasons for sorting and grading eggs. For incubation purposes. For selling purposes. When marketing eggs consider what the consumers or buyers want. Consumers will buy most attractive products. Consumers prefer eggs with strong smooth shells and those that are clean. Therefore, sorting and grading eggs has the following importance. High quality eggs fetch high market prices. Grading encourages farmers to produce high quality eggs, assuring the of high profits. Sorting of eggs helps to grade them. Buyers prefer large eggs for consumption. Those who need eggs for incubation usually but the medium sized eggs. Consumers prefer eggs with strong, smooth shells and those that are clean. Processing of HoneyHoney processing is the extracting of honey from the combs to make it easy to package into containers. Honey combs are harvested from the bee hive or any site where the honey bees have built their combs. Raw honey may also be in form of honey crushed and stored with combs together. Comb honey may contain some impurities. Steps followed when processing honeyCollect all the tools required such as muslin cloth, glass bottle, wooden spoon and wooden rods. Break the honey combs into small pieces. Place the broken pieces of honey combs on a muslin cloth. Wrap honey combs with the muslin cloth. Crush and strain honey from honey combs into a container using the wooden rods. Honey combs to broken into small pieces. Place the broken pieces of honey combs on a muslin cloth. Wrap honey combs with the muslin clothCrush and strain honey combs into a container using the wooden rods. Packing Honey. Once honey is harvested from the combs, it is packed into suitable containers for use or storage or for sale. Honey stored in suitable containers remain clean and safe for consumption and can be stored for longer period of time. Honey should be stored in containers that do not allow moisture into honey. When honey is stored in an open place, it absorbs moisture from the atmosphere and spoils quickly. |
Honey stored in suitable containers remain clean and safe for consumption and can be stored for longer period of time. Honey should be stored in containers that do not allow moisture into honey. When honey is stored in an open place, it absorbs moisture from the atmosphere and spoils quickly. Honey should be stored in plastic, glass or Aluminium containers and sealed tightly to prevent air and moisture from getting into the honey. Packed honey should be stored at room temperature in a dry place to avoid crystallization. Honey stored in closed containers that do not allow in moisture. Importance of Processing Raw Honey. To ensure clean and quality honey is produced. To obtain other products such as bee wax. To make honey safe for consumption. To remove impurities such as wax, dead bees, bee wings and legs. To enable honey, stay for longer period without spoiling before use. To add value to the final product. Processing makes honey lighter and easier to transport. The Value of Preparing Animal Products. Some animal products cannot be used in their raw form until they are prepared or processed first. Animal products need to be transported from where they are produced to where they consumers are located hence the need to prepare them. Unprocessed animal products get spoilt quickly if stored fro along time. Processing and packing animal s products prevents interference with product quality. Preparing animals products through processing adds vale and increases the consumer s choice for many products. 2.4 Cooking: Grilling, Roasting Steaming. Good cooking allows us to enjoy a healthy meal and snacks. Participating in preparation of food enables you to learn different methods and improves your skills in cooking. There are different methods of cooking food. The choice of a cooking method is determined by several factors. Factors determining the choice of a cooking method. The type of food to be cooked. Time available. Fuel or means of cooking. Equipment available. Methods of cooking different types of foods. 1. Grilling. This is dry method of cooking food. Grilling food is done by using direct heat, over, under or In front of a fire. It can be done using an electric, gas or charcoal grill. Grilling is a very popular method of cooking during festivities. Some of the foods suitable for grill include green maize, plantains, fish, beef, chicken, sausages, tomatoes and bacon. Equipment used for grilling food. Charcoal grill. Electric grill. Gas grill. Improvising grilling equipment. Requirements. Wire mesh. A stand. |
Requirements. Wire mesh. A stand. Charcoal holder. Guidelines for cooking food by Grilling method. The following guidelines should be followed when grilling different types of foods to ensure the food is well cooked. Foods to be grilled for example, meat, should not be too thick to allow them to cook properly. The grill should be preheated to the correct temperature before. The food must be attended to constantly to prevent burning or over-cooking. The food should be turned frequently to ensure even cooking. Safety measures during grilling of food. Wear protective clothing to prevent contaminants from coming into contact with the food surfaces and equipment. The hair should be entirely covered and kitchen shoes worn. Hands should be washed before handling food, after visiting toilet, handling money, refuse, touching other parts of the body or blowing the nose. Finger nails should be kept short and clean. Jewellery such as rings, watches and bracelets should not be worn as they trap dirt. Bad habits such as smoking or tasting food using fingers should be avoided. -. Persons with contagious diseases should not handle food. Planning, preparing, cooking and presenting grilled food. Grilled Chicken. Requirements. A grill. Tongs. Fork. Tray. Chopping board. Knife. Ingredients. 1 chicken leg. 1 head garlic crushed. 1 small piece of crushed ginger. Lemon juice. Salt. A little oil. Method. Clean the chicken under running water and dry it using paper towels. Make deep cuts into the chicken to spread the meat and allow the marinade to penetrate. Marinate in a mixture of salt, ginger, garlic, lemons and oil for about 1 hour. Heat up the grill and place the chicken on a rack. Grill on medium heat and brush with oil from time basting until cooked on both sides. Serve the chicken. NOTE: Should chicken not be available, practice grilling other locally available foods such as green bananas, green maize, fish and tomatoes. Presenting Grilled chicken. Requirements. The grilled chicken. Carving knife. Carving board. Platter. 4 plates. 4 forks. 4 knives. A clean table cloth. Method. Use clean utensils. Cut the grilled chicken into small pieces and place them on a platter. Garnish the grilled chicken. This means using other foods like sliced tomatoes and onion rings to make it attractive. Accompany the grilled chicken with a carbohydrate and vegetable of choice. |
Garnish the grilled chicken. This means using other foods like sliced tomatoes and onion rings to make it attractive. Accompany the grilled chicken with a carbohydrate and vegetable of choice. NOTE Should chicken not be available, practice presenting other grilled locally available foods such as bananas, green maize, fish and tomatoes. What are the advantages of Grilling food? Grilled food has less calories and fat content. Grilling is a quick and easy method of cooking. Nutrients are preserved as there is little loss. What are the disadvantages of Grilling method of cooking? Requires constant supervision. Inconvenient. Some skill is needed. Fire and burn hazards. Health concerns. 2. Roasting. Roasting is a dry method of cooking. The food is cooked close to a strong source of heat in an oven. Examples of food that can be roasted include tender cuts of meat, potatoes and green bananas. An oven. Equipment suitable for Roasting food. Roasting can be done using very basic kitchen equipment such as:Guidelines for cooking food by Roasting. The following guidelines should be followed when roasting different types of food. The meat to be roasted should be seasoned before putting it in the roasting pan. The food to be roasted should be of good quality. Frequent basting is necessary to keep meat moist and ensure even cooking. Basting involves the application of fat, oil or any other juices on meat during roasting to keep it moist. Do not prick the surface of meat as this will allow juices to drain out and leave the roasted meat dry. The kitchen thread is used to tie the meat to maintain its shape during roasting. Safety measure during Roasting. Wear oven gloves when putting food in and removing it from the oven. Place the hot roasting pan on a heat proof mat after removing it from the oven. When cutting the hot meat, hold it firmly with a fork. Be careful when using hot ash to roast to avoid burns. Planning, Preparing, Cooking and Presenting roasted food. Roast Potatoes. Requirements. A cooker. A skewer. Ingredients. 10 small potatoes. 1 tablespoon oil. 1 4 tablespoon salt. 1 tablespoon crushed garlic. MethodPeel the potatoes and parboil them for 10 minutes. Drain the water from the potatoes. In a larger bowl, combine oil, garlic and salt. Stir the potatoes until evenly covered. Place potatoes in a single layer on roasting pan. |
In a larger bowl, combine oil, garlic and salt. Stir the potatoes until evenly covered. Place potatoes in a single layer on roasting pan. Roast for 30 minutes in the preheated oven turning occasionally to brown on all sides. Presenting Roasted potatoes. Requirements. Roast potatoes. 1 tomato. Parsley or coriander. Serving dish. 4 plates. 4 forks. 4 knives. A clean table cloth. Method o Use lean utensils. O Serve the roast potatoes in the serving dish. O Garnish the roast potatoes with sliced tomatoes and parsley. What are the advantages of Roasting food? Nutrients especially vitamins are preserved. Creates an appealing texture and taste for food as well as improves appearance of food. Roasting does not require special skills and equipment. What are the disadvantages of Roasting food? It takes time for thorough and effective coking to be done. 3. Steaming. This is a type of cooking method where food is cooked using steam from boiling water. The food may or may not come into contact with the steam. Steaming is suitable for vegetables, fish fillet and cake puddings. Steamed foods are light and easy to digest. Steamed food is therefore, suitable for sick people and people who are recovering from sickness. Steamed food does not lose nutrients. They also retain their natural flavours. During steaming, different dishes can be cooked at the same time. This helps to save on time and fuel. Equipment suitable for steaming food. A food steamer. Improvised steaming equipment. Steaming equipment can be improvised using:The plate method of steaming food. The bowl method of steaming food. A colander. An improvised steamer. Procedure for streaming foods. Guidelines on steaming foods. Steam must be produced continuously when steaming. The water bath must, therefore, have enough water. This ensures that the pan containing the boiling water is not damaged. In order to maintain the temperature of the water bath, always add into it boiling water. Iii. The steamer or pan must have a tight-fitting lid to avoid loss of steam. Iv. When using a commercial steamer, follow the manufacturer s instructions. Safety precautions when steaming food. Be careful when removing the lid to prevent scalding. Be careful when removing the water bath from the cooker. Remove the lid towards self to prevent scalding. Use kitchen gloves to remove the host sufuria from the cooker. |
Be careful when removing the water bath from the cooker. Remove the lid towards self to prevent scalding. Use kitchen gloves to remove the host sufuria from the cooker. Planning, preparing, cooking and presenting steamed food. Steamed spinach. Ingredients. 2 bunches of spinach. 2 litres of water. 1 4 tale spoon salt. Method. Wash the spinach. Remove the stacks. Shred the spinach and put it in a bowl. Add salt and stir. Cover the bowl with a fitting lid. Place it in a bigger sufuria with the water bath. Boil the water for five minutes. Stand back when removing the lid to prevent scalding. Be careful when removing the sufuria with boiling water from the cooker. Remove and serve. Presenting steamed vegetables. You will require:Steamed spinach. Serving dish. 4 plates. 4 knifes. A clean table cloth. Methods. Use clean utensils. Serve in a serving dish. Garnish the steamed vegetables. Importance of steaming. Steamed food is light and easy to digest. Advantages of Steaming food. Steamed food is healthier. Steamed food does not lose nutrients and appearance. Steamed food retains its natural flavour. During steaming different dished can be cooked at the same time hence saves energy. Disadvantages of steaming food. Requires great care to avoid scalds. STRAND 3- HYGIENE PRACTICES. 3.1 Hygiene in Rearing Animals. Hygiene practices in rearing of domestic animals. When rearing animals, farmers are advices to maintain high hygiene standards. This helps to prevent spread of diseases and also in production of high-quality produce. The following are hygiene practices in rearing animals:Animals should be provided with clean feeder. This enables feeding of clean food that is not contaminated. Provide animals with clean waterer. Animal house should be thoroughly cleaned and have adequate ventilation for free air circulation. Ensure animals are cleaned to prevent any spread of diseases and parasites. Tools used on animals should be sterilized before using on other animals. Equipment used to handle animals products should be thoroughly cleaned after usage. 3.2 Laundry loose coloured items. Reason for laundering loose coloured clothes. Clothes that can easily loose their colour during laundry should be handled with care in order to keep them colourful for longer. If proper care is not taken during laundry, the loose dye may discolour other clothes therefore damaging them. |
Reason for laundering loose coloured clothes. Clothes that can easily loose their colour during laundry should be handled with care in order to keep them colourful for longer. If proper care is not taken during laundry, the loose dye may discolour other clothes therefore damaging them. Materials used for laundering loose coloured clothes. Different materials are used for laundering loose coloured articles. Some of these materials include:Vinegar. Salt. Lemon. Procedure used for laundering a loose coloured article. Loose coloured articles will fade if they are not cared for properly during the laundry process. Fading makes clothes less attractive. Requirements; Basin. Warm and cold water. Bar soap or mild detergent. Salt. Vinegar or lemon. Iron box. Loose coloured article. PegsProcedure;use mild detergent or bar soap to help minimise loss of colour. Wash the article in warm soapy water using kneading and squeezing method. This method involves gently applying pressure on the article repeatedly while it is still in the soapy water and squeezing it gently. Rinse the article in warm water to remove all traces of soap and dirt. Make the final rinse in cold water into which salt and vinegar has been added. Salt helps to fix the colour while vinegar and lemon brightens colours. Squeeze the article to remove excess water Hang the article to inside out under the shade to avoid the colour from fading, do not hand loose coloured clothes near other clothes to prevent transfer of colour. Iron the article from the wrong side when slightly damp using a moderately hot iron. Air the article so that it can dry completely. Fold and store appropriately in a clean place. Measures to be observed when laundering-coloured clothes. Loose coloured clothes should not be soaked to prevent loss of colour. Loose coloured clothes should be washed using a mild a detergent to minimise loss of colour. Loose coloured clothes should be washed using kneading and squeezing method to prevent loss of colour. Loose coloured clothes should not be wrung to prevent loss of colour. Salt is added to the final rinsing water to fix colour. Vinegar and lemon can also be added to the final rinsing water to brighten colour. Loose coloured clothes should be hanged inside out under the shade to prevent the colour from fading. Loose coloured clothes should not be hanged close to or overlapping each other to prevent transfer of colour. STRAND 4 PRODUCTION TECHNIQUES. 4.1 Sewing Skills: Knitting. |
Loose coloured clothes should not be hanged close to or overlapping each other to prevent transfer of colour. STRAND 4 PRODUCTION TECHNIQUES. 4.1 Sewing Skills: Knitting. What is knitting? Knitting refers to the process of constructing fabric. It can either be done by hand or machine. It is achieved by applying continuous yarn or set of yarn to form a series of interlocking loops. Tools used in knitting include:A pair of scissors-cut yarn after finishing knitting. Knitting needles-used for hand knitting to produce knitted fabric. Yan-used for knitting. Tape measure-used to measure size of items being made. Basic knitting stitches. Knitting process is based on two simple stiches, namely the knit stich and the purl stich. Therefore, the basic knitting stitches are knit and purl. A knit stich look like a flat V-shaped and is mainly found on the right side of a knitted article. A purl stich looks like a raised bump on both sides of a knitted article. The following items can be knitted at home:Tool bags. Scarfs. Gloves. Mats. Table wipers. Safety precautions to observe when knitting Ensure you work in a well-lit area. When cutting using a pair of scissors, keep fingers away from the blades. Do not use your teeth to cut yarn. Do not sit too close to each other as you knit. Store scissors, all knitting materials and tools properly after use. Ways of taking care and storing knitting tools and materials. Always put scissors in scissors case after use. Wind yarns neatly after use and store them in a box. Avoid dropping pair of scissors. Oil scissors regularly and store knitting equipment in a clean dry place. Framed suspended gardens are structures which are creatively build to provide space and support for crops to be grown vertically. Suitable Crops for Suspended Gardening. Framed suspended gardens are suitable for growing climbing, shallow rooted and crops whose fruits are not too heavy to be supported by the frames and ornamental plants. Suspended gardens are suitable for growing off-season crops that require small spaces, use of little water and grow quickly. Kitchen gardens made of framed structures serve as a quick way of providing fresh vegetables, fruits and herbs to households at low cost. Creeping crops such as squash, sweet melon, cucumber, butternuts, creeping beans and strawberries can grow well when given support. |
Suspended gardens are suitable for growing off-season crops that require small spaces, use of little water and grow quickly. Kitchen gardens made of framed structures serve as a quick way of providing fresh vegetables, fruits and herbs to households at low cost. Creeping crops such as squash, sweet melon, cucumber, butternuts, creeping beans and strawberries can grow well when given support. Suitable sites to prepare Framed Structures for Suspended Gardens. Framed gardens can be used as movable free standing structures in places where a temporary garden is needed since they can be moved easily. They can also be attached to other structures like fences, walls or balconies to save valuable floor space. Suspended gardens are also called hanging gardens which are used to grow crops in small spaces. Hanging gardens are artistically build structures that provide space and support for crops in the aerial space. The gardens can be made on framed vertical structures placed along fences, gates, pathways and on different types of trellises as shown in the pictures below. Arbor arch-this are arch-shaped structures whose walls and roof consists of open framework to support creeping and climbing crops. Pergola-This is an outdoor garden structure with a roof made of cross-beams where creeping and climbing crops are grown to provide shade along sidewalks, passageways or sitting areas. In the School Compound Framed structures can be prepared in following areas. Near school gates for beauty. At school roundabouts. At the flag posts. Along walls of the hostelsFramed suspended wall gardensArbor arch garden. Suspended boxes garden. Pergola gardens. Framed Structures designs for Suspended gardens. The designs for suspended gardens depend on the materials, space available and the sites for the gardens, though the owners choice and preferences are considered. When designing framed structures for suspended gardens, it is important to consider the following:The shape the garden will take. The space available for the garden. The site where the garden is to be placed in relation to the surrounds. The type of plants to be grown in the framed structures. The sketch plans should show measurement to give an idea of the amount of materials required. The plans should also specify the types of materials to be used. The material selected by farmer for constructions of suspended framed garden should have the following characteristics Cheap. Easily available. Long lasting. Easy to work with. Examples of the material for construction of the framed suspended gardens can be:Available timber. Left over wires. Nails. |
Examples of the material for construction of the framed suspended gardens can be:Available timber. Left over wires. Nails. Metal bars. Wooden planks. Poles. Construction of Framed Structures for suspended gardens. The type and size of framed structures for the suspended gardens to be constructed depend on the space and available materials. The following types of farmed gardens can be constructed. Arbor arch gardens. Triangular wooden framed gardens. Pergola gardens. Suspended boxes gardens. Tyre gardens. Trellis gardensProcedure for constructing wooden boxes. Cut the pieces of wood for the frames of the boxes. Join the wood pieces with nails or screws at the four corners to make the frames. Fix a wire mesh at the bottom of the frame and hold with staples. Fix a plywood piece to hold back the wire mesh from outside and secure with nails. The box is ready for use. Its depth depends on the crop to be planted. Establishment of Selected Off-season Crops on Suspended gardens. Framed suspended gardens are appropriately used for growing off-season crops since it is possible to economise the little water available. The gardens should be placed where they will get a lot of sunshine but sheltered from the winds. The framed structures can be placed one over the other to form wooden staircase garden as shown in the following photograph. Crops established in the framed suspended gardens needs to be given care in order to grow strong and healthy to give expected produce. The management practices carried on the off-season crops in suspended gardens help crops to grow strong and health. The management practices are carried out on daily basis according to assigned tasks. The practices are carried out as follows:Weeding-done by uprooting weeds. Mulching-done by spreading dry leaves or pebbles around the base of the plant. Watering-dine by use of drip irrigation using pipes or perforated pipes or bottles. Wick irrigation is also recommended. Pests and disease control-done by uprooting or removing the affected plant parts. Care should be taken when carrying the management practices to avoid damaging the crops. Observe safety precautions when working with tools and equipment. We should make the school community aware of the importance of using framed suspended garden to grow off-season crops in our schoolWhen educative messages are used, the school community is made aware of how to grow crops in small areas. Various methods of disseminating passing out the educative messages can be used. |
Observe safety precautions when working with tools and equipment. We should make the school community aware of the importance of using framed suspended garden to grow off-season crops in our schoolWhen educative messages are used, the school community is made aware of how to grow crops in small areas. Various methods of disseminating passing out the educative messages can be used. These methods include:Printing the messages on T-shirts, caps, key holders and wrist bands, then selling or wearing these items during holidays or school open days. Printing posters with the message and placing them in open places such as head teacher s waiting room at school gates, school canteen and all the notice boards. Role playing and reciting poems during school open days. Most agricultural products are perishable. This means they are easily spoilt when stored for a long period after harvesting. Hence, they need to be processed to increase the storage. Meaning of Value Addition in Crop Produce. Value addition is the process of changing a product from its original form to a better form. It involves transforming of raw materials into forms that can have a long storage shelf life and are more profitable in the market. Value addition involves changing raw agricultural produce into new products which have more value. Value added products have a long storage life. Examples of value addition in crop produce are as shown below. Fresh mango fruits to dried mango pulp. Groundnuts in pods to parked roasted groundnuts. Raw potatoes tuber to Fried and packed potato crisps, Raw cassava root tuber to Dried and milled cassava flour. Adding value to a product can be done in a number of different ways which give us new products. Some methods used include: drying, frying and roasting. They help to remove excess water from the crop produce. It prevents fungal attacks on the produce which brings about rotting. Processing Crop Produce for Value Addition. Processing crop produce changes them from their raw form into a better form which can be easily used. The method of value addition depends on the type of crop produce, uses of the produce and the length of storage intended. Some value addition processes are lengthy and expensive but they produce a stable product for consumption or sale. The methods of adding value to selected crop produce are as follows. Comparison between Processed and Raw Crop Produce. Processed crop produce have many benefits to the farmer and the consumer or example:They sell at higher prices than the raw produce in the market. |
The methods of adding value to selected crop produce are as follows. Comparison between Processed and Raw Crop Produce. Processed crop produce have many benefits to the farmer and the consumer or example:They sell at higher prices than the raw produce in the market. Processed produce have a longer storage life span than the raw product. Importance of Value Addition in Crop Produce. Value addition in crop produce plays a role in reducing food wastage, improving food security and conserving the agricultural environment. Value addition of crop produce helps to:Increase the storage life of produce. Improve the selling price of produce for the farmer. Reduces the loss of produce after harvesting. It makes the produce attractive to the customers and therefore increases the demand of the produce. It makes the crop produce available in the market for a longer time and hence promotes food security. It makes it possible to store produce in small space. It makes transportation of produce easier and less costly. Water is used for washing clothes. Hard water contains calcium and magnesium salts. It is wasteful during laundry work since more soap is required to form lather. It forms scum with soap and can, therefore, discolour clothes. It also causes scales and fur to be deposited in machines and pipes. Soft water is water that does not contain dissolved salts of calcium and magnesium. It readily forms lather with soap. Warm water easily lathers with soap. Cold water is usually used for final rinsing to freshen articles. Soap. Soap is used together with water to remove dirt. There are soaps and soapless detergents. Soap detergents are made of animal fats or vegetable oils while soapless detergents are made of chemicals. Forms of Soap and soapless detergents. Soaps and soapless detergents are available in different forms depending on their use. Examples of soap detergents. Liquid soaps are soaps that come in liquid form. Cake or bar soap are soaps that are in solid or bar shape and are mostly used for laundry. Toilet soaps are used for skin care, they have high content of fat and have more moisturising properties than bathing soaps. Medicated soaps contain substances that destroy or remove harmful bacteria from the skin. Examples of soapless detergents. Foam soaps are liquid soaps which are dispended through a special pump mechanism that mixes the liquid soap with air to produce a foam. Powder soaps are soaps in powder foam. They are more affordable and effective. |
Foam soaps are liquid soaps which are dispended through a special pump mechanism that mixes the liquid soap with air to produce a foam. Powder soaps are soaps in powder foam. They are more affordable and effective. Liquid soaps come in liquid form and are meant for washing dishes and cleaning hands. Paste soaps are semi solid soaps that look like bar soaps which have not hardened. NOTE: Soaps like vanilla soap, peppermint soap, tea soap and lemon grass soap have oils from those herbs or plants. They have a good fragrance. Basic ingredients and substances added during soap making. The major raw materials used in production of soap are:Fats. Alkali. Examples of oils or fats used to make soap include palm oil, coconut oil, cotton-seed oil, olive oil, tallow or mutton fats. The alkali lye used to make soap include caustic soda. The best water to use in soap making is rain water or distilled water. Other substances can be added to enhance the properties of the soap during manufacturing process. These include:Dirt suspending agents holds particles of dirt in suspension. Fragrance perfumes are added to enhance good scent. Dyes colourants are used to improve appearance of the soap in terms of colour. Disinfectants are added to destroy disease causing bacteria and microorganisms. Qualities of an effective cleaning agents. An effective cleaning agent is important in household cleaning if good results are to be achieved. A good effective cleaning household agent has the following qualities characteristics features. Should be gentle on the hand. Lathers easily with water. It should have an appealing fragrance. It should not contain substances that can harm fabric. It should have good cleansing power in both warm and cold water. It should rinse easily and leave no streaks or scum. Preparing homemade soap using natural, safe and locally sustainable ingredients. Soap is made from fats or vegetable oils with and alkali. The purpose or quality of soap determines the ingredients to use in making soap. For example. Soap with high oil content is gentle to the skin. Preparing homemade soap using natural ingredients. Requirements. 2 tablespoons salt. 2 teacups water. Kg fat. A cooker. 1 teacup ashes. Rubber gloves. Method. Sieve the ashes into a clear container. Bean pods and maize stalk ashes are the best because they are fine. |
Method. Sieve the ashes into a clear container. Bean pods and maize stalk ashes are the best because they are fine. Add the two cups of water into the container and stir well. Strain the liquid into another container using fine cotton cloth. This liquid is called lye. Leave it to stand for 24 hours. Place the fat in a small pan or sufuria and melt it over heat. Add the lye to the melted fat stirring all the time, using a stick. Let the mixture boil slowly while stirring. Add salt and continue stirring until most of the water evaporates and the soap is almost ready to solidify. Pour the liquid into a mould and leave it to cool and harden. Remove the soap from the mould and cut it into the desired pieces and store in a dry place. CAUTION.Wear protective gear. Handle fire with care. Ensure fire is put off when not in use. Always add the lye carefully to the melted fat while stirring. Salt is added to hasten the hardening process. NOTE: Ensure there is enough air circulation for proper drying. To improve the soap you may add one or more of the following. Dye. Perfume. Disinfectant. Glycerin. The Use of safe and locally sustainable resources in preparing home-made soap. Homemade soap manufactured from locally sustainable resources are safe to use. These soaps can be improved so as to have better appeal in various ways. |
GRADE 7 PHYSICAL EDUCATION AND SPORTS LESSON NOTESSTRAND 1.0 GAMESNetball is a team sport where the ball is played using hands. During the play the player runs to dodge an opponent or reach the ball, he she may also jump to catch high ball or a rebound from the ring. Chest pass in netballThis is a way of throwing the ball to team mate where the ball is released and received at the chest level. The pass is usually used when the teammates are not far from each other. Making a chest passGripPut your fingers on each side of the ball with your thumb behind the ball and your fingers spread in W formation. The ball should be at the chest level. Your elbow should be pointing out wards. StanceStand with your feet comfortably should- width apart facing the target. Execution of the passExtend the arms fully towards the direction of the passFlick the wrist and the finger as you release the ballStep in the direction of the pass for a follow throughComplete the action with the palm facing outwards and fingers spread. Pupil s activities Pg. 3. DRILL: Line and passResources neededAn open areaAge- appropriate netball or improvised ballField markers or chalk. Making line and pass drillMake a line behind one another facing the team leader at a point 5m away from the learners passing the ball. The leading learner passes the ball to the leader and joins the line from the back. The team leader passes the ball to the next waiting the learner using the chest pass. Repeat until every leaner gets a chance to perform a chest pass. Execution of Pass. Note: communicate with your peers when performing the task to enhance learning of English, Kiswahili or indigenous languages. Chest pass in motionIn pairs stand 3m apart facing the goalPass the ball to your teammate using a chest passAfter passing the ball to your teammate, jog to the point ahead to receive the ballRepeat the activity until you reach the goal end of the court . DODGING AND MARKING IN NETBALLDodging is a technique use to counter the marking attempt. It is applied by members of the team in control of the ball. The player being marked makes attempt to get free from the marker and move into space to receive pass. It may involve changing pace and use of deceptive body action to put the marking player of balance. |
It is applied by members of the team in control of the ball. The player being marked makes attempt to get free from the marker and move into space to receive pass. It may involve changing pace and use of deceptive body action to put the marking player of balance. MarkingThis is a technique used by the team that is not in possession of the ball to prevent an opponent from receiving a pass. This intention is to obstruct passes made by the team in control of the ball. A player can mark an opponent in possession of the all or an opponent without ball. Body movement when marking an opponentStanding in front of the player being marked. Standing beside the player being marked. Raising hands up or to the side to reach the path of the ball. The hands should be on the side of the body. React quickly when the opponent being marked. Make any movement, move in the same direction using short steps, and shuffle sideways without crossing the feet. Focus on both the ball and player being marked. Marking a player with the ball. Take a position in front of the opponent 0.9m apartEstablish a basic stance with feet not more than should width apartKeep the body upright and eyes on the ballHands should be straight up and moving with the position of the ball. B. marking a player without a ballStand close to you opponent. Establish a basic stance with feet not more than shoulder- width apartKnees should be slightly bend and body weight on the balls of the feet for better response and ease in change of direction. Keep eyes focused on the player with the ball. Anticipate the movement of your opponent and move appropriately. Making in spaceSometimes the ball is passed in space and not directly to the player. Body movement to use when dodging an opponentUsing bending or leaning movement with the body trunk to left or right or leftSprinting off from the markerSprinting and stoppingExtending the left or right arms away from the opponentWays of dodging used in netball gameChanging the speedRemain still and move at the same speed with our markerSuddenly sprint or slow down at once to displace your markerReceive the ball and land in readiness to attachSingle feignFeign is a situation when one pretends to be affected by feeling in a netball game. It mainly happens when attacking an opponent with a ball in a netball court. |
Making in spaceSometimes the ball is passed in space and not directly to the player. Body movement to use when dodging an opponentUsing bending or leaning movement with the body trunk to left or right or leftSprinting off from the markerSprinting and stoppingExtending the left or right arms away from the opponentWays of dodging used in netball gameChanging the speedRemain still and move at the same speed with our markerSuddenly sprint or slow down at once to displace your markerReceive the ball and land in readiness to attachSingle feignFeign is a situation when one pretends to be affected by feeling in a netball game. It mainly happens when attacking an opponent with a ball in a netball court. Establish a basic dodging stance in front of you marker with the feet not more than shoulder- width apart and knees slightly bent and weight on the balls of the feet. Pretend to move to the left and then move to the right to receive the ball. Double feignStand in front of the markerEstablish basic dodging stance with feet not more that should width apart, knees slightly bent and weight on the balls of the feet. Pretend to move to the left then right and finally move to the left to receive the ball. Sprint into a spaceRemain close to your markerStand with feet shoulder width apart, knees slightly bent and weight on the balls of the feet. Make an unexpected sprint into space and receive the ball. Drills in markingMirror drillin mirror drill dodging and marking technique the defender stands a slight distance in front of the attacker, there defender therefore respond to the movement made by attacker. If the attacker moves to the right, the defender mirrors the same movement and moves to the right. Four sphere drillHere five players draw four spheres in a rectangular formation and another circle at the Centre. The four circles are then numbered 1,2,3,4The player practicing the marking starts at the Centre of the circle. When the teachers call out the sphere number, the player at the Centre moves quickly to that sphere to mark and then move back to the Centre sphere. Four sphere variation drillplayer take position 1,2,3,4the pass is from player 1 to player 1After a pass is made the player at the Centre sprint to mark the player receiving the ball then moves back to the Centre. |
The four circles are then numbered 1,2,3,4The player practicing the marking starts at the Centre of the circle. When the teachers call out the sphere number, the player at the Centre moves quickly to that sphere to mark and then move back to the Centre sphere. Four sphere variation drillplayer take position 1,2,3,4the pass is from player 1 to player 1After a pass is made the player at the Centre sprint to mark the player receiving the ball then moves back to the Centre. Repeat the drill as the ball is passed around the circle. Keep substituting the Centre player to give others an opportunity to practicesAfter marking, the learner goes back to the Centre circle. This is repeated until all learners get a chance to practice marking. Drills for dodgingThe dodging triadPlace three cones to form an isosceles triangle with a height of 5m and a base of 4m. Two of you stand at the centre of the baseline and behind one behind the other. The learner with the ball stands at the furthest tip of the triangle. The leading learner at the base acts as the defender while the trailing learner acts as the attacker. The trailing learner performs a single feint to the left and dashes to receive the ball at the right edge of the triangular formation. The trailing learner performs a double feint to receive the ball at the right edge of the triangular formation. The trailing learner sprints to the center of the formation and receives the ballLearners keep changing roles until they all practice the single feint, double feign and sprint dodge. Activity 5 page. 10Footwork in netballThere are two landing techniques in netballDouble foot landingSingle foot landingMaking Double foot landingStart with a short run and take off. Make a short run and spring off the floor with both feet into a jump. When making a double foot landing a player should :Maintain an upright posture and keep the arms out for balanceLand with the feet shoulder- width apart and body weight equally distributed on both feet for balanceLand with knees slightly bent and knees, hips and ankles to cushion the landing impact. Making single foot landingTake-off to make the body airborne. Make a short run and spring off the floor with one foot in to a jumpIf you take off on the right; land on your left foot. |
When making a double foot landing a player should :Maintain an upright posture and keep the arms out for balanceLand with the feet shoulder- width apart and body weight equally distributed on both feet for balanceLand with knees slightly bent and knees, hips and ankles to cushion the landing impact. Making single foot landingTake-off to make the body airborne. Make a short run and spring off the floor with one foot in to a jumpIf you take off on the right; land on your left foot. If you take off on the left; land on your right foot. Contact the floor with the balls of the foot first, with the knees, ankles and hips slightly bent. Place the other foot on the ground quickly to absorb the impact and help with balanceMaintain a low body position for stability and safety. PivotingPivoting is the act of turning with one foot on the ground while the other foot makes repeated short steps. Pivoting;Helps the player develop balance after landingHelps the player turn away from the defender who may be markingHelps in locating teammates who may be well positioned to receive the pass. Drill 1; the beelineUse an open safe playing area to perform the drill. Carry out the activity without using a ball. Form groups of five and stand in a line behind one another. Ensure you are well spaced in the lineThe leading learner in the line to take off from both feet and land on bothOther learners to follow the leaders performing a double foot take- off and a double foot landingDrill 2; the beeline with the ballForm groups of five stand in a line behind one anotherEnsure you are well spaced in the lineLet the leader of the group and the leading learner in the line to make a short run, the ball up, jump, catch the ball and make a double foot landing. Other learners to follow and imitate the leaders actions. Drill 3; the sickleForm group of five members to adapt sickle formation and their leader to take a position in front and at the Centre of the sickle. The leader passes the ball to teammates in the arc. |
Other learners to follow and imitate the leaders actions. Drill 3; the sickleForm group of five members to adapt sickle formation and their leader to take a position in front and at the Centre of the sickle. The leader passes the ball to teammates in the arc. The teammates to catch the ball and make a single foot landingDrill 4; the Y drillLearners to adapt a Y formationThe leader of the group to be at the Centre of the Y formation and in possession of the ballThe leading learner in the line sprints to right or to the left to receive the ball from the leader, make a single foot landing and then pivot. HandballPasses and reception in handballPassing is delivering the ball to a team mate during play in a handball game. Passing the ball helps in;Speeding up the gameCreating scoring chancesBreaking tight defenseReleasing pressure during playExpressing creative abilities during playQualities of a good passAccurate so that a player has no problem catching the ball. Fast and timely to exploit the play chance promptly. Useful a pass should be directed to that player whose position may disadvantage the opponent. Types of passesThere are three types of passes, namely;Jump passSide passFlick passJump passA jump pass is where a player leaps in to the air and throws the ball to a teammate before landing. It is completed at the peak of the jump with a player in control releasing the ball to the teammateStages of execution in jump passPreparationTake off from the ground either on a single or double foot. Bring the passing arm high and back above the level of the headBring the non- passing arm slightly in front of your bodyKeep shoulders high and head upExecutionAs you bring the passing arm forward to release the ball, pull the non-passing arm backwards at hip level. Release the ball to your teammate with a follow through and wrist action. Side passA side pass is also known as wrist passes and is the most common way of passing the ball across the width of the court. This movement is called ball circulation. |
Release the ball to your teammate with a follow through and wrist action. Side passA side pass is also known as wrist passes and is the most common way of passing the ball across the width of the court. This movement is called ball circulation. Stages of execution in side passPreparationStand with feet slightly closer together than shoulder-width apart from the target ,the receiver should be on your right or left sideHold the ball on the passing hand with palm facing downIf the pass is to be made at the right side, hold the ball with the right hand , if the pass is to be made on the left side, hold the ball with the left handExecutionswing the passing arm across the body from left to right when passing towards the right directionrelease the ball with full extension of the arm with a wrist actionstep sideways towards the direction of the pass for a follow- throughFlick passA flick pass is an action made using the passing arm which quickly propels the ball forward. The release action of the ball is terminated with a forward wrist action. Stages of executionPreparationTake a staggered stance with the leg of the non- passing arm leading. Hold the ball with one hand in an open palm, fingers well spread behind it at shoulder levelThe non-passing arm should be extended outwards for balanceEyes should be focused on the targetExecutionStep with trailing foot forwardPush the ball forward towards the receiverRelease the ball by flexing the wrist and the fingers forward for a follow- through. This generates power to propel the ball and give it directions. ReceptionReception is the act of receiving the ball with one or both hands. The catch may vary from high level to medium or low level. Points for reception of the ballPreparationStand on the balls of your feet shoulder-width apart facing the direction of the ball. Extend your hands towards the ballMove forward to meet the oncoming ballKeep your arms pointed towards the ballYour hands should form a tunnel shape of a W formation ready to receive the ball. Preparation to catchTerminationOn contact with the ball, wrap the fingers around it and bend the elbows bring the ball towards the chest. Ensure the thumbs are behind the ball and get in to a ready position for your next action. Drills in hand ballsDrill 1: jump passingIn pairs, stand apart. |
Preparation to catchTerminationOn contact with the ball, wrap the fingers around it and bend the elbows bring the ball towards the chest. Ensure the thumbs are behind the ball and get in to a ready position for your next action. Drills in hand ballsDrill 1: jump passingIn pairs, stand apart. Take three steps toward your partner and then take offPass the ball using a jump pass and walk back to your siting positionYour partner also takes three steps and then passes te ball back to you using a jump pass. Drill 2. Flick passIn groups of four, stand in a square formation, ass the ball around the square using flick. Drill 3: two line drillPlayer to form two linesThe leaders pass the ball using a flick passAfter making the pass, the leader joins the line from behindEnsure everyone get a chance to pass the ballSide pass drillsDrill 1: side passingIn pairs, stand 3m apart side by side. Pass the ball to one another using a wrist passDrill 2: pass curveIn groups of four, stand three meters apart in a semi-circleThe player with the ball to be at the extreme endPass the ball from right to left without skipping any playerWhen the ball reaches the end, pass the ball back to the leftDrill 3: down court drillIn pairs, stand 3 m apart facing the goal, walk down the court passing the ball using the side pass. Change the pace to a jog and continue passing the ball each other up and down the courtPupils activity Pg. 22Footwork in handballPrinciples of good landingLanding on the balls of the feetKnees should be slightly bent to cushion the shock on the impact of landingThis is also referred to as knee- deep landing. LandingStepping progression skills in handballDrill 1: individually jump, catch a ball and land on one foot. Drill 2: in pairs, stand 3m apart facing each other, jump, and catch a ball and land on both feetDrill 3: a the players are in circular formation passing and catching the ballb Catch the ball from a side pass land on both feet and take three steps and then pass it to the next player using a side pass. |
22Footwork in handballPrinciples of good landingLanding on the balls of the feetKnees should be slightly bent to cushion the shock on the impact of landingThis is also referred to as knee- deep landing. LandingStepping progression skills in handballDrill 1: individually jump, catch a ball and land on one foot. Drill 2: in pairs, stand 3m apart facing each other, jump, and catch a ball and land on both feetDrill 3: a the players are in circular formation passing and catching the ballb Catch the ball from a side pass land on both feet and take three steps and then pass it to the next player using a side pass. Drill 4: a the players are in a triangular formation passing and catching the ballb Catch the ball from a flick pass and land on both feet, take three steps and then pass the ball using a flick pass. Drill 5:a in a group six form a line formationb Practice catching the ball and landing on both feet. Use a jump pass while passing. Dodging and marking in handballDodgingWhen dodging, a player may use body actions that mislead the defending player. It enables the attacking player to go past the defender and score goals with ease. MarkingMarking is a defensive action that limits the chances of attacking players gaining possession of the ball. Qualities of a good playerObservant the marking player needs to pay attention to the attackers who are likely to gain possession of the ball and drive forwardGood positioning ability to position himself or herself appropriately between the attacking player and their defending goalQuick time reaction this helps the marking player respond to unexpected tactical actions by the attacking players. Resilience and persistence the marking player should never give up on playing a defensive role. Communication good marking is a product of communicating with teammates to develop a suitable plan or approach to counter the playing actions of the attacking teamsCourageous a good marker should be courageous to withstand non-avoidable contacts that may occur during one on one tackling situationsPeripheral vision a player who is marking needs to see what is happening around him or her and not just focuses on the player being marked alone. Body feign in handballBody feigns are performed by using the trunk legs. They involve a shift of balance and weight. |
Communication good marking is a product of communicating with teammates to develop a suitable plan or approach to counter the playing actions of the attacking teamsCourageous a good marker should be courageous to withstand non-avoidable contacts that may occur during one on one tackling situationsPeripheral vision a player who is marking needs to see what is happening around him or her and not just focuses on the player being marked alone. Body feign in handballBody feigns are performed by using the trunk legs. They involve a shift of balance and weight. This can be done with or without the ball. Body feigns are used to free the player from an opponent and get a better position for receiving or passing the ball. Types of dodging technics include:Single feign dodgeDouble feign dodgeSingle feign dodgeIn group of five players, form two lines facing one another 5m apartPlayers approach each otherIn closing to one another, each of them performs a single feign to the opposite side. Leaning point for double feign dodgeTake a position at least 5m in front of an opponentMake a short run and break it with a double foot landing referred to as a zero stepLean towards either the right or left and repeat the feigning. Complete the original intended love. Drill 1: Pair feign dodgeIn pairs without the ball, stand facing each otherOne of you to practice the double feign dodgeRepeat three times and switch rolesDrill 2: Quinque drillIn groups of five, place a cone in the court and make a line facing the coneSprint to the cone and stop on zero steps, feign to the right, then left and then move to the right to receive the ball. Dribbling in handballDribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly. Types of handball dribblingHigh dribbleLow dribbleDemonstrating low dribbleStand with the feet shoulder-width apartThe knees should be slightly bent and body weight on the balls of the feetPush the ball downwards using the wrist and the fingers for better controlThe arm of the non- dribbling hand should be extended outwards from the body for balanceUse a pump like action to bounce the ball repeatedly with the enough force so that it bounces slightly above knee level. |
Drill 1: Pair feign dodgeIn pairs without the ball, stand facing each otherOne of you to practice the double feign dodgeRepeat three times and switch rolesDrill 2: Quinque drillIn groups of five, place a cone in the court and make a line facing the coneSprint to the cone and stop on zero steps, feign to the right, then left and then move to the right to receive the ball. Dribbling in handballDribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly. Types of handball dribblingHigh dribbleLow dribbleDemonstrating low dribbleStand with the feet shoulder-width apartThe knees should be slightly bent and body weight on the balls of the feetPush the ball downwards using the wrist and the fingers for better controlThe arm of the non- dribbling hand should be extended outwards from the body for balanceUse a pump like action to bounce the ball repeatedly with the enough force so that it bounces slightly above knee level. This constitutes a low level. Control the ball by flexing the wrist and the fingersBounce the ball below knee level for a low dribbleKeep the head up and avoid looking at the ballLearning points for high dribbleStand with the feet shoulder- width apartKeep erect with a slight lean forward and body weight on the balls of the feetPush the ball downwards using the wrist and the fingers for better controlThe arm of the non-dribbling hand should be extended outwards from the body for balanceUse a pump like action to bounce the ball repeatedly with enough force so that it bounces slightly above knee level for a high. This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handballDrill 1: Step and dribbleTake three steps, make one dribble and take three more steps. |
This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handballDrill 1: Step and dribbleTake three steps, make one dribble and take three more steps. Increase the number of dribbles between three- step sectionsAt the end of the sequence, make a shot or a passDrill 2: Walking drillWalk across the court with a ball five times making a high dribbleRepeat the drill using a low dribbleDrill 3: The cone drillPlace seven cones in a line 1.5m apartIn groups of five, practice zigzag movement pattern in and out of the cones one at a timeStart with a low dribble and later a high dribbleAs you perfect the dribble, make more challenging by shortening the distance between the conesDrill 4:The court drillIndividually dribble a ball along a court marking using high and low dribbles. Use a movement pattern of three high dribble and three low dribbles. SHOOTING IN HANDBALLShooting it involves throwing the ball in to the opponent s goal to make a score. Safety measures to be observed when performing shooting in handballNever aim to hit or injure the goalkeeper with the ball. Take turn and shoot one player at a timeWarm up adequately before starting the shooting activityAdhere to the instructions given by the instructorBe conscious of the nature of the floor or the ground while making a falling or a dive shot. . . Types of shots in handball include:Jump shotDive shotRunning shotFalling shotLob shotDemonstrating jump shotA jump shot is where a player can shoot from a stationary position and gain horizontal distance and the releasing powerfully towards the goal at the highest point of the jump. Make a shot run with a maximum of three steps while gripping the ballMake a single foot take off in the last step for an upward thrust. Bend the other leg at the knee for more force upward. Demonstration for a running shortRunning shot is executed while the player is in motion making the three steps progression. Make two or three steps towards the attacking goal end then make a shot at the goalFollow through with a swing of the throwing handDemonstrating a dive shotTake a position outside the 6m line facing the attacking goal. |
Bend the other leg at the knee for more force upward. Demonstration for a running shortRunning shot is executed while the player is in motion making the three steps progression. Make two or three steps towards the attacking goal end then make a shot at the goalFollow through with a swing of the throwing handDemonstrating a dive shotTake a position outside the 6m line facing the attacking goal. Take off with both feet high and the head fast towards the goal area. Release the ball while airborne and land in the goal area with the body low. Convert your landing into a roll for safety. Learning points for falling shotTake a position outside the 6m line facing the goal. With the feet firm on the floor outside the goal area, fall towards the goal area . Release the ball before contacting the goal area with the hands or any other part of the .bodyLearning points for lob shotTake a position outside the 6m lineFace the goalkeeper who may have moved closer to you in defenseThrow the ball in a curved path over the goalkeeperFlick the wrist to give the ball direction and accuracy. Drills for shooting in handballDrill 1: Step and shootIn groups of five make a line facing the goal with the leader at the free throw lineThe leader makes a pass to the first player in the lineThe player makes 3 steps and then a jump shotAfter making a jump shot the player joins the line from the backRepeat the activity3 times then change to practice a running shotDrill 2: Drill and shootIn a group of four players, make a line at the substitution zone facing the goal where you intend to shootUse a high dribble to move towards the goal areaOn reaching the free throw line, catch the ball and make a jump shotRetrieve the ball and run along the goal line to the corner and then along the sideline to join your teammatesAfter three attempts change and practice a running shotDrill 3: Corner drillIn a group of five, make a line at the corner of the courtThe leader to stand at a point within the courtThe first player in the line to run along the goal area lineWhen at a comfortable position, catch the ball from the group leader and make a dive short. Pupils activities Pg. 35. STRAND 2.0 ATHLETICSIt entails all track events taking place in the field. |
Pupils activities Pg. 35. STRAND 2.0 ATHLETICSIt entails all track events taking place in the field. They include:Long jumpJavelinSprintMiddle distancehurdleLong jumpThis is a field even that involved jumping for distance. The jump is done in progressive stages namely:approachtake offflightlandingApproach - this is running on the runway with constant number of strides. An athlete strives to top speed before takeoff. Take off- this is where the contact with the ground is broken after attaining maximum speed. It is done on a single leg. Gaining maximum height away from the take off board is good in order to cover long distance. Flight - is when the body is in the air after take- off. During flight, an athlete can use these techniques:sailhandhitch lackSafety rules to observe. Attempt jump, one learner at a timeDo not attempt jump unless the landing pit is clearUse the long jump pit filled with sand or any suitable material from your environment. Do not land outside the landing pitEnsure all raking of the sand pit or proper arrangement of the material being used on the landing pit. The approachMark a starting pointStart your run from a standing positionBegin the run with a marked forward lean to develop speed but before reaching the takeoff board , be uprightBe on the ball of the feet when sprinting with a natural head position, eyes focused beyond the pit and not at the take off board. Repeat several times. . The take offPrepare for takeoff in the latter phases of your approach runLower the hips then raise them into the take off phaseYour hips should be slightly forwardPlace your take off foot slightly ahead of the hips and strike the take off boards on the mid linePlace your final two- foot contacts flat on the take off board. LandingDuring landing, the athlete should aim at getting the heels as far away and ahead from the takeoff board as possibleTurn on one side and allow the forward momentum to carry the body past the landing position. |
Cross over. Place your right foot on the ground and your left foot forward and elevated. Put your right ahead in a lean back positionsPull the javelin back a little further so that the tip is lined up with your eyebrowsKeep the right foot close to the groundLet the right heel touch the groundAs the right foot moves forward, move the left foot up and lean your trunk back at 115 degree angle. Place your right foot on the ground and you left leg forward and elevatedDirect your shoulder and hips towards your left target. Wait for your left foot to touch the groundStraighten your torsoTurn your face toward the direction of the throw with the javelin parallel to your shoulderPosition your throwing and hand above shoulder level. ReleaseThrough the javelin with your arms as high as possiblePlant you left heels and thrust forward with your right footPull back with your left arm keeping it parallel to your right shoulderMove your throwing shoulder over your left legLift your left leg and move your throwing arm, with the elbow placed high and close to the midline. Release the javelin with your arm over your head in front of you. Follow throughLet your throwing arm travel diagonally across your body. For examples if you are throwing with your right arms, it should end up infront of your left side. Keep your left foot on the ground. Let the right leg pass the left foot and then stop you. Finish by standing on your right foot, with your left leg up behind you. Your right shoulder will turn left, with your chest facing to the left. PUPILS ACTIVITIESLearner to discuss various drills in javelin with the guidance of the teacherKLB TOP SCHOLAR PAG 47SPRINT START IN ATHLETICSThe sprint start is intended to propel you into the race as fast as possible. When an athlete breaks technique, his or her speed decreases and he or she has a greater chance of fatiguing sooner. The best way to work on correct form is to begin by watching experts perform these movements. A starting block - is a fixed object with an angled surface which the athletes use to push off from at the start of the race. It helps to increase the starting speed of an athlete. |
The best way to work on correct form is to begin by watching experts perform these movements. A starting block - is a fixed object with an angled surface which the athletes use to push off from at the start of the race. It helps to increase the starting speed of an athlete. Ways of making a starting blockPlace the start of the block rail one step from the start linePosition the front block two steps from the start linePosition the back block three steps from the start linePlace your feet so that the tip of your running shoes touch the trackYour bodyweight should push into blocksKneel on the back legsPlace your hands wider hand shoulder width apart behind the starting line. Keep your finger together and thumb in. Types of sprint start in athleticsBunch or bullet startMedium startElongated startBunch or bullet start the toes of the rear foot are approximately leveled with the heel of the front foot. Both feet are placed well back from the starting lineMedium start The knee of the rear leg is placed opposite at a point in the front half of the front foot. Elongated start - the knee of the rear leg is level with or slightly behind the heel of the front foot. Athletics rulesPerform the given warm up activities before participationCheck the ground to ensure that it is not slippery and does not obstaclesUse the lane assigned to your throughoutFollow the sprint start commands when starting a raceEnsure that the starting blocks being used is firmly fixed on the ground. Pupils activity 6 pg 5151-52RUNNING IN SPRINT RACESReaction time - is the time interval between an external signal and your response to it. An examples is hearing a starting gun or a whistle and taking off towards the finish lineAcceleration - is the rate at which the body changes its speed. For examples, in the first 30m of a 100m sprint s speed will be increasing. Drill 1: Reaction timeOn a flat ground, stand on a free space in groups of fourMark a line on the groundThree of you to assume a sprint position of your choiceThe fourth learner will give the sprint commandsOn the command go, takeoff ensuring a quick take offChange roles ensuring that everyone performs and give commandsGive honest feedback on the reaction of the go signal and be truthful. |
An examples is hearing a starting gun or a whistle and taking off towards the finish lineAcceleration - is the rate at which the body changes its speed. For examples, in the first 30m of a 100m sprint s speed will be increasing. Drill 1: Reaction timeOn a flat ground, stand on a free space in groups of fourMark a line on the groundThree of you to assume a sprint position of your choiceThe fourth learner will give the sprint commandsOn the command go, takeoff ensuring a quick take offChange roles ensuring that everyone performs and give commandsGive honest feedback on the reaction of the go signal and be truthful. Drill 2: accelerationOn the flat ground , stand on a free space in groups of fourMark a starting line and a finishing line on the groundThe learner will give the sprint commandsOn the command go , take off quickly after the go signalApply force on the ground with feet pushing back against the trackKeep your head in line with the body with eyes on the finish line. Cut the upward with your hands to help maintain positive accelerationChange roles ensuring that everyone performs and give commandsGive honest feedback on the reaction on the reaction and acceleration and be truthfulDrill 3: maintainingOn the flat ground, stand on a free space in group of fourMake a starting line and a finishing line on the groundThree of your assume a sprint technique of our voiceThe fourth leaner should give sprint commandMove your eyes slightly and fastAccelerate towards the finishing lineMaintain the speed by keeping your knees highDrive your arms harder to push through the final meters of the raceChange roles ensuring that everyone performs and give commandsGive honest feedback on the reaction, accelerations and ensure you are truthful. Finishing technique in sprint racesThere are several ways of finishing sprint races. Characteristics of the sprint finish methodsRun through techniquesThe athlete crosses the finish line with full speedThey stop several metres ahead of the finish lineIt is mainly used by beginnersDrop finishPerformed when an athlete is just one step to the finishing lineAn athlete bends both arms backwards and tries to touch the tape with the chest. It is performed at the last movement when an athlete reaches the finishing lineAn athlete shrugs the shoulder that is opposite the tape by turning the chest sideways into the tape. |
Finishing technique in sprint racesThere are several ways of finishing sprint races. Characteristics of the sprint finish methodsRun through techniquesThe athlete crosses the finish line with full speedThey stop several metres ahead of the finish lineIt is mainly used by beginnersDrop finishPerformed when an athlete is just one step to the finishing lineAn athlete bends both arms backwards and tries to touch the tape with the chest. It is performed at the last movement when an athlete reaches the finishing lineAn athlete shrugs the shoulder that is opposite the tape by turning the chest sideways into the tape. SimilaritiesThey are sprint finish techniquesThey are used at the end of a sprint raceThe movement of the arms distinguishes one from another. They are applied a step to the finishing line or upon reaching the finishing lineRules during sprint racePreform the warm up activities given before participationUse the lane located to your throughout when racingEnsure that the finishing area is clear before your start a race. PUPILS ACTIVITIES PG 59BATON CHANGE RELAYRelay running is a race in which athletes compete as a team. It consists of four stages: with four members from different teams. When a team member complete a specified distances, he or she passes on a baton to the next team member standing at the end of the distance he or she has covered. The baton is passed on until the fourth athlete in the team completes his or her distance with the baton in hand. Relay races in athletics4x100m - four athletes either male or female run 100m each4 x 100 relay races - four athletes run 400m eachThe sprint medley relay -Mixed relayUpsweep method of baton change in relayThis involves the coming athlete passing the baton upwards into the receiving handsIn this method, the hand is extended back at hip level. The hand is fully open forming a V between the thumb and forefinger. The baton is moved upward onto the extended hand of the outgoing runner. Safety rules:Hand over the baton at the designated zoneDo not through the batonCarry the baton throughout the raceDo not exist your line until its clear and safe to do so without impeding athletes in the other lanesPHYSICAL FITNESS AND HEALTHPre exercise assessment of flexibility, balance and coordination. |
Strand 1.1: Foundations of Pre-Technical Studies - Fire and Data SafetyLesson 1: Understanding Fire CausesCauses of Fire:Flammable Substances:Chemicals: Used in laboratories e.g., solvents, fuels . Common Materials: Such as paper, wood, fabric, and oily rags. Gases: Like propane and butane used in workshops. Lesson 2: Preventing FirePreventing Fires:Proper Storage:Flammable materials stored in designated areas with proper ventilation. Separate storage for different types of materials to prevent chemical reactions. Regular Maintenance:Checking electrical equipment for wear and tear, frayed wires, or damaged plugs. Ensuring machinery is well-lubricated to prevent overheating. Safety Protocols:Clearing workspaces from unnecessary clutter to reduce fire hazards. Displaying and following emergency evacuation plans. Lesson 3: Firefighting TechniquesFirefighting Techniques:Cooling:Using water hoses or fire extinguishers to cool down the flames. Emergency showers for individuals with chemical burns. Smothering:Utilizing fire blankets to cover flames and cut off their oxygen supply. Deploying foam-based fire suppressants to smother liquid fires. Interrupting:Using fire extinguishers with appropriate agents for different fire types e.g., ABC fire extinguishers . Explanation: ABC fire extinguishers are versatile and effective for three classes of fires - A ordinary combustibles , B flammable liquids , and C electrical fires . Lesson 4: Data Threat AnalysisThreats to Data:Malware:Viruses, including trojans, worms, spyware, ransomware, and adware. Phishing: Attempts to trick individuals into revealing sensitive information through fake emails or websites. Hacking:Unauthorized access by individuals seeking to manipulate or steal data. Data breaches where sensitive information is accessed without permission. Data Corruption:Software bugs causing unexpected errors and data loss. Hardware failures, such as a malfunctioning hard drive leading to data corruption. Lesson 5: Securing Electronic DataSecuring Data:Use Strong Passwords:Combine uppercase and lowercase letters, numbers, and symbols e.g., P ssw0rd . Avoid easily guessable passwords, like "password" or "123456."Regularly Back Up Data:Use external devices like USB drives, external hard drives, or cloud services e.g., Google Drive . Schedule automatic backups to ensure consistent data protection. |
Lesson 5: Securing Electronic DataSecuring Data:Use Strong Passwords:Combine uppercase and lowercase letters, numbers, and symbols e.g., P ssw0rd . Avoid easily guessable passwords, like "password" or "123456."Regularly Back Up Data:Use external devices like USB drives, external hard drives, or cloud services e.g., Google Drive . Schedule automatic backups to ensure consistent data protection. Install and Update Antivirus Software:Choose reputable antivirus software and keep it up-to-date to guard against new threats. Enable real-time scanning for continuous protection. Lesson 6: Hands-On ApplicationHands-On Application:Creating a Strong Password:Utilize a mix of letters, numbers, and symbols to enhance complexity. Avoid personal information, like birthdays or names, to strengthen security. Backing Up Important Files:Use external hard drives, USB drives, or cloud services like Dropbox, OneDrive, or iCloud. Regularly review and update the backup strategy based on evolving needs. Running an Antivirus Scan:Schedule regular scans to detect and remove potential threats automatically. Perform manual scans after downloading new files or visiting unfamiliar websites. Key Inquiry QuestionsImportance of Fire Safety:Protect Lives and Property:By preventing injuries, fatalities, and damage to structures. Avoid Disruptions in Work Environments:Ensuring uninterrupted workflow and maintaining productivity. Prevent Injuries and Ensure a Safe Working Atmosphere:Fostering a secure and comfortable workplace for all individuals. Strand 1.0: Foundations of Pre-Technical StudiesSub Strand 1.2: Computer Hardware 11 lessons Lesson 1: Introduction to Computer HardwareComputer Hardware:Physical parts of a computer system, including tangible components that can be touched and seen. Explanation: Computer hardware comprises the physical elements that make up a computer, allowing it to function. These components include devices such as keyboards, monitors, hard drives, and more. Lesson 2: Categories of Computer HardwareInput Devices:Keying devices e.g., keyboards . Pointing devices e.g., mice, trackpads . Scanning devices e.g., scanners . Voice input devices e.g., microphones . Touchscreen and digitizer. Digital cameras. Output Devices:Hardcopy e.g., printers . Softcopy e.g., monitors, speakers . Storage Devices:Fixed e.g., hard disk drives, SSDs . Removable e.g., USB drives, external hard drives . |
Softcopy e.g., monitors, speakers . Storage Devices:Fixed e.g., hard disk drives, SSDs . Removable e.g., USB drives, external hard drives . Input devices get data, output devices display information, and storage devices save data. Lesson 3: Categories DiscussionGroup Discussion Outcomes:Identify scenarios where voice input devices are more suitable than keying devices. Discuss real-world applications of storage devices in various industries. Explanation: Engaging in group discussions helps explore diverse perspectives and understand practical applications of different hardware categories. Lesson 4: Matching Devices to CategoriesMatching Activity:Associate hardware devices with categories. Ensure clear understanding of input, output, and storage devices. Explanation: This hands-on activity reinforces the connection between specific devices and their respective hardware categories. Lesson 5: Task Performance Using HardwareHands-On Experience:Use input devices for data entry. Generate output using devices. Save and retrieve data from storage devices. Explanation: Performing tasks with various hardware devices enhances practical skills and demonstrates how these components work together. Lesson 6: Importance of Computer HardwareImportance Discussion:Discuss how computer hardware enhances user experiences. Recognize the integral role of hardware in performing tasks. Explanation: Recognizing the importance of computer hardware encourages an appreciation for its role in making technology functional and user-friendly. Top of FormStrand 1: Foundations of Pre-Technical Studies - Substrand 1.3: Consumer and Investor ProtectionLesson 1: Importance of Consumer and Investor ProtectionObjective: Explain the importance of consumer and investor protection in Kenya. Importance of Protection:Safeguarding the rights of consumers and investors is crucial for a fair and just marketplace. Building trust and confidence in economic activities is achieved through effective protection measures. Examples:Consumer protection ensures fair pricing, quality products, and ethical business practices. Investor protection fosters confidence in financial markets, encouraging investment and economic growth. Lesson 2: Analyzing Protection Mechanisms in KenyaObjective: Analyze ways in which consumers and investors are protected in Kenya. Regulatory Mechanisms:Laws and policies ensure fair trade and protect against fraud. The Competition Authority of Kenya enforces competition laws for fair market practices. Institutional Protection:Government bodies like the Capital Markets Authority regulate financial markets for stability. The Central Bank of Kenya protects consumers and investors by ensuring financial system integrity. Examples:Consumer Protection Laws:The Consumer Protection Act safeguards consumers from deceptive and unfair trade practices. |
Institutional Protection:Government bodies like the Capital Markets Authority regulate financial markets for stability. The Central Bank of Kenya protects consumers and investors by ensuring financial system integrity. Examples:Consumer Protection Laws:The Consumer Protection Act safeguards consumers from deceptive and unfair trade practices. It addresses issues like product safety, misleading advertising, and unfair contract terms to protect consumer rights. Capital Markets Act:The Capital Markets Act empowers regulators to protect investors through various mechanisms. Regulators can license and supervise market intermediaries like brokers and investment advisors to ensure ethical standards. Ways in which the Capital Markets Act Empowers Regulators to Protect Investors:Licensing and Supervision: Regulators can license and supervise market intermediaries to ensure adherence to ethical standards without compromising investor interests. Market Surveillance: Regulators can use advanced surveillance systems to monitor and detect market manipulation, insider trading, and other fraudulent activities. Enforcement of Disclosures: Companies are mandated to provide accurate and timely information to the public. Regulators enforce these requirements to ensure investors have access to essential information for informed decision-making. Investor Education: Regulators implement educational programs to empower investors with knowledge, helping them make informed investment decisions without falling victim to scams or unethical practices. Market Integrity: The Act enables regulators to maintain market integrity by preventing and investigating any form of market abuse, ensuring a fair and transparent trading environment. Lesson 3: Government Financial RegulatorsObjective: Explore the Government financial regulators in Kenya. Institutional Roles:Government bodies like the Capital Markets Authority regulate financial markets. The Central Bank of Kenya ensures stability and protects the interests of consumers and investors. Examples:Capital Markets Authority CMA :Regulates securities to protect investors by ensuring fair, efficient, and transparent capital markets. Enforces rules on disclosure, preventing insider trading, and promoting market integrity. Central Bank of Kenya CBK :Protects consumers through monetary policy and financial stability. Manages inflation to ensure price stability, safeguarding the purchasing power of consumers. Maintains a stable banking sector, ensuring the safety of deposits and protecting consumers' financial interests. Lesson 4: Protecting Oneself from ExploitationObjective: Protect oneself from exploitation. Practical Strategies for Protection:Be an informed consumer; verify product information before making purchases. Read and understand contracts thoroughly before entering into transactions to avoid exploitation. NGO Involvement:Non-Governmental organizations like the Consumer Federation of Kenya advocate for consumer rights. |
Practical Strategies for Protection:Be an informed consumer; verify product information before making purchases. Read and understand contracts thoroughly before entering into transactions to avoid exploitation. NGO Involvement:Non-Governmental organizations like the Consumer Federation of Kenya advocate for consumer rights. Ways NGOs Protect Consumers:Legal Advocacy: NGOs may engage in legal actions to challenge unfair business practices on behalf of consumers. Public Awareness Campaigns: NGOs conduct campaigns to educate the public about their rights, empowering them to make informed choices. Policy Advocacy: NGOs work towards influencing policies that enhance consumer protection laws and regulations. Consumer Helplines: Provide platforms for consumers to report grievances and seek advice, ensuring a responsive mechanism for dispute resolution. Critical Thinking Questions:Why does the Government protect consumers and investors? Government intervention ensures fairness, transparency, and stability in the marketplace, fostering economic growth. How do consumers protect themselves from exploitation by traders? By being informed, verifying information, and understanding their rights, consumers can avoid falling victim to unfair practices. Strand 2: CommunicationSubstrand 2.1: Business CommunicationLesson 1: Importance of Business CommunicationObjective: Understand the importance of business communication. Business Communication:Business communication refers to the exchange of information within and outside an organization to facilitate its operations and success. Examples:Intra-organizational communication involves emails, memos, and meetings. External communication includes advertisements, press releases, and social media. Critical Thinking Questions:Why is business communication important? Business communication is crucial for effective operations, information sharing, and success. Lesson 2: Selecting Channels of CommunicationObjective: Learn to choose appropriate communication channels. Factors for Selection:Urgency:Consider how quickly the information needs to be conveyed. Urgent matters may require immediate channels like phone calls or face-to-face meetings. Confidentiality:Determine the sensitivity of the information. Private matters might demand more secure channels such as encrypted emails. Nature of the Message:Assess the type of information being communicated. Complex details may be better suited for written channels like emails, while simple updates could use instant messaging. Case Study Analysis: Ethical and Unethical Practices in Business CommunicationEthical Practices:Clear Communication:Providing accurate and transparent information. For example, clearly stating product specifications in advertising materials. Respect for Privacy:Protecting sensitive information and respecting privacy. For instance, ensuring customer data is securely handled. Honesty:Providing truthful and unbiased information. |
Respect for Privacy:Protecting sensitive information and respecting privacy. For instance, ensuring customer data is securely handled. Honesty:Providing truthful and unbiased information. An example is transparently communicating any potential delays in project timelines. Professionalism:Maintaining a professional tone and demeanor in written and verbal communication. For example, using formal language in official documents and meetings. Unethical Practices:Misleading Information:Providing false or misleading information to gain an advantage. For instance, exaggerating product features in marketing. Bullying or Harassment:Using communication to intimidate or harm others. An example is sending threatening messages to colleagues. Lack of Transparency:Withholding crucial information to manipulate perceptions. For example, not disclosing potential risks to investors. Plagiarism:Presenting someone else's work or ideas as one's own. This could involve copying a competitor's marketing strategy without attribution. Debates:Engage in debates on the importance of ethical practices in communication. Critical Thinking Questions: 2. How do people communicate in a business environment? Through various channels like emails, meetings, advertisements, and official documents. Substrand 2.2: Plain Scale DrawingLesson 3: Plain Scale Drawing FundamentalsObjective: Understand and apply plain scale drawing skills. Plain Scale Drawing:Involves creating accurate representations of objects or spaces using a uniformly divided scale. Essential for architects, engineers, and designers for precise communication of measurements. Features of a Plain Scale:Evenly spaced divisions representing specific measurements. Numerical scale and markings indicating units of measurement. Importance of Drawing Figures to Scale:Ensures accurate representation of objects in drawings. Facilitates clear communication of design and dimensions. Prevents misunderstandings and errors in construction or manufacturing. Visual Aids and Practical Exercises:Use drawing instruments to construct a plain scale. Practice drawing plane figures to a given plain scale. Additional Points:Precision in Design:Enables precise design and planning in architecture and engineering. Standardization:The use of standard scales ensures consistency and compatibility. Critical Thinking Questions:What is the importance of drawing figures to scale? Drawing to scale ensures accuracy in representing objects and designs. Why are plane figures drawn to scale? Drawing to scale facilitates clear communication of design and dimensions. Substrand 2.3: Visual ProgrammingLesson 4: Introduction to Programming and Visual ProgrammingObjective: Understand the basics of programming and visual programming. Programming:Creating sets of instructions that computers can understand and execute. Allows automation of tasks and application development. |
Expected Outcome:Understanding how the combination of different materials enhances properties. General Properties of Composite Materials:High strength-to-weight ratio:Meaning: These materials are strong but not heavy. Resistance to corrosion:Meaning: They do not easily corrode or deteriorate. Versatility in applications:Meaning: Can be used in various ways due to their adaptability. Lesson 3: Uses of Composite Materials in the LocalityObjective: Relate composite materials to their use in a work environment. Additional Examples of Composite Materials:Kevlar composites Kevlar fibers, resin . Metal matrix composites. Expected Outcome:Understanding diverse applications in construction, manufacturing. Uses and Importances:Fiberglass:Uses:Boat construction, aircraft components. Importance:High strength, lightweight. Plywood:Uses:Furniture, construction. Importance:Structural stability, flexibility. Kevlar Composites:Uses:Bulletproof vests, sports equipment. Importance:High tensile strength. Lesson 4: Acknowledging the Importance of Composite MaterialsObjective: Acknowledge the importance of composite materials used in the locality. Core Competency Development:Enhance communication and collaboration skills. Values Emphasis:Promote the value of peace by respecting diversity. Pertinent and Contemporary Issues:Emphasize online safety when exploring information on composite materials. Link to Other Subjects:Relate concepts to non-metals in Integrated Science. Substrand 3.2: Ceramic MaterialsLesson 5: Identifying Ceramic MaterialsObjective: Identify common ceramic materials in the locality. Ceramic Materials:Materials made through the process of firing or baking materials like clay. Examples:Pottery, ceramic utensils, glass, shells. Porcelain, earthenware, stoneware. Ceramic Firing Process:Baking Method: Ceramics are baked in a special oven called a kiln. Critical Thinking Question:How can ceramic materials be identified? Recognizable by the firing or baking process, often visible in their appearance. Lesson 6: Physical Properties of Ceramic MaterialsObjective: Describe the physical properties of ceramic materials. Investigation:Investigate physical properties of ceramic materials. Additional Physical Properties:Hardness, electrical insulation, durability. Brittle in nature easily breaks when force is applied . Expected Outcome:Understanding the significance of ceramic materials in various applications. General Properties of Ceramic Materials:High melting points:Meaning: They require high temperatures to melt. |
Brittle in nature easily breaks when force is applied . Expected Outcome:Understanding the significance of ceramic materials in various applications. General Properties of Ceramic Materials:High melting points:Meaning: They require high temperatures to melt. Excellent thermal and electrical insulation:Meaning: They are good at resisting heat and electricity. Hard and brittle:Meaning: They are tough but easily breakable. Lesson 7: Matching Ceramic Materials to Their UsesObjective: Use a chart to match ceramic materials to their uses in the work environment. Examples of Matching:Pottery: Decorative items, storage containers. Glass: Windows, containers, tableware. Porcelain: Dinnerware, decorative items. Expected Outcome:Practical understanding of how different ceramic materials serve specific purposes. Uses and Importances:Pottery:Uses:Decorative items, storage containers. Importance:Heat resistance, aesthetic appeal. Glass:Uses:Windows, containers, tableware. Importance:Transparency, versatility. Porcelain:Uses:Dinnerware, decorative items. Importance:Elegant appearance, durability. Strand 4: Tools and ProductionSubstrand 4.1: Cutting ToolsLesson 1: Identifying Cutting ToolsObjective: Learn to identify cutting tools used in the work environment. Cutting Tools:Instruments designed for cutting materials. Examples:Snips cutting thin materials like wires , chisels cutting and shaping wood , handsaws cutting wood , planes smoothing wood , hacksaws cutting metal , scrapers removing material from surfaces , knives cutting various materials , strippers removing insulation from wires , cutters cutting various materials . Critical Thinking Question:Why should cutting tools be cared for? Ensures longevity, safety, and optimal performance. Lesson 2: Selecting Cutting Tools for TasksObjective: Select cutting tools for given tasks in a workplace. Discussion:Discuss the use of cutting tools in the work environment. Learning to Learn:Acquire the skill of working collaboratively when discussing cutting tool use. Lesson 3: Observing Cutting Tool UseObjective: Use audio-visual aids to observe the use of cutting tools in the work environment. Audio-Visual Aids:Videos and images demonstrating safe and efficient use. Lesson 4: Demonstrating Safe Use of Cutting ToolsObjective: Demonstrate safe use of cutting tools to perform specific tasks. Critical Thinking and Problem Solving:Acquire evaluation and decision-making skills during demonstrations. |
Audio-Visual Aids:Videos and images demonstrating safe and efficient use. Lesson 4: Demonstrating Safe Use of Cutting ToolsObjective: Demonstrate safe use of cutting tools to perform specific tasks. Critical Thinking and Problem Solving:Acquire evaluation and decision-making skills during demonstrations. Lesson 5: Performing Tasks Using Cutting ToolsObjective: Carry out given tasks using cutting tools. Practical Application:Application of learned skills in real-life scenarios. Lesson 6: Maintaining and Storing Cutting ToolsObjective: Learn to care for cutting tools in the work environment. Caring for Cutting Tools:Keep tools clean and dry. Regularly oil moving parts. Sharpen blades as needed. Store in a designated place. Use the right tool for the right job. Discussion:Discuss the importance of maintaining and storing cutting tools. Values:Emphasize responsibility in observing safety precautions. Lesson 7: Acknowledging the Importance of Cutting ToolsObjective: Recognize the importance of cutting tools in the work environment. Pertinent and Contemporary Issues:Emphasize safety when demonstrating the use of cutting tools. Link to Other Subjects:Relate the use of cutting tools to farm and kitchen tools in Agriculture and Nutrition. Substrand 4.2: Production UnitLesson 8: Explaining Factors in Locating a Production UnitObjective: Explain the factors considered when locating a production unit. Definition:A production unit is a facility or space where goods or services are produced or provided. Factors Influencing Location of Production Unit:Accessibility:Proximity to transportation for the movement of goods and services. Market Proximity:Nearness to the target market for easy distribution. Resource Availability:Availability of raw materials and resources. Labor Force:Accessibility to skilled or available labor. Infrastructure:Presence of necessary infrastructure like power and water supply. Lesson 9: Analyzing Factors Determining Production Unit SizeObjective: Analyze the factors determining the size of a production unit. Factors Determining Production Unit Size:Market Demand:Adjusting size based on market needs and demand. Resource Availability:Utilizing available resources efficiently. Technology:Incorporating technology for increased production efficiency. Economies of Scale:Achieving cost advantages with increased production. Financial Considerations:Available budget and financial feasibility. Lesson 10: Locating a Production Unit in a Suitable AreaObjective: Locate a production unit in a suitable area. Research Outcome:Identify suitable areas based on factors affecting the location of a production unit. |
Financial Considerations:Available budget and financial feasibility. Lesson 10: Locating a Production Unit in a Suitable AreaObjective: Locate a production unit in a suitable area. Research Outcome:Identify suitable areas based on factors affecting the location of a production unit. Lesson 11-15: Application of Knowledge in Practical ScenariosObjective: Apply knowledge gained in real-life situations. Practical Scenarios:Engage in hands-on activities related to locating and assessing production units. Examples of Production Units:Posho Mill:Location influenced by proximity to a community, accessibility to maize, and power supply. Salon:Located where the target market, typically residential areas, is easily accessible. Barber Shop:Positioned in areas with high foot traffic for increased visibility and accessibility. Welding Workshop:Located in an industrial area with ample space and proximity to raw materials. Cybercaf :Situated where there is demand for internet services, often in commercial or educational hubs. Strand 5: EntrepreneurshipSubstrand 5.1: BookkeepingLesson 1: Understanding Basic Terms in BookkeepingBookkeeping:Explanation: Bookkeeping is the systematic recording, organizing, and storing of financial transactions in a business. Key Terms:Transactions:Explanation: Business activities that involve money. Financial Statements:Explanation: Documents summarizing the financial activities of a business. Assets:Explanation: Resources owned by a business, such as cash, inventory, or property. Liabilities:Explanation: Debts or obligations a business owes to external parties. Equity:Explanation: The residual interest in the assets of the entity after deducting liabilities. Capital:Explanation: The owner's investment in the business; the difference between assets and liabilities. Lesson 2: Importance of Bookkeeping for a BusinessImportance:Provides financial clarity. Assists in decision-making. Ensures legal compliance. Lesson 3: Calculating Assets, Liabilities, and CapitalEquation:Assets Liabilities Capital. Example:Calculated Asset: If a business has ksh10,000 in the bank asset , owes ksh2,000 to suppliers liability , then the capital is ksh8,000. Lesson 4: Case Study Analysis of Cash and Credit TransactionsCase Study:Example scenarios differentiating between cash and credit transactions. Lesson 5: Costing, Pricing, and Profit CalculationCosting and Pricing:Costing:Explanation: The process of determining the expenses involved in producing a product or service. |
Example:Calculated Asset: If a business has ksh10,000 in the bank asset , owes ksh2,000 to suppliers liability , then the capital is ksh8,000. Lesson 4: Case Study Analysis of Cash and Credit TransactionsCase Study:Example scenarios differentiating between cash and credit transactions. Lesson 5: Costing, Pricing, and Profit CalculationCosting and Pricing:Costing:Explanation: The process of determining the expenses involved in producing a product or service. Pricing:Explanation: Setting a selling price for a product or service. Financial Aspect of Product Pricing:Calculating costs, determining a competitive price, and ensuring profitability. Lesson 6: Components of Financial StatementsComponents:Statement of Financial Position:Assets, liabilities, and equity. Cash Flow Statement:Inflows and outflows of cash. Income Statement:Revenue, expenses, and profit. Lesson 7: Drawing Simple Financial StatementsPractical Application:Creating visual representations using learned concepts. Substrand 5.2: Income and BudgetingLesson 8: Sources of Income for an IndividualSources of Income:Employment salary, business profits, rental income, dividends, etc. Lesson 9: Importance of BudgetingImportance:Ensures financial discipline. Facilitates goal achievement. Minimizes overspending. Lesson 10: Wise Spending and Budget PreparationWise Spending:Prioritize needs over wants. Look for discounts and deals. Budget Preparation:Budgeting:Explanation: The process of creating a plan for how to spend money. Importance of Budgeting:Ensures financial discipline. Facilitates goal achievement. Minimizes overspending. Lesson 11: Ethical and Unethical Practices in Income and BudgetingEthical Practices:Honest reporting, responsible spending. Unethical Practices:Fraudulent reporting, overspending. Substrand 5.3: Marketing of Goods and ServicesLesson 12: Meaning and Importance of MarketingMarketing:Explanation: Marketing involves promoting, selling, and distributing goods or services. Importance:Increases brand visibility. Attracts potential customers. Boosts sales. Lesson 13: Sources of Information about the MarketInformation Sources:Market research reports, customer feedback, sales data. Lesson 14: Factors in Selecting a Suitable MarketFactors in Selecting a Suitable Market:Geographic location, target demographics, competition, consumer behavior. |
Boosts sales. Lesson 13: Sources of Information about the MarketInformation Sources:Market research reports, customer feedback, sales data. Lesson 14: Factors in Selecting a Suitable MarketFactors in Selecting a Suitable Market:Geographic location, target demographics, competition, consumer behavior. Lesson 15: ICT Tools in MarketingDigital Tools:Examples: Social media platforms, email marketing, search engine optimization. Substrand 5.4: Saving and InvestmentLesson 16: Reasons for Saving and InvestmentReasons:Wealth accumulation, financial security, future planning. Lesson 17: Methods of Saving and InvestmentMethods:Saving accounts, fixed deposits, mutual funds, real estate. Lesson 18: Creating a Simple Saving and Investment PlanPractical Exercise:Creating a personalized financial plan with specific goals. Lesson 19: Ethical and Unethical Practices in Saving and InvestingEthical Practices:Transparent reporting, responsible investing. Unethical Practices:Fraudulent schemes, risky investments. Lesson 20: Researching Ethical and Unethical PracticesResearch Outcome:Identifying and understanding ethical and unethical practices in saving and investment. Top of FormTop of FormTop of Form. |
GRADE 7 TERM 1BUSINESS STUDIES LESSON NOTESBUSINESS AND MONEY MANAGEMENTIntroduction to business studiesBusiness refers to any activity that is carried out by an individual or an organization concerned with provision of goods and services with the aim of making profitsBusiness studies- it is the study of the activities that are carried out in and around production, distribution and consumption of goods and servicesGoods These are items which are tangible i.e. can be touched and felt e.g. furniture, buildings, bread. EtcServices These are actions or activities that may be sold. They are intangible e.g. teaching, banking, hairdressing etcProduction It is the creation of goods and services or increasing their usefulness. Its done by producers e.g. farmers. Distribution It s the movement of goods and services from the producer to the user. Involves transport, communication etcConsumption Refers to using of goods service mostly done by consumersConcept of business studies in KenyaCommerceIt is the Study of trade and aids to trade. This component will help you understand how goods are distributed from where they are produced to where they are requiredTrade is the exchange of goods and services for other goods or services or for money. AccountingIt s a systematic way of recording keeping accurate business records arising from trading activities for decision making. Financial literacyThis is the ability to understand effectively use various financial skillsThese skills include personal financial management, budgeting and investing. EconomicsIt s the study of how human beings strive to satisfy their unlimited needs and wants using limited resources available. Human wants are the desires that people strive to satisfy using goods and services. Resources Things that are required in order to satisfy human wantsEntrepreneurshipIt s the study of activities involved in identifying a business opportunity and acquiring necessary resources to start a business. Importance of business studiesIt equips us with the knowledge and skills to successfully start and run a businessIt helps us to appreciate the importance activities in the provision of goods and services. It assists individuals in acquiring skills for wise buying and sellingIt helps us understand the country s economyIt assists individuals in acquiring self discipline and positive attitude towards work. It helps us understand the role of communication and modern technology in business management. It provides us with the knowledge and skills necessary for identifying business opportunities. It helps us understand and appreciate the role of government in business activities. |
It helps us understand the role of communication and modern technology in business management. It provides us with the knowledge and skills necessary for identifying business opportunities. It helps us understand and appreciate the role of government in business activities. It helps understand and appreciate the basic economic issues that affect society such as increase in prices of goods and services. It creates a firm foundation for further education and training in business and other career development. Careers and opportunities related to business studiesA career refers to a job, a profession or an occupation that one chooses as one s life s work. A career helps one to earn money or make a living. Some of these jobs includeTeacherBookkeeper or accountant a person who keeps records of business transactions, inspects and analyse financial accounts. Salesperson a person whose job is to sell products or services. Self employed people- some people utilise the skill and knowledge learned from business studies to start and manage their businesses. BankerMarketerEntrepreneurMoneyMoney is anything that is generally accepted as a medium of exchange for goods and servicesMoney can be in form of notes and coins. Uses of MoneyAs a medium of exchangeMoney can be exchanges for another good or services because it is generally acceptable by everyone. As a standard of deferred or future payment. Money can be used to pay for goods or services at a later date. This is known as deferred payment. This is allowed because money is acceptable by everyone. As a store of valueMoney is used in storing wealth for example savings. Money stored or saved retains its value for many years. As a measure of valueMoney determines the worth and value of goods and services. Expensive goods and services have a higher value than cheap goods and services. As a unit of account. Money makes accounting possible because the worth of goods and services are measure in money. Different goods and services are calculated and recorded according to the money used to acquire them. Transfer of immovable assets. Some properties like land and buildings cannot be moved from one place to another but can sell them and use the money obtained to buy a land or a building in different placeKey security features of the Kenyan currencyThe Kenyan money has the following security features which help the people of Kenya to identify real Kenya money from fake money. The word Kenya can be felt on all the notes. The value of each note can be felt. |
Some properties like land and buildings cannot be moved from one place to another but can sell them and use the money obtained to buy a land or a building in different placeKey security features of the Kenyan currencyThe Kenyan money has the following security features which help the people of Kenya to identify real Kenya money from fake money. The word Kenya can be felt on all the notes. The value of each note can be felt. At the edge of each note, there are a number of bars according to the value of the currency that is 1 bar for shs 50, 2 bars for shs 100, 3 bars for shs 200There is a watermark of a perfect lion s head, the text CBK and the value of the bank note in each note. A watermark can only be revealed when the note is held up against light. The security thread appears as a continuous line. The security thread colour from red to green on all banknotes. The 200, 500, 1000 notes have additional rainbow colours on the thread. The golden band on the back of the notes show the value of each noteThemes and symbols on the Kenyan currencyThe Kenyan currency symbolises significant aspects of the nation which serve as a means of passing knowledge, conserving culture and promoting the country s global image. The face of all notes bear the image of KICC, one of the most common and known landmark in our country. It also shows a photo of our founding first president . All the Kenyan currencies have symbols of Kenya big five animals such as lion. Leopard, rhino, giraffe and buffalo. Eah note has a dove to symbolise a peaceful Kenya. All Kenyan currencies have the coats of arms. The coats of arms of Kenya features two lions, a symbol of protection, holding spears and traditional east African shiels. The shield and spears symbolises unity and defence of freedom. Each of the Kenyan currencies or notes symbolises various themes that promote different aspects of the country. |
The coats of arms of Kenya features two lions, a symbol of protection, holding spears and traditional east African shiels. The shield and spears symbolises unity and defence of freedom. Each of the Kenyan currencies or notes symbolises various themes that promote different aspects of the country. The 50 shillings note symbolises the theme of green energyThe 100 shillings note symbolises the theme of agricultureThe 200 shillings note symbolises the theme of social servicesThe 500 shillings note symbolises the theme of tourismThe 1000 shillings note symbolises the theme of governanceThe coins continue to promote Kenya tourism sector by promoting kenya s famous animals that is elephant for kshs 20 coin, lion for ksh 10 coin, rhino for ksh 5 coin and giraffe for kshs 1 coin. Personal goalsA goal is an aim that someone tries to achieve through hard work and planning. A personal goal is an aim that is meant to motivate a person to achieve what they want in life. They can be short term or long term. Importance of setting personal goals for self developmentProvides a clear path to success. When one sets goals, they give him or her the steps to follow so that tasks are completed according to importance. Helps improve time management and organisation skills. If one knows exactly what he or she wants to achieve and knows the steps required to achieve it, there isles room for delaying or postponing. Increase motivationWhen we achieve one short term goal after the other, we become motivated and work even harder. Measures progress. Setting clear goals makes it easier for one to track his or her progress. Gives focus and purposesSetting goals determines a clear pathway to success, allowing one to focus on what needs to get done. Boost self confidence. When one starts making progress towards achieving his or her goals, one starts to believe in themselves and become more confident. Factors to consider when setting personal goals for self-developmentSpecificThe goal should be very precise with no room for misinterpretation. MeasurableThe progress of the goal set should be easy to trackAchievableThe goal should be attainable. Set goals that can actually be done. RelevantThe short term goal should contribute to your broader goal. |
MeasurableThe progress of the goal set should be easy to trackAchievableThe goal should be attainable. Set goals that can actually be done. RelevantThe short term goal should contribute to your broader goal. RealisticGoals should relate to your personal strengths snd abilitiesTime boundThe goal should have a defined start and end dateNBSMARTSetting personal goals for self developmentTechnology has provided tools or devices that we can use for setting personal goals. ICT devices like computers and software programs can help us in setting goals to improve our lives. They can help us set measure to track our goals. They can also remind us on the times we should be doing an activity that was planned through alarms and schedulesPupil s activityPage 27-29Talents and abilitiesA talent is an inborn or natural ability to be good at something especially without being taught. It is something you are naturally good at and you enjoy doing like drawing, singing, dancingAbility is the skill to do a particular task that is acqire through learning training or practise. Distinguishing between talents and abilities of learners in schoolDifferenceTalent is an inborn special skill while ability is a skill acquired by a person through training and experience. Talent is God given gift while ability is a skill in which you put your effort and time to develop. Talent is often possessed by a few people while ability can be acquired by any person who is interested. Talent require coaching while ability require training. Talent is hidden and needs recognition while ability requires developmentWays of nurturing talents and abilitiesNurturing talent and abilities involves offering ways to promote and encourage people to develop their skills and demonstrate their talents. Everyone has a talent. However it is important to be in environments that helps us discover them early as possible. Once we have identified our talents and abilities, we should demonstrate and improve them as much as possible. Skills need to be practised and improved for them to be helpful in our lives. We can nature skills by engaging in activities like talent shows, creating clubs like drama, music and journalism among others. Sports teams can also help in nurturing sports skills. In a business environment, employees can encourage the workers to be creative and share their skills and ideas. They can also provide skills development programs that help the employees to improve and acquire more skills. Nurturing talents and abilities in a business motivates and encourages people to be more productive. |
In a business environment, employees can encourage the workers to be creative and share their skills and ideas. They can also provide skills development programs that help the employees to improve and acquire more skills. Nurturing talents and abilities in a business motivates and encourages people to be more productive. This can improve different areas of the business and make it profitable. Demonstrating personal talents and abilities in schoolPupil s activityPage 36Relating talents and abilities to career opportunities in the worldIdentifying our talents and developing abilities helps us to realise the careers we can purse in the future. Apart from having the knowledge to do something, we should also develop the skills required to perform various tasks. Having the right abilities to do a job is an important aspects of a person s careerHaving the talent to perform the task makes the job more enjoyable since one naturally has the skill needed to perform the tasks. We can use our God given talents and abilities to earn livingPupil s activityPage 36-38Ethical issues related to the use of talents and abilities in businessEthics is a set of beliefs about what is morally right and wrongThe following are some of the ethical issues relating to use of talents and abilities in business. DiscriminationIn a business environment, people should not be advantaged or disadvantaged according to the talents and abilities they do or do not have. Harassment. We should not use talents and abilities to treat people who do not share talents and abilities unfairly. Unethical accounting. We should not use our talents and abilities to mislead or give false informationNepotism and favouritismNepotism is when someone is given advantage for being a family member. Favouritism occurs when a person is treated better than others because of one reason or the other. Pupil s activityPage 39-41BUSINESS AND ITS ENVIRONMENTBUSINESS ACTIVITIESBusiness environment these are the business surroundings which may be internal or externalNeeds and wants as used in business studiesA business should provide things that people need and want to make a profitNeedsIs a good or a service that a person must have to live. They include basic needs like shelter, food and clothingWithout this needs, we can fall sick, causing us to require products like medicine and services like healthcareNeeds remain the same, doesn t keep on changing. |
Favouritism occurs when a person is treated better than others because of one reason or the other. Pupil s activityPage 39-41BUSINESS AND ITS ENVIRONMENTBUSINESS ACTIVITIESBusiness environment these are the business surroundings which may be internal or externalNeeds and wants as used in business studiesA business should provide things that people need and want to make a profitNeedsIs a good or a service that a person must have to live. They include basic needs like shelter, food and clothingWithout this needs, we can fall sick, causing us to require products like medicine and services like healthcareNeeds remain the same, doesn t keep on changing. Lack of basic needs may lead to deathWantsIs a good or a service that a person would like to have but not for survival. Therefore we can live without wantsWants are unlimited. This means that human beings get enough of their wants. Wants keep on changing and increasing as we progress in lifeSometimes we can mistake a want for a need. For instance clothes are needs but expensive designer clothes are wants. We should learn to differentiate our need and wants to live effectively and within our means. A business develops and provides products and services to satisfy its customers needs and wants. Scarcity, choice, scale of preference and opportunity costScarcity is the lack of enough resources to acquire goods and services that satisfy a consumer s needs and wantsScarcity of money can limit what one can afford at one particular time. Therefore we must use whatever resources available wisely by selecting goods and services we need most. Due to scarcity of resources a consumer can be forced to chose between or amongst completing needs or wants. Choice is the ability of a buyer to decide between goods or sevices to buy from a range of possible options. A customer can make and use a list of goods or services that they require to make a choice. Scale of preference is a list of goods and services in their order of importance to the consumer. For example when going to supermarket you can list goods you want to buy starting with most to the least important. When a customer picks one item instead of another, they forego the value of the unchosen item, this is known as opportunity cost. Opportunity cost is the next best forgone alternative after choosing another good or service. |
For example when going to supermarket you can list goods you want to buy starting with most to the least important. When a customer picks one item instead of another, they forego the value of the unchosen item, this is known as opportunity cost. Opportunity cost is the next best forgone alternative after choosing another good or service. Scarcity, choice, a scale of preference and opportunity cost is important in making economic or financial decisionsScarcity, choice, a scale of preference and opportunity cost are all related to one economic fact that resources are limited while human wants are unlimited. A Resource is something that can be used to achieve an aim or goal. Preparing a scale of preference-Preparing a sale of preference involves arranging wants in their order of importance, from the most urgent or important to the least urgent or important. -When preparing a scale of preference, one should know the resources available and the wants and needs required. Making a scale of preference helps a person toDecide which goods to buy according to their importance or priority and resources available. Manage their finances well by buying only the most important thingsEfficiently use available resourcesMake reasonable choices when purchasing goods. Maximise the satisfaction of needs and wants using limited resources-A scale of preference can be used by both the consumer and the business person to make decisionsFor instance if there is a demand for a particular good, business person can use a scale of preference and compare the scarcity of resources against the demand for the good. When making a scale of preference needs come before wants. Need for business activities for self and the communityBusiness activities involve the production and scale of goods and services with an aim of making profit. Business activities make it possible for a business to provide and satisfy the needs and wants of the consumer and the community. The main business activities includeExtractionProcessingManufacturingDistribution and transportationConstructionTradingProvision of servicesExtraction means obtaining goods from their natural setting e.g mining, farming, lumbering etcProcessing of raw materials it is changing the form of goods without combining it with other goodsManufacturing combining different raw materials to come up with one final product e.g. table is made of wood, glue, nails and varnishConstruction involves building structures like Rails, road and buildingsDistribution of goods Spreading of goods from the manufacturers to the users. Done by distributorsTrade Buying and selling of goods with the aim of making profits. |
The main business activities includeExtractionProcessingManufacturingDistribution and transportationConstructionTradingProvision of servicesExtraction means obtaining goods from their natural setting e.g mining, farming, lumbering etcProcessing of raw materials it is changing the form of goods without combining it with other goodsManufacturing combining different raw materials to come up with one final product e.g. table is made of wood, glue, nails and varnishConstruction involves building structures like Rails, road and buildingsDistribution of goods Spreading of goods from the manufacturers to the users. Done by distributorsTrade Buying and selling of goods with the aim of making profits. Done by tradersProvision of services Selling services to consumers e.g. hairstylist, car washersBusiness activities create employment for self and other people in the communityBusiness activities help individuals improve their standard of living due to increased income from the profit earned. Business activities use available resources within societies to create goods and services. Business activities help to offer alternative goods that may not be easily available in the community. Trading activities in the communityTrading is an activity that involves buying and selling of goods and services with the aim of making profitPeople who are involved in trading activities are called traders. |
Business activities use available resources within societies to create goods and services. Business activities help to offer alternative goods that may not be easily available in the community. Trading activities in the communityTrading is an activity that involves buying and selling of goods and services with the aim of making profitPeople who are involved in trading activities are called traders. Examples of traders areProducersWholesalersRetailersA retailer buys goods from the producer or wholesalers and sells them to consumers at a slightly higher price in order to make profitRetailer exist in two main groups,Large scale retailers supermarkets, departmental stores, hypermarkets, chain stores, mail order storesLarge scale retailers deal in a variety of goods and mainly operate in urban centresSmall scale retailers canteens and kiosksThese are commonly ran and owned by one personThey deal with small and fast moving goods like foodstuffsSmall scale retailers are further divide into twoSmall scale retailers with shops such as single shops, kiosksSmall scale retailers without shop such as automatic vending machines, open air markets, roadside sellersThe roles of a retailer includeThey serve as the link between consumer and producerThey break goods into smaller quantities for consumer to buyThey package and grade goodsThey provide the customer with many products so that they can choose the one that best satisfies their needsThe retailer may provide after sale services like delivery and installation of goods for the consumerA retailer at times sells goods to the consumer on credit, thereby providing credit facilitiesA consumer is a person who buys goods for use, not for reselling. Consumers buy goods from retailers hence enabling them to make their business. A wholesaler is a trader who buys goods in large quantities from producers and then sells them to retailersThe roles of wholesalers includeBreaking bulkWholesalers divide a product into smaller quantities for the convenieve of the buyerBrandingWholesalers assign a given identity, name and mark by which it will be sold. This helps to differentiate the products from a similar productSortingWholesalers select and arrange goods as per their size, weight, colour and qualityBlendingWholesalers mix different grades of products to achieve the desired colours, tastes or qualitiesPackingWholesalers put products in packets, boxes, bottles or cartoonsGradingWholesalers differentiate goods as per their qualities. |
Consumers buy goods from retailers hence enabling them to make their business. A wholesaler is a trader who buys goods in large quantities from producers and then sells them to retailersThe roles of wholesalers includeBreaking bulkWholesalers divide a product into smaller quantities for the convenieve of the buyerBrandingWholesalers assign a given identity, name and mark by which it will be sold. This helps to differentiate the products from a similar productSortingWholesalers select and arrange goods as per their size, weight, colour and qualityBlendingWholesalers mix different grades of products to achieve the desired colours, tastes or qualitiesPackingWholesalers put products in packets, boxes, bottles or cartoonsGradingWholesalers differentiate goods as per their qualities. This makes it easier to price goodsGoods and servicesGoods are things that we can touchServices refer to the activities that people or organisation do or provide to get paid to satisfy the needs or wants of a consumerTypes of goodsProducer and consumer goodsProducer goods are used in producing other. They are also known as capital goods e.g. machines, equipments and tools. Consumer goods are readily usable by the final consumer. E.g. food, clothing, furniture, cosmetics, medicine etcEconomic goods and non economic goodsEconomic goods are goods with a price and are generally limited in supplyNon economic goods are free goods with no price. These are also known as free goodsIntermediate goods and finished goodsIntermediate goods cannot be used until they are further processedExample: cottonFinished goods have already been transformed into final products for consumptionExample: clothesTypes of servicesCommercial servicesBusiness use these services in conducting various business activitiesThey include banking services, insuranceSocial servicesThese are essential public services. |
E.g. food, clothing, furniture, cosmetics, medicine etcEconomic goods and non economic goodsEconomic goods are goods with a price and are generally limited in supplyNon economic goods are free goods with no price. These are also known as free goodsIntermediate goods and finished goodsIntermediate goods cannot be used until they are further processedExample: cottonFinished goods have already been transformed into final products for consumptionExample: clothesTypes of servicesCommercial servicesBusiness use these services in conducting various business activitiesThey include banking services, insuranceSocial servicesThese are essential public services. They are provide by the government or other organisations such as non profit organisationsInclude services in education, sanitation, medical facilitiesPersonal services direct servicesThese are services provide by an individual according to their personal needsThey include teaching, healthcareImportance of goods and servicesGoods and services help satisfy consumer needs and wantsBusiness make money by producing and selling goods and servicesGoods and services ensure the community of businessSelling goods and services is a source of incomeDistinguishing between goods and servicesCharacteristics of goods and servicesThe characteristics of goods and services can be used to distinguish or differentiate goods and servicesGoods are tangible that is they can be touches and feltServices are intangible that is they cannot be touched or feltGoods can be separated from the sellerServices cannot be separated from the service providerOwnership of goods can be transferred from the seller to the buyerServices cannot be transferred to the clientGoods can be stored for future useServices cannot be stored for future useGoods can be quantified in various shapes and sizesServices cannot be quantifiedThe quality of goods can be standardisedthe quality of services cannot be standardisedGoods can be seen while services cannot be seenSources and places for buying goods and servicesGoods can be obtained from various sources and places. These places and sources include open air markets, kiosks, supermarkets online marketsServices are acquired from different service providers such as barbershops, transport operators, lawyers offices, they can be located at different placesGoods and services can be obtained through online markets platforms through websites and applicationsExamples of online services include online banking, where people can conduct banking transactions such online cash withdrawals and payments. |
These are also known as free goodsIntermediate goods and finished goodsIntermediate goods cannot be used until they are further processedExample: cottonFinished goods have already been transformed into final products for consumptionExample: clothesTypes of servicesCommercial servicesBusiness use these services in conducting various business activitiesThey include banking services, insuranceSocial servicesThese are essential public services. They are provide by the government or other organisations such as non profit organisationsInclude services in education, sanitation, medical facilitiesPersonal services direct servicesThese are services provide by an individual according to their personal needsThey include teaching, healthcareImportance of goods and servicesGoods and services help satisfy consumer needs and wantsBusiness make money by producing and selling goods and servicesGoods and services ensure the community of businessSelling goods and services is a source of incomeDistinguishing between goods and servicesCharacteristics of goods and servicesThe characteristics of goods and services can be used to distinguish or differentiate goods and servicesGoods are tangible that is they can be touches and feltServices are intangible that is they cannot be touched or feltGoods can be separated from the sellerServices cannot be separated from the service providerOwnership of goods can be transferred from the seller to the buyerServices cannot be transferred to the clientGoods can be stored for future useServices cannot be stored for future useGoods can be quantified in various shapes and sizesServices cannot be quantifiedThe quality of goods can be standardisedthe quality of services cannot be standardisedGoods can be seen while services cannot be seenSources and places for buying goods and servicesGoods can be obtained from various sources and places. These places and sources include open air markets, kiosks, supermarkets online marketsServices are acquired from different service providers such as barbershops, transport operators, lawyers offices, they can be located at different placesGoods and services can be obtained through online markets platforms through websites and applicationsExamples of online services include online banking, where people can conduct banking transactions such online cash withdrawals and payments. Economic resourcesA resource is anything needed to accomplish a task or satisfy a need or a wantEconomic resources are the inputs used to produce goods and services for satisfaction of human needs and wants. Economic resources are those resources that require human effort to produce goods and services. |
These places and sources include open air markets, kiosks, supermarkets online marketsServices are acquired from different service providers such as barbershops, transport operators, lawyers offices, they can be located at different placesGoods and services can be obtained through online markets platforms through websites and applicationsExamples of online services include online banking, where people can conduct banking transactions such online cash withdrawals and payments. Economic resourcesA resource is anything needed to accomplish a task or satisfy a need or a wantEconomic resources are the inputs used to produce goods and services for satisfaction of human needs and wants. Economic resources are those resources that require human effort to produce goods and services. They includeSoilMineralsMachinesVehiclesBuildingsToolsCharacteristics of economic resourcesCan change ownershipEconomic resources can change ownership from one person to another through sale or donationsHave utilityUtility means usefulness. Economic resources can be used to produce other goods and servicesScarce in supplyEconomic resources are not available in sufficient quantitiesHave monetary valueThey have a value that can be exchanges for ownershipHave alternative useEconomic resources may be put into different usesEg car owner may rent it for businessCan be complementaryDifferent economic resources may be consumed together such as a car with petrolCan be combinedDifferent economic resources are combined to produced the final productFor example a wooden chair is made using nails, timber and vanishTypes of economic resourcesHuman made resources artificial resourcesAre made by people to be used in producing goods and servicesExamples: machines, factories, vehiclesThese things aid the production of goods and services and make work easierHuman resourcesAre people who have the skills required in producing goods and servicesExamples; drivers, technicians, salespeople, farmers, carpenters, bakersNatural resourcesAre things that are naturally found in the environment and are important in the production of goods and resources. Examples; water, land, forests, mineralsThe distribution of economic resources is uneven. This means that different regions or places may have different types of resources. Example certain regions have rivers while others do notSustainable ways of using economic resources in KenyaSuitable use of economic resources mans using resources in a way that ensures we meet our own needs without affecting the ability of future generations to meet their needs. |
Examples; water, land, forests, mineralsThe distribution of economic resources is uneven. This means that different regions or places may have different types of resources. Example certain regions have rivers while others do notSustainable ways of using economic resources in KenyaSuitable use of economic resources mans using resources in a way that ensures we meet our own needs without affecting the ability of future generations to meet their needs. Suitable use of resources aims ensure that future generation can be able to utilise economic resources to produce the products and services they needSome of the ways to sustainably use economic resources includePlanting trees after cutting down other tressTreating industrial wastes before disposing them to water bodies or releasing them int the airProtecting soil from the erosion to improve farm produceRecycling plastics and other harmful materials instead of dumping them anyhow. Tools, instruments or machines should be properly maintained. Employees or labourers should be treated well and paid fairly. This ensures their availability for future projectsEconomic resources are important and therefore should be used responsibly. Our community needs economic resources because of the following reasonsThey are used to create goods and services which satisfy human needs and wantsThey are a means of development because they are the key to the improved economic growth of a countryEconomic resources create employment opportunities for the people who utilise themEconomic resources create wealth and eradicate povertyResources mapping and classification of local economic resourcesPupil s activityPage 80-81Business communicationCommunication is the process of passing information from one person to another. Communication in business involves sharing information between people within and outside a businessImportance of communication in businessIt helps in decision makingGood communication provides all the necessary information that helps to make quality decisionsIt enhances public relationshipsGood communication enables the business to create a good image for the publicIt improves customer servicesCommunication enables the business to create good image for the publicIt helps give instructionsEffective communication helps business to get work done by issuing procedures and ordersIt enhances good relationship between business owners and employeesEffective communications ensure business owners and employees have a good working relationshipIt promotes business innovationSharing information stimulates creativity and innovation among the employeesIt increase productivityGood communication, motivates wor kers which increases productivityUse of ICT tools in business communicationTechnology has changed and improved how information is exchanged, shared in a business environment. |
This ensures their availability for future projectsEconomic resources are important and therefore should be used responsibly. Our community needs economic resources because of the following reasonsThey are used to create goods and services which satisfy human needs and wantsThey are a means of development because they are the key to the improved economic growth of a countryEconomic resources create employment opportunities for the people who utilise themEconomic resources create wealth and eradicate povertyResources mapping and classification of local economic resourcesPupil s activityPage 80-81Business communicationCommunication is the process of passing information from one person to another. Communication in business involves sharing information between people within and outside a businessImportance of communication in businessIt helps in decision makingGood communication provides all the necessary information that helps to make quality decisionsIt enhances public relationshipsGood communication enables the business to create a good image for the publicIt improves customer servicesCommunication enables the business to create good image for the publicIt helps give instructionsEffective communication helps business to get work done by issuing procedures and ordersIt enhances good relationship between business owners and employeesEffective communications ensure business owners and employees have a good working relationshipIt promotes business innovationSharing information stimulates creativity and innovation among the employeesIt increase productivityGood communication, motivates wor kers which increases productivityUse of ICT tools in business communicationTechnology has changed and improved how information is exchanged, shared in a business environment. ICT is defined as a set of digital technological resources used to create, store, share and exchange information. There are numerous ICT tools used in business communication. They include computers laptops, printers, scanner, software programs, SmartphoneThese tools can be connected to the internet to improve communication in a business environmentThe internet allows information through electronic mails, online meetings, social media platforms, video and web conferencing, websitesComputers, phones and smart televisions can be connected to the internet to enable communication the business environmentProduction of goods and servicesProduction refers to the creation of goods and services to satisfy consumer needs and wants. Production involves transforming raw materials into finished goods and transporting the goods to reach the consumerThe final product becomes more useful when the consumer uses it. |
There are numerous ICT tools used in business communication. They include computers laptops, printers, scanner, software programs, SmartphoneThese tools can be connected to the internet to improve communication in a business environmentThe internet allows information through electronic mails, online meetings, social media platforms, video and web conferencing, websitesComputers, phones and smart televisions can be connected to the internet to enable communication the business environmentProduction of goods and servicesProduction refers to the creation of goods and services to satisfy consumer needs and wants. Production involves transforming raw materials into finished goods and transporting the goods to reach the consumerThe final product becomes more useful when the consumer uses it. Therefore the goods and services produced must have utility to the userUtility refer to the ability of goods or services to satisfy human needs or wantsImportance of productionIt makes use of the available resources to make goods and servicesIt creates employment opportunitiesIt provides goods and services required to satisfy human needs and wantsIt improves trade in a country. This contribute to the economy of the countryFactors of production, their importance, characteristics and rewardsFactors or production are the resources needed to produce goods and servicesThey includeLandLabourCapitalEntrepreneurship. |
GRADE 7 VISUAL ARTS LESSON NOTES TERM 1STRAND 1.0 THE ARTS AND ENTREPRENEURSHIPCATEGORIES OF ARTSARTS - This is a general term used to describe expression of creative human skill, feeling and imaginations. This is mainly appreciated for beauty and emotional value. The arts can be experienced through the following:Sense of lightHearingTouchSmellTasteEntrepreneurshipThis is the process of setting up, developing and running a business with the aim of getting profit. It requires marketing goods, services and new ideas in order to make profit. Visual artsThese are arts forms appreciated through the sense of sight. They are appreciated for their emotional power and beauty e.g. DrawingpaintingmontagecollageApplied ArtsApplied Arts are related to visual arts but involved making and decorating of everyday items. These items are for practical use or utilitarian purposesPerforming ArtsPerforming arts involves performance or presentation to the audience. Artist use the following in performing artsBody movementFacial expressionVoices artistic expressionIt can be done live to an audience or recorded for future useWritten or Literacy artThis writing of stories that have artistic and cultural value. They display the beauty of speech and language to convey meaning. It may be inform of stories novels, script writing and spoken films and poetry. The main reason for doing research is to get new information about a specific area. It also help you get different views and what people think about an issue. Researching on the categories of art will enable you find out about a wide area in the Art. Importance of doing research of artPreparation for a presentationFactors to consider when making preparation and presentation of art research . Relevance of the contentIt is important that the information in the presentation is relevant to the main topic. This help in preventing the speaker and the audience from talking about things not related to them. The information should be well organized starting from what the audience knows to providing new informationOral presentationWhen making oral presentation, use appropriate language and expressions. Remember also to maintain eye contact with the audience. 3. Team workEvery member of the group should actively participate in the activities. All members should take part in carrying out tasks during presentations. These includes: preparations, organization sample artwork, operating the equipment and answering questions from the audience. |
Team workEvery member of the group should actively participate in the activities. All members should take part in carrying out tasks during presentations. These includes: preparations, organization sample artwork, operating the equipment and answering questions from the audience. All members should demonstrate respect for one another and unity when carrying out the group activity. Guidelines to follow when making a presentation on categories of artsIntroductionsIntroduce yourself and member of the group to the audience. Give the tittle of the presentation. 2. Body of the presentationDiscuss the meaning of the artsGive as many examples of the arts as possibleShow actual samples, pictures or drawing to emphasize your pointsDemonstrate where necessaryConclusionAsk the audience whether there are questions of contributionsAnswer the questions confidently, ask other group members, the audience of the teacher if you are not able to give a response to the question. When there are not more questions, thank the audience for the co- operation. Presentation and appreciation categories of artsA presentation involves talking to an audience about the topic, an idea or a product. The main purpose of a presentation is to pass information and persuade an audience about a certain idea or topic. Elements of presentationSpeaker of the presenterThe role of the presenter is to communicate with the audience. The speaker also controls the presentation. The presenter should involve the audience and other members of the group during presentation. The audienceThese are people the presenter will communicate with. It is important to maintain attention of the audience by involving them through questions and asking them to participate in some activities. The contentThis is the information you will pass to the audience. The resources used in the presentationThese may includesamples of artworkpresentation softwarechartspostersCareer pathways in the artsCareer pathways - is an area of study taken so as to lead and prepare someone for a specific career. The arts is a wide a field that has very many opportunities. Careers in the art range from traditional fine art emerging digital and media design. The artist therefore, has an opportunity to choose a career pathway that is interesting and suits their individual abilities in the world of work. Careers Path in Secondary schoolThe arts are offered as two subjects in lower secondary: performing and Visual arts. Performing arts include:musicdancetheatre and filmVisual and applied art:fine artapplied arttime based mediaPupil s activities Pg. |
The artist therefore, has an opportunity to choose a career pathway that is interesting and suits their individual abilities in the world of work. Careers Path in Secondary schoolThe arts are offered as two subjects in lower secondary: performing and Visual arts. Performing arts include:musicdancetheatre and filmVisual and applied art:fine artapplied arttime based mediaPupil s activities Pg. 10Presentation on career pathways in the ArtWhen making a presentation on the career in the arts, follow the same procedure as in the categories of the arts. Make sure you have done a good research and that you have enough point for the presentation. Present your points in a simple and clear language that everyone will understand. Present your points in the simple and clear language that everyone will understand. Be careful when talking in a simple and eye contact with your audience. Respect others and appreciate their contributions. Categories of Visual ArtsThe visual arts can be classified as either two dimensional or three dimensional. The two dimensional art forms can be also written as 2D, while three dimensional written as 3D. The 2D FormsThese are art forms that only have length and width. These artworks are done on flat surfaces and have no depth. Examples of 2D artwork are:DrawingPaintingMontageThe 3D arts FormsThese are artwork with length, width and heightThese types of artwork have volumeThey can be turned around and viewed from more than one direction. Some examples of 3D artwork are:PotteryBasketryOrnamentsPresentation on the categories of 2D and 3d ArtsPupils activities page 19. 2.0 PICTURE MARKINGOne point perspective DrawingPerspective is the way objects appear it each other depending on the distance from and position of the viewer. Perspective drawing is therefore a technique of showing an illusion of depth and distance on a flat surface. When forms are drawn in perspective, those that are near the viewer appear larger and clearer than those further away from the viewer. Perspective drawing can be applied in all categories of drawing including landscape and still life drawing. Through perspective drawing, a 2d D drawing is made to appear 3 dimensional. This makes the drawing appear more realisticMaterials and tools required in drawingPencilRulesPaperEraserComponent of perspectiveIn order to draw in perspective. |
Perspective drawing can be applied in all categories of drawing including landscape and still life drawing. Through perspective drawing, a 2d D drawing is made to appear 3 dimensional. This makes the drawing appear more realisticMaterials and tools required in drawingPencilRulesPaperEraserComponent of perspectiveIn order to draw in perspective. It is important to consider the projection lines or convergence lines, vanishing point and horizon. As described below. Projection or convergence linesThese are parallel lines on an object which appear to converge as they recede from the viewer. When projected further they will appear to meet at a point. Vanishing pointsThis is a point where the projected lines appear to meet. The vanishing point will always be found at the horizon. Horizon pointIn nature, the horizon is the line along where the sky appear to meet the ground, however, in perspective drawing is used to refer to a horizontal lines drawn along the vanishing point. Horizon lineProjection linesOne point perspectiveA one perspective is created in a drawing that has only one vanishing point. Where drawing a picture in one point perspective, the planes directly facing the viewer are flat and made up of horizontal and vertical lines. The planes facing the viewer are created by using projection lines that appear to meet at one vanishing point. For example, when you look at a straight road directly in front of you. It appears to narrow and converge at a point in a distance; a one point perspective can be created from different angles or eye view. Eye viewEye view in a composition is determined by the position of the viewer; a drawing can be done from worm s eye. Normal eye view or bird s eye view. Worm s eye viewNormal eye viewWorm s eye viewThis is a view of an object from below. When observing an object from the worm s eye viewer will see mainly the bottom of the object. Normal eye viewAt normal eye view, the object being observed is at the same level as the viewer s eyes. In this view point, the observer will see mainly the sides of the objects. Bird s eye viewThis is a view of an object from above. In bird s view, the viewer will see mainly top of an object. The vanishing point in the bird s eye view can be at the side as shown in the table below. Drawing cuboid in one point perspectiveA cuboid is a three dimensional that has six rectangular faces. |
In bird s view, the viewer will see mainly top of an object. The vanishing point in the bird s eye view can be at the side as shown in the table below. Drawing cuboid in one point perspectiveA cuboid is a three dimensional that has six rectangular faces. It can also have four rectangular and two square faces. Examples of cuboids are package boxes, books suitcases and building blocks. Drawing cuboid from Normal eye viewAt normal eye view the cuboid is at the same level with the viewer s eyes. When observing a cuboid from the same level as the eyes, the viewer will see mainly the sides of the object. Procedure of drawing a cuboid from normal eye viewDrawing a Cuboid from Bird s Eye viewIn bird eye view the object being drawn is viewed from above. When observing a cuboid from bird s eye view, the viewer will see the object from the top. Procedure of Drawing a Cuboid from Bird s Eye viewDrawing a cuboid from Worms Eye ViewIn worms eye view, the object drawn is viewed from below. When observing a cuboid from worm s eye view. The object will be above the viewer. Still life compositionA still life is a drawing of non- living objects arranged on a surface. Still life drawing can be done from observation, memory or imagination. A composition means arranging or placing different objects together. Procedure of preparing a still life compositionPrepare the surface where the object will be placedSelect the object whose basic forms are cuboid from your environment. Examples of such objects are packaging boxes, large books, mathematic set and building blocksPlace the objects that have a variety of colours, dimension and sizes to create a center of focus. Place the objects on the surface with some overlappingPlace large object at the centerMake the object parallel to other so that can be drawn In one point perspective. Procedure of making still life composition with a cuboidPAINTINGPainting is a picture making technique involving the application of colour on a surface. The use of colour enables the artists to express ideas in pictorial compositions. The subject matter in these compositions could be human forms, animals, sceneries and also objects of different types. |
This is a gradation strip showing how a colour gradually reduces or increases its intensity. Procedure to paint an intensity scaleValue gradation stripA value gradation strip is also known as a value chart. It refers to a strip showing a colour reducing or increasing in darkness or lightness. The value of a colour can be changed into two ways:By adding white to make the colour lighter. This is referred to as tinting. By adding black to make the colour darker. This is referred to as shading. Procedure to paint a value gradation strip by tinting and Shading. |
GRADE 7 TERM 1CRE LESSON NOTESINTRODUCTION TO CREImportance of studying CREThe meaning of studying CRECRE involves the study of religious beliefs and practices of Christians. It is the study of how human beings depend on God and how God intervenes to save human beings. CRE is a subject studied in Kenyan schools to develop the mind, behaviour and character of the learners. It is also a subject that shows God s relationship with man. Importance of studying CREStudying CRE is important becauseIt makes one understand that God the Father, the Son and the Holy Spirit operate as one. It helps one dispute knowledge and attitude s to make the right decisions in life. Enables one think critically and make moral decisions on challenges affecting one s life and the societyOne becomes exposed to cultural heritage, enhancing national unity through respect for each community. One develops as a whole person, body, soul and spiritOne becomes courageous in the study of creation one is empowered to utilise the ability to control God s creationIt helps you relate with each other well through care and hospitalityThe moral values you acquire helps you to take care of the environmentOne acquires respect for oneself and hence living a productive lifeOne acquires the principle of sharing and social justice, enabling them to coexist with othersOne acquires the skills that enable him or her promote economic developmentIt enables one to acquire ICT skills as they search for more knowledgeOne develops communication skills through discussion and debate with other learners. NBIt provides answers to life mysteries e.g. the question of life after death, the origin of mankind, etc. It enables students to develop vivid awareness of God and how God reveals himself. It is a career subject, whose learners major in Law and theological training. It instils respect, protection and conservation of God s creation. It highly promotes human dignity. It helps students to appreciate their culture as well. It equips the youth with life skills such as critical thinking, which enables them to face challenges wisely. With regard to national goals of education, it promotes national development by instilling a positive attitude towards work. It equips learners with values that promote economic development. It helps learners to understand themselves better. It enables students to see the power of God controlling their own lives. It enables students to respond adequately to God s teachings and to relate well to others. It is a service of natural guidance. It promotes cultural integration. It promotes social equality and justice. |
It is a service of natural guidance. It promotes cultural integration. It promotes social equality and justice. How CRE helps us to relate well with othersIt has helped developed skills as ability to listenIt helps acquire values such as respect for self and othersIt helps someone to make moral decisions. This helps people to associate with the right peopleObedience to God s command of loving our neighbour teaches us to care about others. Moral and religious values acquired from studying of CREHumilityRespectHard workDisciplineHonestyIntegrityResponsibilityUnityLoveHospitalityCREATIONAccounts of CreationThe Biblical accounts of creationFirst accountSecond accountThe first biblical account of creationGenesis 1:131, 2:1-4It gives record on what was created within the first 6 days. Humans beings were created lastFrom the first account of creation, we learn God is all powerful because He created the universe with one command. He is a God or order. He created the universe and everything in it in an orderly manner. God is the provider. He provides for human beings to meet their needs. Leisure time was instituted. The second Biblical account of creationGenesis 2;4-25In the second account of creation, there was no one to cultivate the land when God created the universe. God took soil from the ground and formed man. God breathed life into himHuman beings were created first. Man was created out of dustGod breathed life into mans nostrilsMan was put into the Garden of Eden. The tree of knowledge and life giving stood in the middle of the garden. Men was commanded to use everything in the garden except tree of knowledge of good and evilThe forbidden fruit from the tree was not supposed to be eaten. Eating from the tree would result to death. God gave man the responsibility to take care of the environmentGod created all birds and all animalsMan was given the responsibility of naming all the creaturesHe named all the birds and animals, but none was suitable helper for himAdam became lonely. A woman was created out of Adam s rib for companionship and a helper. |
Eating from the tree would result to death. God gave man the responsibility to take care of the environmentGod created all birds and all animalsMan was given the responsibility of naming all the creaturesHe named all the birds and animals, but none was suitable helper for himAdam became lonely. A woman was created out of Adam s rib for companionship and a helper. Attributes nature of God from the Genesis stories of creationGod is omnipotent all powerfulGod is orderly and perfectGod is omnipresent everywhereGod is transcendentGod is the sustainer providerGod is the sole creatorHe is a moral GodHe is a loving GodHe is a spiritHe is everlasting self existenceGod is source of goodnessGod is HolyGod is a workerThere is only one God. Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things. |
A woman was created out of Adam s rib for companionship and a helper. Attributes nature of God from the Genesis stories of creationGod is omnipotent all powerfulGod is orderly and perfectGod is omnipresent everywhereGod is transcendentGod is the sustainer providerGod is the sole creatorHe is a moral GodHe is a loving GodHe is a spiritHe is everlasting self existenceGod is source of goodnessGod is HolyGod is a workerThere is only one God. Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things. Differences in the two biblical accounts of creationNBThere is a chronological order of events in the first account of creation as opposed to the secondIn the first account, male and female are created at the same time whereas in the second account man is created first then woman is out of his ribsIn the first account, creation is out of the command let there be , yet, in the second, man is made out of dustIn the first account, man names what he creates as opposed to the second where man is given the opportunity to name the animalsA Sabbath day allocated for rest appears on the first while in the second account it wasn t mentionedThe Garden of Eden mentioned in the second account wasn t in the firstIn the second creation account are four rivers Tigris, Euphrates, Gihon and Pishon , which were not mentioned in the firstMan was given a responsibility to till the land in the second but not in the firstIn the second account, the forbidden tree appears but this misses in the first accountIn the first account, God created human beings for procreation while in the second account they were created for companionshipThe second account of creation is human centred while the first does not shore this. |
Attributes nature of God from the Genesis stories of creationGod is omnipotent all powerfulGod is orderly and perfectGod is omnipresent everywhereGod is transcendentGod is the sustainer providerGod is the sole creatorHe is a moral GodHe is a loving GodHe is a spiritHe is everlasting self existenceGod is source of goodnessGod is HolyGod is a workerThere is only one God. Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things. Differences in the two biblical accounts of creationNBThere is a chronological order of events in the first account of creation as opposed to the secondIn the first account, male and female are created at the same time whereas in the second account man is created first then woman is out of his ribsIn the first account, creation is out of the command let there be , yet, in the second, man is made out of dustIn the first account, man names what he creates as opposed to the second where man is given the opportunity to name the animalsA Sabbath day allocated for rest appears on the first while in the second account it wasn t mentionedThe Garden of Eden mentioned in the second account wasn t in the firstIn the second creation account are four rivers Tigris, Euphrates, Gihon and Pishon , which were not mentioned in the firstMan was given a responsibility to till the land in the second but not in the firstIn the second account, the forbidden tree appears but this misses in the first accountIn the first account, God created human beings for procreation while in the second account they were created for companionshipThe second account of creation is human centred while the first does not shore this. It is man centredIn the first account God created in union with the spirit Holy Trinity while in the second account God is aloneIn the first account human beings were created last while in the second they came firstThe first account takes six days to be complete unlike the second where days were not mentionedIn the first account, God appreciates everything he creates. |
Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things. Differences in the two biblical accounts of creationNBThere is a chronological order of events in the first account of creation as opposed to the secondIn the first account, male and female are created at the same time whereas in the second account man is created first then woman is out of his ribsIn the first account, creation is out of the command let there be , yet, in the second, man is made out of dustIn the first account, man names what he creates as opposed to the second where man is given the opportunity to name the animalsA Sabbath day allocated for rest appears on the first while in the second account it wasn t mentionedThe Garden of Eden mentioned in the second account wasn t in the firstIn the second creation account are four rivers Tigris, Euphrates, Gihon and Pishon , which were not mentioned in the firstMan was given a responsibility to till the land in the second but not in the firstIn the second account, the forbidden tree appears but this misses in the first accountIn the first account, God created human beings for procreation while in the second account they were created for companionshipThe second account of creation is human centred while the first does not shore this. It is man centredIn the first account God created in union with the spirit Holy Trinity while in the second account God is aloneIn the first account human beings were created last while in the second they came firstThe first account takes six days to be complete unlike the second where days were not mentionedIn the first account, God appreciates everything he creates. We are not told this in the second. Importance of learning about creationHelps us to know and understand God s creation work. |
It is man centredIn the first account God created in union with the spirit Holy Trinity while in the second account God is aloneIn the first account human beings were created last while in the second they came firstThe first account takes six days to be complete unlike the second where days were not mentionedIn the first account, God appreciates everything he creates. We are not told this in the second. Importance of learning about creationHelps us to know and understand God s creation work. Helps to appreciate God s great workHelps us to know how the first account differs from the second oneSimilarities and differences between the biblical account and African creation storiesAfricans view creationAfricans believe that creation originated from God the creator. Each community has a myth that explains its originAfricans see God as mysterious in his deeds, for they fail to explain how he created the earth. Africans see human beings as special and that God creates everything for them. God provided the first human beings with all the necessities of life. The first people lived happily with God and lacked nothing. Marriage was mainly for procreation. Similarities - biblical account and African creation storiesIn both, God is the sole creator. Man is the climax of creation. God is supreme. In both, man was given a wife for company. God is portrayed as a potter. God is the providerCreation of human took place at the end of the creation of thingsBetween the biblical account and African creation storiesIn biblical view, the order of creation is given, while the order of creation in the traditional view is not mentionedIn biblical view , everything was created to benefit human beings, some communities believe that god gave specific things to specific communitiesChristian responsibility over animals, fish and birdsBiblical teaching on responsibility given to human beings over animals birds and fishChristians have stewardship over Gods creation and they should care for everything in itOur responsibility is to take care of these creations and use them for our benefits but in a responsibly wayPupil s activityPage 19-20Ways in which Christians apply biblical teachings to protect animals , fish and birdsAccording to Genesis 2:15-20 and James 3;7 human beings are give authority to name and tame animals , birds and fish. |
In both, man was given a wife for company. God is portrayed as a potter. God is the providerCreation of human took place at the end of the creation of thingsBetween the biblical account and African creation storiesIn biblical view, the order of creation is given, while the order of creation in the traditional view is not mentionedIn biblical view , everything was created to benefit human beings, some communities believe that god gave specific things to specific communitiesChristian responsibility over animals, fish and birdsBiblical teaching on responsibility given to human beings over animals birds and fishChristians have stewardship over Gods creation and they should care for everything in itOur responsibility is to take care of these creations and use them for our benefits but in a responsibly wayPupil s activityPage 19-20Ways in which Christians apply biblical teachings to protect animals , fish and birdsAccording to Genesis 2:15-20 and James 3;7 human beings are give authority to name and tame animals , birds and fish. The responsibility to name the animals and birds means man was given authority to control all the creaturesTaming animals is a show of authority over them. Pupil s activityPage 20-21Ways in which Christians promote and protect animals, fish and birdsThere are different strategies for taking care of God s creatures likeConstructing good houses for domestic animalsFencing our farms well to keep away wild animalsAnimals need food, shelter and security to be healthy. Pupil s activityPage 21-22Reducing conflicts between human beings and wild animalsThe Kenya constitution protects animals from violence, overworking them when they are unwell, starvation, denial of water, abandonment, poisoning, careless surgery procedures, hunting and killing them. We should learn to co exist with wild animals to reduce conflicts with them. Pupil s activityPage 22-23Importance of protecting animals, fish and birdsAnimals, fish and birds are important to human beingsThey provide food, clothing and income. Some animals provide manure for farming. Animals are companions and help us to workTheir products support dairy industries, wool industries, leather and fishing industries. These sectors employ many peopleBirds help in the pollination of plants. As a result human beings, animals and birds also get food. |
Animals are companions and help us to workTheir products support dairy industries, wool industries, leather and fishing industries. These sectors employ many peopleBirds help in the pollination of plants. As a result human beings, animals and birds also get food. Pupil s activityPage 22-25Christian responsibility over plantsDifferent plants found in the environmentPupil s activityPage 27-28Responsibilities given to human beings over plantsGenesis 1:29, Genesis 2:15, Psalms 104:14They were to be in charge of the Garden of EdenTo eat from the fruits of the gardenTo take care of God s creation. God has provide us with plants. Human being have been given the responsibility to take care of the plants to benefit themselves and animals. We care for plants by applying manure, weeding, watering and spraying pesticides. We also take care protecting them from animals that feed themPupil s activityPage 28How Christians apply biblical teachings on the care for plants and conserve the environmentHuman beings have a responsibility to conserve the environment. We can conserver the environment byThrough afforestation and reafforestationEvading eradicating environmental pollution. Use of proper farming methods e.g. contours farming. Conserving water towers. Through provision of education, geared towards teaching people how to cope with the environment. Carrying out irrigationWays in which prudent use of plants contributes to economic growthPrudent use of plants contributes to economic growth. Prudent is the careful use of what you have to benefit you now and in the future. Prudent use of plants means taking care of plants, using what they produce carefully so that they can benefit us now and in the futureEconomic growth is an increase of plants in the production of goods and services from one period of time to another. It is good to take care of plants and harvest them properly. These practices will ensures that there is food for consumption. The surplus can be sold to avoid wastage and earn revenue. Storing farm produce well after harvest is important. One can use the harvest for a period and save the farmer from buying the same foodstuff in the future. The money which would have been used to purchase similar produce is used for other purpose. Well stores seeds can be planted in the future, saving one from buying the same farm input. |
One can use the harvest for a period and save the farmer from buying the same foodstuff in the future. The money which would have been used to purchase similar produce is used for other purpose. Well stores seeds can be planted in the future, saving one from buying the same farm input. Reforestation and replanting crops ensure that one has enough to use and at the same time, ensure a regular supply of the produce to the farmer. This contributes to steady source of income. African teachings on responsibility over plants and animalsThere are different types of plants and animals that Africans keep. Some crops initially grown by specific African communities in specific geographical locationsThe Africans took care of plants and animals as a responsibility from GodTypes of indigenous plantsCassavaSweet potatoesMilletSorghumYamsPumpkinsArrowrootsTypes of indigenous animalsCattleChickenBeesGoatsCamelsDonkeyThe importance of taking care of plants and animals in African contextThey were sources of food. The plants provided medicinal herbsOther plants provided wood for construction of houses and making utensilsWood was used as a source of energyPlants and animals provided materials for making musical instruments like kayambaSome plants and animals were also used as totems. Animals provided skins and hides for making clothesSome animals like dogs provide security to manOther were used as pack animals and others were used for transport. Example donkeyAnimal horns were used for horn blowing which was means of communication. Ways in which Africans promoted care and conservation of all types of plantsThe Africans protected plants by weeding, pruning, mulching, shading, trapping and scaring away animals that fed on the plants. They also preserved seeds of the plants to last longer during dry periods and to protect them from small such as rats and weevils. This conservation ensured that Africans had seeds to plants during the rainy seasons. Preserved seeds and plants served as source of food during drought. Africans used fire to make plants sprout out more serving as food for the animals. |
This conservation ensured that Africans had seeds to plants during the rainy seasons. Preserved seeds and plants served as source of food during drought. Africans used fire to make plants sprout out more serving as food for the animals. How Africans ensured protection of all types of animals and birdsAfrican ensured protection of all animals, fish and birds in different waysPupil s activityPage 42How Africans ensured protection of fishAvoid overfishingUse of proper netsPupil s activityPage 43How Africans promoted health of animalsAfricans cared for and protected domestic animals against wild animals by fencing their compounds and sleeping in the same place with the animals. They scared away wild animals that predated on their domestic animals by using different methods. Eg use of scarecrows, fire, noiseIn the events of disease. Africans treated their animals using selected plants such as Aloe vera while making them healthier by providing lick stones with mineral salts. They knew how to take care of animals during birth which ensured the growth in population. Animal products such as meat were preserved to last long for use during drought. Preservation was a way of ensuring food was not wastedYoung animals were left to suckle up to a time when they could eat grass and other types of vegetation. THE BIBLEFUNCTION OF THE BIBLEThe Bible is the inspired word of God. How the Bible is used in different places and occasionsThe Bible is used when taking oaths in courts of law. It is used in schools and colleges for learning, during graduation ceremonies, prayers and research. It is used in statehouse or during state functions, during the swearing in ceremonies and prayers. It is used in churches and during crusades for preaching. It is used at home for personal use during prayer time and home studyIn hospitals when praying for the sickSome Christians use the Bible before travelling to pray for journey merciesImportance of BibleJohn 1:1-2, Proverbs 30:5-6It contains the word of GodIt gives hope to ChristiansIt helps us to understand biblical truthsThe Bible helps a person to discover the will of GodGod speaks to people through the scripturesThe Bible corrects people when they are wrong and teaches them to do right. Christians should used exemplary lives. |
It is used in churches and during crusades for preaching. It is used at home for personal use during prayer time and home studyIn hospitals when praying for the sickSome Christians use the Bible before travelling to pray for journey merciesImportance of BibleJohn 1:1-2, Proverbs 30:5-6It contains the word of GodIt gives hope to ChristiansIt helps us to understand biblical truthsThe Bible helps a person to discover the will of GodGod speaks to people through the scripturesThe Bible corrects people when they are wrong and teaches them to do right. Christians should used exemplary lives. God protects those whose seek his protection and rebukes liarsThe Bible is the word of God and it was written by people who inspired by the spirit of God. The Bible unites people of God, strengthens the faith of the belivers and outlines values for quality Christian living. How the Bible is used to spread the word of GodThe Bible is used in spreading the word of God in the following ways:Christians songs are composed using Bible messagesThe Bible is distributed to individuals to read the word of GodIt is used for instructing and teaching new converts of Christian doctrineIt is used to take oaths therefore, increasing the faith of those who participateChristians translate the Bible to vernacular so that many people can read and understand. The role of the Bible for holistic growthHolistic growth involves physical, emotional, social, intellectual and spiritual growth. The Bible helps Christians to grow holisticallyHow the Bible promotes spiritual growthSpiritual growth includesIncreasing your knowledge and understanding of the word of GodIncrease in faith and trust in GodDeveloping Christ-like qualitiesRole of the Bible in promoting physical growthPupil s activityPage 51Role of the Bible in promoting moral growthMoral growth is the process of developing proper attitudes and behaviuour towards other people based on cultural norms and lovePupil s activityPage 51Role of the Bible in promoting social, emotional and intellectual growthSocial growthThe Bible tells us that everyone is created in God s image. Therefore we should not discriminate against others. We should help those in need, respect and love our neighbour as we love ourselvesEmotional growthThe Bible builds our emotions. When facing sad and difficult situations. It brings us close to God. |
We should help those in need, respect and love our neighbour as we love ourselvesEmotional growthThe Bible builds our emotions. When facing sad and difficult situations. It brings us close to God. God provides everything for our enjoyment and we should express our joy to him. Intellectual growthAs we grow in strength, the Bible helps us to grow in wisdom. God gives us the ability to comprehend, think, reason and remember. The Bible helps us to make correct decisions for quality Christian living. How God s word inspires different services among ChristiansChristian service is demonstration of who we are in Christ. The Bible teaches people to love God and humankind. Helping the needy in the society improves a person s relationship with GodService offered to others is part of Christian living and makes the world a better place to live. Serving others makes one happy and enriches other people s lives. The word of God has inspired different services among Christians. For example, Christians visit the orphans, give them food, clothes and even take them to school. Christians donate food, money and medicine to help people suffering when disasters like floods, accidents earthquakes, drought and famine occurChristians support refugees by counselling, educating and giving medical care. They also offer shelter, food and sometimes employment. For people who are unable to attend church service, the gospel is taken to them through crusades and public rallies. Divisions of the BibleThe Bible has 2 divisionsOld testaments - 39 booksNew testaments 27 booksWhy are there two divisions of the BibleThe two divisions were written at different times in human historyThe two divisions were addressed to different people and individualsThe messages contained in the two testaments address different issues that were of specific concern to the people addressed. Importance of the two divisions of the Bible to ChristiansThe old testaments talks about how the world was created, the Exodus of Israelites and Ten Commandments given to Moses by God. The testaments also includes real life storiesThe function of this testament is to teach Christians through the experiences of other people throughout history. Several books also foretell the arrival of the Messiah and the end of the world. The New Testament focuses more on the life and teachings of Jesus and the early church. The stories are narrated through gospels and emphasise the importance of the sacrifices of Jesus. The function of the New testaments is to lead people to follow the example of Jesus more closely. |
The New Testament focuses more on the life and teachings of Jesus and the early church. The stories are narrated through gospels and emphasise the importance of the sacrifices of Jesus. The function of the New testaments is to lead people to follow the example of Jesus more closely. The other books, written by various authors also talk about the end of the world. The books of the old testaments according to classificationOLD TESTAMENTIt was originally written in Hebrew. It was written before Jesus Christ came to exist physically. It was later translated to Greek and other languages. The following are groups of books in the Old Testament respective of their appearance. Torah Pentateuch law mosaic. Historical books. Major Prophets Books. Minor prophet books. Torah Pentateuch law mosaic. They were written by Moses. GenesisExodusLeviticusNumbersDeuteronomyGenesis means origin or beginningExodus means coming out or departureNumbers means censusLeviticus explains rules and regulation of priests. The Ten Commandments Decalogue are found in the book of exodus and Deuteronomy. Historical books. Contains the history of what happened to the Israelites and its neighbours. Poetic wisdom booksMajor prophetic booksMinor prophetic booksNB:Genesis is the first book of the Bible and the Old Testament. Malachi is the last book of the Old Testament. The books of the New testaments according to classificationThe New Testament is the period after Christ is born, it is the fulfilment of tthe old testament prophecies of Jesus. NEW TESTAMENTIt was originally written in Greek. Written after Christ. The groups of books found in the new testament are:Gospel books. Historical books. Pauline epistles. General epistles. Prophetic bookGospel booksThey explain the events in life of Jesus from birth to his ascension in Bethany. Gospel books are divided into two groups:Synoptic booksNon- synoptic book. Synoptic BooksThey explain full life history of JesusThey are: Matthew, mark and Luke. Non- Synoptic Book. It does not explain full history of Jesus. It is the book of John. Historical bookActs of apostleThe writer of acts of apostle was Luke. It explains the life of believers in the early church. |
It is the book of John. Historical bookActs of apostleThe writer of acts of apostle was Luke. It explains the life of believers in the early church. Pauline epistlesThese are letters which were written by Paul while he was in prison. They areRomans1 Corinthians2 CorinthiansGalatiansEphesiansPhilippiansColossians1 Thessalonians2 Thessalonians1 timothy2 TimothyTitusPhilemonGeneral epistlesWritten by different writers who were inspired by God. Prophetic booksRevelation apocalypse disclosureIt was written by John after having a vision on Patmos Island. Revelation contains the writings about the last days. NB;Matthew is the first book of the New Testament. Revelation is the last book of the Bible and the New Testament. Bible translationTo translate means to express spoken or written words in a language that is different from one that was initially used. How people benefited from different translations of the BibleSpread of the word of God and the general growth of the church. Higher demand for formal education in Africa so as to read the Bible. It increased the number of Africans in church leadership. Unity of mankind, especially through ecumenism. It made African Christians more active than passive. Africans leaned foreign languages e.g. English. Many missionaries were able to learn African languages. African languages developed from oral to written form. Introduction of new concepts and terms into local languages. Development of African theology. Many employment opportunities. For instance, people are employed to work for the Bible Society of Kenya. Emergence of African indigenous churches. Africans rediscovered their culture and developed confidence in it. Fast growth of the printing industry. Establishment of Bible societies in Africa e.g. |
Africans rediscovered their culture and developed confidence in it. Fast growth of the printing industry. Establishment of Bible societies in Africa e.g. the Bible society of KenyaReasons that led to the translations of the Bible into local languagesTo enable the word of God to reach more peopleTo train local people to take leadership skillsTo facilitate the expansion of the churchTo indigenise ChristianityTo establish local translation society for example Kenya s Bible societyThe different translations of the BibleWhen missionaries began to evangilise in African there was a need to translate the Bible into local languages of the local people to have the scripture in a language they could understandToday the Bible has been translated into local languagesIn Kenya , the Bible society of Kenya is the main body mandated to translate the BibleSome of the translated Bibles include Kamba, Swahili, kikuyu, Kimiiru kimeru, Somali, Samburu, Borana, Luhyia BiblesThe different versions of the BibleA version is the construction of the languages that a translator of the Bible uses in their workThe Revised Standard Version;Good News;King James Bible;The Living Bible;The Jerusalem Bible;The New International Version;The Gideon International Bible;The Holy Bible;The New English Bible;The Jerome Bible;The African Bible;The Common Bible;The New Life Version;The Authorised Bible;The New King James VersionSocial effects of the translation of the Holy Bible into local languagesPeople can now read the Bible in their local languags and understand it betterIt has led to the development of African independent churchesIt has led to the development of local languages which have ben put down in written formAfricans have become leaders in their established churches as catechists, priests , pastors and deaconsEconomic effects of the translation of the holy Bible into local languagesIt has led to the establishment of BIBLE translations societies. The societies offer employment opportunitiesIt has led to the development of the Christian printing press and bookshops. |
Establishment of Bible societies in Africa e.g. the Bible society of KenyaReasons that led to the translations of the Bible into local languagesTo enable the word of God to reach more peopleTo train local people to take leadership skillsTo facilitate the expansion of the churchTo indigenise ChristianityTo establish local translation society for example Kenya s Bible societyThe different translations of the BibleWhen missionaries began to evangilise in African there was a need to translate the Bible into local languages of the local people to have the scripture in a language they could understandToday the Bible has been translated into local languagesIn Kenya , the Bible society of Kenya is the main body mandated to translate the BibleSome of the translated Bibles include Kamba, Swahili, kikuyu, Kimiiru kimeru, Somali, Samburu, Borana, Luhyia BiblesThe different versions of the BibleA version is the construction of the languages that a translator of the Bible uses in their workThe Revised Standard Version;Good News;King James Bible;The Living Bible;The Jerusalem Bible;The New International Version;The Gideon International Bible;The Holy Bible;The New English Bible;The Jerome Bible;The African Bible;The Common Bible;The New Life Version;The Authorised Bible;The New King James VersionSocial effects of the translation of the Holy Bible into local languagesPeople can now read the Bible in their local languags and understand it betterIt has led to the development of African independent churchesIt has led to the development of local languages which have ben put down in written formAfricans have become leaders in their established churches as catechists, priests , pastors and deaconsEconomic effects of the translation of the holy Bible into local languagesIt has led to the establishment of BIBLE translations societies. The societies offer employment opportunitiesIt has led to the development of the Christian printing press and bookshops. Leadership in the Bible: MosesExodus 2:11-13, exodus 3:1-2, Exodus 6:12During the call of Moses, god told Moses that he had heard the cry of his people Israelites God wanted to send Moses to the king of Egypt so that he could lead his people out of the countryCharacteristics of a good leaderGod fearing. |
The Bible society of KenyaReasons that led to the translations of the Bible into local languagesTo enable the word of God to reach more peopleTo train local people to take leadership skillsTo facilitate the expansion of the churchTo indigenise ChristianityTo establish local translation society for example Kenya s Bible societyThe different translations of the BibleWhen missionaries began to evangilise in African there was a need to translate the Bible into local languages of the local people to have the scripture in a language they could understandToday the Bible has been translated into local languagesIn Kenya , the Bible society of Kenya is the main body mandated to translate the BibleSome of the translated Bibles include Kamba, Swahili, kikuyu, Kimiiru kimeru, Somali, Samburu, Borana, Luhyia BiblesThe different versions of the BibleA version is the construction of the languages that a translator of the Bible uses in their workThe Revised Standard Version;Good News;King James Bible;The Living Bible;The Jerusalem Bible;The New International Version;The Gideon International Bible;The Holy Bible;The New English Bible;The Jerome Bible;The African Bible;The Common Bible;The New Life Version;The Authorised Bible;The New King James VersionSocial effects of the translation of the Holy Bible into local languagesPeople can now read the Bible in their local languags and understand it betterIt has led to the development of African independent churchesIt has led to the development of local languages which have ben put down in written formAfricans have become leaders in their established churches as catechists, priests , pastors and deaconsEconomic effects of the translation of the holy Bible into local languagesIt has led to the establishment of BIBLE translations societies. The societies offer employment opportunitiesIt has led to the development of the Christian printing press and bookshops. Leadership in the Bible: MosesExodus 2:11-13, exodus 3:1-2, Exodus 6:12During the call of Moses, god told Moses that he had heard the cry of his people Israelites God wanted to send Moses to the king of Egypt so that he could lead his people out of the countryCharacteristics of a good leaderGod fearing. Ready to serveHardworkingGood decision makerGentleHave respectHonestHumbleLoyalLovingPeacefulBe a role modelHave integrityHow God prepared Moses for LeadershipExodus 2:11-13, Exodus 3:1-2, Exodus 6:12In the society leaders are prepared to take up their position in different ways, for example through trainingLike today leaders, God prepared Moses for leadership in different waysSpeaking from a miraculously burning bush, God says he will send Moses to lead His people from Egyptian slaveryThis mission was overwhelming to Moses. |
The societies offer employment opportunitiesIt has led to the development of the Christian printing press and bookshops. Leadership in the Bible: MosesExodus 2:11-13, exodus 3:1-2, Exodus 6:12During the call of Moses, god told Moses that he had heard the cry of his people Israelites God wanted to send Moses to the king of Egypt so that he could lead his people out of the countryCharacteristics of a good leaderGod fearing. Ready to serveHardworkingGood decision makerGentleHave respectHonestHumbleLoyalLovingPeacefulBe a role modelHave integrityHow God prepared Moses for LeadershipExodus 2:11-13, Exodus 3:1-2, Exodus 6:12In the society leaders are prepared to take up their position in different ways, for example through trainingLike today leaders, God prepared Moses for leadership in different waysSpeaking from a miraculously burning bush, God says he will send Moses to lead His people from Egyptian slaveryThis mission was overwhelming to Moses. He responded to Gods call with doubt. He did not see himself as the best person to free the jews or an appropriate leader for the task. However God often calls the most unlikely people to accomplish his greatest tasksGod prepare Moses for leadership by making him witness the suffering of the Hebrews under the EgyptiansGod prepare Moses to solve conflicts among his people and the IsraelitesLife in the desert made Moses bold and ready to face hardshipAs a shepherd, Moses learnt to be keen and responsible in leading IsraelitesRoles performed by Moses during the ExodusMoses was the prophet who led Israelites out of slavery in Egypt and brought them to the edge of the promised landMoses played various roles during the exodusHe asked Israelites to trust in god and not to be afraidHe interceded on behalf of the IsraelitesHe led the people of Israel away from the red sea. The seas waters separated when Moses lifted his rod and held it over the sea. Moses sought for providences for the people of Israel when they were in the wilderness. God responded to his prayer and made bitter water fit to drink. Moses received the laws God had given the people of Israel. |
Moses sought for providences for the people of Israel when they were in the wilderness. God responded to his prayer and made bitter water fit to drink. Moses received the laws God had given the people of Israel. The laws would help to safeguard their relationship with God and among themselvesMoses also appointed judges to help him administering justice among isrealiteis . He taught the Israelites the ten commandments and advertised them to obeyQualities of Moses that Christians can emulateResponsibilityObedienceHonestyJusticeAdvantages of choosing good leaders in the societyA good leader, among other qualities should be God fearing, trustworthy, a team player, obedient, responsible, and humble. Good leadership promotes peace, love, unity and development of many nationLeaders should follow the example of Moses. Pupil s activityPage 75THE LIFE AND MINISTRY OF JESUS CHRISTBACKGROUND TO THE BIRTH OF JESUS CHRISTProphecies about the coming of Jesus ChristThe coming of Jesus Christ was predicted by many prophets such as Isaiah and Jeremiah. A prophecy is a prediction of what will happen in the future. It is declared by a prophet who is inspired by the spirit of God. Prophets communicate God s message, condemns evils in the society, give hope to people, anoint kings and teach people the ways of GodIsaiah s prophecy about the coming of Jesus ChristIsaiah 9:6-7Isaiah prophesied thatThe messiah shall be calledWonderful counsellorMighty GodEternal fatherPrince of peaceThe messiah shall sit upon the throne of David and shall rule with justice and righteousness foreverJeremiah prophecy about the coming of Jesus ChristJeremiah 23:5-6Jeremiah prophesied thatThe messiah would be a righteous king from the house of DavidThe messiah shall execute justice and righteous in the landHe shall guarantee security and safety in the land of Israel. |
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