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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Environment and its resources
|
Precautions when using
light energy
|
By the end of the
lesson, the learner
should be able to:
identify practices in which light energy could harm eyes |
Learners to identify practices that in which light energy could harm the eyes (reading in dim light, looking directly at bright light with bare eyes, long exposure to bright light from electronic devices)
|
How could
light energy
harm us?
|
Our lives today Grade 2 page 54
Torch Sun Lamp matchbox |
Oral questions
|
|
| 1 | 2 |
Environment and its resources
|
Precautions when using
light energy
|
By the end of the
lesson, the learner
should be able to:
identify practices in which light energy could harm eyes |
Learners to identify practices that in which light energy could harm the eyes (reading in dim light, looking directly at bright light with bare eyes, long exposure to bright light from electronic devices)
|
How could
light energy
harm us?
|
Our lives today Grade 2 page 54
Torch Sun Lamp matchbox |
Oral questions
|
|
| 1 | 3 |
Environment and its resources
|
Precautions when using
light energy
|
By the end of the
lesson, the learner
should be able to:
identify practices in which light energy could harm eyes |
Learners to identify practices that in which light energy could harm the eyes (reading in dim light, looking directly at bright light with bare eyes, long exposure to bright light from electronic devices)
|
How could
light energy
harm us?
|
Our lives today Grade 2 page 54
Torch Sun Lamp matchbox |
Oral questions
|
|
| 1 | 4 |
Environment and its resources
|
Precautions when using
light energy
|
By the end of the
lesson, the learner
should be able to:
working groups of 2 identify practices in which light energy could harm eyes |
Learners to identify practices that in which light energy could harm the eyes (reading in dim light, looking directly at bright light with bare eyes, long exposure to bright light from electronic devices)
|
How could
light energy
harm us?
|
Our lives today Grade 2 page 54
Torch Sun Lamp matchbox |
Oral questions
|
|
| 2 | 1 |
Environment and its resources
|
Precautions when using
Light energy
|
By the end of the
lesson, the learner
should be able to:
take safety measure against harmful light energy to reduce risk to self and others |
In groups, learners discuss safety precautions in protecting self and others from harmful light energy
Learners create messages on awareness of harmful effects of light energy |
How could we
protect
ourselves from
harmful light
energy?
|
Our lives today Grade 2 page 55
Torch Sun Lamp matchbox |
Oral question on measure to be taken to protect us from lights
|
|
| 2 | 2 |
Environment and its resources
|
Precautions when using
Light energy
|
By the end of the
lesson, the learner
should be able to:
take safety measure against harmful light energy to reduce risk to self and others |
In groups, learners discuss safety precautions in protecting self and others from harmful light energy
Learners create messages on awareness of harmful effects of light energy |
How could we
protect
ourselves from
harmful light
energy?
|
Our lives today Grade 2 page 55
Torch Sun Lamp matchbox |
Oral question on measure to be taken to protect us from lights
|
|
| 2 | 3 |
Environment and its resources
|
Precautions when using
light energy
|
By the end of the
lesson, the learner
should be able to:
make poster to educate people be aware of precaution of using light in the community |
In groups, learners discuss safety precautions in protecting self and others from harmful light energy
Learners create messages on awareness of harmful effects of light energy |
How could we
protect
ourselves from
harmful light
energy?
|
Our lives today Grade 2 page 56
Torch Sun Lamp matchbox |
Observing posters made by pupils
|
|
| 2 | 4 |
Environment and its resources
|
Precautions when using
light energy
|
By the end of the
lesson, the learner
should be able to:
make poster to educate people be aware of precaution of using light in the community |
In groups, learners discuss safety precautions in protecting self and others from harmful light energy
Learners create messages on awareness of harmful effects of light energy |
How could we
protect
ourselves from
harmful light
energy?
|
Our lives today Grade 2 page 56
Torch Sun Lamp matchbox |
Observing posters made by pupils
|
|
| 3 | 1 |
Environment and its resources
|
Precautions when using
light energy
|
By the end of the
lesson, the learner
should be able to:
appreciate safety precautions when using light energy |
Learners create messages on
awareness of harmful effects of light energy Learners to share messages on harmful effects of light and safety precautions. |
How could we
protect
ourselves from
harmful light
energy?
|
Our lives today Grade 2 page 56
Torch Sun Lamp matchbox |
Oral question on measure to be taken to protect us from lights
|
|
| 3 | 2 |
Environment and its resources
|
Precautions when using
light energy
|
By the end of the
lesson, the learner
should be able to:
appreciate safety precautions when using light energy |
Learners create messages on
awareness of harmful effects of light energy Learners to share messages on harmful effects of light and safety precautions. |
How could we
protect
ourselves from
harmful light
energy?
|
Our lives today Grade 2 page 56
Torch Sun Lamp matchbox |
Oral question on measure to be taken to protect us from lights
|
|
| 3 | 3 |
Environment and its resources
|
Precautions when using
light energy
|
By the end of the
lesson, the learner
should be able to:
appreciate safety precautions when using light energy |
Learners create messages on
awareness of harmful effects of light energy Learners to share messages on harmful effects of light and safety precautions. |
How could we
protect
ourselves from
harmful light
energy?
|
Our lives today Grade 2 page 56
Torch Sun Lamp matchbox |
Oral question on measure to be taken to protect us from lights
|
|
| 3 | 4 |
Environment and its resources
|
Precautions when using
light energy
|
By the end of the
lesson, the learner
should be able to:
appreciate safety precautions when using light energy |
Learners create messages on
awareness of harmful effects of light energy Learners to share messages on harmful effects of light and safety precautions. |
How could we
protect
ourselves from
harmful light
energy?
|
Our lives today Grade 2 page 56
Torch Sun Lamp matchbox |
Oral question on measure to be taken to protect us from lights
|
|
| 4 | 1 |
Social environment
|
School environment and its neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
finding place near the school compound |
Learners to discuss the main features between home and school (physical
and build-up features such as rivers, hills, valleys, forest, bridges, roads, railway line, buildings) |
What are the main
features between
your home and
school?
|
Our lives today Grade 2 page 58-59
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 4 | 2 |
Social environment
|
School environment and its neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
finding place near the school compound |
Learners to discuss the main features between home and school (physical
and build-up features such as rivers, hills, valleys, forest, bridges, roads, railway line, buildings) |
What are the main
features between
your home and
school?
|
Our lives today Grade 2 page 58-59
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 4 | 3 |
Social environment
|
School environment and its neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
finding place near the school compound |
Learners to discuss the main features between home and school (physical
and build-up features such as rivers, hills, valleys, forest, bridges, roads, railway line, buildings) |
What are the main
features between
your home and
school?
|
Our lives today Grade 2 page 58-59
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 4 | 4 |
Social environment
|
School environment and its neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
finding place near the school compound |
Learners to discuss the main features between home and school (physical
and build-up features such as rivers, hills, valleys, forest, bridges, roads, railway line, buildings) |
What are the main
features between
your home and
school?
|
Our lives today Grade 2 page 58-59
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 5 | 1 |
Social environment
|
School environment and its neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
locate places using main features between home and school |
In a nature walk, learners to point out the main features between home and school
Using video clips, pictures and photographs, learners to identify the main features between home and school |
What are the main
features between
your home and
school?
|
Our lives today Grade 2 page 58-59
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 5 | 2 |
Social environment
|
School environment and its neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
locate places using main features between home and school |
In a nature walk, learners to point out the main features between home and school
Using video clips, pictures and photographs, learners to identify the main features between home and school |
What are the main
features between
your home and
school?
|
Our lives today Grade 2 page 58-59
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 5 | 3 |
Social environment
|
School environment and its neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
locate places using main features between home and school |
In a nature walk, learners to point out the main features between home and school
Using video clips, pictures and photographs, learners to identify the main features between home and school |
What are the main
features between
your home and
school?
|
Our lives today Grade 2 page 58-59
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 5 | 4 |
Social environment
|
School environment and its neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
Discuss how to find place |
Learners to locate main features between their homes and school
(relative location) |
How do we tell where a place is?
|
Our lives today Grade 2 page 60-61
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 6 | 1 |
Social environment
|
School environment and its Neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
In pairs when going home from school identify things next to your home. |
Learners to locate main features between their homes and school
(relative location) |
How do we tell where a place is?
|
Our lives today Grade 2 page 60-61
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 6 | 2 |
Social environment
|
School environment and its Neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
In pairs when going home from school identify things next to your home. |
Learners to locate main features between their homes and school
(relative location) |
How do we tell where a place is?
|
Our lives today Grade 2 page 60-61
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 6 | 3 |
Social environment
|
School environment and its neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
appreciate the significance of locating places using key features |
Using video clips, pictures and photographs, learners to identify the main features between home and
school Learners to locate main features between their homes and school (relative location) |
How could you
your school from
home using main
features?
|
Our lives today Grade 2 page 60-61
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 6 | 4 |
Social environment
|
School environment and its neighbourhood
Locating places using
key features.
|
By the end of the
lesson, the learner
should be able to:
appreciate the significance of locating places using key features |
Using video clips, pictures and photographs, learners to identify the main features between home and
school Learners to locate main features between their homes and school (relative location) |
How could you
your school from
home using main
features?
|
Our lives today Grade 2 page 60-61
rivers, hills, valleys, forest, bridges, roads, railway line, buildings |
oral question of finding places
|
|
| 7 | 1 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
strand, the able to: a) state ways of keeping the school environment clean |
Learners discuss what makes the school
environment dirty |
How could we keep
the school
|
Our lives today Grade 2 page 62-63
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the classroom
|
|
| 7 | 2 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
strand, the able to: a) state ways of keeping the school environment clean |
Learners discuss what makes the school
environment dirty |
How could we keep
the school
|
Our lives today Grade 2 page 62-63
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the classroom
|
|
| 7 | 3 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
strand, the able to: a) state ways of keeping the school environment clean |
Learners discuss what makes the school
environment dirty |
How could we keep
the school
|
Our lives today Grade 2 page 62-63
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the classroom
|
|
| 7 | 4 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
strand, the able to: a) state ways of keeping the school environment clean |
Learners discuss what makes the school
environment dirty |
How could we keep
the school
|
Our lives today Grade 2 page 62-63
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the classroom
|
|
| 8 | 1 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
strand, the able to: in pairs demonstrate ways of keeping the school environment clean |
Learners discuss what makes the school environment dirty
|
How could we keep
the school
|
Our lives today Grade 2 page 60-61
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the school classroom.
|
|
| 8 | 2 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
strand, the able to: in pairs demonstrate ways of keeping the school environment clean |
Learners discuss what makes the school environment dirty
|
How could we keep
the school
|
Our lives today Grade 2 page 60-61
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the school classroom.
|
|
| 8 | 1-2 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
strand, the able to: in pairs demonstrate ways of keeping the school environment clean |
Learners discuss what makes the school environment dirty
|
How could we keep
the school
|
Our lives today Grade 2 page 60-61
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the school classroom.
|
|
| 8 |
Midterm break |
||||||||
| 9 | 1 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
strand, the able to: ways of keeping the school environment clean |
Learners discuss what makes the school environment dirty
|
How could we keep
the school
|
Our lives today Grade 2 page 62-63
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the school compound
|
|
| 9 | 2 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
Discussing ways of cleaning the school |
Using video clips and pictures, learners discuss ways of keeping the school environment clean
|
How could we keep
the school
|
Our lives today Grade 2 page 68
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the school compound
|
|
| 9 | 3 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
Discussing ways of cleaning the school |
Using video clips and pictures, learners discuss ways of keeping the school environment clean
|
How could we keep
the school
|
Our lives today Grade 2 page 68
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the school compound
|
|
| 9 | 4 |
Social environment
|
Keeping the
school environment
clean
|
By the end of the
lesson, the learner
should be able to:
Discussing ways of cleaning the school |
Using video clips and pictures, learners discuss ways of keeping the school environment clean
|
How could we keep
the school
|
Our lives today Grade 2 page 68
Poster Video clip Brooms Dust pin Dust pans |
Observing how the pupils are cleaning the school compound
|
|
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