If this scheme pleases you, click here to download.
| WK | LSN | STRAND | S-STRAND | LESSON LEARNING OUTCOMES | CORE COMPETENCE | VALUES | L EXPERIENCES | KEY INQUIRY QUESTIONS | L RESOURCES | ASSESSMENT METHODS | REMARKS |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
SOCIAL ENVIRONMENT
|
Myself
Our School |
By the end of the
lesson, the learner
should be able to:
; talk about body parts (head, ears, eyes, mouth, hand,) for self- awareness, Tell the uses of ears, nose mouth and eyes. for self- awareness, Appreciate one ; talk about work done by different people in the school participate in developing classroom rule (Dos and Don |
Communication and collaboration
Communication and collaboration Critical thinking and problem solving Self efficacy Imaginative and creative |
Love Respect Unity Peace Patience
Responsibility
|
"
Learners sing songs and say poems on body parts different parts of the body from a chart different games on body parts uses of different body parts" and model parts of the body " Learners to name people found at school eg teachers, watchman, driver etc taken round the school identifying the people by the work they do mention the work done by people in school " "play work done by people at school guided in coming up with rules and regulations of their class songs about work done by people in the school and model people in school" |
What are the parts of your body?
What are the uses of your body parts
" Who are the people found at school? What work is done by people at school? How do we come up with rules and guidelines? What are the dos and don |
Realia Charts pictures
|
Observation Oral questions
Observation Oral questions |
|
| 2 | 3 |
SOCIAL ENVIRONMENT
|
Our School
|
By the end of the
lesson, the learner
should be able to:
; talk about work done by different people in the school participate in developing classroom rule (Dos and Don |
Communication and collaboration
Critical thinking and problem solving
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to name people found at school eg teachers, watchman, driver etc taken round the school identifying the people by the work they do mention the work done by people in school play work done by people at school" " guided in coming up with rules and regulations of their class" " songs about work done by people in the school" " and model people in school" |
Who are the people found at school?
What work is done by people at school?
How do we come up with rules and guidelines?
What are the dos and don
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 2 | 4 |
SOCIAL ENVIRONMENT
|
Our Home
1.3.1
Structure s
/building s
|
By the end of the
lesson, the learner
should be able to:
; Name different structures and buildings found at home, Identify different buildings and structures at home, Talk about the uses of buildings and structures at home, Appreciate buildings and structures |
Communication and collaboration
Critical thinking and problem solving
|
Respect Responsibility
|
"
Learners to name different structures and buildings at home structures found at home in the environmental activities area in the classroom" about uses of buildings and structures at home videos of buildings and structures at home observe charts of peoples working, buildings, structures and tools used at |
Which are the buildings and structures found at home?
2. What are the uses of different structures and buildings found at home
|
Realia Charts pictures
|
Observation
|
|
| 2 | 5 |
SOCIAL ENVIRONMENT
|
Our Home
1.3.1
Structur es
/building s
|
By the end of the
lesson, the learner
should be able to:
; Name different structures and buildings found at home, Identify different buildings and structures at home, Talk about the uses of buildings and structures at home, Appreciate buildings and structures |
|
|
"
Learners to name different structures and buildings at home structures found at home in the environmental activities area in the classroom about uses of buildings and structures at home" videos of buildings and structures at home " observe charts of peoples working, buildings, structures and tools used at" |
Which are the buildings and structures found at home?
2. What are the uses of different structures and buildings found at home
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 3 | 1-2 |
SOCIAL ENVIRONMENT
|
People found at home
|
By the end of the
lesson, the learner
should be able to:
"; name people found at home for self- awareness, tell the relationships between people found at home for harmonious living talk about people found at home for harmonious living talk about work done by people at home" e) appreciate people found at home and the work they do. |
Communication and collaboration
Self efficacy
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to be guided in naming people found at home, guided in establishing the relationship of people found at home guided in talking about work done by different people at home" " discuss the importance of work done by people at home" play work done by people at home songs about work done by people at home watch videos on people working |
Who are the people found at home?
What work is done by people at home?
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 3 | 3 |
SOCIAL ENVIRONMENT
|
People found at home
|
By the end of the
lesson, the learner
should be able to:
; name people found at home for self- awareness, tell the relationships between people found at home for harmonious living talk about people found at home for harmonious living talk about work done by people at home appreciate people found at home and the work they do. |
Communication and collaboration
Self efficacy
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to be guided in naming people found at home, guided in establishing the relationship of people found at home guided in talking about work done by different people at home discuss the importance of work done by people at home" play work done by people at home songs about work "done by people at home watch videos on people working" |
Who are the people found at home?
What work is done by people at home?
|
Realia Charts pictures
|
Observat ion Oral questions
|
|
| 3 | 4 |
SOCIAL ENVIRONMENT
|
Interper sonal Relation ship
|
By the end of the
lesson, the learner
should be able to:
; Identify Courteous words used in day today life Talk about the use of courteous words in day to day life for interpersonal relationship Appreciate the need to use courteous words Use greetings and respond with actions appropriately Show empathy to the needy |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to be guided to identify courteous words used in their community practice in groups use of courteous words and greetings play and dramatize use of courteous words dramatize sharing play materials and snacks in a courteous way" " poems on sharing" " songs on greetings at different times of the day." a video on interpersonal relationship and respond facial animations of different emotions |
which words do you use to show respect to other people?
2. How do you greet different people
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 3 | 5 |
SOCIAL ENVIRONMENT
|
Neighbo
urhood
|
By the end of the
lesson, the learner
should be able to:
"strand, identify the classmates by names for harmonious living name the classmates as neighbours for interpersonal relationships identify physical features in the" |
Communication
and collaboration Critical thinking and problem solving Imaginative and creative
|
Love
"Respect Unity Peace Patience
Responsibility"
|
"Learners listen to a story on the neighbourhood and answer questions names of their classmates as immediate neighbours about friendship about what they can do to their classmates through guided discussion" songs |
"Who is a neighbour?
What are the names of my classmates?
What physical features found in your neighbourhood"
|
Realia
Charts pictures |
Observation Oral questions
|
|
| 4 | 1-2 |
SOCIAL ENVIRONMENT
|
Neighbo urhood
Dressing |
By the end of the
lesson, the learner
should be able to:
; identify the classmates by names for harmonious living name the classmates as neighbours for interpersonal relationships identify physical features in the neighbourhood for safety and security appreciate the classmates as their neighbours ; identify clothes worn at different times dress and undress appropriately to put on shoes correctly appreciate one |
Communication and collaboration
Communication and collaboration Critical thinking and problem solving |
Love Respect Unity Peace Patience
Responsibility
Respect Responsibility |
"
Learners listen to a story on the neighbourhood and answer questions names of their classmates as immediate neighbours about friendship about what they can do to their classmates through guided discussion songs" about their classmates as neighbours " identify physical features in their neighbourhood eg churches, rivers, hills mountains etc." " Learners to sort and group clothes worn at different times and group clothes according to the occasion and ceremony watch videos on clothes worn at different occasions and ceremony" corner; learner to practice wearing clothes shoes/tying laces and wearing socks practice putting on clothes(sweater, jackets, shirts, shoes, shorts, skirts, blouses) songs, and recite poems about clothes |
Who is a neighbour?
What are the names of my classmates?
What physical features found in your neighbourhood
Which clothes do we wear at different occasions and ceremonies? 2. How do we put on clothes |
Realia Charts pictures
|
Observation Oral questions
Observation Oral questions written questions |
|
| 4 | 3 |
HEALTH PRACTICE S
|
Hand Washing
|
By the end of the
lesson, the learner
should be able to:
; tell the importance of washing hands for personal hygiene |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
in pairs the learners to wash their hands Learners could listen to a story on hand washing and answer questions
News telling on hand washing |
Why do we wash our hands
|
Charts realia
|
Observation
Oral questions
|
|
| 4 | 4 |
HEALTH PRACTICE S
|
Hand Washin g
|
By the end of the
lesson, the learner
should be able to:
; tell critical times to wash hands |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
in pairs the learners to wash their hands Learners could listen to a story on hand washing and answer questions
News telling on hand washing |
Why do we wash our hands
|
Charts realia
|
Observation
Oral questions
|
|
| 4 | 5 |
HEALTH PRACTICE S
|
Care For the Nose
|
By the end of the
lesson, the learner
should be able to:
; tell the importance of having a personal handkerchief |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners could sing songs, recite poems, tell and listen to stories related to handkerchiefs and how to use it
|
How do we clean our nose?
|
Charts Realia
|
Observation
Oral questions
|
|
| 5 | 1-2 |
HEALTH PRACTICE S
|
Care
For the
Nose |
By the end of the
lesson, the learner
should be able to:
; wipe one |
Critical
thinking and
problem solving |
Respon
sibility
Humilit y Respect |
Learners could sing songs, recite
poems, tell and listen to stories related to handkerchiefs and how to use it |
How do we
clean our nose? |
Charts
realia |
Observation
Oral questions
|
|
| 5 | 3 |
HEALTH PRACTICE S
|
Care For the Nose
|
By the end of the
lesson, the learner
should be able to:
; appreciate the need to own and care for a personal handkerchief |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners could sing songs, recite poems, tell and listen to stories related to handkerchiefs and how to use it
|
How do we clean our nose?
|
Charts realia
|
Observation
Oral questions
|
|
| 5 | 4 |
HEALTH PRACTICE S
|
Care for Teeth
|
By the end of the
lesson, the learner
should be able to:
tell the dangers of using substances that destroy teeth, |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners to practice brushing their teeth
Learners could be guided in news telling on teeth brushing |
Why do we brush our teeth
|
lessons
|
Observation
Oral questions
|
|
| 5 | 5 |
HEALTH PRACTICE S
|
Care for Teeth
|
By the end of the
lesson, the learner
should be able to:
appropriate brushing material found in one |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners to practice brushing their teeth
Learners could be guided in news telling on teeth brushing |
Why do we brush our teeth
|
Charts realia
|
Observation
Oral questions
|
|
| 6 | 1-2 |
HEALTH PRACTICE S
|
Toileting
|
By the end of the
lesson, the learner
should be able to:
talk about the importance of using a clean toilet Identify materials used for toileting |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners to be guided in talking about the importance of a clean toilet
Learners be guided in identifying materials used for toiletin |
When do we go to the toilet
|
Charts realia
|
Observation
Oral questions
|
|
| 6 | 3 |
HEALTH PRACTICE S
|
Toileting
|
By the end of the
lesson, the learner
should be able to:
list materials used for toileting |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners be guided in listing materials used for toiletin
|
When do we go to the toilet
|
Charts realia
|
Observation
Oral questions
|
|
| 6 | 4 |
HEALTH PRACTICE S
|
Toileting
|
By the end of the
lesson, the learner
should be able to:
use the toilet properly for safety and hygiene |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners to participate in singing games on toileting
|
When do we go to the toilet
|
Charts realia
|
Observation
Oral questions
|
|
| 6 | 5 |
HEALTH PRACTICE S
|
Toileting
Food $ Feeding |
By the end of the
lesson, the learner
should be able to:
appreciate proper use of toilet facilities |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners to participate in singing games on toileting
|
When do we go to the toilet
|
Charts realia
|
Observation
Oral questions
|
|
| 7 |
Midterm |
||||||||||
| 8 | 1-2 |
HEALTH PRACTICE S
|
Food
$
Feeding
|
By the end of the
lesson, the learner
should be able to:
; feed self for good health and nutrition ; talk about dangers of sharing food from other people |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners to observe the teacher demonstrate feeding procedur
In groups learners practice to wash fruits |
What are the proper eating habits?
|
Charts realia
|
Observation
Oral questions
|
|
| 8 | 3 |
HEALTH PRACTICE S
|
Food
$
Feeding
|
By the end of the
lesson, the learner
should be able to:
; talk about dos and don |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners to be guided on dos and don
|
What are the proper eating habits?
|
Charts realia
|
Observation
Oral questions
|
|
| 8 | 4 |
HEALTH PRACTICE S
|
Food
$
Feeding
|
By the end of the
lesson, the learner
should be able to:
; observe table manners while eating. |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners to be guided on dos and don
|
What are the proper eating habits?
|
Charts realia
|
Observation
Oral questions
|
|
| 8 | 5 |
NATURAL ENVIRON MENT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
talk about plants in the immediate environment |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
In Groups Learners Talk About Different Plants
|
How do we care for plants
|
Charts realia
|
Observation
Oral questions
|
|
| 9 | 1-2 |
NATURAL ENVIRON MENT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
list plants in the immediate environment observe plants in the immediate environment |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
"Respon sibility Humilit y" Respect |
In Groups Learners Talk About Different Plants
Learners To Be Taken Out To Observe Different Types Of Plants Within The School Compound And Neighbourhood |
How do we care for plants
|
Charts realia
|
Observation
Oral questions
|
|
| 9 | 3 |
NATURAL ENVIRON MENT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
take care of plants found in their immediate environment |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners Could Be Guided To Water Plants Both In The Nature Corner And Outside Within The School Compound
|
How do we care for plants
|
Charts realia
|
Observation
Oral questions
|
|
| 9 | 4 |
NATURAL ENVIRON MENT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
appreciate plants found in their immediate environment |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners Could Be Guided To Water Plants Both In The Nature Corner And Outside Within The School Compound
|
How do we care for plants
|
Charts realia
|
Observation
Oral questions
|
|
| 9 | 5 |
NATURAL ENVIRON MENT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
; talk about animals in the immediate environment |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners could be guided to name animals within their environment Learners could model, draw, or colour pictures of domestic and wild animals
|
What are some of the animals found within the immedia te environ ment
|
Charts realia
|
Observation
Oral questions
|
|
| 10 | 1-2 |
NATURAL ENVIRON MENT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
; draw, or colour pictures of domestic and wild animals ; role play about animals |
Critical thinking and problem solving
|
Respon sibility
Humility Respect
Respon sibility Humilit y Respect |
Learners engage in pretend/ role play about animals
Learners to be taken for a nature walk to observe animals |
What are some of the animals
found within the immedia te environ ment
What are some of the animals found within the immedia te environ ment |
Charts realia
|
Observation
Oral questions
|
|
| 10 | 3 |
NATURAL ENVIRON MENT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
; observe animals within the environment |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners to be taken for a nature walk to observe animals
|
What are some of the animals found within the immedia te environ ment
|
Charts realia
|
Observation
Oral questions
|
|
| 10 | 4 |
NATURAL ENVIRON MENT
|
Animal s
|
By the end of the
lesson, the learner
should be able to:
appreciate the presence of animals in the environment ; |
"Critical
thinking and problem"
solving
|
Respon sibility
"Humilit y
Respect"
|
Learners to be taken for a nature walk to observe animals
|
What are some of
the animals found within the immedia te environ ment
|
Charts realia
|
Observation
Oral questions
|
|
| 10 | 5 |
NATURAL ENVIRON MENT
|
SOUND
|
By the end of the
lesson, the learner
should be able to:
; recognize the sources of sounds produced in the immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to be guided through a discussion to tell the different sounds in the environment
|
What sounds do different animals make
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 1-2 |
NATURAL ENVIRON MENT
|
SOUND
Light |
By the end of the
lesson, the learner
should be able to:
; talk about sounds produced in the immediate environment ; talk about different sources of light in the immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to dramatize and role play different sounds produced in the environment and respond appropriately
Learners be guided in identifying sources of light from a chart |
What sounds do different animals make
What are the uses of light |
Realia charts
|
Observation Oral questions
|
|
| 11 | 3 |
NATURAL ENVIRON MENT
|
Light
|
By the end of the
lesson, the learner
should be able to:
; play with shadows |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to be guided in performing simple experiments using sources of light e g forming shadows
|
What are the uses of light
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 4 |
ENVIRONMENTAL
CARE AND SAFETY
|
Care For The Immediate Environm ent
|
By the end of the
lesson, the learner
should be able to:
; identify waste materials and items that require disposal in the immediate |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners identify areas that require cleaning in the school compound and neighbourhood
|
How do we keep our environme nt clean?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 5 |
ENVIRONMENTAL
CARE AND SAFETY
|
Care For The Immediate Environment
|
By the end of the
lesson, the learner
should be able to:
; dispose waste materials appropriately |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to be guided to the litter disposal areas and shown
|
How do we keep our environme nt clean?
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 1-2 |
ENVIRONMENTAL
CARE AND SAFETY
|
Care For The Immediate Environment
Safety In The Environm ent Safety In The Environment Safety In The Environm ent |
By the end of the
lesson, the learner
should be able to:
appreciate living in a clean environment ; talk about dangerous places in the immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to sing songs and recite poems as they clean working areas
Learner talk about the dangers of dangerous, places, objects, activities and games and fire Learners to be guided on how to identify strangers |
How do we keep our environme nt clean?
What are the dangerous places, objects, activities and games |
Realia charts
|
Observation Oral questions
|
|
| 12 | 3 |
ENVIRONMENTAL
CARE AND SAFETY
|
Safety In The Environm ent
|
By the end of the
lesson, the learner
should be able to:
talk about how to identify strangers within their immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
talk about how to identify strangers within their immediate environment |
How do you identify strangers
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 4 |
ENVIRONMENTAL
CARE AND SAFETY
|
Safety In The Environm ent
|
By the end of the
lesson, the learner
should be able to:
talk about dangerous activities in the immediate environment |
Critical thinking Communication and collaboration By the end of the lesson, the learner should be able to
|
Unity Peace humility
|
talk about how to identify strangers within their immediate environment
|
How do you identify strangers
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 5 |
ENVIRONMENTAL
CARE AND SAFETY
|
Safety In The Environm ent
|
By the end of the
lesson, the learner
should be able to:
recognize safe and dangerous places, objects and activities in the immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to move around the school compound collecting and dangerous objects with the teachers guidance
|
How do you identify strangers
|
Realia charts
|
Observation Oral questions
|
|
Your Name Comes Here