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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Social Environment
|
Cleaning My Body - Materials used to clean different parts of the body
|
By the end of the
lesson, the learner
should be able to:
-Identify materials used to clean different parts of the body -Demonstrate proper use of materials for body cleaning -Appreciate the importance of using appropriate materials to clean the body |
-Name the parts of the body -Discuss how to clean different parts of the body -Identify materials for cleaning different parts of the body from pictures -Match materials with the parts of the body they clean |
How do you clean the parts of your body?
|
Mentor Environmental Activities Learner's Book pg. 1
-Soap, toothbrush, toothpaste, comb, face towel -Charts showing cleaning materials |
-Observation
-Oral questions
-Practical activities
|
|
| 2 | 2 |
Social Environment
|
Cleaning My Body - Materials used to clean different parts of the body
Cleaning My Body - Washing face, teeth, hands, feet and hair Cleaning My Body - Washing face, teeth, hands, feet and hair |
By the end of the
lesson, the learner
should be able to:
-Name materials used to clean different parts of the body -Relate materials to specific body parts they clean -Show interest in using appropriate materials to clean the body |
-Match materials with the body parts they clean -Draw and color cleaning materials -Discuss uses of different cleaning materials |
What materials do you use to clean your body parts?
|
Mentor Environmental Activities Learner's Book pg. 2
-Actual cleaning materials -Digital resources -Charts Mentor Environmental Activities Learner's Book pg. 3 -Soap, water, face towel -Demonstration materials Mentor Environmental Activities Learner's Book pg. 4 -Face washing materials -Water source -Clean towels |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 3 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Identify materials used for cleaning teeth -Demonstrate proper teeth brushing techniques -Show interest in dental hygiene |
-Discuss how to clean teeth -Identify materials used to clean teeth -Observe demonstration of teeth brushing -Practice teeth brushing techniques |
How do you clean your teeth?
|
Mentor Environmental Activities Learner's Book pg. 5
-Toothbrush, toothpaste, water -Plant fiber stick -Demonstration materials Mentor Environmental Activities Learner's Book pg. 6 -Teeth cleaning materials -Clean water -Demonstration aids Mentor Environmental Activities Learner's Book pg. 7 -Pictures showing teeth problems -Charts on dental care -Poster making materials Mentor Environmental Activities Learner's Book pg. 8 -Soap, water, clean towel -Hand washing station |
-Observation
-Practical activities
-Oral questions
|
|
| 2 | 4 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Follow proper steps for hand washing -Use appropriate materials for hand washing -Value importance of hand hygiene |
-Learn and practice proper hand washing steps -Use soap and water to wash hands -Sing hand washing song -Self-evaluate hand washing techniques |
What steps do you follow when washing your hands?
|
Mentor Environmental Activities Learner's Book pg. 9
-Hand washing materials -Clean water -Hand washing song chart Mentor Environmental Activities Learner's Book pg. 10 -Soap, water, pumice stone -Clean towel -Demonstration materials |
-Observation
-Self-assessment
-Practical activities
|
|
| 3 | 1 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Follow proper steps for cleaning feet -Use appropriate materials for feet cleaning -Appreciate importance of feet hygiene |
-Learn and practice steps to clean feet -Use soap, water, and pumice stone to clean feet -Self-evaluate feet cleaning techniques |
What steps do you follow when cleaning your feet?
|
Mentor Environmental Activities Learner's Book pg. 11
-Feet cleaning materials -Clean water -Basin -Clean towel |
-Observation
-Self-assessment
-Practical activities
|
|
| 3 | 2 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Identify materials for cleaning hair -Demonstrate proper hair cleaning techniques -Show interest in hair hygiene |
-Identify materials used to clean hair -Discuss how materials can be used to clean hair -Observe demonstration of hair cleaning -Practice hair cleaning techniques |
How do you clean your hair?
|
Mentor Environmental Activities Learner's Book pg. 12
-Soap, water, comb -Clean towel -Demonstration materials Mentor Environmental Activities Learner's Book pg. 13 -Hair cleaning materials -Clean water -Basin -Comb/brush |
-Observation
-Practical activities
-Oral questions
|
|
| 3 | 3 |
Social Environment
|
Our Home - Common accidents at home
|
By the end of the
lesson, the learner
should be able to:
-Identify common accidents at home -Explain how accidents happen at home -Show concern for safety at home |
-Discuss common accidents at home -Identify causes of accidents from pictures -Role play how accidents happen at home |
What causes accidents at home?
|
Mentor Environmental Activities Learner's Book pg. 25
-Pictures of home accidents -Safety charts -Digital resources |
-Observation
-Oral questions
-Role play assessment
|
|
| 3 | 4 |
Social Environment
|
Our Home - Common accidents at home
|
By the end of the
lesson, the learner
should be able to:
-Name things that can cause accidents at home -Explain how things on the floor can cause falls -Show concern for safety at home |
-Identify hazards that can cause falls -Discuss how wet floors and peels can cause accidents -Role play avoiding accidents at home |
How can slippery floors cause accidents?
|
Mentor Environmental Activities Learner's Book pg. 26
-Pictures of hazards -Safety charts -Digital resources Mentor Environmental Activities Learner's Book pg. 27 -Pictures of sharp objects |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 1 |
Social Environment
|
Our Home - Preventing accidents at home
|
By the end of the
lesson, the learner
should be able to:
-Identify ways to prevent accidents at home -Demonstrate safety practices at home -Show responsibility in preventing accidents |
-Discuss ways to prevent accidents at home -Identify safety practices from pictures -Role play preventing accidents at home |
How can we prevent accidents at home?
|
Mentor Environmental Activities Learner's Book pg. 28
-Pictures of safety practices -Safety charts -Digital resources Mentor Environmental Activities Learner's Book pg. 29 |
-Observation
-Oral questions
-Role play assessment
|
|
| 4 | 2 |
Social Environment
|
Our Home - Carrying out activities that ensure cleanliness at home
|
By the end of the
lesson, the learner
should be able to:
-Identify activities that ensure home cleanliness -Explain importance of home cleanliness -Show responsibility in maintaining cleanliness |
-Discuss activities that ensure home cleanliness -Identify cleaning activities from pictures -Role play home cleaning activities |
What should the children do to make this room clean?
|
Mentor Environmental Activities Learner's Book pg. 30
-Pictures of cleaning activities -Cleaning materials -Digital resources |
-Observation
-Oral questions
-Role play assessment
|
|
| 4 | 3 |
Social Environment
|
Our Home - Carrying out activities that ensure cleanliness at home
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate home cleaning activities -Use appropriate materials for cleaning -Value cleanliness at home |
-Identify cleaning activities and materials -Practice cleaning activities -Discuss benefits of a clean home |
How do you keep your home clean?
|
Mentor Environmental Activities Learner's Book pg. 31
-Cleaning materials -Pictures of cleaning activities -Digital resources Mentor Environmental Activities Learner's Book pg. 32 -Pictures of cleaning materials |
-Observation
-Practical activities
-Oral questions
|
|
| 4 | 4 |
Social Environment
|
Family Needs - Basic needs in the family
|
By the end of the
lesson, the learner
should be able to:
-Identify basic needs in the family -Distinguish between needs and wants -Appreciate the importance of basic needs |
-Discuss things families cannot live without -Identify basic needs from pictures -Sort items into needs and wants |
What things can you not live without at home?
|
Mentor Environmental Activities Learner's Book pg. 33
-Pictures of basic needs -Charts -Digital resources |
-Observation
-Oral questions
-Sorting activities
|
|
| 5 | 1 |
Social Environment
|
Family Needs - Basic needs in the family
Family Needs - Food from plants and animals |
By the end of the
lesson, the learner
should be able to:
-Group basic needs in the family -Categorize things found at home -Show interest in understanding basic needs |
-Group basic needs into categories -Sort items into food, clothing, and shelter -Discuss importance of each category |
How can we group the basic needs in a family?
|
Mentor Environmental Activities Learner's Book pg. 34
-Pictures of basic needs -Charts -Sorting materials Mentor Environmental Activities Learner's Book pg. 35 -Pictures of plant foods -Real food samples -Digital resources |
-Observation
-Written assignments
-Sorting activities
|
|
| 5 | 2 |
Social Environment
|
Family Needs - Food from plants and animals
Family Needs - Food for a healthy body |
By the end of the
lesson, the learner
should be able to:
-Identify food from animals -Name examples of food from animals -Show interest in animal-based foods |
-Identify foods from animals in pictures -Categorize food items from animals -Draw and color food from animals |
What food do we get from animals?
|
Mentor Environmental Activities Learner's Book pg. 36
-Pictures of animal foods -Real food samples -Digital resources Mentor Environmental Activities Learner's Book pg. 37 -Pictures of healthy foods |
-Observation
-Oral questions
-Drawing assessment
|
|
| 5 | 3 |
Social Environment
|
Family Needs - Food for a healthy body
|
By the end of the
lesson, the learner
should be able to:
-Select healthy food options -Make healthy food choices -Value importance of eating healthy foods |
-Identify healthy food choices in activities -Follow pathways to healthy foods -Create a healthy food chart |
How do you choose healthy foods?
|
Mentor Environmental Activities Learner's Book pg. 38
-Pictures of healthy foods -Food choice activities -Digital resources |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 4 |
Social Environment
|
Family Needs - Grouping food items according to how they taste
|
By the end of the
lesson, the learner
should be able to:
-Identify different food tastes -Group foods by taste -Show interest in different food tastes |
-Identify foods with different tastes -Categorize foods by taste -Sort foods into sweet, bitter, and sour |
How do these foods taste?
|
Mentor Environmental Activities Learner's Book pg. 39
-Food samples with different tastes -Pictures of foods -Digital resources Mentor Environmental Activities Learner's Book pg. 40 -Salty food samples -Salt -Pictures of salty foods |
-Observation
-Oral questions
-Sorting activities
|
|
| 6 | 1 |
Social Environment
|
Family Needs - Grouping food items according to how they taste
|
By the end of the
lesson, the learner
should be able to:
-Group foods by taste categories -Sort local foods by taste -Show appreciation for food diversity |
-Collect local foods -Group foods into taste categories -Create a taste chart |
How can we group foods based on taste?
|
Mentor Environmental Activities Learner's Book pg. 41
-Local food samples -Taste chart template -Digital resources |
-Observation
-Practical activities
-Chart assessment
|
|
| 6 | 2 |
Social Environment
|
Family Needs - Grouping food items according to how they taste
Family Needs - Importance of basic needs |
By the end of the
lesson, the learner
should be able to:
-Record foods eaten throughout the week -Identify diverse food choices -Show interest in balanced diet |
-Create a weekly food diary -Record foods eaten each day -Discuss healthy food choices |
What healthy foods do you eat during the week?
|
Mentor Environmental Activities Learner's Book pg. 42
-Weekly food chart -Pictures of foods -Digital resources Mentor Environmental Activities Learner's Book pg. 43 -Pictures of healthy foods -Card making materials |
-Observation
-Chart completion
-Oral presentation
|
|
| 6 | 3 |
Social Environment
|
Family Needs - Importance of basic needs
|
By the end of the
lesson, the learner
should be able to:
-Create cards about basic needs -Explain importance of clothes -Value basic needs |
-Create cards about clothes -Discuss importance of clothes -Sing songs about healthy foods |
Why are clothes important to us?
|
Mentor Environmental Activities Learner's Book pg. 44
-Card making materials -Pictures of clothes -Song charts Mentor Environmental Activities Learner's Book pg. 45 -Various food items -Display materials -Digital resources |
-Observation
-Card assessment
-Singing assessment
|
|
| 6 | 4 |
Social Environment
|
Our School - Things found between home and school
|
By the end of the
lesson, the learner
should be able to:
-Identify things found between home and school -Name features along the way to school -Show interest in the environment |
-Discuss the journey to school -Identify features seen on the way to school -Share experiences about the journey |
What do you see on your way to school?
|
Mentor Environmental Activities Learner's Book pg. 48
-Pictures of common features -Charts -Digital resources |
-Observation
-Oral questions
-Discussions
|
|
| 7 | 1 |
Social Environment
|
Our School - Things found between home and school
Our School - Drawing the main things found between home and school |
By the end of the
lesson, the learner
should be able to:
-Name main features between home and school -Identify landmarks on the way to school -Appreciate environment awareness |
-Identify main features from pictures -Discuss landmarks seen on the way to school -Share observations with classmates |
What main features do you see between home and school?
|
Mentor Environmental Activities Learner's Book pg. 49
-Pictures of landmarks -Charts -Digital resources Mentor Environmental Activities Learner's Book pg. 50 -Drawing materials |
-Observation
-Oral questions
-Discussions
|
|
| 7 | 2 |
Social Environment
|
Our School - Drawing the main things found between home and school
|
By the end of the
lesson, the learner
should be able to:
-Draw and color main features -Create visual representations of landmarks -Show creativity in artistic expression |
-Draw main features in drawing books -Color drawings appropriately -Create a portfolio of drawings |
How can you represent features through drawing?
|
Mentor Environmental Activities Learner's Book pg. 51
-Drawing and coloring materials -Portfolio folders -Digital resources |
-Observation
-Drawing assessment
-Portfolio review
|
|
| 7 | 3 |
Social Environment
|
Our School - Personal safety on the way to school
|
By the end of the
lesson, the learner
should be able to:
-Identify safety measures on the way to school -Demonstrate road safety practices -Show concern for personal safety |
-Discuss safety measures when going to school -Identify safe practices from pictures -Role play safety behaviors |
How do you keep safe on your way to school?
|
Mentor Environmental Activities Learner's Book pg. 52
-Safety charts -Pictures of safe practices -Digital resources Mentor Environmental Activities Learner's Book pg. 53 -Role play scenarios |
-Observation
-Oral questions
-Role play assessment
|
|
| 7 | 4 |
Social Environment
Natural Environment |
Our School - Personal safety on the way to school
Weather and the Sky - The sky during the day |
By the end of the
lesson, the learner
should be able to:
-List safety measures on the way to school -Apply safety practices -Show responsibility for personal safety |
-Identify safety measures from pictures -Discuss traffic signs and signals -Create safety posters |
What safety measures should you observe on your way to school?
|
Mentor Environmental Activities Learner's Book pg. 54
-Traffic sign charts -Safety pictures -Digital resources Mentor Environmental Activities Learner's Book pg. 64 -Charts showing the sky during the day -Drawing materials |
-Observation
-Oral questions
-Poster assessment
|
|
| 8 | 1 |
Natural Environment
|
Weather and the Sky - The sky during the day
|
By the end of the
lesson, the learner
should be able to:
-Name objects visible in the sky during the day -Draw objects seen in the sky during the day -Appreciate the beauty of the sky |
-Identify objects seen in the sky during the day -Draw objects seen in the sky -Color their drawings -Display their work in class |
What things do we see in the sky during the day?
|
Mentor Environmental Activities Learner's Book pg. 65
-Pictures of daytime sky -Drawing and coloring materials -Digital resources |
-Observation
-Drawing assessment
-Oral questions
|
|
| 8 | 2 |
Natural Environment
|
Weather and the Sky - The sky at night
|
By the end of the
lesson, the learner
should be able to:
-Identify objects in the sky at night -Describe the appearance of the sky at night -Show interest in observing the night sky |
-Look at pictures of the night sky -Identify objects visible in the night sky -Discuss what can be seen in the night sky -Draw objects seen in the night sky |
What can you see in the sky at night?
|
Mentor Environmental Activities Learner's Book pg. 66
-Pictures of night sky -Charts showing night sky -Digital resources Mentor Environmental Activities Learner's Book pg. 67 -Drawing and coloring materials |
-Observation
-Oral questions
-Drawing assessment
|
|
| 8 | 3 |
Natural Environment
|
Weather and the Sky - The sky at night
|
By the end of the
lesson, the learner
should be able to:
-Draw and color celestial objects -Identify differences between day and night sky -Show curiosity about the sky |
-Draw and color the moon, stars, and clouds -Create a personal portfolio of sky drawings -Compare day and night sky objects |
How do the sky during the day and at night differ?
|
Mentor Environmental Activities Learner's Book pg. 68
-Drawing and coloring materials -Portfolio folders -Digital resources |
-Observation
-Portfolio assessment
-Oral questions
|
|
| 8 | 4 |
Natural Environment
|
Weather and the Sky - Weather in the locality
|
By the end of the
lesson, the learner
should be able to:
-Identify different types of weather -Name the weather conditions in pictures -Show interest in observing weather |
-Observe weather around the school -Identify different weather types from pictures -Discuss current weather conditions -Draw different weather types |
How is the weather today?
|
Mentor Environmental Activities Learner's Book pg. 69
-Weather charts -Pictures showing different weather -Digital resources Mentor Environmental Activities Learner's Book pg. 70 |
-Observation
-Oral questions
-Drawing assessment
|
|
| 9 | 1 |
Natural Environment
|
Weather and the Sky - Recording weather in the locality
|
By the end of the
lesson, the learner
should be able to:
-Record weather at different times of the day -Use appropriate symbols for weather recording -Value importance of weather recording |
-Observe and record morning and afternoon weather -Create a weather recording chart -Use weather symbols to record observations -Share recorded information |
How can we record the weather?
|
Mentor Environmental Activities Learner's Book pg. 71
-Weather recording charts -Weather symbols -Digital resources Mentor Environmental Activities Learner's Book pg. 72 -Manila paper -Scissors and glue |
-Observation
-Chart completion
-Oral questions
|
|
| 9 | 2 |
Natural Environment
|
Weather and the Sky - Recording weather in the locality
|
By the end of the
lesson, the learner
should be able to:
-Read a weather chart -Interpret weather information -Show curiosity about weather patterns |
-Read sample weather charts -Answer questions about the chart -Discuss weather patterns shown -Create their own weather chart |
What can a weather chart tell us?
|
Mentor Environmental Activities Learner's Book pg. 73
-Sample weather charts -Chart-making materials -Digital resources |
-Observation
-Oral questions
-Chart interpretation
|
|
| 9 | 3 |
Natural Environment
|
Weather and the Sky - Recording weather in the locality
|
By the end of the
lesson, the learner
should be able to:
-Identify activities for different weather conditions -Match activities to weather conditions -Appreciate the influence of weather on activities |
-Complete a table matching weather to activities -Discuss appropriate activities for different weather -Role play activities for different weather conditions |
What do we do when the weather changes?
|
Mentor Environmental Activities Learner's Book pg. 74
-Activity cards -Weather charts -Digital resources Mentor Environmental Activities Learner's Book pg. 75 -Weather stories -Story charts |
-Observation
-Table completion
-Role play assessment
|
|
| 9 | 4 |
Natural Environment
|
Soil - Playing with soil
|
By the end of the
lesson, the learner
should be able to:
-Identify ways of playing with soil -Describe how children play with soil -Show interest in soil as a play material |
-Observe pictures of children playing with soil -Discuss ways of playing with soil -Share experiences of playing with soil -Demonstrate clean-up after soil play |
How do children play with soil?
|
Mentor Environmental Activities Learner's Book pg. 77
-Pictures of children playing with soil -Clean-up materials -Digital resources |
-Observation
-Oral questions
-Practical activities
|
|
| 10 | 1 |
Natural Environment
|
Soil - Playing with soil
Soil - Filling and emptying cans with soil |
By the end of the
lesson, the learner
should be able to:
-Demonstrate games played with soil -Write letters and numbers on soil -Appreciate soil for play and learning |
-Discuss different games played with soil -Practice making small hills using soil -Write letters A to Z on soil -Write numbers 1 to 10 on soil |
What games can you play using soil?
|
Mentor Environmental Activities Learner's Book pg. 78
-Area with soil -Sticks for writing -Digital resources Mentor Environmental Activities Learner's Book pg. 79 -Cans of different sizes -Soil -Song charts |
-Observation
-Practical activities
-Oral questions
|
|
| 10 | 2 |
Natural Environment
|
Soil - Making patterns using soil
|
By the end of the
lesson, the learner
should be able to:
-Make letters and numbers using soil -Create patterns on soil -Show creativity in soil activities |
-Observe pictures of children making patterns with soil -Practice making letters and numbers on soil -Create their own patterns on soil -Share their creations with classmates |
How can we make letters and numbers using soil?
|
Mentor Environmental Activities Learner's Book pg. 80
-Area with soil -Sticks for patterns -Digital resources Mentor Environmental Activities Learner's Book pg. 81 -Song charts |
-Observation
-Pattern-making assessment
-Peer review
|
|
| 10 | 3 |
Natural Environment
|
Soil - Making paint using soil
|
By the end of the
lesson, the learner
should be able to:
-Make paint using soil -Create patterns using soil paint -Show creativity in using soil paint |
-Observe pictures of making soil paint -Make soil paint using soil and water -Create patterns on paper using soil paint -Display their creations |
How can we make paint using soil?
|
Mentor Environmental Activities Learner's Book pg. 82
-Soil -Water -Containers -Paper -Digital resources |
-Observation
-Practical assessment
-Creative display
|
|
| 10 | 4 |
Natural Environment
|
Soil - Making objects using soil
|
By the end of the
lesson, the learner
should be able to:
-Make objects using soil -Name objects made using soil -Show creativity in modelling with soil |
-Observe pictures of objects made with soil -Identify objects made from soil -Discuss the process of modelling with soil -Practice modelling simple objects |
What objects can we make using soil?
|
Mentor Environmental Activities Learner's Book pg. 83
-Pictures of soil objects -Soil for modelling -Water -Digital resources Mentor Environmental Activities Learner's Book pg. 84 -Modelling tools |
-Observation
-Modelling assessment
-Oral questions
|
|
| 11 | 1 |
Natural Environment
|
Soil - Making objects using soil
|
By the end of the
lesson, the learner
should be able to:
-Model different objects with soil at home -Demonstrate proper clean-up after modelling -Show respect for the environment |
-Discuss modelling different objects at home -Plan modelling activities -Demonstrate clean-up procedures -Share modelling ideas with classmates |
What objects can you model using soil at home?
|
Mentor Environmental Activities Learner's Book pg. 85
-Pictures of modelled objects -Clean-up materials -Digital resources |
-Observation
-Oral presentation
-Planning assessment
|
|
| 11 | 2 |
Natural Environment
|
Soil - Making objects using soil
Sound - Sounds in our environment |
By the end of the
lesson, the learner
should be able to:
-Create nature corners with soil projects -Display soil modelling work -Appreciate soil creativity |
-Create a classroom nature corner -Display modelled objects -Discuss reasons for cleaning after modelling -Share experiences about modelling |
Why should we clean up after modelling with soil?
|
Mentor Environmental Activities Learner's Book pg. 86
-Modelled objects -Display materials -Clean-up materials -Digital resources Mentor Environmental Activities Learner's Book pg. 87 -Sound charts -Pictures of sound sources |
-Observation
-Display assessment
-Oral questions
|
|
| 11 | 3 |
Natural Environment
|
Sound - Sounds in our environment
Sound - Making sounds from objects |
By the end of the
lesson, the learner
should be able to:
-Categorize sources of sounds -Identify sounds from people, animals, and machines -Appreciate diversity of sound sources |
-Identify sounds from pictures -Categorize sounds into people, animals, machines, and natural sounds -Imitate different sounds -Create a sound chart |
How can we group different sounds?
|
Mentor Environmental Activities Learner's Book pg. 88
-Sound category charts -Pictures of sound sources -Digital resources Mentor Environmental Activities Learner's Book pg. 89 -Sound-making objects |
-Observation
-Categorization assessment
-Sound imitation
|
|
| 11 | 4 |
Natural Environment
|
Sound - Making sounds from objects
|
By the end of the
lesson, the learner
should be able to:
-Make sounds by different methods -Identify sound-making techniques -Show creativity in sound exploration |
-Watch videos on creating sounds -Practice making sounds with body parts -Practice making sounds with objects -Imitate sounds heard in videos |
What different ways can you make sounds?
|
Mentor Environmental Activities Learner's Book pg. 90
-Sound-making objects -Video resources -Digital resources |
-Observation
-Sound creation assessment
-Imitation assessment
|
|
| 12 | 1 |
Natural Environment
|
Sound - Making sounds from objects
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate sound-making techniques -Explain how objects produce sounds -Show interest in sound production |
-Observe demonstration of sound-making techniques -Practice making sounds by plucking, blowing, hitting, shaking, snapping, and tapping -Identify sound-making techniques from pictures |
How do objects make different sounds?
|
Mentor Environmental Activities Learner's Book pg. 91
-Sound-making objects -Demonstration materials -Digital resources Mentor Environmental Activities Learner's Book pg. 92 -Various sound-making objects -Chart materials |
-Observation
-Technique identification
-Practical activities
|
|
| 12 | 2 |
Natural Environment
|
Sound - Sounds that alert us on danger
|
By the end of the
lesson, the learner
should be able to:
-Identify sounds that alert on danger -Explain importance of warning sounds -Show awareness of safety sounds |
-Identify warning sounds from pictures -Discuss sounds that alert us to danger -Imitate warning sounds -Role play responses to warning sounds |
What sounds alert us to danger?
|
Mentor Environmental Activities Learner's Book pg. 93
-Pictures of warning sound sources -Sound clips -Digital resources |
-Observation
-Sound identification
-Role play assessment
|
|
| 12 | 3 |
Natural Environment
|
Sound - Sounds that alert us on danger
|
By the end of the
lesson, the learner
should be able to:
-Explain meaning of warning sounds -Respond appropriately to warning sounds -Show concern for safety |
-Complete sentences about warning sounds -Discuss appropriate responses to warning sounds -Role play reacting to warning sounds -Create safety posters |
What should we do when we hear warning sounds?
|
Mentor Environmental Activities Learner's Book pg. 94
-Warning sound charts -Safety poster materials -Digital resources Mentor Environmental Activities Learner's Book pg. 95 -Poster materials -Display area |
-Observation
-Sentence completion
-Poster assessment
|
|
| 12 | 4 |
Natural Environment
|
Sound - Loud Sound
Sound - Effects of loud sound |
By the end of the
lesson, the learner
should be able to:
-Identify sources of loud sounds -Describe reactions to loud sounds -Show awareness of loud sound effects |
-Discuss things that make loud sounds -Identify loud sound sources from pictures -Discuss reactions to loud sounds -Sort sounds into loud and not loud |
What things make loud sounds?
|
Mentor Environmental Activities Learner's Book pg. 96
-Pictures of loud sound sources -Sorting materials -Digital resources Mentor Environmental Activities Learner's Book pg. 97 -Magazines and newspapers -Scissors and glue -Drawing materials Mentor Environmental Activities Learner's Book pg. 98 -Pictures showing effects of loud sounds -Role play materials |
-Observation
-Sound identification
-Sorting assessment
|
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