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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
|
Our Rights and Responsibilities - Child rights at home and in the school
|
By the end of the
lesson, the learner
should be able to:
- Identify child rights at home and school - Name rights shown in pictures - Appreciate the importance of child rights |
- Observe pictures showing child rights
- Discuss what the pictures show - Identify child rights shown in pictures - Name other child rights |
What rights do children have at home and school?
|
- Distinction Environmental Activities Grade 2 pg. 31
- Pictures showing child rights |
- Observation
- Oral questions
- Discussion
|
|
| 2 | 2 |
Social Environment
|
Our Rights and Responsibilities - Child rights at home and in the school
|
By the end of the
lesson, the learner
should be able to:
- Match pictures with specific child rights - Create a chart on child rights - Value the protection of child rights |
- Match pictures with corresponding child rights
- Make a chart on child rights - Stick the chart on the classroom wall |
Why is it important for children to know their rights?
|
- Distinction Environmental Activities Grade 2 pg. 32
- Picture cards - Manila papers - Markers/crayons |
- Observation
- Matching exercise
- Project assessment
|
|
| 2 | 3 |
Social Environment
|
Our Rights and Responsibilities - Child Responsibilities at home and in the school
|
By the end of the
lesson, the learner
should be able to:
- Identify child responsibilities at home and school - Name activities shown in pictures - Show interest in carrying out responsibilities |
- Observe pictures of children doing activities
- Discuss what activities the children are doing - Name responsibilities at home and school |
What responsibilities do children have at home and in school?
|
- Distinction Environmental Activities Grade 2 pg. 33
- Pictures of children performing responsibilities |
- Observation
- Oral questions
- Discussion
|
|
| 2 | 4 |
Social Environment
|
Our Rights and Responsibilities - Child Responsibilities at home and in the school
|
By the end of the
lesson, the learner
should be able to:
- Explain why child responsibilities are important - Distinguish between rights and responsibilities - Value fulfillment of responsibilities |
- Read a responsibility tree
- Discuss responsibilities at home and school - Identify the difference between rights and responsibilities - Point correctly at pictures showing rights or responsibilities |
Why are child responsibilities important?
|
- Distinction Environmental Activities Grade 2 pg. 34
- Responsibility tree chart - Picture cards |
- Observation
- Oral questions
- Identification exercise
|
|
| 3 | 1 |
Social Environment
|
Our Rights and Responsibilities - Carrying out responsibilities of a child at home
|
By the end of the
lesson, the learner
should be able to:
- Identify responsibilities of a child at home - Role play carrying out responsibilities at home - Demonstrate willingness to fulfill home responsibilities |
- Observe pictures of children doing home chores
- Discuss the activities shown - Role play responsibilities done at home - Record videos during role play |
How can we carry out our responsibilities at home properly?
|
- Distinction Environmental Activities Grade 2 pg. 35
- Pictures of home responsibilities - Digital recording device (if available) - Props for role play |
- Observation
- Role play assessment
- Oral questions
|
|
| 3 | 2 |
Social Environment
|
Our Rights and Responsibilities - Carrying out responsibilities of a child at home
|
By the end of the
lesson, the learner
should be able to:
- Create a journal for home responsibilities - Carry out specific responsibilities at home - Value the importance of fulfilling home responsibilities |
- Read a sample daily journal of responsibilities
- Create a similar journal for weekend responsibilities - Clean utensils and arrange room at home - Record activities done |
Why should we keep a record of our responsibilities?
|
- Distinction Environmental Activities Grade 2 pg. 36
- Sample journal - Notebook or digital device for recording - Cleaning materials |
- Observation
- Journal assessment
- Home activity report
|
|
| 3 | 3 |
Social Environment
|
Our Market - Physical features on the way to a local market
|
By the end of the
lesson, the learner
should be able to:
- Identify physical features on the way to a local market - Name the features shown in pictures - Show interest in observing the local environment |
- Observe pictures of physical features
- Name the features in the pictures - Discuss about the pictures - Complete a word search puzzle with names of physical features |
What physical features can we see on our way to the market?
|
- Distinction Environmental Activities Grade 2 pg. 41
- Pictures of physical features - Word search puzzles |
- Observation
- Oral questions
- Word search completion
|
|
| 3 | 4 |
Social Environment
|
Our Market - Physical features on the way to a local market
|
By the end of the
lesson, the learner
should be able to:
- Draw physical features found on the way to the market - Color drawings of physical features - Appreciate physical features in the environment |
- Draw physical features found on the way to the market
- Color the drawings - Share work with classmates - Keep drawings in a portfolio |
How can we represent physical features through drawings?
|
- Distinction Environmental Activities Grade 2 pg. 42
- Drawing materials - Colored pencils/crayons - Portfolio folders |
- Observation
- Drawing assessment
- Peer sharing
|
|
| 4 | 1 |
Social Environment
|
Our Market - Locate local market using physical features
|
By the end of the
lesson, the learner
should be able to:
- Locate a market using physical features on a map - Trace a path to the market - Develop map reading skills |
- Help a character find their way to the market
- Trace the right path on a map - Name features on the way to the market - Share work with classmates |
How can physical features help us locate places?
|
- Distinction Environmental Activities Grade 2 pg. 42
- Map with physical features - Tracing materials |
- Observation
- Map tracing exercise
- Oral questions
|
|
| 4 | 2 |
Social Environment
|
Our Market - Locate local market using physical features
|
By the end of the
lesson, the learner
should be able to:
- Identify physical features on a walk to the market - Model physical features using locally available materials - Value physical features in the environment |
- Take a walk to the nearest market
- Identify physical features on the way - Take photographs of physical features - Model physical features with teacher guidance |
How can we create models of physical features?
|
- Distinction Environmental Activities Grade 2 pg. 43
- Local market environment - Digital camera (if available) - Modeling materials |
- Observation
- Nature walk report
- Model assessment
|
|
| 4 | 3 |
Social Environment
|
Our Market - Activities that take place in a market
|
By the end of the
lesson, the learner
should be able to:
- Identify activities that take place in a market - Discuss market activities shown in pictures - Show interest in market activities |
- Observe a picture of market activities
- Discuss activities taking place - Watch a video of a market place - Talk about activities shown in the video |
What activities take place in a market?
|
- Distinction Environmental Activities Grade 2 pg. 44
- Pictures of market activities - Video of market (if available) |
- Observation
- Oral questions
- Discussion
|
|
| 4 | 4 |
Social Environment
|
Our Market - Activities that take place in a market
|
By the end of the
lesson, the learner
should be able to:
- Role play market activities - Visit a local market to observe activities - Value the importance of markets in the community |
- Role play activities in a market
- Visit the local market with the teacher - Record activities taking place - Present findings in class |
How do market activities help people in the community?
|
- Distinction Environmental Activities Grade 2 pg. 45
- Props for role play - Local market - Notebooks |
- Observation
- Role play assessment
- Field trip report
|
|
| 5 | 1 |
Social Environment
|
Our Market - Things and people found in a market
|
By the end of the
lesson, the learner
should be able to:
- Identify things found in a market - Name items sold in the local market - Show interest in market goods and services |
- Look at pictures of market items
- Talk about the pictures - Discuss the importance of things and people in the market - Name items sold in the local market |
What things and people can we find in a market?
|
- Distinction Environmental Activities Grade 2 pg. 46
- Pictures of market items and people - Charts - Distinction Environmental Activities Grade 2 pg. 47 - Materials for shop corner - Props for role play - Exercise books |
- Observation
- Oral questions
- Discussion
|
|
| 5 | 2 |
Natural Environment
|
Weather - Weather conditions at different times of the day
|
By the end of the
lesson, the learner
should be able to:
- Identify weather conditions at different times of the day - Observe and name weather conditions - Develop curiosity in weather conditions experienced in the locality |
- Look at pictures and name weather conditions in the pictures
- Go outside the class at different times of the day and observe the sky - Name the weather condition observed - Copy a table and record the weather conditions |
How can we identify different weather conditions?
|
- Distinction Environmental Activities Grade 2 pg. 48
- Pictures showing different weather conditions - Digital resources - Distinction Environmental Activities Grade 2 pg. 49 - Charts - Pictures showing weather conditions |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 3 |
Natural Environment
|
Weather - Recording weather using weather symbols
|
By the end of the
lesson, the learner
should be able to:
- Identify weather symbols - Match weather symbols with their meanings - Show interest in learning about weather symbols |
- Follow the string to learn about weather symbols
- Match weather symbols with their meanings - Discuss what each weather symbol represents |
Why do we use symbols to record weather?
|
- Distinction Environmental Activities Grade 2 pg. 50
- Weather symbols charts - Digital resources - Distinction Environmental Activities Grade 2 pg. 51 - Weather charts - Weather symbols |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 4 |
Natural Environment
|
Weather - Recording weather using weather symbols
Weather - Telling weather conditions at different times of the day |
By the end of the
lesson, the learner
should be able to:
- Observe weather for one week - Record weather using symbols - Develop the habit of recording weather |
- Observe weather for one week in school
- Use weather symbols to record weather for the week - Copy and complete a table for weather records - Share the chart with classmates |
Why is it important to keep weather records?
|
- Distinction Environmental Activities Grade 2 pg. 51
- Weather symbols - Weather chart - Distinction Environmental Activities Grade 2 pg. 52 - Pictures showing weather conditions - Digital resources |
- Observation
- Project work
- Oral questions
|
|
| 6 | 1 |
Natural Environment
|
Weather - Telling weather conditions at different times of the day
|
By the end of the
lesson, the learner
should be able to:
- Compare predicted weather with observed weather - Make inferences about weather predictions - Appreciate the importance of weather predictions |
- Go outside the classroom to observe weather
- Predict what weather condition is likely to occur later - Observe weather again in the afternoon - Compare predictions with actual observations |
How accurate can our weather predictions be?
|
- Distinction Environmental Activities Grade 2 pg. 52-53
- Weather chart - Digital resources - Distinction Environmental Activities Grade 2 pg. 53 - Weather charts - Weather symbols |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 2 |
Natural Environment
|
Weather - Weather conditions experienced in the locality
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of responding to various weather conditions - Explain how to respond to different weather conditions - Value appropriate responses to weather conditions |
- Read information on a chart about responding to weather
- Talk about how to respond to different weather conditions - Discuss personal responses to different weather conditions |
How can we respond to different weather conditions?
|
- Distinction Environmental Activities Grade 2 pg. 54
- Pictures showing responses to weather - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 3 |
Natural Environment
|
Weather - Weather conditions experienced in the locality
|
By the end of the
lesson, the learner
should be able to:
- Interpret a weather chart - Respond appropriately to different weather conditions - Show interest in responding to weather conditions |
- Look at a weather chart showing weather in Tugo village
- Answer questions about the chart - Identify appropriate responses to different weather conditions |
Why should we adjust our activities according to weather?
|
- Distinction Environmental Activities Grade 2 pg. 54
- Weather charts - Pictures showing weather responses |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 4 |
Natural Environment
|
Weather - Weather conditions experienced in the locality
|
By the end of the
lesson, the learner
should be able to:
- Play relevant and educative games on weather conditions - Participate in class contest on narrating weather occurrences - Develop confidence in discussing weather conditions |
- Play weather-related games
- Participate in class contest on narrating weather occurrences - Complete exercise on weather conditions |
How does weather affect our daily activities?
|
- Distinction Environmental Activities Grade 2 pg. 55
- Digital resources - Weather charts |
- Observation
- Oral presentation
- Written assignments
|
|
| 7 | 1 |
Natural Environment
|
Weather - Weather conditions experienced in the locality
|
By the end of the
lesson, the learner
should be able to:
- Answer questions about weather conditions - Draw and label weather conditions - Appreciate the knowledge gained on weather |
- Complete exercises on weather
- Draw and label different weather conditions - Answer assessment questions about weather |
Why is knowledge about weather important in our daily lives?
|
- Distinction Environmental Activities Grade 2 pg. 55
- Assessment exercises - Drawing materials |
- Written assessment
- Oral questions
- Project work
|
|
| 7 | 2 |
Natural Environment
|
Soil - Types of soil found in the locality
|
By the end of the
lesson, the learner
should be able to:
- Identify types of soil found in the locality - Collect soil samples from different places - Develop curiosity in exploring soil types |
- Look at pictures of different types of soil
- Talk about each type of soil - Visit the school compound to collect soil samples - Put samples in different containers and label |
How can you identify different types of soil in our environment?
|
- Distinction Environmental Activities Grade 2 pg. 56
- Soil samples - Containers for soil |
- Observation
- Oral questions
- Project work
|
|
| 7 | 3 |
Natural Environment
|
Soil - Grouping the types of soil in the locality
|
By the end of the
lesson, the learner
should be able to:
- Make soil ribbons using different soil samples - Compare the ribbons formed by different soil types - Show interest in soil properties |
- Observe pictures of soil ribbons
- Identify which soil made longest ribbons - Identify which soil made short ribbons - Identify which soil did not make any ribbon |
What can soil ribbons tell us about soil types?
|
- Distinction Environmental Activities Grade 2 pg. 57
- Different soil samples - Water - Containers |
- Observation
- Oral questions
- Project work
|
|
| 7 | 4 |
Natural Environment
|
Soil - Grouping the types of soil in the locality
|
By the end of the
lesson, the learner
should be able to:
- Feel different types of soil with fingers - Classify soil based on texture - Appreciate the different properties of soil |
- Collect clay, loam, and sand
- Place each soil on a piece of paper - Feel each type of soil with fingers - Complete a table about soil texture |
How does soil texture help us identify soil types?
|
- Distinction Environmental Activities Grade 2 pg. 58
- Soil samples (clay, loam, sand) - Paper for soil placement |
- Observation
- Written assignments
- Project work
|
|
| 8 | 1 |
Natural Environment
|
Soil - Grouping the types of soil in the locality
|
By the end of the
lesson, the learner
should be able to:
- Identify the size of soil particles - Record observations about soil particles - Value the importance of proper soil identification |
- Collect clay, loam, and sand soil
- Touch each type of soil - Talk about the size of soil particles - Record observations in a table |
Why is it important to know the size of soil particles?
|
- Distinction Environmental Activities Grade 2 pg. 58
- Soil samples - Containers - Recording materials |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 2 |
Natural Environment
|
Soil - Grouping the types of soil in the locality
|
By the end of the
lesson, the learner
should be able to:
- Make soil ribbons with different soil types - Compare the ribbons made from different soils - Show willingness to follow instructions in soil activities |
- Put different soil types in containers
- Label each container - Wet each type of soil with water - Roll the wet soil into ribbons - Complete a table about soil ribbons |
How can making soil ribbons help us classify soil?
|
- Distinction Environmental Activities Grade 2 pg. 59
- Different soil types - Water - Containers |
- Observation
- Project work
- Written assignments
|
|
| 8 | 3 |
Natural Environment
|
Soil - Grouping the types of soil in the locality
Soil - Making items from soil |
By the end of the
lesson, the learner
should be able to:
- Describe properties of different soil types - Match soil types with their properties - Appreciate the different characteristics of soil |
- Read flashcards about soil properties
- Complete a table using information from flashcards - Share work with the teacher |
What are the main differences between soil types?
|
- Distinction Environmental Activities Grade 2 pg. 59
- Flashcards with soil properties - Recording materials - Distinction Environmental Activities Grade 2 pg. 60 - Pictures of modeled items - Clay soil |
- Observation
- Written exercises
- Oral questions
|
|
| 8 | 4 |
Natural Environment
|
Soil - Making items from soil
|
By the end of the
lesson, the learner
should be able to:
- Model items using soil - Create different objects from soil - Value creativity in making soil items |
- Follow teacher guidance on making pots and balls
- Model items of choice using soil - Display the modeled items |
How can we use soil creatively?
|
- Distinction Environmental Activities Grade 2 pg. 60
- Clay soil - Water - Modeling tools |
- Observation
- Project assessment
- Peer assessment
|
|
| 9 |
Mid term |
||||||||
| 10 | 1 |
Natural Environment
|
Light - Sources of light in the environment
|
By the end of the
lesson, the learner
should be able to:
- Identify sources of light in the environment - Name different sources of light - Develop curiosity about sources of light |
- Look at pictures of light sources
- Name the sources of light in the pictures - Talk about other sources of light - Complete a table about light sources |
What are the different sources of light in our environment?
|
- Distinction Environmental Activities Grade 2 pg. 63
- Pictures of light sources - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 10 | 2 |
Natural Environment
|
Light - Sources of light in the environment
|
By the end of the
lesson, the learner
should be able to:
- Name sources of light - Identify objects that produce light - Show interest in identifying light sources |
- Identify different sources of light
- Name each source of light - Share work with the teacher |
Why do we need different sources of light?
|
- Distinction Environmental Activities Grade 2 pg. 64
- Pictures of light sources - Digital resources |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 3 |
Natural Environment
|
Light - Sources of light in the environment
|
By the end of the
lesson, the learner
should be able to:
- Cut out pictures of different sources of light - Stick pictures on manila paper - Appreciate the importance of light sources |
- Cut out pictures of light sources from newspapers or magazines
- Stick pictures on manila paper - Name each source of light - Keep work in a portfolio |
How can we classify different sources of light?
|
- Distinction Environmental Activities Grade 2 pg. 64
- Old newspapers and magazines - Manila paper - Glue |
- Project work
- Peer assessment
- Observation
|
|
| 10 | 4 |
Natural Environment
|
Light - Sources of light in the environment
|
By the end of the
lesson, the learner
should be able to:
- Draw sources of light at home - Color the drawings - Appreciate different sources of light |
- Draw sources of light at home
- Color the pictures - Share work with classmates - Provide feedback on drawings |
How do different sources of light help us at home?
|
- Distinction Environmental Activities Grade 2 pg. 65
- Drawing materials - Coloring materials |
- Observation
- Project assessment
- Peer assessment
|
|
| 11 | 1 |
Natural Environment
|
Light - Objects forming shadows in the presence of light
|
By the end of the
lesson, the learner
should be able to:
- Identify shadows formed at different times of the day - Explain how shadows are formed - Show interest in shadow formation |
- Look at pictures of shadows at different times
- Talk about the pictures - Discuss how shadows are formed |
How are shadows formed?
|
- Distinction Environmental Activities Grade 2 pg. 65
- Pictures showing shadows - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 11 | 2 |
Natural Environment
|
Light - Objects forming shadows in the presence of light
|
By the end of the
lesson, the learner
should be able to:
- Manipulate objects to form shadows - Trace shadows on the ground - Develop curiosity in shadow formation |
- Go outside on a sunny day
- Find things that form shadows - Form shadows - Trace the shadow of a classmate on the soil |
What forms our shadows?
|
- Distinction Environmental Activities Grade 2 pg. 66
- Various objects - Sunny day |
- Observation
- Oral questions
- Project assessment
|
|
| 11 | 3 |
Natural Environment
|
Light - Objects forming shadows in the presence of light
|
By the end of the
lesson, the learner
should be able to:
- Play shadow games - Explain how shadows are formed - Enjoy playing with shadows |
- Play a game of chasing shadows
- Talk about how shadows are formed - Share experiences in class |
Why do shadows change size and position during the day?
|
- Distinction Environmental Activities Grade 2 pg. 66
- Outdoor space with sunlight |
- Observation
- Oral questions
- Peer assessment
|
|
| 11 | 4 |
Natural Environment
|
Light - Objects forming shadows in the presence of light
|
By the end of the
lesson, the learner
should be able to:
- Use a torch to create shadows - Identify objects that form shadows - Appreciate that not all objects form visible shadows |
- Set up a table near the wall
- Place objects on the table - Shine light on the objects - Observe and record which objects form shadows |
Why do some objects form clearer shadows than others?
|
- Distinction Environmental Activities Grade 2 pg. 66-67
- Ball, torch, table - Various objects (ruler, cup, book, glass) |
- Observation
- Project work
- Written assignments
|
|
| 12 | 1 |
Natural Environment
|
Light - Ways of conserving light
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of conserving light - Explain how to conserve light - Value the importance of light conservation |
- Talk about pictures showing light conservation
- Identify how learners are conserving light - Discuss ways of saving light |
Why should we conserve light energy?
|
- Distinction Environmental Activities Grade 2 pg. 67
- Pictures showing light conservation - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 12 | 2 |
Natural Environment
|
Light - Ways of conserving light
|
By the end of the
lesson, the learner
should be able to:
- Read messages on light conservation - Name ways of saving light - Show willingness to conserve light |
- Read what learners wrote about saving light
- Identify ways of saving light - Share additional ways of saving light |
How can we save light in our environment?
|
- Distinction Environmental Activities Grade 2 pg. 67
- Charts with conservation messages - Digital resources |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 3 |
Natural Environment
|
Light - Ways of conserving light
|
By the end of the
lesson, the learner
should be able to:
- Read conservation messages in posters - Make posters on light conservation - Advocate for light conservation |
- Read messages in conservation posters
- Discuss how to conserve light at home and school - Make a poster on light conservation - Display the poster on the school noticeboard |
How can we encourage others to conserve light?
|
- Distinction Environmental Activities Grade 2 pg. 68
- Sample posters - Art materials - Manila paper |
- Observation
- Project assessment
- Peer assessment
|
|
| 12 | 4 |
Natural Environment
|
Light - Different sources of light in the environment
|
By the end of the
lesson, the learner
should be able to:
- Recite poems on light conservation - Sing songs about light conservation - Appreciate the importance of conserving light |
- Recite poems about light conservation
- Sing songs about light sources and conservation - Complete assessment exercises on light |
Why is light conservation important for the environment?
|
- Distinction Environmental Activities Grade 2 pg. 69
- Songs and poems about light - Assessment exercises |
- Observation
- Oral presentation
- Written assessment
|
|
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