Social Environment

Our Living Environment - Materials used as bedding

By the end of the lesson, the learner should be able to:

- Identify locally available materials used as bedding at home or school.
- Sort and group pictures of different bedding materials.
- Appreciate the importance of using clean, appropriate bedding for a healthy sleeping environment.

In groups, learners are guided to:
- Talk about various bedding materials used at home or school.
- Observe pictures of bedding materials and name them (pillowcases, bedsheet, blanket, bed).
- Match bedding names with their pictures.

What materials do we use as bedding at home or school?

- Environmental Activities Grade 3 Learner's Book Pictures and flashcards of bedding materials
- Manilla paper and cardboard

- Observation - Oral questions

Social Environment

Our Living Environment - Materials used as bedding
Our Living Environment - Cleaning sleeping areas
Our Living Environment - Washing, drying and airing bedding

By the end of the lesson, the learner should be able to:

- Describe the uses of different bedding materials.
- Collect and display pictures of different bedding materials on manilla paper.
- Develop a sense of responsibility for keeping bedding materials clean and organised.

In groups, learners are guided to:
- Collect pictures of different bedding materials from magazines and newspapers.
- Stick the pictures on manilla paper or cardboard and label each item.
- Show and discuss the completed sorting activity in class.

Why is it important to use appropriate bedding materials?

- Environmental Activities Grade 3 Learner's Book Magazines, newspapers, scissors, glue
- Manilla paper and markers
- Environmental Activities Grade 3 Learner's Book Pictures of cleaning materials (broom, mop, bucket, cloth)
- Real cleaning materials for demonstration
- Environmental Activities Grade 3 Learner's Book Water, soap, clothesline
- Bedding materials for practical activity

- Observation - Practical activity

Social Environment

Our Living Environment - Sweeping the bedroom
Our Living Environment - Mopping the bedroom
Our Living Environment - Bed-wetting causes and hygiene steps

By the end of the lesson, the learner should be able to:

- Identify materials needed to sweep the bedroom correctly.
- Demonstrate how to sweep the bedroom following the correct steps.
- Appreciate the need for a clean, orderly bedroom for personal well-being.

In groups, learners are guided to:
- Observe how Amina sweeps her bedroom and discuss the materials needed.
- Discuss what should be done before sweeping, how to sweep, and what to do with materials used after sweeping.
- Practise sweeping the sleeping area correctly.

How do we sweep the bedroom correctly?

- Environmental Activities Grade 3 Learner's Book Broom, dustpan
- Pictures showing sweeping steps
- Environmental Activities Grade 3 Learner's Book Mop, bucket, water
- Pictures showing mopping steps
- Environmental Activities Grade 3 Learner's Book Pictures showing bed-wetting hygiene steps
- Digital devices or print media

- Practical activity - Observation

Social Environment

Our Living Environment - Effects of poor bedding care
Our Living Environment - Observing hygiene in sleeping areas

By the end of the lesson, the learner should be able to:

- Identify what happens when bedding is not cared for after bed-wetting (stains, bad smell).
- Discuss the consequences of poor bedding hygiene with a partner.
- Take responsibility for maintaining hygiene in the sleeping area at all times.

In groups, learners are guided to:
- Observe pictures showing stains and bad smell caused by poor bedding care.
- Work in pairs to discuss what happens when bedding is not washed or aired after bed-wetting.
- Play a bed-making game in groups, taking turns and airing bedding before making the bed.

What happens if we do not care for our bedding after bed-wetting?

- Environmental Activities Grade 3 Learner's Book Pictures showing effects of poor bedding hygiene
- Bedding materials for group game
- Environmental Activities Grade 3 Learner's Book - Bedding materials for demonstration
- Exercise books for writing steps

- Oral questions - Practical activity

Social Environment

Our Living Environment - Hygiene practice in sleeping areas
Our Living Environment - Consolidation

By the end of the lesson, the learner should be able to:

- Practise making the bed independently using different patterns or styles.
- Answer questions about consequences of not cleaning the sleeping area.
- Develop a daily routine of maintaining a clean and orderly sleeping area at home.

In groups, learners are guided to:
- Practise making the bed using different patterns or styles.
- Show the bed-making work to family members at home.
- Answer questions: what happens if you do not clean your sleeping area, why you should make the bed every day and how to air the sleeping area.

How does keeping your sleeping area clean benefit your health?

- Environmental Activities Grade 3 Learner's Book - Bedding materials
- Exercise books for answering questions
- Environmental Activities Grade 3 Learner's Book - Digital devices
- Bedding and cleaning materials

- Oral questions - Written activity

Social Environment

Family Needs - Expressing feelings

By the end of the lesson, the learner should be able to:

- Identify different emotions and describe how they are expressed.
- Observe pictures of people expressing emotions and name each feeling.
- Appreciate the need to understand and express feelings appropriately for healthy relationships.

In groups, learners are guided to:
- Observe pictures of people expressing different emotions and identify each feeling.
- Discuss how each emotion is expressed (facial expressions, actions, body language).
- Answer questions on how to identify emotions such as happy, sad, scared, angry, calm.

How do people express their emotions?

- Environmental Activities Grade 3 Learner's Book - Emotion picture cards and flashcards
- Digital devices or video clips

- Observation - Oral questions

Social Environment

Family Needs - Expressing feelings through activities
Family Needs - Meeting emotional needs

By the end of the lesson, the learner should be able to:

- Demonstrate understanding of emotions through an emotions-acting game.
- Record personal daily feelings in a feelings journal for a week.
- Develop self-awareness about personal emotions and those of others.

In groups, learners are guided to:
- Play an emotions-acting game: write emotion words on paper, pick and act out what is written.
- Let classmates guess the emotion being acted out.
- Keep a feelings journal for a week, writing about feelings experienced each day.

How can we identify and express our own feelings?

- Environmental Activities Grade 3 Learner's Book - Pieces of paper with emotion words
- Exercise books for feelings journal
- Environmental Activities Grade 3 Learner's Book - Pictures showing ways of meeting emotional needs
- Digital devices or video clips

- Observation - Written activity

Social Environment

Family Needs - Role-playing emotional needs

By the end of the lesson, the learner should be able to:

- Role-play expressions of emotional needs and how they are met.
- Discuss how emotional needs shown in skits have been met.
- Show empathy and a caring attitude when others are experiencing emotional difficulties.

In groups, learners are guided to:
- Take turns acting out different emotions in skits.
- Discuss how the emotional needs shown in the skits have been met.
- Perform acts of kindness for classmates or family members as a kindness challenge.

How can we help meet the emotional needs of others through our actions?

- Environmental Activities Grade 3 Learner's Book - Space for role-play activity
- Kindness challenge task cards

- Observation - Oral questions

Social Environment

Family Needs - Labelling emotions
Family Needs - Labelling emotions consolidation

By the end of the lesson, the learner should be able to:

- Label emotions expressed by self and others correctly (scared, sad, surprised, excited, angry, happy).
- Discuss what can make a person feel each emotion.
- Value self-awareness and kindness in responding to the feelings of others.

In groups, learners are guided to:
- Observe pictures of people showing emotions (scared, sad, surprised, excited, angry, happy) and label each.
- Discuss what can make a person feel each emotion shown.
- Talk about ways of expressing emotions in daily life.

What are the different emotions that people express and what causes them?

- Environmental Activities Grade 3 Learner's Book - Emotion pictures and flashcards
- Exercise books
- Environmental Activities Grade 3 Learner's Book - Coloured markers and poster paper
- Exercise books for written activity

- Oral questions - Written activity

Social Environment

Family Needs - Importance of meeting emotional needs

By the end of the lesson, the learner should be able to:

- Explain the importance of meeting emotional needs in character formation.
- Draw a feelings chart showing how people feel and display it in class.
- Develop a caring attitude towards the emotional well-being of others.

In groups, learners are guided to:
- Draw a feelings chart showing how people feel and display it in class.
- Discuss why it is important to meet the emotional needs of others.
- Answer questions: what makes you feel happy, what helps when you are sad, and words that show kindness.

Why is it important to meet the emotional needs of people around us?

- Environmental Activities Grade 3 Learner's Book - Drawing materials (paper and crayons)
- Exercise books

- Oral questions - Practical activity

Social Environment

Family Needs - Consolidation

By the end of the lesson, the learner should be able to:

- Consolidate learning on expressing and meeting emotional needs.
- Make posters showing different ways of expressing emotions.
- Value the importance of emotional well-being for healthy character development.

In groups, learners are guided to:
- Make posters showing different ways of expressing emotions.
- Display and discuss the posters in class.
- Talk about the need for help when role-playing expressions of emotional needs.

How does understanding emotions help us build healthy relationships?

- Environmental Activities Grade 3 Learner's Book - Manilla paper, markers and crayons
- Display space in the classroom

- Observation - Practical activity

Social Environment

Family Needs - Assessment and reflection
Food in Our Environment - Common food items

By the end of the lesson, the learner should be able to:

- Review all key learning on expressing and meeting emotional needs.
- Answer oral and written questions on emotions and how they are met.
- Value the importance of emotional well-being for healthy character development.

In groups, learners are guided to:
- Answer review questions on expressing and meeting emotional needs.
- Match emotions with the ways of meeting each one.
- Reflect on one way they have grown in understanding and expressing their own emotions.

How has learning about emotions helped you understand yourself and others?

- Environmental Activities Grade 3 Learner's Book - Review question cards
- Exercise books
- Environmental Activities Grade 3 Learner's Book - Pictures of various foods

- Written activity - Oral questions

Social Environment

Food in Our Environment - Exploring food in the environment

By the end of the lesson, the learner should be able to:

- Identify a variety of food items by visiting a local market or kiosk.
- Cut out and label pictures of different food items from magazines or newspapers.
- Appreciate the variety of food found in the local environment.

In groups, learners are guided to:
- Cut out pictures of different food from magazines or old newspapers and label each.
- Go on a field trip to a local market or kiosk and name the different food seen.
- Identify food found growing in the neighbourhood and share findings in class.

What different food can we find in our local environment and market?

- Environmental Activities Grade 3 Learner's Book - Magazines and old newspapers, scissors, glue
- Local market visit

- Observation - Oral questions

Social Environment

Food in Our Environment - Food groups
Food in Our Environment - Food groups digital activity

By the end of the lesson, the learner should be able to:

- Classify food items into three food groups (energy-giving, body-building, protective).
- Sort pictures of food items into the correct food groups using a table.
- Appreciate the importance of eating food from all three groups for good health.

In groups, learners are guided to:
- Collect pictures of different food items and sort them into energy-giving, body-building and protective food groups.
- Discuss examples: energy-giving (bread, rice, ugali), body-building (meat, fish, eggs), protective (fruits, vegetables, nuts).
- Group listed food items (bread, chicken, apple, rice, milk, spinach, egg, orange, pasta, carrot) into the three food groups.

How do we group the food we eat?

- Environmental Activities Grade 3 Learner's Book - Food pictures and flashcards
- Exercise books for grouping activity
- Environmental Activities Grade 3 Learner's Book - Digital devices and video clips
- Computers or tablets

- Written activity - Oral questions

Social Environment

Food in Our Environment - Table manners

By the end of the lesson, the learner should be able to:

- Describe good table manners to observe during meals.
- Explain why good table manners are important.
- Practise good table manners consistently at home and in school.

In groups, learners are guided to:
- Observe pictures showing good table manners and discuss why each manner matters.
- Answer questions: why should we eat with our mouths closed, and why should we not talk while eating?
- Search for pictures or articles related to table manners and mount them on hard paper.

What activities should you engage in while eating?

- Environmental Activities Grade 3 Learner's Book - Pictures showing table manners
- Magazines for cutting and mounting

- Observation - Oral questions

Social Environment

Food in Our Environment - Practising table manners
Food in Our Environment - Good eating habits

By the end of the lesson, the learner should be able to:

- Act out skits showing good table manners during meals.
- Complete sentences to reinforce correct table manners vocabulary.
- Develop the habit of practising good table manners at home and in school consistently.

In groups, learners are guided to:
- Act out skits demonstrating good table manners at lunchtime.
- Complete a fill-in-the-blanks activity on table manners (wash hands, use napkin, chew with mouth closed, say please and thank you).
- Observe a meal being served at home or in a restaurant and identify good and bad table manners.

How do good table manners show respect for others during meals?

- Environmental Activities Grade 3 Learner's Book - Role-play space
- Exercise books for written activity
- Environmental Activities Grade 3 Learner's Book - Pictures showing different eating habits
- Exercise books

- Observation - Written activity

Social Environment

Food in Our Environment - Food diary and consolidation

By the end of the lesson, the learner should be able to:

- Record daily food and drink intake in a food diary for a week.
- Evaluate personal eating habits using the food diary.
- Commit to eating healthy and balanced meals every day for good health.

In groups, learners are guided to:
- Maintain a food diary for a week, recording everything eaten and drunk each day.
- Watch video clips on healthy eating and discuss findings.
- Answer questions on healthy food choices, effects of eating only sweets and chips, and healthy snack options.

How can keeping a food diary help us develop better eating habits?

- Environmental Activities Grade 3 Learner's Book - Exercise books for food diary
- Video clips on healthy eating

- Written activity - Oral questions

Social Environment

Our Community - Keeping safe in the community
Our Community - Safety skits

By the end of the lesson, the learner should be able to:

- Identify ways of keeping safe in the community.
- Discuss safety actions and their importance in keeping safe.
- Acknowledge the importance of personal safety in everyday community life.

In groups, learners are guided to:
- Talk about personal experiences regarding safety in the community.
- Discuss how each safety action helps: not taking gifts from strangers, crossing the road safely, playing in open areas, avoiding abandoned buildings.
- Discuss other ways of keeping safe in the community.

How do you keep safe in the community?

- Environmental Activities Grade 3 Learner's Book - Pictures or flashcards showing safety actions
- Digital devices
- Environmental Activities Grade 3 Learner's Book - Role-play space
- Task cards for skit scenarios

- Observation - Oral questions

Social Environment

Our Community - Safe and unsafe places

By the end of the lesson, the learner should be able to:

- Classify places in the community as safe or unsafe.
- Group pictures of community places into safe and unsafe categories using a table.
- Develop awareness of safe and unsafe places in the community.

In groups, learners are guided to:
- Observe pictures of different community places and sort them into safe or unsafe groups.
- Complete a table grouping places as safe or unsafe in the exercise book.
- Talk about safe and unsafe places commonly found in the community.

What makes a place safe or unsafe in our community?

- Environmental Activities Grade 3 Learner's Book - Pictures and flashcards of community places
- Exercise books

- Written activity - Observation

Social Environment

Our Community - Community walk
Our Community - Safety poster

By the end of the lesson, the learner should be able to:

- Identify safe and unsafe places in the local community through observation.
- Record findings from a community walk and share with peers.
- Commit to avoiding unsafe places in the community for personal safety.

In groups, learners are guided to:
- List different unsafe places in the community.
- Go on a class walk around the community to point out unsafe places.
- Share experiences and findings from the community walk in class.

What unsafe places can you identify in your community?

- Environmental Activities Grade 3 Learner's Book - Exercise books for recording findings
- Community environment
- Environmental Activities Grade 3 Learner's Book - Manilla paper, crayons and markers
- Pictures of safe and unsafe places

- Observation - Oral questions

Social Environment

Our Community - Basic road signs

By the end of the lesson, the learner should be able to:

- Identify basic road signs used for personal safety (pedestrian crossing, stop sign, traffic lights).
- Practise the Stop, Look, Listen, Think and Cross sequence when crossing the road.
- Observe road safety rules to promote personal safety in the community.

In groups, learners are guided to:
- Identify road signs using digital resources or video clips.
- Practise the Stop, Look, Listen, Think and Cross sequence.
- Discuss why the pedestrian crossing should be used when crossing the road.

Why should we follow basic road signs when using the road?

- Environmental Activities Grade 3 Learner's Book - Pictures or video clips of road signs
- Digital devices

- Oral questions - Observation

Social Environment

Our Community - Drawing road signs
Our Community - Responding to danger in the community

By the end of the lesson, the learner should be able to:

- Name road signs and explain what each one represents.
- Draw, colour and label road signs (pedestrian crossing, stop sign, traffic lights) on manilla paper.
- Appreciate the importance of road signs in keeping road users safe.

In groups, learners are guided to:
- Name the road signs shown in pictures and explain what each represents.
- Draw, colour and name road signs on manilla paper.
- Complete fill-in sentences on road safety (should/should not cross at pedestrian crossing, look both ways, not play near road).

What does each road sign tell us to do?

- Environmental Activities Grade 3 Learner's Book - Manilla paper, crayons and rulers
- Pictures of road signs for reference
- Environmental Activities Grade 3 Learner's Book - Digital resources or video clips
- Resource person (community safety officer)

- Practical activity - Written activity

Social Environment

Our Community - Consolidation

By the end of the lesson, the learner should be able to:

- Consolidate all learning on community safety, safe and unsafe places, and road signs.
- Demonstrate understanding of safety practices through discussion and activity.
- Acknowledge the overall importance of keeping safe in the community every day.

In groups, learners are guided to:
- Discuss key safety learning from all previous lessons in the sub-strand.
- Role-play a community safety scenario applying all rules learned.
- Share one community safety practice they will continue at home.

Why is it important to observe safety rules in our community every day?

- Environmental Activities Grade 3 Learner's Book - Role-play materials
- Community safety posters made earlier

- Observation - Oral questions

Natural Environment

Weather - Bad weather conditions
Weather - Effects of bad weather on the environment

By the end of the lesson, the learner should be able to:

- Describe unfavourable weather conditions experienced in the locality.
- Identify bad weather conditions from pictures (thunderstorm, flood, drought, strong winds).
- Appreciate the importance of being aware of bad weather conditions for personal safety.

In groups, learners are guided to:
- Share personal experiences on unfavourable weather conditions in the locality.
- Observe pictures of bad weather conditions and name each one.
- Use a digital device or print media to search for information on unfavourable weather conditions.

What bad weather conditions can be experienced in our locality?

- Environmental Activities Grade 3 Learner's Book - Pictures or video clips of bad weather conditions
- Digital devices and print media
- Environmental Activities Grade 3 Learner's Book - Drawing and painting materials
- Digital devices for photography

- Oral questions - Observation

Natural Environment

Weather - Identifying bad weather types

By the end of the lesson, the learner should be able to:

- Identify specific types of bad weather (thunderstorm, wind, hot weather, storm) and their characteristics.
- Complete sentences describing different bad weather conditions correctly.
- Observe pictures to identify which bad weather caused different forms of destruction.

In groups, learners are guided to:
- Complete sentences using words: wind, thunderstorm, storm, hot to describe bad weather conditions.
- Observe pictures and identify which bad weather caused the destruction shown.
- Discuss what happens to the environment during each type of unfavourable weather.

How can you identify the different types of bad weather?

- Environmental Activities Grade 3 Learner's Book - Pictures showing destruction by different bad weather
- Exercise books

- Written activity - Oral questions

Natural Environment

Weather - Bad weather signs outdoor activity
Weather - Responding to thunderstorms and floods

By the end of the lesson, the learner should be able to:

- Observe and record signs of destruction caused by bad weather in the environment.
- Describe what happens to the environment after storms, floods or drought.
- Show curiosity when investigating the effects of bad weather in the community.

In groups, learners are guided to:
- Take a walk around the school compound or neighbourhood to look for signs of destruction caused by bad weather.
- Take photographs to record observations.
- Talk about what happens after things are destroyed by bad weather.

What signs of bad weather damage can we see in our school environment?

- Environmental Activities Grade 3 Learner's Book - Digital devices for photography
- Exercise books for recording observations
- Environmental Activities Grade 3 Learner's Book - Pictures of flood and thunderstorm effects
- Stories about weather safety responses

- Observation - Oral questions

Natural Environment

Weather - Safety measures for bad weather

By the end of the lesson, the learner should be able to:

- Match unfavourable weather conditions with the correct safety measures.
- Describe what to do during different types of bad weather using pictures.
- Commit to responding appropriately to unfavourable weather in daily life.

In groups, learners are guided to:
- Match bad weather conditions with their corresponding safety measures in a table activity.
- Observe pictures and say what should be done during each type of bad weather shown.
- Discuss appropriate dressing during unfavourable weather conditions.

How do we match bad weather conditions with the right safety measures?

- Environmental Activities Grade 3 Learner's Book - Matching activity cards
- Pictures showing safety during bad weather

- Written activity - Observation

Natural Environment

Weather - Gathering and sharing bad weather safety information
Weather - Draw, colour and review bad weather safety

By the end of the lesson, the learner should be able to:

- Gather information on safety measures during bad weather from parents, guardians and digital resources.
- Share findings on bad weather safety with classmates.
- Value the importance of sharing safety knowledge with others.

In groups, learners are guided to:
- Observe pictures and say what should be done during each type of bad weather.
- Interview parents or guardians on safety measures to take during bad weather.
- Share findings from the interview in class.

How can we gather and share information about staying safe during bad weather?

- Environmental Activities Grade 3 Learner's Book - Interview task cards
- Exercise books for recording findings
- Environmental Activities Grade 3 Learner's Book - Drawing and colouring materials
- Exercise books

- Oral questions - Written activity

Natural Environment

Weather - Digital research on bad weather

By the end of the lesson, the learner should be able to:

- Use digital devices and print media to search for information on unfavourable weather conditions.
- Share research findings on bad weather with classmates equitably.
- Show responsibility when using digital resources to find information on weather safety.

In groups, learners are guided to:
- Share equitably available learning resources to find out more information on unfavourable weather conditions.
- Use digital devices and print media to research bad weather conditions.
- Present findings on bad weather to classmates.

How can we use digital tools to learn more about unfavourable weather conditions?

- Environmental Activities Grade 3 Learner's Book - Digital devices and print media
- Internet access

- Observation - Oral questions

Natural Environment

Soil - Characteristics of different types of soil

By the end of the lesson, the learner should be able to:

- List characteristics of different types of soil (sandy, clay, loamy).
- Collect soil samples from different places in the school environment.
- Show curiosity when exploring and comparing different soil types.

In groups, learners are guided to:
- Walk around the school to collect soil samples from different places.
- Carry out a soil texture test using the sense of touch to feel the texture of different soil samples.
- Describe the characteristics of each soil type collected.

What are the characteristics of the different types of soil?

- Environmental Activities Grade 3 Learner's Book - Soil samples (sandy, clay, loamy)
- Containers for soil samples

- Observation - Oral questions

Natural Environment

Soil - Grouping soil types
Soil - Mulching for soil conservation

By the end of the lesson, the learner should be able to:

- Group different types of soil based on texture and appearance.
- Mount different soil samples on a chart and display the chart in class.
- Appreciate that different soils have different qualities that affect how they are used.

In groups, learners are guided to:
- Group different soil types based on texture observed during the soil texture test.
- Mount different soil samples on a chart and display it in class.
- Complete sentences using words: crops, close together, sand to describe soil types.

How do sandy, clay and loamy soils differ from each other?

- Environmental Activities Grade 3 Learner's Book - Chart paper and display materials
- Soil samples for mounting
- Environmental Activities Grade 3 Learner's Book - Dry leaves, grass clippings and other mulch materials
- School garden

- Practical activity - Observation

Natural Environment

Soil - Planting trees for soil conservation

By the end of the lesson, the learner should be able to:

- Explain how planting trees helps conserve soil.
- Participate in a tree-planting activity in the school community.
- Commit to participating in tree planting as an environmental and soil conservation responsibility.

In groups, learners are guided to:
- Observe pictures of trees and discuss how planting trees helps conserve soil.
- Discuss how trees make air fresh and clean.
- Participate in a tree-planting activity in the school compound or community.

How does planting trees help conserve soil and protect the environment?

- Environmental Activities Grade 3 Learner's Book - Tree seedlings for planting
- Garden tools

- Practical activity - Observation

Natural Environment

Soil - Manuring for soil conservation
Soil - Soil conservation activities

By the end of the lesson, the learner should be able to:

- Identify types of manure used in the environment.
- Explain how manure improves soil for growing crops.
- Value manuring as an important soil conservation activity.

In groups, learners are guided to:
- Observe pictures of different types of manure and name each one.
- Discuss how manure makes soil good for crops.
- In groups, help spread manure in a selected area of the school compound.

How does manuring help keep soil healthy for growing crops?

- Environmental Activities Grade 3 Learner's Book - Pictures of different types of manure
- Manure for practical activity
- Environmental Activities Grade 3 Learner's Book - Pictures of soil conservation activities
- Exercise books

- Practical activity - Oral questions

Natural Environment

Soil - Gardening project

By the end of the lesson, the learner should be able to:

- Apply soil conservation knowledge by participating in a school gardening project.
- Wash hands after interacting with soil as a hygiene practice.
- Appreciate the importance of good soil management for food production and environmental care.

In groups, learners are guided to:
- Carry out a gardening project in the school applying soil conservation methods (mulching, manuring, planting trees).
- Discuss how good soil leads to healthy crops.
- Wash hands after interacting with soil and discuss why this hygiene practice is important.

How does caring for soil benefit our environment and food production?

- Environmental Activities Grade 3 Learner's Book - Garden tools
- Soap and water for handwashing

- Practical activity - Observation

Natural Environment

Heat - Sources of heat in the environment
Heat - Identifying sources of heat

By the end of the lesson, the learner should be able to:

- List sources of heat used at home and in school.
- Identify different sources of heat in the environment from video clips and pictures.
- Appreciate the importance of different sources of heat in daily life.

In groups, learners are guided to:
- Think and share on sources of heat used at home.
- Watch short video clips showing different sources of heat in the environment.
- Discuss sources of heat used at home and in school and share ideas in class.

What are the different sources of heat in our environment?

- Environmental Activities Grade 3 Learner's Book - Video clips showing sources of heat
- Digital devices
- Environmental Activities Grade 3 Learner's Book - Pictures of various heat sources
- Exercise books

- Oral questions - Observation

Natural Environment

Heat - Uses of heat in the environment

By the end of the lesson, the learner should be able to:

- Identify uses of heat in the environment (cooking, drying, warming).
- Name uses of heat from pictures and list additional uses in the exercise book.
- Value heat as an important resource for everyday activities.

In groups, learners are guided to:
- Name uses of heat in the environment from pictures (cooking, drying, warming).
- List other uses of heat in the exercise book.
- Discuss uses of heat in the environment and share in class.

How is heat used in our daily lives?

- Environmental Activities Grade 3 Learner's Book - Pictures showing uses of heat
- Exercise books

- Oral questions - Observation

Natural Environment

Heat - Uses of heat cooking demonstration
Heat - Measuring temperature

By the end of the lesson, the learner should be able to:

- Observe a cooking demonstration and relate it to a practical use of heat.
- Describe the process of cooking as an important daily use of heat.
- Appreciate heat as an essential resource for food preparation at home and school.

In groups, learners are guided to:
- Observe how food is cooked at home or at school as a cooking demonstration.
- Discuss how heat is used in the cooking process.
- Share other ways heat is used in the home and community.

How is heat used when preparing food at home or school?

- Environmental Activities Grade 3 Learner's Book - Cooking materials for demonstration
- Pictures of cooking using heat
- Environmental Activities Grade 3 Learner's Book - Thermometer
- Exercise books for recording temperature

- Observation - Oral questions

Natural Environment

Heat - Conserving heat in the environment

By the end of the lesson, the learner should be able to:

- Describe what it means to conserve heat and list basic heat conservation measures.
- Identify ways heat is conserved from pictures (covering food, putting out fire, insulating).
- Develop responsible habits of conserving heat at home and in school.

In groups, learners are guided to:
- Observe pictures showing ways heat is conserved and discuss each method.
- Discuss the meaning of heat conservation and why it is important.
- Role-play how to conserve heat in the environment.

What does it mean to conserve heat and how can we do it?

- Environmental Activities Grade 3 Learner's Book - Pictures showing heat conservation methods
- Role-play space

- Observation - Oral questions

Natural Environment

Heat - Heat conservation materials investigation
Heat - Heat conservation and safety
Heat - Consolidation and classroom poster

By the end of the lesson, the learner should be able to:

- Investigate which materials conserve heat best by wrapping them around a bottle of warm water.
- Record and compare the results of the heat conservation investigation.
- Appreciate that different materials have different heat-conserving properties.

In groups, learners are guided to:
- Name different insulating materials (cloth, paper, foam) from pictures.
- Wrap each material around a bottle of warm water and observe which keeps the water warmest for the longest time.
- Discuss how the tested materials can be used to conserve heat in daily life.

Which materials are best for conserving heat and why?

- Environmental Activities Grade 3 Learner's Book - Cloth, paper, foam, plastic for testing
- Bottles of warm water
- Environmental Activities Grade 3 Learner's Book - Classroom poster materials
- Reference books and digital resources
- Environmental Activities Grade 3 Learner's Book - Manilla paper, markers, crayons
- Exercise books

- Practical activity - Observation