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

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

- Observation - Practical activity

Social Environment

Our Living Environment - Washing, drying and airing bedding
Our Living Environment - Sweeping the bedroom

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

- Explain why bedding should be washed, dried and aired regularly.
- Practise washing and drying bedding correctly.
- Develop a habit of maintaining clean and fresh bedding for personal hygiene.

In groups, learners are guided to:
- Observe pictures showing washing and drying bedding and discuss why it is done.
- Practise washing and drying bedding.
- Discuss why bedding should be aired and practise airing bedding.

Why should we wash, dry and air our bedding regularly?

- Environmental Activities Grade 3 Learner's Book Water, soap, clothesline
- Bedding materials for practical activity
- Environmental Activities Grade 3 Learner's Book Broom, dustpan
- Pictures showing sweeping steps

- Observation - Practical activity

Social Environment

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 used to mop the bedroom floor.
- Demonstrate how to mop the bedroom floor correctly.
- Show responsibility for maintaining a clean sleeping area at all times.

In groups, learners are guided to:
- Observe pictures of Juma mopping his bedroom floor and discuss the materials used.
- Discuss why we should mop the bedroom floor regularly.
- Practise cleaning the sleeping area by mopping.

Why should we mop the bedroom floor and how do we do it correctly?

- 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 - Oral questions

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

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

- Oral questions - Written activity

Social Environment

Our Living Environment - Consolidation

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

- Consolidate learning on all sleeping area hygiene practices covered in the sub-strand.
- Demonstrate correct bed-making and sleeping area care through a practical activity.
- Commit to maintaining cleanliness and orderliness in the sleeping area every day.

In groups, learners are guided to:
- Role-play how to care for the sleeping area by taking turns cleaning and organising the area.
- Observe safety precautions when using digital devices to watch videos on sleeping area hygiene.
- Regularly maintain cleanliness and orderliness in the sleeping area at home or school.

How do you maintain a clean and hygienic sleeping area every day?

- Environmental Activities Grade 3 Learner's Book - Digital devices
- Bedding and cleaning materials

- Observation - Practical 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

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

- Observation - Written activity

Social Environment

Family Needs - Meeting emotional needs

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

- Describe ways in which emotional needs are met in real-life situations.
- Identify activities that help meet emotional needs from pictures.
- Show care and empathy towards others experiencing emotional challenges.

In groups, learners are guided to:
- Observe pictures of people meeting emotional needs (spending time with friends, celebrating special days, visiting the sick, making new friends).
- Discuss the activities in the pictures and how they help meet emotional needs.
- Discuss other ways of caring for others in the community.

How do we meet the emotional needs of ourselves and others?

- Environmental Activities Grade 3 Learner's Book - Pictures showing ways of meeting emotional needs
- Digital devices or video clips

- Observation - Oral questions

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

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

- Oral questions - Written activity

Social Environment

Family Needs - Labelling emotions consolidation

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

- Complete sentences using correct emotion words to consolidate understanding.
- Create an emotion word picture display using different colours.
- Appreciate the importance of using the right words to express emotions.

In groups, learners are guided to:
- Fill in blanks using words: sad, laugh, jump, feelings, to complete sentences about emotions.
- Make a list of emotion words and write them in different colours on a poster.
- Present the emotion word posters in class.

How do we use the right words to express how we feel?

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

- Written activity - Observation

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

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

- Written activity - Oral questions

Social Environment

Food in Our Environment - Common food items

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

- Identify common food items found in the immediate environment.
- List and name food items available at the local market or in the neighbourhood.
- Show curiosity when exploring food found in the local environment.

In groups, learners are guided to:
- Name and list various food items found at the market or in the local environment.
- Observe pictures of different food items and name each one.
- Share the food list with classmates in class.

Why do we have different food items in our environment?

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

- Oral questions - Observation

Social Environment

Food in Our Environment - Exploring food in the environment
Food in Our Environment - Food groups

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
- Environmental Activities Grade 3 Learner's Book - Food pictures and flashcards
- Exercise books for grouping activity

- Observation - Oral questions

Social Environment

Food in Our Environment - Food groups digital activity

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

- Group food items seen in video clips into the three food groups.
- Use a computer or tablet to search for information about different food groups.
- Show curiosity when using digital tools to learn about food groups.

In groups, learners are guided to:
- Watch video clips of different meals being prepared or eaten and group the food seen into the three food groups.
- Use a computer or tablet to search for information about different food groups.
- Make a simple digital or written presentation using the information found.

How can digital tools help us learn about different food groups?

- Environmental Activities Grade 3 Learner's Book - Digital devices and video clips
- Computers or tablets

- Observation - 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

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

- Observation - Written activity

Social Environment

Food in Our Environment - Good eating habits

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

- Identify what happens when a person eats too much or too little food.
- Compare the eating habits of different learners using pictures.
- Embrace good eating habits by choosing balanced meals to promote personal health.

In groups, learners are guided to:
- Observe pictures of Tom (overeating), Tina (undereating), Simon (not enough food) and Susan (balanced meals) and discuss each.
- Identify who is overeating and who is undereating from the pictures.
- Discuss why we should eat balanced meals.

Why is it important to eat the right amount of food every day?

- Environmental Activities Grade 3 Learner's Book - Pictures showing different eating habits
- Exercise books

- Oral questions - 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

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

- Observation - Oral questions

Social Environment

Our Community - Safety skits

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

- Act out skits to show how to stay safe in the community.
- Demonstrate how to respond appropriately to strangers.
- Value the importance of applying safety knowledge in real-life situations.

In groups, learners are guided to:
- Act out skits showing how to stay safe in the community.
- Show how to respond to strangers during the safety play.
- Discuss lessons learned from the skits and how to apply them in the community.

How should we respond to strangers to keep ourselves safe?

- 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

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

- Observation - Oral questions

Social Environment

Our Community - Safety poster

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

- Describe dangerous places and behaviours that can expose one to danger in the community.
- Make a poster showing safe and unsafe places in the community.
- Value the need to avoid dangerous places and behaviours for personal safety.

In groups, learners are guided to:
- List different unsafe places and behaviours that can expose one to danger.
- Make posters showing safe and unsafe places in the community.
- Display and discuss the posters in class.

How can posters help remind others about safety in the community?

- Environmental Activities Grade 3 Learner's Book - Manilla paper, crayons and markers
- Pictures of safe and unsafe places

- Practical activity - Observation

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

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

- Practical activity - Written activity

Social Environment

Our Community - Responding to danger in the community

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

- Describe behaviours that can expose one to danger in the community.
- Demonstrate appropriate responses to dangerous situations and strangers.
- Value personal safety and awareness in everyday community life.

In groups, learners are guided to:
- Listen to a recorded story or resource person on how to respond to strangers and child safety tips.
- Discuss dangerous places and behaviours that can expose one to danger.
- Role-play scenarios on how to keep safe when faced with strangers or dangerous situations.

How should you respond when you feel unsafe in the community?

- Environmental Activities Grade 3 Learner's Book - Digital resources or video clips
- Resource person (community safety officer)

- Observation - Oral questions

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

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

- Oral questions - Observation

Natural Environment

Weather - Effects of bad weather on the environment

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

- Explain the dangers of unfavourable weather conditions on people and the environment.
- Identify what storms, floods and drought destroy in the environment.
- Develop curiosity about how bad weather affects the local community.

In groups, learners are guided to:
- Share experiences with bad weather in pairs during a weather sharing circle.
- Draw or paint pictures showing bad weather and display them in class.
- Go on an outdoor walk around the school to identify signs of destruction caused by bad weather.

How do unfavourable weather conditions affect people and the environment?

- Environmental Activities Grade 3 Learner's Book - Drawing and painting materials
- Digital devices for photography

- Observation - Oral questions

Natural Environment

Weather - Identifying bad weather types
Weather - Bad weather signs outdoor activity

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
- Environmental Activities Grade 3 Learner's Book - Digital devices for photography
- Exercise books for recording observations

- Written activity - Oral questions

Natural Environment

Weather - Responding to thunderstorms and floods

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

- Explain the dangers of thunderstorms and floods to people and property.
- Describe appropriate safety responses during thunderstorms and floods.
- Appreciate the importance of taking the right action during bad weather.

In groups, learners are guided to:
- Observe pictures showing destruction caused by thunderstorms and floods.
- Answer questions: what to do when thunder is heard, what causes floods, and how to stay safe during a flood.
- Read or listen to stories about appropriate responses to bad weather.

What should you do to stay safe during a thunderstorm or flood?

- Environmental Activities Grade 3 Learner's Book - Pictures of flood and thunderstorm effects
- Stories about weather safety responses

- Oral questions - Written activity

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

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

- Oral questions - Written activity

Natural Environment

Weather - Draw, colour and review bad weather safety

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

- Draw and colour a picture of a person responding correctly to bad weather.
- Answer review questions on bad weather safety.
- Appreciate the importance of knowing the weather to stay safe and healthy.

In groups, learners are guided to:
- Draw and colour a picture of a person responding to bad weather.
- Answer questions: how knowing the weather helps you stay safe and why drinking water in hot weather is important.
- Review and consolidate all learning on unfavourable weather conditions and safety responses.

How does knowing about bad weather help you stay safe and healthy?

- Environmental Activities Grade 3 Learner's Book - Drawing and colouring materials
- Exercise books

- Practical activity - 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