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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 2
- Pictures and flashcards of bedding materials
- Manilla paper and cardboard
- MTP Environmental Activities Grade 3 Learner's Book pg. 3
- Magazines, newspapers, scissors, glue
- Manilla paper and markers

- Observation - Oral questions

Social Environment

Our Living Environment - Cleaning sleeping areas

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

- Identify materials used for cleaning sleeping areas.
- Describe the purpose of each cleaning material used in the sleeping area.
- Value the importance of keeping sleeping areas clean for good health.

In groups, learners are guided to:
- Name materials used to clean sleeping areas from pictures.
- Discuss what each material is used for when cleaning.
- Discuss which other materials are used at home to clean the sleeping area.

What materials do we use to keep our sleeping areas clean?

- MTP Environmental Activities Grade 3 Learner's Book pg. 4
- Pictures of cleaning materials (broom, mop, bucket, cloth)
- Real cleaning materials for demonstration

- Observation - Oral questions

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 5
- Water, soap, clothesline
- Bedding materials for practical activity
- MTP Environmental Activities Grade 3 Learner's Book pg. 6
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 7
- Mop, bucket, water
- Pictures showing mopping steps
- MTP Environmental Activities Grade 3 Learner's Book pg. 8
- 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

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 9
- Pictures showing effects of poor bedding hygiene
- Bedding materials for group game

- Oral questions - Practical activity

Social Environment

Our Living Environment - Observing hygiene in sleeping areas

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

- List the steps followed when making a bed correctly.
- Demonstrate how to make a bed and maintain a clean sleeping area.
- Commit to regularly maintaining cleanliness and orderliness in the sleeping area.

In groups, learners are guided to:
- Observe a demonstration of bed-making by Mercy and discuss the steps involved.
- Make a list of the steps to follow when making a bed.
- Practise making the bed independently.

How do you make a bed correctly and keep your sleeping area hygienic?

- MTP Environmental Activities Grade 3 Learner's Book pg. 10
- Bedding materials for demonstration
- Exercise books for writing steps

- Practical activity - Oral questions

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 11
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 11
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 12
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 13
- Pieces of paper with emotion words
- Exercise books for feelings journal

- Observation - Written activity

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 13
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 14
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 15
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 16
- Emotion pictures and flashcards
- Exercise books

- Oral questions - Written activity

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 16
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 16
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 17
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 17
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 17
- Review question cards
- Exercise books

- Written activity - Oral questions

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 17
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 18
- Pictures of various foods
- Exercise books

- Oral questions - Observation

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 19
- Magazines and old newspapers, scissors, glue
- Local market visit

- Observation - Oral questions

Social Environment

Food in Our Environment - Food groups

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 20
- Food pictures and flashcards
- Exercise books for grouping activity

- Written activity - 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 21
- Digital devices and video clips
- Computers or tablets

- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 21
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 23
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 24
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 25
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 26
- Exercise books for food diary
- Video clips on healthy eating

- Written activity - Oral questions

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 26
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 27
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 28
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 29
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 30
- Exercise books for recording findings
- Community environment

- Observation - Oral questions

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 30
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 31
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 32
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 33
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 34
- Digital resources or video clips
- Resource person (community safety officer)

- Observation - Oral questions

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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 34
- 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?

- MTP Environmental Activities Grade 3 Learner's Book pg. 34
- Role-play materials
- Community safety posters made earlier

- Observation - Oral questions