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| WK | LSN | STRAND | S-STRAND | LESSON LEARNING OUTCOMES | CORE COMPETENCE | VALUES | L EXPERIENCES | KEY INQUIRY QUESTIONS | L RESOURCES | ASSESSMENT METHODS | REMARKS |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
ENVIRON MENT
|
Myself
|
By the end of the
lesson, the learner
should be able to:
learner ; tell their names for identity identify their sex for self-awareness identify body parts (head, hands and legs) appreciate oneself for self-esteem |
Communication and collaboration Self efficacy
|
Peace Unity Love respect
|
Learners are guided to tell their names
Learners sing songs about their names and sex Learners are guided to group themselves according to sex Learners are guided on picture reading categorizing boys and girls" "Learners are guided to identify body parts (head hands and legs) s are guided on picture reading on body parts from charts" Learners sing songs on body parts learners sing songs about themselves |
What is your name?
Are you a boy or a girl?
Which are your body parts?
|
Realia Charts
|
Observati on
Oral questions Written questions
|
|
| 1 | 2 |
ENVIRON MENT
|
Myself
|
By the end of the
lesson, the learner
should be able to:
learner ; tell their names for identity identify their sex for self-awareness identify body parts (head, hands and legs) appreciate oneself for self-esteem |
Communication and collaboration Self efficacy
|
Peace Unity Love respect
|
Learners are guided to tell their names
Learners sing songs about their names and sex Learners are guided to group themselves according to sex Learners are guided on picture reading categorizing boys and girls" "Learners are guided to identify body parts (head hands and legs) s are guided on picture reading on body parts from charts" Learners sing songs on body parts learners sing songs about themselves |
What is your name?
Are you a boy or a girl?
Which are your body parts?
|
Realia Charts
|
Observati on
Oral questions Written questions
|
|
| 1 | 3 |
ENVIRON MENT
|
OUR SCHOOL
|
By the end of the
lesson, the learner
should be able to:
" strand the learner ; Talk about people working in the" "school for identification, Appreciate the work done by people in school," |
Communication and collaboration Critical thinking and problem
"solving
Self efficacy"
|
Unity Love respect
|
"
In groups Learners are guided to talk about work done by people in the" "school Learners are guided to walk round the school to identify structures" learners identify different structures on the chart Learners sing songs about structures and people in school Learners recite poems about our school |
"
Who are the people in school?
What work is done by different"
"people in school?
What structures are found in the school?
What are the colours of the flag?"
|
Realia
|
".Observatio n
2.Oral questions
Written"
questions
|
|
| 1 | 4 |
ENVIRON MENT
|
OUR SCHOOL
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; Identify structures found in the school for familiarization Identify the flag and the flag post for patriotism |
Communication and collaboration Critical thinking Self efficacy Imaginative and creative
|
Peace Unity Love respect
|
Learners are guided to talk about work done by people in the school
Learners are guided to walk round the school to identify structures" learners identify different structures on the chart Learners sing songs about structures and people in school poems about our school |
Who are the people in school?
What work is done by different people in school?
What structures are found in the school?
What are the colours of the flag?
|
Realia charts
|
.Observatio n
2.Oral questions Written questions
|
|
| 1 | 5 |
ENVIRON MENT
|
OUR SCHOOL
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; Identify structures found in the school for familiarization Identify the flag and the flag post for patriotism |
Communication and collaboration Critical thinking Self efficacy Imaginative and creative
|
Peace Unity Love respect
|
Learners are guided to talk about work done by people in the school
Learners are guided to walk round the school to identify structures" learners identify different structures on the chart Learners sing songs about structures and people in school poems about our school |
Who are the people in school?
What work is done by different people in school?
What structures are found in the school?
What are the colours of the flag?
|
Realia charts
|
.Observatio n
2.Oral questions Written questions
|
|
| 2 | 1 |
ENVIRON MENT
|
Home
|
By the end of the
lesson, the learner
should be able to:
"name people found at home, tell the relationship between people found at home, talk about work done by people found at home for appreciation, appreciate the people at home for harmonious living" |
Communication and collaboration
"Critical thinking and problem solving
Self efficacy Imaginative and creative"
|
Peace Love Respect unity
|
Learners be guided in naming"
"people found at home Learners areguided to talk about relationship of people found at home eg sister, brother, mother etc. Learners record videos of people found at home Learners take pictures of people at home Learners take pictures of people Learners sing songs and recite Learners recite poems about people found at home. news tell about family members |
Who are the people are found at home?
What work is done by people at home?
What is the relationship of people found at home?"
|
Realia charts
|
Observation Written
question
|
|
| 2 | 2 |
ENVIRON MENT
|
Home
|
By the end of the
lesson, the learner
should be able to:
name people found at home, tell the relationship between people found at home, talk about work done by people found at home for appreciation, appreciate the people at home for harmonious living |
Communication and collaboration Critical thinking and problem solving
Self efficacy Imaginative and creative
|
Peace Love Respect Unity
|
Learners be guided in naming people found at home
Learners are guided to talk about relationship of people found at home eg sister, brother, mother etc. Learners record videos of people found at home Learners takepictures of people at home Learners take pictures of people at home Learners model people at home" Learners sing songs and recite Learners recite poems about people found at home. news tell about family members |
Who are the people are found at home?
What work is done by people at home?
What is the relationship of people found at home?
|
Realia charts
|
.Observatio n
2.Oral questions
|
|
| 2 | 3 |
ENVIRON MENT
|
Home
|
By the end of the
lesson, the learner
should be able to:
name people found at home, tell the relationship between people found at home, talk about work done by people found at home for appreciation, appreciate the people at home for harmonious living |
Communication and collaboration Critical thinking and problem solving
Self efficacy Imaginative and creative
|
Peace Love Respect Unity
|
Learners be guided in naming people found at home
Learners are guided to talk about relationship of people found at home eg sister, brother, mother etc. Learners record videos of people found at home Learners takepictures of people at home Learners take pictures of people at home Learners model people at home" Learners sing songs and recite Learners recite poems about people found at home. news tell about family members |
Who are the people are found at home?
What work is done by people at home?
What is the relationship of people found at home?
|
Realia charts
|
.Observatio n
2.Oral questions
|
|
| 2 | 4 |
1.0
SOCIAL ENVIRON MENT
|
Interpers onal Relations hip
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; talk about courteous words used in different situations use courteous words appropriately during interactions show etiquette in their interactions for personal relationships |
Communication and collaboration Critical thinking and problem solving
Self efficacy Imaginative and creative
|
Peace Respect Unity Love
|
"Learners are guided on situations where they can use courteous words
Learners are guided to talk about courteous words. Learners guided on situations where they can use courteous words" Learners guided to use courteous words in incidental learning to reinforce etiquette learners practice use of courteous words" |
What do you tell someone who has done something good to you?
What do you tell someone who has done something bad to you?
What words would you use to show appreciation?
How do you"
"greet different people?
5. When do you use the courteous words"
|
Realia charts
|
.Observatio n
2.Oral questions
|
|
| 2 | 5 |
1.0
SOCIAL ENVIRON MENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
strand the learners ; identify clothes worn at different occasions, talk about clothes for different occasions. |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Responsi bility
|
Learners are guided to identify clothes worn at different occasions
Learners guided in talking about clothes worn during different occasions." view videos and photographs of clothe worn in different occasions. Appreciate clothes worn at different occasions |
What clothes do people wear at home?
What clothes do you wear at school?
What clothes do you wear at different occasions
|
Realia
|
.Observatio n
2.Oral questions
|
|
| 3 | 1 |
1.0
SOCIAL ENVIRON MENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
strand the learners ; talk about the importance of dressing appreciate clothes worn at different occasions for |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Responsi bility
|
Learners are guided to identify clothes worn at different occasions
Learners guided in talking about clothes worn during different occasions." Learners view videos and photographs of clothe worn in different occasions. Appreciate clothes worn at different occasions" |
What clothes do people wear at home?
What clothes do you wear at school?
What clothes do you wear at different occasions
|
Realia counters
|
.Observatio n
2.Oral questions
|
|
| 3 | 2 |
1.0
SOCIAL ENVIRON MENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
strand the learners ; talk about the importance of dressing appreciate clothes worn at different occasions for |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Responsi bility
|
Learners are guided to identify clothes worn at different occasions
Learners guided in talking about clothes worn during different occasions." Learners view videos and photographs of clothe worn in different occasions. Appreciate clothes worn at different occasions" |
What clothes do people wear at home?
What clothes do you wear at school?
What clothes do you wear at different occasions
|
Realia counters
|
.Observatio n
2.Oral questions
|
|
| 3 | 3 |
HEALTH PRACTIC ES
|
Hand washing
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; wash hands appropriately for personal hygiene, demonstrate hand washing behaviour at critical times, appreciate the need to wash hands for personal hygiene, tell the importance of washing hands. |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Responsi bility
|
Learners observe the demonstration of washing hands
Learners guided to wash hands appropriately. learners practice washing hands Learners sing songs and recite poems related to hand washing as they wash hands" videos on hand washing demonstrations |
Why do we wash hands?
How do we wash hands?
When do we wash our hands
|
Realia
|
.Observatio n
2.Oral questions
|
|
| 3 | 4 |
HEALTH PRACTIC ES
|
Hand washing
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; wash hands appropriately for personal hygiene, demonstrate hand washing behaviour at critical times, appreciate the need to wash hands for personal hygiene, tell the importance of washing hands. |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Responsi bility
|
Learners observe the demonstration of washing hands
Learners guided to wash hands appropriately. learners practice washing hands Learners sing songs and recite poems related to hand washing as they wash hands" videos on hand washing demonstrations |
Why do we wash hands?
How do we wash hands?
When do we wash our hands
|
Realia
|
.Observatio n
2.Oral questions
|
|
| 3 | 5 |
HEALTH PRACTIC ES
|
2..2
Cleaning nose
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; tell the importance of cleaning their nose demonstrate the ability to wipe the nose appropriately maintain a clean handkerchief for personal hygiene talk about the" dangers of putting objects in the nose. |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Responsi bility
|
Learners be guided to discuss the importance of cleaning the nose using a clean handkerchief
observe the teacher while demonstrating nose wiping Learners guided on how to use a clean handkerchief appropriately and how to take care of it. Learners practice wiping their nose. Learners guided to talk about dangers of putting objects in the nose. Learners sing songs and recite rhymes and poems about cleaning the nose. Learners watch videos on cleaning the nose. |
Why do we clean our nose?
When do we clean our nose?
What do we use to clean our nose?
Why should we use a clean handkerchief?
What are the dangers of putting objects in the nose
|
Realia
|
.Observatio n
2.Oral questions
|
|
| 4 | 1 |
HEALTH PRACTIC ES
|
Care for the teeth
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; name items used to clean their teeth, talk about items used to clean their teeth clean teeth appropriately for personal hygiene tell appropriate times for cleaning the teeth |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Responsi bility
|
Learners are guided to name items used to clean their teeth
Learners talk to a resource person talk about items that are used to clean their teeth Learners imitate cleaning teeth Learners guided to talk about appropriate times for cleaning their teeth Learners watch videos on cleaning of teeth Learners sing songs related to care for the teeth |
What items are used to clean the teeth?
What should we do in order to keep our teeth healthy?
Why do we clean our teeth?
When do we clean our teeth
|
Realia
|
.Observatio n
2.Oral questions 3.written questions
|
|
| 4 | 2 |
HEALTH PRACTIC ES
|
Care for the teeth
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; name items used to clean their teeth, talk about items used to clean their teeth clean teeth appropriately for personal hygiene tell appropriate times for cleaning the teeth |
Communication and collaboration Critical thinking and problem solving
Self efficacy
|
Responsi bility
|
Learners are guided to name items used to clean their teeth
Learners talk to a resource person talk about items that are used to clean their teeth Learners imitate cleaning teeth Learners guided to talk about appropriate times for cleaning their teeth Learners watch videos on cleaning of teeth Learners sing songs related to care for the teeth |
What items are used to clean the teeth?
What should we do in order to keep our teeth healthy?
Why do we clean our teeth?
When do we clean our teeth
|
Realia
|
.Observatio n
2.Oral questions 3.written questions
|
|
| 4 | 3 |
HEALTH PRACTIC ES
|
Cleanin g nose
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; tell the importance of cleaning their nose |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners be guided to discuss the importance of cleaning the nose using a clean handkerchief
|
Why do we clean our nose?
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 4 |
HEALTH PRACTIC ES
|
Cleanin g nose
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; demonstrate the ability to wipe the nose appropriately |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners be guided to discuss the importance of cleaning the nose using a clean handkerchief
|
When do we clean our nose
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 5 |
HEALTH PRACTIC ES
|
Cleanin g nose
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; maintain a clean handkerchief for personal hygiene |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners be guided to discuss the importance of cleaning the nose using a clean handkerchief
|
When do we clean our nose
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 1 |
HEALTH PRACTIC ES
|
Care for the teeth
|
By the end of the
lesson, the learner
should be able to:
strand the learner name items used to clean their teeth |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to name items used to clean their teeth
|
What items are used to clean the teeth
|
Charts Realia
|
Observatio oral questions
|
|
| 5 | 2 |
HEALTH PRACTIC ES
|
Care for the teeth
|
By the end of the
lesson, the learner
should be able to:
strand the learner talk about items used to clean their teeth |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners listen to a resource person talk about items that are used to clean their teeth |
What items are used to clean the teeth
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 3 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner identify toilet facilities in the school |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to identify the toilets facilities in the school compound
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 4 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner list toilet facilities in the school |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to name the toilets facilities in the school compound
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 5 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin
g
|
By the end of the
lesson, the learner
should be able to:
strand the learner appreciate the need to use clean toilet for personal hygiene |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners could observe a video on appropriate use of toilet facilities
|
Why should we use toilets
facilities
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 1 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner talk about the importance of toilet facilities for personal hygiene, |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to talk about the importance of sanitary facilities in the school
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 2 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
identify the types of plants found in the home and school |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to take a walk in the school compound to name plants within their school environment
|
Which plants are found at home and school environ ment
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 3 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
list the types of plants found in the home and school evironment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to take a walk in the school compound to name plants within their school environment
|
Which plants are found at home and school environ ment
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 4 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
talk about safe plants found in the home environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to identify the safe plants in the home and school environment
|
Which plants are found at home and school environ ment
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 5 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
talk about harmful plants found in the home environment |
Communication and
collaboration- discussion
|
Respon sibility
Coopera tion
|
"
Learners are" guided to identify the harmful plants in the home and school environment |
Which plants
are found at home and school environ ment
|
Charts
realia |
"Observatio
oral"
questions
|
|
| 7 | 1 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
talk about safe and harmful plants found in the school environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
In groups learners group pictures of safe and harmful plants
|
Which plants are found at home and school environ ment
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 2 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; identify animals found school environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to walk around and name the animals found within school compound
|
Which animals are found at home and school?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 3 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; list animals found school environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to walk around and name the animals found within school compound
|
Which animals are found at home and school?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 4 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; identify animals found at home environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to identify animals found at home and school environment by taking a school tour
|
Which animals are found at home and school?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 5 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; list animals found at home environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to identify animals found at home and school environment by taking a school tour
|
Which animals are found at home and school?
|
Charts realia
|
Observatio oral questions
|
|
| 8 |
MID TERM BREAK |
||||||||||
| 9 | 1 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; identify the dangerous animals found at home and school environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to identify the dangerous animals found at home and school environment
|
Which animals are found at home and school?
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 2 |
NAT URA L ENVIR ONME NT
|
Weather
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; observe weather conditions in the immediate environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to observe the weather conditions of the day
|
What is the weather conditio n of the day?
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 3 |
NAT URA L ENVIR ONME NT
|
Weather
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; identify different weather conditions in the immediate environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners are guided to talk about weather conditions they have observed
|
What is the weather conditio n of the day?
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 4 |
NAT URA L ENVIR ONME NT
|
Weather
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; respond to weather conditions appropriately in the immediate environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners could be guided to respond to different activities as per weather conditions of the day eg playing with kites
|
What is the weather conditio n of the day?
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 5 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; identify sources of water at home and school |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to take a walk to identify sources of water within the school environment
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 1 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; identify sources of water at home and school |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to take a walk to identify sources of water within the school environment
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 2 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; identify sources of water at home and school |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to take a walk to identify sources of water within the school environment
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 3 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; talk about uses of water in their home and school |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to talk about sources of water at home and school
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 4 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; conserve water at home and school |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to draw items used to conserve water at home and at school
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 5 |
NAT URA L ENVIR ONME NT
|
Soil
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; talk about the safety measures when playing with soil, |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners be guided to talk about safety measures while playing with
|
What do you need to do when playing with soil
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 1 |
NAT URA L ENVIR ONME NT
|
Sound
|
By the end of the
lesson, the learner
should be able to:
lesson the learners identify different sounds within their immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
learners are guided to take a walk to listen to different sounds within their environments
|
What sounds do you hear
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 2 |
NAT URA L ENVIR ONME NT
|
Sound
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about different sounds in their immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups learners discuss different sounds in their immediate environment
|
What sounds do you hear
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 3 |
NAT URA L ENVIR ONME NT
|
Smell
|
By the end of the
lesson, the learner
should be able to:
" lesson the learners talk about good and" bad smell in their immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to take a guided tour of the school compound and identify
different smells and the ir sources. |
Which part of the body is used for smelling
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 4 |
NAT URA L ENVIR ONME NT
|
Smell
|
By the end of the
lesson, the learner
should be able to:
lesson the learners identify the sources of smell in the immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to identify different sources of smell in the environment
|
Which part of the body is used for smellin
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 5 |
NAT URA L ENVIR ONME NT
|
Light
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about the sources of light in the immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to talk about sources of light in their environment
|
What are the sources of light
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 1 |
NAT URA L ENVIR ONME NT
|
Light
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about uses of light in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners talk about objects that produce light
|
What are the sources of light
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 2 |
NAT URA L ENVIR ONME NT
|
Light
|
By the end of the
lesson, the learner
should be able to:
lesson the learners differentiate day and night |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
learners perform simple experiments using sources of light like putting lights off and on and emphasize conservation of energy
|
What are the sources of light
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 3 |
NAT URA L ENVIR ONME NT
|
Care
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about materials and items used in cleaning their classroom and immediate environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to talk about materials and items used in keeping their classroom and home clean
|
How do we clean our home and classroom
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 4 |
NAT URA L ENVIR ONME NT
|
Care
|
By the end of the
lesson, the learner
should be able to:
lesson the learners clean their home compound |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
The learners could be used to improvise cleaning materials using locally improvised materials
|
How do we clean our home and classroom
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 5 |
NAT URA L ENVIR ONME NT
|
Care
|
By the end of the
lesson, the learner
should be able to:
lesson the learners appreciate the need to maintain a clean environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners sing songs and recite poems related to care for school and home environment
|
How do we clean our home and classroom
|
Realia charts
|
Observation Oral questions
|
|
| 13 |
EXAMS, REVISION AND CLOSING |
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