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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 | 2 |
SOCIAL ENVIRONMENT
|
Myself
|
By the end of the
lesson, the learner
should be able to:
; talk about body parts (head, ears, eyes, mouth, hand,) for self- awareness, Tell the uses of ears, nose mouth and eyes. for self- awareness, Appreciate one |
Communication and collaboration
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners sing songs and say poems on body parts different parts of the body from a chart different games on body parts uses of different body parts" and model parts of the body |
What are the parts of your body?
What are the uses of your body parts
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 1 | 3 |
SOCIAL ENVIRONMENT
|
Myself
|
By the end of the
lesson, the learner
should be able to:
; talk about body parts (head, ears, eyes, mouth, hand,) for self- awareness, Tell the uses of ears, nose mouth and eyes. for self- awareness, Appreciate one |
Communication and collaboration
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners sing songs and say poems on body parts different parts of the body from a chart different games on body parts uses of different body parts" and model parts of the body |
What are the parts of your body?
What are the uses of your body parts
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 1 | 4 |
SOCIAL ENVIRONMENT
|
Myself
|
By the end of the
lesson, the learner
should be able to:
; talk about body parts (head, ears, eyes, mouth, hand,) for self- awareness, Tell the uses of ears, nose mouth and eyes. for self- awareness, Appreciate one |
Communication and collaboration
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners sing songs and say poems on body parts different parts of the body from a chart different games on body parts uses of different body parts" and model parts of the body |
What are the parts of your body?
What are the uses of your body parts
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 1 | 5 |
SOCIAL ENVIRONMENT
|
Myself
|
By the end of the
lesson, the learner
should be able to:
; talk about body parts (head, ears, eyes, mouth, hand,) for self- awareness, Tell the uses of ears, nose mouth and eyes. for self- awareness, Appreciate one |
Communication and collaboration
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners sing songs and say poems on body parts different parts of the body from a chart different games on body parts uses of different body parts" and model parts of the body |
What are the parts of your body?
What are the uses of your body parts
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 2 | 1 |
SOCIAL ENVIRONMENT
|
Our School
|
By the end of the
lesson, the learner
should be able to:
; talk about work done by different people in the school participate in developing classroom rule (Dos and Don |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
Imaginative and creative
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to name people found at school eg teachers, watchman, driver etc taken round the school identifying the people by the work they do mention the work done by people in school " "play work done by people at school guided in coming up with rules and regulations of their class songs about work done by people in the school and model people in school" |
"
Who are the people found at school?
What work is done by people at school?
How do we come up with rules and guidelines?
What are the dos and don
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 2 | 2 |
SOCIAL ENVIRONMENT
|
Our School
|
By the end of the
lesson, the learner
should be able to:
; talk about work done by different people in the school participate in developing classroom rule (Dos and Don |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
Imaginative and creative
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to name people found at school eg teachers, watchman, driver etc taken round the school identifying the people by the work they do mention the work done by people in school " "play work done by people at school guided in coming up with rules and regulations of their class songs about work done by people in the school and model people in school" |
"
Who are the people found at school?
What work is done by people at school?
How do we come up with rules and guidelines?
What are the dos and don
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 2 | 3 |
SOCIAL ENVIRONMENT
|
Our School
|
By the end of the
lesson, the learner
should be able to:
; talk about work done by different people in the school participate in developing classroom rule (Dos and Don |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
Imaginative and creative
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to name people found at school eg teachers, watchman, driver etc taken round the school identifying the people by the work they do mention the work done by people in school " "play work done by people at school guided in coming up with rules and regulations of their class songs about work done by people in the school and model people in school" |
"
Who are the people found at school?
What work is done by people at school?
How do we come up with rules and guidelines?
What are the dos and don
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 2 | 4 |
SOCIAL ENVIRONMENT
|
Our School
|
By the end of the
lesson, the learner
should be able to:
; talk about work done by different people in the school participate in developing classroom rule (Dos and Don |
Communication and collaboration
Critical thinking and problem solving
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to name people found at school eg teachers, watchman, driver etc taken round the school identifying the people by the work they do mention the work done by people in school play work done by people at school" " guided in coming up with rules and regulations of their class" " songs about work done by people in the school" " and model people in school" |
Who are the people found at school?
What work is done by people at school?
How do we come up with rules and guidelines?
What are the dos and don
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 2 | 5 |
SOCIAL ENVIRONMENT
|
Our School
|
By the end of the
lesson, the learner
should be able to:
; talk about work done by different people in the school participate in developing classroom rule (Dos and Don |
Communication and collaboration
Critical thinking and problem solving
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to name people found at school eg teachers, watchman, driver etc taken round the school identifying the people by the work they do mention the work done by people in school play work done by people at school" " guided in coming up with rules and regulations of their class" " songs about work done by people in the school" " and model people in school" |
Who are the people found at school?
What work is done by people at school?
How do we come up with rules and guidelines?
What are the dos and don
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 3 | 1 |
SOCIAL ENVIRONMENT
|
Our Home
1.3.1
Structure s
/building s
|
By the end of the
lesson, the learner
should be able to:
; Name different structures and buildings found at home, Identify different buildings and structures at home, Talk about the uses of buildings and structures at home, Appreciate buildings and structures |
Communication and collaboration
Critical thinking and problem solving
|
Respect Responsibility
|
"
Learners to name different structures and buildings at home structures found at home in the environmental activities area in the classroom" about uses of buildings and structures at home videos of buildings and structures at home observe charts of peoples working, buildings, structures and tools used at |
Which are the buildings and structures found at home?
2. What are the uses of different structures and buildings found at home
|
Realia Charts pictures
|
Observation
|
|
| 3 | 2 |
SOCIAL ENVIRONMENT
|
Our Home
1.3.1
Structur es
/building s
|
By the end of the
lesson, the learner
should be able to:
; Name different structures and buildings found at home, Identify different buildings and structures at home, Talk about the uses of buildings and structures at home, Appreciate buildings and structures |
|
|
"
Learners to name different structures and buildings at home structures found at home in the environmental activities area in the classroom about uses of buildings and structures at home" videos of buildings and structures at home " observe charts of peoples working, buildings, structures and tools used at" |
Which are the buildings and structures found at home?
2. What are the uses of different structures and buildings found at home
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 3 | 3 |
SOCIAL ENVIRONMENT
|
Our Home
1.3.1
Structur es
/building s
|
By the end of the
lesson, the learner
should be able to:
; Name different structures and buildings found at home, Identify different buildings and structures at home, Talk about the uses of buildings and structures at home, Appreciate buildings and structures |
|
|
"
Learners to name different structures and buildings at home structures found at home in the environmental activities area in the classroom about uses of buildings and structures at home" videos of buildings and structures at home " observe charts of peoples working, buildings, structures and tools used at" |
Which are the buildings and structures found at home?
2. What are the uses of different structures and buildings found at home
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 3 | 4 |
SOCIAL ENVIRONMENT
|
Our Home
1.3.1
Structur es
/building s
|
By the end of the
lesson, the learner
should be able to:
; Name different structures and buildings found at home, Identify different buildings and structures at home, Talk about the uses of buildings and structures at home, Appreciate buildings and structures |
|
|
"
Learners to name different structures and buildings at home structures found at home in the environmental activities area in the classroom about uses of buildings and structures at home" videos of buildings and structures at home " observe charts of peoples working, buildings, structures and tools used at" |
Which are the buildings and structures found at home?
2. What are the uses of different structures and buildings found at home
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 3 | 5 |
SOCIAL ENVIRONMENT
|
Our Home
1.3.1
Structur es
/building s
|
By the end of the
lesson, the learner
should be able to:
; Name different structures and buildings found at home, Identify different buildings and structures at home, Talk about the uses of buildings and structures at home, Appreciate buildings and structures |
|
|
"
Learners to name different structures and buildings at home structures found at home in the environmental activities area in the classroom about uses of buildings and structures at home" videos of buildings and structures at home " observe charts of peoples working, buildings, structures and tools used at" |
Which are the buildings and structures found at home?
2. What are the uses of different structures and buildings found at home
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 4 | 1 |
SOCIAL ENVIRONMENT
|
People found at home
|
By the end of the
lesson, the learner
should be able to:
"; name people found at home for self- awareness, tell the relationships between people found at home for harmonious living talk about people found at home for harmonious living talk about work done by people at home" e) appreciate people found at home and the work they do. |
Communication and collaboration
Self efficacy
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to be guided in naming people found at home, guided in establishing the relationship of people found at home guided in talking about work done by different people at home" " discuss the importance of work done by people at home" play work done by people at home songs about work done by people at home watch videos on people working |
Who are the people found at home?
What work is done by people at home?
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 4 | 2 |
SOCIAL ENVIRONMENT
|
People found at home
|
By the end of the
lesson, the learner
should be able to:
"; name people found at home for self- awareness, tell the relationships between people found at home for harmonious living talk about people found at home for harmonious living talk about work done by people at home" e) appreciate people found at home and the work they do. |
Communication and collaboration
Self efficacy
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to be guided in naming people found at home, guided in establishing the relationship of people found at home guided in talking about work done by different people at home" " discuss the importance of work done by people at home" play work done by people at home songs about work done by people at home watch videos on people working |
Who are the people found at home?
What work is done by people at home?
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 4 | 3 |
SOCIAL ENVIRONMENT
|
People found at home
|
By the end of the
lesson, the learner
should be able to:
"; name people found at home for self- awareness, tell the relationships between people found at home for harmonious living talk about people found at home for harmonious living talk about work done by people at home" e) appreciate people found at home and the work they do. |
Communication and collaboration
Self efficacy
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to be guided in naming people found at home, guided in establishing the relationship of people found at home guided in talking about work done by different people at home" " discuss the importance of work done by people at home" play work done by people at home songs about work done by people at home watch videos on people working |
Who are the people found at home?
What work is done by people at home?
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 4 | 4 |
SOCIAL ENVIRONMENT
|
People found at home
|
By the end of the
lesson, the learner
should be able to:
; name people found at home for self- awareness, tell the relationships between people found at home for harmonious living talk about people found at home for harmonious living talk about work done by people at home appreciate people found at home and the work they do. |
Communication and collaboration
Self efficacy
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to be guided in naming people found at home, guided in establishing the relationship of people found at home guided in talking about work done by different people at home discuss the importance of work done by people at home" play work done by people at home songs about work "done by people at home watch videos on people working" |
Who are the people found at home?
What work is done by people at home?
|
Realia Charts pictures
|
Observat ion Oral questions
|
|
| 4 | 5 |
SOCIAL ENVIRONMENT
|
People found at home
|
By the end of the
lesson, the learner
should be able to:
; name people found at home for self- awareness, tell the relationships between people found at home for harmonious living talk about people found at home for harmonious living talk about work done by people at home appreciate people found at home and the work they do. |
Communication and collaboration
Self efficacy
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to be guided in naming people found at home, guided in establishing the relationship of people found at home guided in talking about work done by different people at home discuss the importance of work done by people at home" play work done by people at home songs about work "done by people at home watch videos on people working" |
Who are the people found at home?
What work is done by people at home?
|
Realia Charts pictures
|
Observat ion Oral questions
|
|
| 5 | 1 |
SOCIAL ENVIRONMENT
|
Interper sonal Relation ship
|
By the end of the
lesson, the learner
should be able to:
; Identify Courteous words used in day today life Talk about the use of courteous words in day to day life for interpersonal relationship Appreciate the need to use courteous words Use greetings and respond with actions appropriately Show empathy to the needy |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners to be guided to identify courteous words used in their community practice in groups use of courteous words and greetings play and dramatize use of courteous words dramatize sharing play materials and snacks in a courteous way" " poems on sharing" " songs on greetings at different times of the day." a video on interpersonal relationship and respond facial animations of different emotions |
which words do you use to show respect to other people?
2. How do you greet different people
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 5 | 2 |
SOCIAL ENVIRONMENT
|
Neighbo
urhood
|
By the end of the
lesson, the learner
should be able to:
"strand, identify the classmates by names for harmonious living name the classmates as neighbours for interpersonal relationships identify physical features in the" |
Communication
and collaboration Critical thinking and problem solving Imaginative and creative
|
Love
"Respect Unity Peace Patience
Responsibility"
|
"Learners listen to a story on the neighbourhood and answer questions names of their classmates as immediate neighbours about friendship about what they can do to their classmates through guided discussion" songs |
"Who is a neighbour?
What are the names of my classmates?
What physical features found in your neighbourhood"
|
Realia
Charts pictures |
Observation Oral questions
|
|
| 5 | 3 |
SOCIAL ENVIRONMENT
|
Neighbo urhood
|
By the end of the
lesson, the learner
should be able to:
; identify the classmates by names for harmonious living name the classmates as neighbours for interpersonal relationships identify physical features in the neighbourhood for safety and security appreciate the classmates as their neighbours |
Communication and collaboration
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners listen to a story on the neighbourhood and answer questions names of their classmates as immediate neighbours about friendship about what they can do to their classmates through guided discussion songs" about their classmates as neighbours " identify physical features in their neighbourhood eg churches, rivers, hills mountains etc." |
Who is a neighbour?
What are the names of my classmates?
What physical features found in your neighbourhood
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 5 | 4 |
SOCIAL ENVIRONMENT
|
Neighbo urhood
|
By the end of the
lesson, the learner
should be able to:
; identify the classmates by names for harmonious living name the classmates as neighbours for interpersonal relationships identify physical features in the neighbourhood for safety and security appreciate the classmates as their neighbours |
Communication and collaboration
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners listen to a story on the neighbourhood and answer questions names of their classmates as immediate neighbours about friendship about what they can do to their classmates through guided discussion songs" about their classmates as neighbours " identify physical features in their neighbourhood eg churches, rivers, hills mountains etc." |
Who is a neighbour?
What are the names of my classmates?
What physical features found in your neighbourhood
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 5 | 5 |
SOCIAL ENVIRONMENT
|
Neighbo urhood
|
By the end of the
lesson, the learner
should be able to:
; identify the classmates by names for harmonious living name the classmates as neighbours for interpersonal relationships identify physical features in the neighbourhood for safety and security appreciate the classmates as their neighbours |
Communication and collaboration
|
Love Respect Unity Peace Patience
Responsibility
|
"
Learners listen to a story on the neighbourhood and answer questions names of their classmates as immediate neighbours about friendship about what they can do to their classmates through guided discussion songs" about their classmates as neighbours " identify physical features in their neighbourhood eg churches, rivers, hills mountains etc." |
Who is a neighbour?
What are the names of my classmates?
What physical features found in your neighbourhood
|
Realia Charts pictures
|
Observation Oral questions
|
|
| 6 | 1 |
SOCIAL ENVIRONMENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
; identify clothes worn at different times dress and undress appropriately to put on shoes correctly appreciate one |
Communication and collaboration Critical thinking and problem solving
|
Respect Responsibility
|
"
Learners to sort and group clothes worn at different times and group clothes according to the occasion and ceremony watch videos on clothes worn at different occasions and ceremony" corner; learner to practice wearing clothes shoes/tying laces and wearing socks practice putting on clothes(sweater, jackets, shirts, shoes, shorts, skirts, blouses) songs, and recite poems about clothes |
Which clothes do we wear at different occasions and ceremonies?
2. How do we put on clothes
|
Realia Charts pictures
|
Observation Oral questions written questions
|
|
| 6 | 2 |
SOCIAL ENVIRONMENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
; identify clothes worn at different times dress and undress appropriately to put on shoes correctly appreciate one |
Communication and collaboration Critical thinking and problem solving
|
Respect Responsibility
|
"
Learners to sort and group clothes worn at different times and group clothes according to the occasion and ceremony watch videos on clothes worn at different occasions and ceremony" corner; learner to practice wearing clothes shoes/tying laces and wearing socks practice putting on clothes(sweater, jackets, shirts, shoes, shorts, skirts, blouses) songs, and recite poems about clothes |
Which clothes do we wear at different occasions and ceremonies?
2. How do we put on clothes
|
Realia Charts pictures
|
Observation Oral questions written questions
|
|
| 6 | 3 |
SOCIAL ENVIRONMENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
; identify clothes worn at different times dress and undress appropriately to put on shoes correctly appreciate one |
Communication and collaboration Critical thinking and problem solving
|
Respect Responsibility
|
"
Learners to sort and group clothes worn at different times and group clothes according to the occasion and ceremony watch videos on clothes worn at different occasions and ceremony" corner; learner to practice wearing clothes shoes/tying laces and wearing socks practice putting on clothes(sweater, jackets, shirts, shoes, shorts, skirts, blouses) songs, and recite poems about clothes |
Which clothes do we wear at different occasions and ceremonies?
2. How do we put on clothes
|
Realia Charts pictures
|
Observation Oral questions written questions
|
|
| 6 | 4 |
SOCIAL ENVIRONMENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
; identify clothes worn at different times dress and undress appropriately to put on shoes correctly appreciate one |
Communication and collaboration Critical thinking and problem solving
|
Respect Responsibility
|
"
Learners to sort and group clothes worn at different times and group clothes according to the occasion and ceremony watch videos on clothes worn at different occasions and ceremony" corner; learner to practice wearing clothes shoes/tying laces and wearing socks practice putting on clothes(sweater, jackets, shirts, shoes, shorts, skirts, blouses) songs, and recite poems about clothes |
Which clothes do we wear at different occasions and ceremonies?
2. How do we put on clothes
|
Realia Charts pictures
|
Observation Oral questions written questions
|
|
| 6 | 5 |
HEALTH PRACTICE S
|
Hand Washing
|
By the end of the
lesson, the learner
should be able to:
; tell the importance of washing hands for personal hygiene |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
in pairs the learners to wash their hands Learners could listen to a story on hand washing and answer questions
News telling on hand washing |
Why do we wash our hands
|
Charts realia
|
Observation
Oral questions
|
|
| 7 | 1 |
HEALTH PRACTICE S
|
Hand Washing
|
By the end of the
lesson, the learner
should be able to:
; wash hands appropriately |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
in pairs the learners to wash their hands Learners could listen to a story on hand washing and answer questions
News telling on hand washing |
Why do we wash our hands
|
Charts realia
|
Observation
Oral questions
|
|
| 7 | 2 |
HEALTH PRACTICE S
|
Hand Washing
|
By the end of the
lesson, the learner
should be able to:
; wash hands appropriately |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
in pairs the learners to wash their hands Learners could listen to a story on hand washing and answer questions
News telling on hand washing |
Why do we wash our hands
|
Charts realia
|
Observation
Oral questions
|
|
| 7 | 3 |
HEALTH PRACTICE S
|
Hand Washin g
|
By the end of the
lesson, the learner
should be able to:
; tell critical times to wash hands |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
in pairs the learners to wash their hands Learners could listen to a story on hand washing and answer questions
News telling on hand washing |
Why do we wash our hands
|
Charts realia
|
Observation
Oral questions
|
|
| 7 | 4 |
HEALTH PRACTICE S
|
Hand Washin g
|
By the end of the
lesson, the learner
should be able to:
; tell critical times to wash hands |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
in pairs the learners to wash their hands Learners could listen to a story on hand washing and answer questions
News telling on hand washing |
Why do we wash our hands
|
Charts realia
|
Observation
Oral questions
|
|
| 7 | 3-5 |
HEALTH PRACTICE S
|
Hand Washin g
|
By the end of the
lesson, the learner
should be able to:
; tell critical times to wash hands |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
in pairs the learners to wash their hands Learners could listen to a story on hand washing and answer questions
News telling on hand washing |
Why do we wash our hands
|
Charts realia
|
Observation
Oral questions
|
|
| 8 |
Mid term break |
||||||||||
| 9 | 1 |
HEALTH PRACTICE S
|
Care For the Nose
|
By the end of the
lesson, the learner
should be able to:
; tell the importance of having a personal handkerchief |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners could sing songs, recite poems, tell and listen to stories related to handkerchiefs and how to use it
|
How do we clean our nose?
|
Charts Realia
|
Observation
Oral questions
|
|
| 9 | 2 |
HEALTH PRACTICE S
|
Care For the Nose
|
By the end of the
lesson, the learner
should be able to:
; tell the importance of having a personal handkerchief |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners could sing songs, recite poems, tell and listen to stories related to handkerchiefs and how to use it
|
How do we clean our nose?
|
Charts Realia
|
Observation
Oral questions
|
|
| 9 | 3 |
HEALTH PRACTICE S
|
Care For the Nose
|
By the end of the
lesson, the learner
should be able to:
; tell the importance of having a personal handkerchief |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners could sing songs, recite poems, tell and listen to stories related to handkerchiefs and how to use it
|
How do we clean our nose?
|
Charts Realia
|
Observation
Oral questions
|
|
| 9 | 4 |
HEALTH PRACTICE S
|
Care
For the
|
By the end of the
lesson, the learner
should be able to:
|
Critical
thinking and
|
Respon
sibility
|
Learners could sing songs, recite
|
How do we
|
Charts
realia |
Observation
Oral questions
|
|
| 9 | 5 |
HEALTH PRACTICE S
|
Nose
|
By the end of the
lesson, the learner
should be able to:
; wipe one |
problem solving
|
Humilit y
Respect
|
poems, tell and listen to stories related to handkerchiefs and how to use it
|
clean our nose?
|
|
Observation
Oral questions
|
|
| 10 | 1 |
HEALTH PRACTICE S
|
Care For the Nose
|
By the end of the
lesson, the learner
should be able to:
; appreciate the need to own and care for a personal handkerchief |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners could sing songs, recite poems, tell and listen to stories related to handkerchiefs and how to use it
|
How do we clean our nose?
|
Charts realia
|
Observation
Oral questions
|
|
| 10 | 2 |
HEALTH PRACTICE S
|
Care For the Nose
|
By the end of the
lesson, the learner
should be able to:
; appreciate the need to own and care for a personal handkerchief |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners could sing songs, recite poems, tell and listen to stories related to handkerchiefs and how to use it
|
How do we clean our nose?
|
Charts realia
|
Observation
Oral questions
|
|
| 10 | 3 |
HEALTH PRACTICE S
|
Care for Teeth
|
By the end of the
lesson, the learner
should be able to:
tell the dangers of using substances that destroy teeth, |
Critical thinking and problem solving
|
Respon sibility
Humilit y
Respect
|
Learners to practice brushing their teeth
Learners could be guided in news telling on teeth brushing |
Why do we brush our teeth
|
lessons
|
Observation
Oral questions
|
|
Your Name Comes Here