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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 | 5 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner discuss 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
|
|
| 2 | 1 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner express the urge for toileting |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners use games to practice the use of toileting facilities
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 2 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner express the urge for toileting |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners use games to practice the use of toileting facilities
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 3 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : talk about different food eaten at home |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners to be guided in telling of cleaning foods before eating
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 4 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : talk about different food eaten at home |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners to be guided in telling of cleaning foods before eating
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 5 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : talk about different food eaten at home |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners to be guided in telling of cleaning foods before eating
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 1 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : talk about the importance of eating clean food |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners to be guided in telling of cleaning foods before eating
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 2 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : talk about the importance of eating clean food |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners to be guided in telling of cleaning foods before eating
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 3 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : list importance of eating clean food |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners to be guided in telling of cleaning foods before eating
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 4 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : talk about the dangers of sharing food from someone else |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Be guided to discuss the dangers of eating food from someone
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 5 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : talk about the dangers of sharing food from someone else |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Be guided to discuss the dangers of eating food from someone
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 1 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : feed self-using clean hands or feeding items appropriately |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Individually learners practice feeding self
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 2 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : feed self-using clean hands or feeding items appropriately |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Individually learners practice feeding self
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 3 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : feed self-using clean hands or feeding items appropriately |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Individually learners practice feeding self
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 4 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner observe proper feeding habits : |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
watch videos on different feeding habits, cleaning foods (fruits and vegetables)
|
why should we clean
our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 5 |
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 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
appreciate the importance plants found in the home and school environment |
Communication and collaboration- discussion
|
Respon sibility Coopera tion
|
Learners recite poems, and rhymes about plants found at 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
|
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 | 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 ; 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 | 4 |
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 | 4-5 |
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 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
|
|
| 8 |
Midterm |
||||||||||
| 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 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
|
|
| 9 | 2 |
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
|
|
| 9 | 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 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
|
|
| 9 | 4 |
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 | 5 |
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
|
|
| 10 | 1 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the able to;appreciate the animals found at home and school environment |
Communication and collaboration-
discussion
|
Respon sibility Cooperation
|
In groups, learners discuss the dangerous
animals found at home and school |
Which animals are
found at home and school?
|
Charts realia
|
Observatio oral
questions
|
|
| 10 | 2 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the able to;appreciate the animals found at home and school environment |
Communication and collaboration-
discussion
|
Respon sibility Cooperation
|
In groups, learners discuss the dangerous
animals found at home and school |
Which animals are
found at home and school?
|
Charts realia
|
Observatio oral
questions
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 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
|
|
| 11 | 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
|
|
| 12 | 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
|
|
| 12 | 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
|
|
| 12 | 3 |
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
|
|
| 12 | 4 |
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
|
|
| 12 | 5 |
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
|
|
| 13 | 1 |
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
|
|
| 13 | 2 |
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
|
|
| 13 | 3 |
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
|
|
| 13 | 4 |
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
|
|
| 13 | 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
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What do you need to do when playing with soil
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Realia charts
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Observation Oral questions
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Your Name Comes Here