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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Environm ent and its resources
|
Explorin g unfavour able weather condition s
|
By the end of the
lesson, the learner
should be able to:
a) |
Using relevant stimulus materials, learners to discuss the meaning of unfavourable weather conditions (floods and drought)
learners to play relevant educative games on effects of unfavourable weather conditions. experiences on effects of unfavourable weather conditions. unfavourable weather conditions and its effects from elders in the community. on unfavourable from internet sources, libraries .Then write a paragraph on each unfavourable weather condition |
How could weather conditions be unfavourab le?
2. What happens when the weather conditions become unfavourab le?
|
Realia charts
|
1.Obser vation 2.Oral questio ns 3.writte n questio ns
|
|
| 1 | 2 |
Environm ent and its resources
|
Explorin g unfavour able weather condition s
|
By the end of the
lesson, the learner
should be able to:
a) |
Using relevant stimulus materials, learners to discuss the meaning of unfavourable weather conditions (floods and drought)
learners to play relevant educative games on effects of unfavourable weather conditions. experiences on effects of unfavourable weather conditions. unfavourable weather conditions and its effects from elders in the community. on unfavourable from internet sources, libraries .Then write a paragraph on each unfavourable weather condition |
How could weather conditions be unfavourab le?
2. What happens when the weather conditions become unfavourab le?
|
Realia charts
|
1.Obser vation 2.Oral questio ns 3.writte n questio ns
|
|
| 1 | 3 |
Environm ent and its resources
|
Keeping safe from unfavour able
weather condition s
|
By the end of the
lesson, the learner
should be able to:
" a) identify ways of keeping safe from unfavourable weather conditions " b) |
"
using age appropriate stimulus, learners could be guided to identify ways of keeping safe from " unfavourable weather conditions (floods, drought) experiences on how to keep safe from unfavourable weather conditions safe from unfavourable weather conditions from parents or guardians on how to keep safe during unfavourable weather conditions and report back. |
How could we keep safe from unfavourab
le weather conditions
|
Realia charts
|
".Observ ation 2.Oral
questio
"
ns 3.writte n questio ns
|
|
| 1 | 4 |
Environm ent and its resources
|
Keeping safe from unfavour able
weather condition s
|
By the end of the
lesson, the learner
should be able to:
" a) identify ways of keeping safe from unfavourable weather conditions " b) |
"
using age appropriate stimulus, learners could be guided to identify ways of keeping safe from " unfavourable weather conditions (floods, drought) experiences on how to keep safe from unfavourable weather conditions safe from unfavourable weather conditions from parents or guardians on how to keep safe during unfavourable weather conditions and report back. |
How could we keep safe from unfavourab
le weather conditions
|
Realia charts
|
".Observ ation 2.Oral
questio
"
ns 3.writte n questio ns
|
|
| 1 | 5 |
Environm ent and its resources
|
Making water safe for us
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to listen and respond to case story on the need to use clean and safe water. how to make water clean and safe for use in the home dirty water and discuss how the water could be made clean and safe for use (decantation, filtering, boiling) filter using locally available materials water to make it clean and safe for |
How could we make water clean and safe for use in the home
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 2 | 1 |
Environm ent and its resources
|
Explorin g soil character istics
|
By the end of the
lesson, the learner
should be able to:
a) |
"
Learners to explore the environment and collect different soil samples (sand, loam and clay) their fingers the different soil samples and record findings (course, medium, " fine) on how different samples of soils feel between their fingers sizes of the three soil samples (large, medium and small sized particles) different soil samples on a chart. Learners to display the chart in the learning corner. from parents or guardians on the types of soils found in their locality and report back. |
How could we differentiat e types of soils?
|
Realia charts
|
|
|
| 2 | 2 |
Environm ent and its resources
|
Explorin g soil character istics
|
By the end of the
lesson, the learner
should be able to:
a) |
"
Learners to explore the environment and collect different soil samples (sand, loam and clay) their fingers the different soil samples and record findings (course, medium, " fine) on how different samples of soils feel between their fingers sizes of the three soil samples (large, medium and small sized particles) different soil samples on a chart. Learners to display the chart in the learning corner. from parents or guardians on the types of soils found in their locality and report back. |
How could we differentiat e types of soils?
|
Realia charts
|
|
|
| 2 | 3 |
Environm ent and its resources
|
Explorin g soil character istics
|
By the end of the
lesson, the learner
should be able to:
a) |
"
Learners to explore the environment and collect different soil samples (sand, loam and clay) their fingers the different soil samples and record findings (course, medium, " fine) on how different samples of soils feel between their fingers sizes of the three soil samples (large, medium and small sized particles) different soil samples on a chart. Learners to display the chart in the learning corner. from parents or guardians on the types of soils found in their locality and report back. |
How could we differentiat e types of soils?
|
Realia charts
|
|
|
| 2 | 4 |
Environm ent and its resources
|
Explorin g soil character istics
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to explore the environment and collect different soil samples (sand, loam and clay)
their fingers the different soil samples and record findings (course, medium, fine) on how different samples of soils feel between their fingers earners to observe the particle sizes of the three soil samples (large, medium and small sized particles) different soil samples on a chart. Learners to display the chart in the learning corner. om parents or guardians on the types of soils found in their locality and report back. |
How could we differentiat e types of soils?
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte
n
questio
ns
|
|
| 2 | 5 |
Environm ent and its resources
|
Explorin g soil character istics
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to explore the environment and collect different soil samples (sand, loam and clay)
their fingers the different soil samples and record findings (course, medium, fine) on how different samples of soils feel between their fingers earners to observe the particle sizes of the three soil samples (large, medium and small sized particles) different soil samples on a chart. Learners to display the chart in the learning corner. om parents or guardians on the types of soils found in their locality and report back. |
How could we differentiat e types of soils?
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte
n
questio
ns
|
|
| 3 | 1 |
Environm ent and its resources
|
Categoriz ing plants.
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to carry out a nature walk to observe and identify the plants (edible/non-edible, thorny/non- thorny, poisonous/non-poisonous) different plants during the nature walk learners to be guided to categorize plants according to specified features (edible/non-edible, thorny/non- thorny, poisonous/non-poisonous) and share their work with others |
How could we categorize plants
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 3 | 2 |
Environm ent and its resources
|
Categoriz ing plants.
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to carry out a nature walk to observe and identify the plants (edible/non-edible, thorny/non- thorny, poisonous/non-poisonous) different plants during the nature walk learners to be guided to categorize plants according to specified features (edible/non-edible, thorny/non- thorny, poisonous/non-poisonous) and share their work with others |
How could we categorize plants
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 3 | 3 |
Environm ent and its resources
|
Categoriz ing plants.
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to carry out a nature walk to observe and identify the plants (edible/non-edible, thorny/non- thorny, poisonous/non-poisonous) different plants during the nature walk learners to be guided to categorize plants according to specified features (edible/non-edible, thorny/non- thorny, poisonous/non-poisonous) and share their work with others |
How could we categorize plants
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 3 | 4 |
Environm ent and its resources
|
Categoriz ing plants.
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to carry out a nature walk to observe and identify the plants (edible/non-edible, thorny/non- thorny, poisonous/non-poisonous) different plants during the nature walk learners to be guided to categorize plants according to specified features (edible/non-edible, thorny/non- thorny, poisonous/non-poisonous) and share their work with others |
How could we categorize plants
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 3 | 5 |
Environm ent and its resources
|
Categoriz ing plants.
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to carry out a nature walk to observe and identify the plants (edible/non-edible, thorny/non- thorny, poisonous/non-poisonous) different plants during the nature walk learners to be guided to categorize plants according to specified features (edible/non-edible, thorny/non- thorny, poisonous/non-poisonous) and share their work with others |
How could we categorize plants
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 4 | 1 |
Environm ent and its resources
|
1.4.2Safe ty when handling plants
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to watch video clips or pictures or posters on safety when handling plants
on safety when handling plants how to handle different plants handling plants |
1.4.2Safety when handling plants
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 4 | 2 |
Environm ent and its resources
|
1.4.2Safe ty when handling plants
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to watch video clips or pictures or posters on safety when handling plants
on safety when handling plants how to handle different plants handling plants |
1.4.2Safety when handling plants
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 4 | 3 |
Environm ent and its resources
|
Importan ce of animals
|
By the end of the
lesson, the learner
should be able to:
a) |
"Learners to use stimulus materials to identify the different uses of animals to people (source of food, security, companionship, manure, animal power, sports, tourist attraction)
products people get from animals (meat, milk, eggs, honey) " on uses of animals to people as a class project. the suggested assessment criteria for the project and timeframe. |
What are the uses of animals to people
|
Realia charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 4 | 4 |
Environm ent and its resources
|
Importan ce of animals
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to use stimulus materials to identify the different uses of animals to people (source of food, security, companionship, manure, animal power, sports, tourist attraction)
products people get from animals (meat, milk, eggs, honey) on uses of animals to people as a class project. the suggested assessment criteria for the project and timeframe. |
What are the uses of animals to people
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 4 | 5 |
Environm ent and its resources
|
Importan ce of animals
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to use stimulus materials to identify the different uses of animals to people (source of food, security, companionship, manure, animal power, sports, tourist attraction)
products people get from animals (meat, milk, eggs, honey) on uses of animals to people as a class project. the suggested assessment criteria for the project and timeframe. |
What are the uses of animals to people
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 5 | 1 |
Environm ent and its resources
|
Sources of Heat
|
By the end of the
lesson, the learner
should be able to:
a) |
"
Using relevant stimulus materials, learners to identify sources of heat in the environment (sun, gas cooker, electric cooker, charcoal burner, traditional jiko, stove) their experiences on sources of heat at home and community different sources of heat with the fuels used (gas, electricity, charcoal, firewood, kerosene) " guardians to appreciate the types of fuels used in the community and report back |
What are the sources of heat?
|
Realia charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 5 | 2 |
Environm ent and its resources
|
1.6.2Use
s of heat in the environm ent
|
By the end of the
lesson, the learner
should be able to:
a) |
Learners to discuss uses of heat energy (warming, cooking, ironing, drying) resources to find out uses on heat energy in daily life. experiences on appropriate use of energy in the environment to conserve heat energy (when warming, ironing, cooking, drying) |
How is heat energy used in daily life?
|
Realia Charts
|
.Observ ation 2.Oral questio ns 3.writte n questio ns
|
|
| 5 | 3 |
Environm ent and its resources
|
Energy: Heat
Sources of Heat
|
By the end of the
lesson, the learner
should be able to:
a) identify sources of heat in the environment |
Using relevant stimulus materials, learners to identify sources of heat in the environment (sun, gas cooker, electric cooker, charcoal burner, traditional jiko, stove)
|
What are the sources of heat?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 5 | 4 |
Environm ent and its resources
|
Energy: Heat
Sources of Heat
|
By the end of the
lesson, the learner
should be able to:
a) identify sources of heat in the environment |
Learners to think, pair and share their experiences on sources of heat at home and community |
What are the sources of heat?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 5 | 5 |
Environm ent and its resources
|
Energy: Heat
Sources of Heat
|
By the end of the
lesson, the learner
should be able to:
a) match different sources of heat to their fuels in the environment |
In groups, learners to match the different sources of heat with the fuels used (gas, electricity, charcoal, firewood, kerosene) |
What are the sources of heat?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 6 | 1 |
Environm ent and its resources
|
Energy: Heat
Sources of Heat
|
By the end of the
lesson, the learner
should be able to:
a)appreciate the different sources of heat in the community. |
Learners interact with parents or guardians to appreciate the
types of fuels used in the community and report back. |
What are the sources of heat?
|
Realia Charts
|
Observation Oral Question Written
Question
|
|
| 6 | 2 |
Environm ent and its resources
|
Energy: Heat
Uses of heat in the environment
|
By the end of the
lesson, the learner
should be able to:
a) identify uses of heat energy in the environment |
Learners to discuss uses of heat energy (warming, cooking, ironing, drying) |
How is heat energy used in daily life?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 6 | 3 |
Environm ent and its resources
|
Energy: Heat
Uses of heat in the environment
|
By the end of the
lesson, the learner
should be able to:
a) use heat energy responsibly to promote conservation and safety |
Learners to use multimedia resources to find out uses on heat energy in daily life. |
How is heat energy used in daily life?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 6 | 4 |
Environm ent and its resources
|
Energy: Heat
Uses of heat in the environment
|
By the end of the
lesson, the learner
should be able to:
a) appreciate conservation of heat energy in daily life. |
In groups, learners to share experiences on appropriate use of energy in the environment to conserve heat energy (when warming, ironing, cooking, drying) |
How is heat energy used in daily life?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 6 | 5 |
Environm ent and its resources
|
Energy: Heat
Dangers of heat energy
|
By the end of the
lesson, the learner
should be able to:
a) identify materials that can start fire in the house sources of heat in the community. |
Learners to identify materials that could start a fire at home (match box, petrol, kerosene, gas, electricity)
types of fuels used in the community and report back. |
What are the dangers of heat energy?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 7 | 1 |
Environm ent and its resources
|
Energy: Heat
Uses of heat in the environment
|
By the end of the
lesson, the learner
should be able to:
a) identify uses of heat energy in the environment |
Learners to discuss uses of heat energy (warming, cooking, ironing, drying) |
How is heat energy used in daily life?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 7 | 2 |
Environm ent and its resources
|
Energy: Heat
Uses of heat in the environment
|
By the end of the
lesson, the learner
should be able to:
a) use heat energy responsibly to promote conservation and safety |
Learners to use multimedia resources to find out uses on heat energy in daily life. |
How is heat energy used in daily life?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 7 | 3 |
Environm ent and its resources
|
Energy: Heat
Uses of heat in the environment
|
By the end of the
lesson, the learner
should be able to:
a) appreciate conservation of heat energy in daily life. |
In groups, learners to share experiences on appropriate use of energy in the environment to conserve heat energy (when warming, ironing, cooking, drying) |
How is heat energy used in daily life?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 7 | 4 |
Environm ent and its resources
|
Energy: Heat
Dangers of heat energy
|
By the end of the
lesson, the learner
should be able to:
a) identify materials that can start fire in the house |
Learners to identify materials that could start a fire at home (match box, petrol, kerosene, gas, electricity)
|
What are the dangers of heat energy?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 7 | 5 |
Environm ent and its resources
|
Energy: Heat
Dangers of heat energy
|
By the end of the
lesson, the learner
should be able to:
a) identify materials that can start fire in the house |
Learners to identify materials that could start a fire at home (match box, petrol, kerosene, gas, electricity)
|
What are the dangers of heat energy?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 8 | 1 |
Environm ent and its resources
|
Energy: Heat
Dangers of heat energy
|
By the end of the
lesson, the learner
should be able to:
a) identify dangers of heat energy at home |
Learners are guided to identify common causes of fire. |
What are the dangers of heat energy?
Which materials cause fire?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 8 | 2 |
Environm ent and its resources
|
Energy: Heat
Dangers of heat energy
|
By the end of the
lesson, the learner
should be able to:
a) demonstrate an understanding of safe ways of moving from the house in case of a fire outbreak. |
Learners simulate safe ways of moving out of the house in case of a fire outbreak. Learners to develop |
How should we safely move away in case of a fire outbreak in the house?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 8 | 3 |
Environm ent and its resources
|
Harmonious Living in the Community
Sanitation in the community
|
By the end of the
lesson, the learner
should be able to:
a) describe ways of keeping the market place clean |
Learners to visit a market place, explore the sanitation |
How could we keep our market place clean?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 8 | 4 |
Environm ent and its resources
|
Harmonious Living in the Community
Sanitation in the community
|
By the end of the
lesson, the learner
should be able to:
a) describe ways of keeping the market place clean |
Learners to visit a market place, explore the sanitation Learners to observe cleaning activities at a market place from a video clip or photograph
|
How could we keep our market place clean?
|
Realia Charts
|
|
|
| 8 | 5 |
Environm ent and its resources
|
Harmonious Living in the Community
Sanitation in the community
|
By the end of the
lesson, the learner
should be able to:
a) describe ways of keeping the market place clean |
Learners to visit a market place, explore the sanitation Learners to observe cleaning activities at a market place from a video clip or photograph
|
How could we keep our market place clean?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 9 | 1 |
Environm ent and its resources
|
Harmonious Living in the Community
Sanitation in the community
|
By the end of the
lesson, the learner
should be able to:
a) participate in keeping the market place clean to promote social cohesion |
Learners to reflect think and share their experiences on the sanitation situation in the market place. |
How could we keep our market place clean?
|
|
|
|
| 9 | 2 |
Environm ent and its resources
|
Harmonious Living in the Community
Sanitation in the community
|
By the end of the
lesson, the learner
should be able to:
a) participate in keeping the market place clean to promote social cohesion |
Learners to discuss ways of keeping the market place clean.
Learners to discuss the importance of keeping the market clean |
How could we keep our market place clean?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 9 | 3 |
Environm ent and its resources
|
Harmonious Living in the Community
Sanitation in the community
|
By the end of the
lesson, the learner
should be able to:
a) participate in keeping the market place clean to promote social cohesion |
Learners to discuss the role their parents or guardians play during a market cleaning days Learners to display posters
with persuasive messages during market cleaning days. |
How could we keep our market place clean?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 9 | 4 |
Environm ent and its resources
|
Keeping safe in the community Responding to strangers
|
By the end of the
lesson, the learner
should be able to:
a) identify appropriate ways of responding to strangers in the community |
Learners to listen actively to a relevant age appropriate case story on responding to strangers
|
How could we respond appropriately to strangers?
|
Realia Charts
|
Observation Oral Question Written Question
|
|
| 9 | 5 |
Environm ent and its resources
|
Keeping safe in the community Responding to strangers
|
By the end of the
lesson, the learner
should be able to:
a) identify appropriate ways of responding to strangers in the community |
Learners to watch a video clip on how they could respond appropriately to strangers |
How could we respond appropriately to strangers?
|
Realia Charts
|
Observation Oral Question Written Question
|
Your Name Comes Here