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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 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 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
|
|
| 3 | 4 |
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
|
|
| 3 | 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
|
|
| 4 | 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
|
|
| 4 | 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 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
|
|
| 4 | 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 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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 5 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 |
Midterm |
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Your Name Comes Here