Environment Schemes - Grade 2 Schemes of Work Term 1 2023

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WEEK

LESSON

STRANDS

SUB STANDS

SPECIFIC LEARING OUT COMES

KEY INQURY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REF

1

 

 

 

 

 

 

 

 

 

2

1-5

1.0 Environment and its resources

Weather

 

By the end of the topic, the learner should be able to:

state different weather conditions

state ways of responding to different weather conditions

Respond appropriately to different weather conditions to limit risks to self, others and the environment

Appreciate differences in weather conditions

 

What are the different weather conditions?

How could we respond to different weather conditions

Learners to observe and discuss prevailing weather conditions, as an outdoor activity

Learners to think, pair and share experiences on how they could respond to different weather conditions (hot, cold, rainy)

Using pictures, video clips, learners identify ways of responding to

Video clips

Weather charts

Observation

Oral questions Written questions

 

3

1-5

Environment and its resources

Recording weather conditions

By the end of the sub-strand, the learner should be able to:

describe weather conditions at different times of the day

draw weather symbols to represent different weather conditions create a weather record using symbols for a period of one week

How is the weather today?

What symbols are used to record different weather conditions?

How could we record weather conditions?

Learners to observe the weather at different times of the day as an outdoor activity

Learners to describe different weather                conditions (sunny, windy, cloudy, calm, rainy)

Learners identify weather symbols from charts and other learning resources

Video clips

Weather charts

Observation

Oral questions Written question

 

4

1-5

 

Interpreting weather messages

By the end of the sub-strand, the learner should be able to:

interpret weather charts correctly communicate weather messages accurately

develop interest in interpreting and communicating

How could we use symbols to communicate weather messages

How could we communicate weather messages to others?

Learners to use weather charts to interpret different weather symbols In pairs, learners practice using weather symbols to interpret weather messages

In a class contest, learners to compete                narrating weather occurrences for a past week weather chart recording

Learners to gather more information on weather from parents or guardians

Video clips

Weather charts

Observation

Oral questions Written questions

 

5

1-5

Environment and its resources

Storing water

By the end of the sub-strand, the learner should be able to:

state the importance of storing water at home and school

identify ways of storing water in the home and school

store water appropriately in the home and school appreciate safe water storage to prevent health risks to self and others.

 

Why do we store water at home and school?

How could we store water at home and school?

Learners to explore and observe various ways of storing water at home and in the school

In groups, learners to share their experiences on why water is stored at homes and school.

In groups, learners to share their experiences on how water is stored at homes and school.

Learners to use video clips,

Pictures and photographs to identify appropriate ways of storing water at home and school

Learners to gather more information on ways of storing water in the at

home and report back

Regalia charts

Observation

Oral questions Written questions

 

6

1-5

Environment and its resources

Transporting Water

By the end of the sub-strand, the learner should be able to:

identify different ways of transporting water at home and school

demonstrate suitable ways of carrying small quantities of water at home and school

Appreciate different means of transporting water at home and school.

How is water transported at home and school

In groups, learners share experiences on various ways in which water is transported at home and school

Using pictures and video clips, learners to identify ways of transporting water

Learners read, tell, or listen to stories about transporting water Using age-appropriate containers, learners to carry and store water for personal use

Learners to find out how water is transported and stored.

Regalia Charts

Observation

Oral questions Written questions

 

7

1-5

Environment and its resources

 

Soil

By the end of the sub-strand, the learner should be able to:

a) model objects with different types of soil

What objects could we make with soil?

Which type of soil make good ribbons

model objects (balls, ribbons, pots) with different types of soils (clay, loam, sand)

Regalia Charts

Observation

Oral questions Written questions

 

8

1-5

Environment and its resources

Exploring the soil

By the end of the sub-strand, the learner should be able to:

determine the soil that makes long smooth ribbons

What objects could we make with soil?

Which type of soil make good ribbons

In groups, learners to model soil ribbons using the soil samples provided (clay, loam, sand). Learners to observe to find out which soil samples make smooth long ribbons

Regalia charts

Observation

Oral questions Written questions

 

9

1-5

Environment and its resources

 

By the end of the sub-strand, the learner should be able to: ) appreciate different types of soil in the immediate environment

What objects could we make with soil?

Which type of soil make good ribbons

Learners to visit the school neighborhood to observe or take pictures of different types of soils and their uses (sand for construction, clay for modeling, loam for farming

Regalia Charts

Observation

Oral questions Written questions

 

10

1-5

Environment and its resources

Exploring parts Of plant

By the end of the sub-strand, the learner should be able to:

Identify parts of a plant draw different parts of a plant from the immediate environment show interest in parts of a plant for learning and enjoyment.

What are the different parts of a plant?

In a nature walk, learners to explore different plants in the immediate environment.

Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants

What are the different parts of a plant?

Learners draw or take photographs of parts of a plant.

Learners are guided to display their work for further learning and peer

Regalia Charts

Observation

Oral questions Written questions

 

11

1-5

Environment and its resources

Exploring parts of plant

By the end of the sub-strand, the learner should be able to: ) draw different parts of a plant from the immediate environment

What are the different parts of a plant?

In a nature walk, learners to explore different plants in the immediate environment.

Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from

different types of plants

What are the different parts of a plant?

Learners draw or take photographs of parts of a plant.

Learners are guided to display their work for further learning and peer

Regalia charts

Observation

Oral questions Written questions

 

12

1-

5

Environment and its resources

Exploring parts Of plant

By the end of the sub-strand, the learner should be able to: show interest in parts of a plant for learning and enjoyment.

What are the different parts of a plant

In a nature walk, learners to explore different plants in the immediate environment. Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants

What are the different parts of a plant?

Regalia Charts

Observation

Oral questions Written questions

 

13 & 14

 

 

 

 

 

 

 

 

 

Read 295 times Last modified on Friday, 10 February 2023 09:54

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