Environmental Schemes - Grade 3 Schemes of Work Term 1 2023

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Week

Lesson

Strand

Sub Strand

Specific  Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment Methods

Reflection

1

1

Weather

 

Exploring unfavorable weather conditions

By the end of the sub-strand, the learner should be able to:  Describe unfavorable weather conditions

How could weather conditions be

Unfavorable?

Using relevant stimulus materials, learners to discuss the meaning of unfavorable weather conditions (floods and drought)

Our lives today Grade 3 page 2-4 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils question on weather conditions of the day.

 

 

2

Weather

 

Exploring unfavorable weather conditions

By the end of the sub-strand, the learner should be able to:  Describe unfavorable weather conditions

How could weather conditions be unfavorable?

Using multimedia resources, learners to play relevant educative games on effects of Unfavorable weather conditions.

Our lives today Grade 3 page 3-4 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils’ oral question on weather conditions of the day Observing the images drawn by the learners.

 

 

3

Weather

 

Exploring unfavorable weather conditions

By the end of the sub-strand, the learner should be able to:  drawing images of unfavorable weather  you have encountered

How could weather conditions be unfavorable?

Using multimedia resources, learners to play relevant educative games on effects of

Unfavorable weather conditions.

Our lives today Grade 3 page 3-4 Pictures

Video clips

Regalia

Charts

Cut out

Observing the images drawn by the pupils unfavorable weather

 

 

4

Weather

 

Exploring unfavorable weather conditions

By the end of the sub-strand, the learner should be able to:  observe the effects of unfavorable weather conditions for safety draw some images on harmful weather

What does harmful weather do?

Learners to listen to stories on unfavorable weather conditions and its effects from elders in the community

Our lives today Grade 3 page 6-7 Pictures

Video clips

Regalia

Charts

Cut out

Asking question of the effects of unfavorable weather condition for safety.

 

 

5

Weather

 

Exploring unfavorable weather conditions

develop curiosity in  identifying effects of  weather conditions in the environment

What does harmful weather do?

Learners to listen to stories on unfavorable weather conditions and its Effects from elders in the community. Learners gather more information on unfavorable from internet sources, libraries. Then write a paragraph on each unfavorable weather condition Learners share the information

Our lives today Grade 3 page 6-7 Pictures

Video clips

Regalia

Charts

Cut out

Listen to different stories that were gathered by the students on unfavorable weather from the community.

 

2

1

Weather

 

Exploring favorable weather conditions

By the end of the sub-strand, the learner should be able to:  Describe favorable weather conditions

What are favorable weather condition

Using relevant stimulus materials, learners to discuss the meaning of favorable weather conditions  i.e. calm weather, sunny day

Our lives today Grade 3 page 6-7 Pictures

Video clips

Regalia

Charts

Cut out

Oral question on favorable weather Conditions Observing images  drawn

 

 

2

Weather

 

Exploring favorable weather conditions

By the end of the sub-strand, the learner should be able to:   Describe favorable weather conditions 

What are favorable weather condition

In groups, learners share experiences on how to keep safe from favorable weather conditions

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils question on whether condition of the day Observing the images of favorable weather

 

 

3

Weather

 

Keeping safe from unfavorable weather conditions

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

keeping safe from unfavorable weather conditions

How could we keep safe from unfavorable weather conditions?

using age appropriate stimulus, learners could be guided to identify ways of keeping safe from unfavorable weather conditions (floods, drought)

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils some of question on favorable weather condition

 

 

4

Weather

 

Keeping safe from unfavorable weather conditions

By the end of the sub-strand, the learner should be able to: keep safe from unfavorable weather conditions

How could we keep safe from unfavorable weather conditions

In groups, learners share experiences on how to keep safe from unfavorable weather conditions

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils some of question on keep safe from unfavorable weather conditions

 

 

5

Weather

 

Keeping safe from unfavorable weather conditions

By the end of the sub-strand, the learner should be able to: demonstrate knowledge of keeping safe from unfavorable weather condition.

How could we keep safe from unfavorable weather conditions

Learners to simulate how to keep safe from unfavorable weather conditions

Learners to gather information from parents or guardians on how to keep safe during unfavorable weather conditions and report back.

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils some of question on keep safe from unfavorable weather conditions

 

3

1

Weather

 

Keeping safe from unfavorable weather conditions

By the end of the sub-strand, the learner should be able to:  working in groups of 3 demonstrate knowledge of keeping safe from unfavorable weather Condition.

 

How could we  keep safe from unfavorable weather conditions

Learners to simulate how to keep safe from unfavorable weather conditions

Learners to gather information from parents or guardians on how to keep safe during unfavorable weather conditions and report back.

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils some of question on keep safe from unfavorable weather conditions

 

 

2

Water

Making water safe for use

By the end of the sub-strand, the learner should be able to: identify ways of making water clean and safe for use in the home

How could we make water clean and safe for use in the home?

Learners to listen and respond to case story on the need to use clean and safe water.

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Asking pupils question on how to make water  safe for drinking at home

 

 

3

Water

Making  water safe for use

By the end of the sub-strand, the learner should be able to:  make water clean and safe using different methods

How could we make water clean and safe for use in the home

Learners to share experiences on how to make water clean and safe for use in the home

Our lives today Grade 3 page 8-9 Pictures

Asking pupils question on how to make water safe for drinking at home

 

 

4

Water

Making water safe for use

By the end of the sub-strand, the learner should be able to: construct a simple water filter for cleaning water at home

How could we make water clean and safe for use in the home

Learners to observe a sample of dirty water and discuss how the water could be made clean and safe for use (decantation)

 

Our lives today Grade 3 page 8-9 Pictures

Asking pupils question on how to make water safe for drinking at home

 

 

5

Water

Making water safe for use

By the end of the sub-strand, the learner should be able to: construct a simple water filter for cleaning water at home

How could we make water clean and safe for use in the home

Learners to observe a sample of dirty water and discuss how the water could be made clean and safe for use (filtering, boiling)

Our lives today Grade 3 page 8-9 Pictures

Asking pupils question on how to make water  safe for drinking at home

 

4

1

Water

Making water safe for use

By the end of the sub-strand, the learner should be able to: Appreciate clean and safe water for use to reduce health risks.

How could we make water clean and safe for use in the home

Learners to make a simple water filter using locally available materials

 Learners to decant filter and boil water to make it clean and safe for use.

Our lives today Grade 3 page 8-9 Pictures

Oral questions, observe as they work in Groups, written questions, project work on making water filter.

Asking pupils question on how to make water safe for drinking at home

 

 

2

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to: differentiate soils by texture from provided soil samples

 

What are the different types of soils

Learners to explore the environment and collect different soil samples (sand, loam and clay)

Our lives today Grade 3 page 20 Pictures Soil sand, loam and clay)

Checking the answers given by students  of types of soils Observing  

 

 

3

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; In groups of two identify different type of soils found near the school compound.

What are the different types of soils

Learners to explore the environment and collect different soil samples (sand, loam and clay)

Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)

Observing the different types of soils given  by students

 

 

4

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; differentiate soils by size of soil particles from provided soil samples

What the different texture of soils?

In groups, learners to feel between their fingers the different soil samples and record findings (course medium, fine)

Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)

Observing the pupils answer on soil sample Asking question on soil samples

 

 

 

5

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; differentiate soils by size of soil particles from provided soil samples

What the different texture of soils?

In groups, learners to feel between their fingers the different soil samples and record findings (course, medium, fine)

Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)

Observing the pupils answer on soil sample Asking question on soil samples

 

 

5

1

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; In groups of two, Make a soil display differentiate  types of soil near the school compound  using  tins and sheets  of paper 

 

How to make soil display.

Learners to share their experiences on how different samples of soils feel between their fingers Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)

Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)

Observing how the student are  identifying the  soils

Observing the how the pupils are using the  tins and  paper sheets

 

 

2

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; In groups of two, differentiate  types of soil near the school compound  using  tins and sheets  of paper 

 

Identify  the size of soil particles

Learners to share their experiences on how different samples of soils feel between their fingers

Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)

Our lives today Grade 3 page 21-22 Pictures Soils sand, loam and clay)

Observing how the student are  identifying the  soils

Observing the how the pupils are using the  tins and  paper sheets

 

 

3

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; name the three types of soils based on their characteristics

Identify  the soils based on the characteristics

Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles.

Our lives today Grade 3 page 21-22 Pictures Soils sand, loam and clay)

Checking answers given by pupils on types of soils

 

 

 

4

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; develop interest in characteristics of soils as an environmental resource

Identify  the soils based on the characteristics

Learners to mount (using glue) the different soil samples on a chart.

Learners to display the chart in the learning corner.

Our lives today Grade 3 page 23-25 Pictures Soils sand, loam and clay)

Oral question on characteristics of soils as an environmental resource

 

 

5

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; develop interest in characteristics of soils as an environmental resource discuss with your parent what soils are found  in your  home area

How to make  a soil display

Learners to mount (using glue) the different soil samples on a chart.

Learners to display the chart in the learning corner. Learners find out from parents or guardians on the types of soils found in their locality and report back.

Our lives today Grade 3 page 23-25 Pictures Soils sand, loam and clay)

Oral question on characteristics of soils as an environmental resource listening to answers given by pupils

 

6

1

Plants

Categorizing plants.

By the end of the sub-strand, the learner should be able to: Describe safe ways of handling  different plants

Identify different types of plants

Learners to carry out a nature walk to observe and identify the plants 

 

Our lives today Grade 3 page 26 Pictures Maize Tomatoes, mango plant etc.

Observing how the pupils are identifying the plants.

 

 

 

2

Plants

Categorizing plants.

By the end of the sub-strand, the learner should be able to: In groups of two and the teacher, take nature walk around the school compound and identify different types of plants, take photographs and list them.

Identify different types of plants

Learners to carry out a nature walk to observe and identify the plants 

 

Our lives today Grade 3 page 27 Pictures Maize Tomatoes, mango plant etc.

Camera 

Observing how the pupils are identifying the plants

 

 

3

Plants

Categorizing plants.

By the end of the sub-strand, the learner should be able to: categorize plants in the immediate environment according to specified features i.e. edible and non- edible Define edible and non-edible.

Identify different types of plants

Using relevant stimulus materials, learners to be guided to categorize plants according to specified features (edible/non-edible

Our lives today Grade 3 page 27 Pictures avocado  Orange

Cabbage, Sodom apple, carrot, pea plant Tomatoes, mango plant etc. Camera

Observing how the pupils are identifying the plants.

Checking the list given on edible and non-edible plants 

 

 

4

Plants

Categorizing plants.

By the end of the sub-strand, the learner should be able to: I categorize plants in the immediate environment according to specified features i.e. poisonous/non-poisonous) Define poisonous/non-poisonous).

Identify different types of plants

Using relevant stimulus materials, learners to be guided to categorize plants according to specified features (poisonous/nonpoisonous)

Our lives today Grade 3 page 29 Pictures Bittersweet nightshade, Datura Sodom apple fruit

Camera

Observing how the pupils are identifying the plants.

Checking the list given on poisonous/non-poisonous)

 

 

5

Plants

Categorizing plants.

By the end of the sub-strand, the learner should be able to: categorize plants in the immediate environment according to specified features i.e.

thorny/non-thorny Define thorny/non-thorny appreciate the rich diversity in plants

Identify different types of plants

Using relevant stimulus materials, learners to be guided to categorize plants according to specified features thorny/non-thorny

Our lives today Grade 3 page 31 Pictures Rose flower plants, cactus Camera

Observing how the pupils are identifying the plants.

Checking the list given on thorny/non-thorny

 

7

1

Plants

Safety when handling plants

By the end of the sub-strand, the learner should be able to: describe safe ways of handling different plants use glove, hold the stem, use a y- stick

How could we handle plants safely?

Learners to watch video clips or pictures or posters on safety when handling plants

Our lives today Grade 3 page 33 Pictures Sample  of plants Outdoor activities

 

 

Observing how the people are handling plants.

 

 

2

Plants

Safety when handling plants

By the end of the sub-strand, the learner should be able to: in group of two, collect different types of plants and describe safe ways of handling plants.

How could we handle plants safely?

Learners to watch video clips or pictures or posters on safety when handling plants

Our lives today Grade 3 page 33 Pictures Sample  of plants Outdoor activities 

 

Observing how the people are handling plants.

 

 

3

Plants

Safety when handling plants

By the end of the sub-strand, the learner should be able to: observe safety when handling different plants in the immediate environment.

How could we handle plants safely?

Learners to watch video clips or pictures or posters on safety when handling plants

Our lives today Grade 3 page 33 Pictures Sample  of plants Outdoor activities 

 

Observing how the people are handling plants.

 

 

4

Plants

Safety when handling plants

By the end of the sub-strand, the learner should be able to: appreciate the need to handle plants Responsibly to reduce health risks.

How could we handle plants safely?

Learners to share information on how to handle different plants

Learners to simulate safety when handling plants

Our lives today Grade 3 page 34-35 Pictures Sample  of plants Outdoor activities 

 

 

Observing how the people are handling plants.

 

 

5

Animals

Types of animals found in the environment 

By the end of the sub-strand, the learner should be able to: identify types of animals near the school compound

 

What animals do you see?

Learners to identify type of  animals found in the school compound

Our lives today Grade 3 page 34-35

Pictures

Cow

Goat

Dog

Monkey

Chicken 

Observing the images of animals drawn by the pupils Oral question on about the  animals found in the school compound

 

 

8

1

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: State different uses of animals to people

What are the uses of animals to people

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)

Our lives today Grade 3 page 37 Pictures

Cow

Goat

Dog

Monkey

Oral question on the uses of animals by people at home and in school

 

 

2

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: identify different animals that provide food products

What food do we get from animals

Learners discuss the different food products people get from animals (meat, milk, eggs, honey)

Our lives today Grade 3 page 37-38 Pictures Honey, meat, milk, sausage, cheese  Chicken

Oral question on the uses of animals by people at home and in school Observing the posters made on importance of animals

 

 

3

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: In groups of two categories different Foods that are provided by animals at home and near the school compound.

What food do we get from animals

Learners discuss the different food products people get from animals (meat, milk, eggs, honey

Our lives today Grade 3 page 37-38 Pictures Honey, meat, milk, sausage, cheese , Chicken

 

Oral question on the food that animals provide Observing the food brought by the pupils as animals products

 

 

4

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: Identify animals found in the wilderness

 

What the animals found in the wilderness 

Learners to identify animals found outside the forest

Our lives today Grade 3 page 37-38 Pictures

Monkey

Lion

Elephant

Cheetah

Antelopes

Oral question on the animals found in the wilderness Observing images drawn on wild animal.

 

 

5

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: Discuss the importance of animals  found in the wild

Importance of animals found in the wild.

Learners to identify Importance of animals  found in the wild

Our lives today Grade 3 page 37-38 Pictures

Skin Attract visitors in the country Meat 

Oral question on the importance of  wild animals

 

 

9

1

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: In groups of two categories different

Wild animals and state their importance.

Importance of animals found in the wild.

Learners to identify Importance of animals  found in the wild

Our lives today Grade 3 page 37-38

Pictures Skin Attract visitors in the country Meat

Oral question on the importance of  wild animals

 

 

 

2

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: Appreciate the importance of animals to the people

Importance of animals found in the wild.

Learners to identify Importance of animals  found in the wild

Our lives today Grade 3 page 37-38

Pictures Skin Attract visitors in the country Meat 

Observe the manner in which the  pupils appreciate the knowledge on animals

 

 

3

Energy: Heat

Sources of Heat

By the end of the sub-strand, the learner should be able to: define heat  identify sources of heat in the environment

What are the sources of heat?

Using relevant stimulus materials, learners to identify sources of heat in the environment (sun, gas cooker,

 

Our lives today Grade 3 page 45 Pictures

Sun, fire

 

Observe the source of heat  identified by the pupil

 

 

4

Energy: Heat

Sources of Heat

By the end of the sub-strand, the learner should be able to: Match different sources of heat to their fuels in the environment.

What are the sources of heat

Learners to think, pair and share their experiences on sources of heat at home and community

Our lives today Grade 3 page 45 Pictures electric cooker, charcoal burner, traditional jiko stove sun gas cooker

Observe how the pupils have categories the source of heat Oral question on source of heat

 

 

5

Energy: Heat

Sources of Heat

By the end of the sub-strand, the learner should be able to: appreciate the different sources of heat in the community

What are the sources of heat

Learners interact with parents or guardians to appreciate the types of fuels used in the community and report back.

Our lives today Grade 3 page 45 Pictures electric cooker, charcoal burner, traditional jiko stove sun gas cooker

Observing how the pupil shows appreciation on the lesson on sources of heat.

Take away quiz on the sources of heat

 

10

1

Energy: Heat

Uses of heat in the environment

By the end of the sub-strand, the learner should be able to: identify uses of heat energy in the environment

How is heat energy used in daily life?

Learners to discuss uses of heat energy (warming, cooking, ironing, drying)

Our lives today Grade 3 page 50-51

Fire

Electricity

Gas

Sun

Oral question on uses of heat energy.

 

 

 

2

Energy: Heat

Uses of heat in the environment

By the end of the sub-strand, the learner should be able to: use heat energy responsibly to promote conservation and safety

How is heat energy used in daily life?

Learners to discuss uses of heat energy (warming, cooking, ironing, drying) Learners to use multimedia resources to find out uses on heat energy in daily life

Our lives today Grade 3 page 52-53

Fire

Electricity

Gas

Sun

Observing how the pupils are using heat energy to promote  safety and conservation 

 

 

3

Energy: Heat

Uses of heat in the environment

By the end of the sub-strand, the learner should be able to: appreciate conservation of heat energy in daily life

How do we use heat energy properly

In groups, learners to share experiences on appropriate use of energy in the environment to conserve heat energy (when warming, ironing, cooking, drying)

Our lives today Grade 3 page 52-53

Fire

Electricity

Gas

Sun  

Observing responsible behavior  for conservation of heat Oral question on heat energy responsibly to promote conservation and safety

 

 

4

Energy: Heat

Dangers of heat energy

By the end of the sub-strand, the learner should be able to: identify materials that can start fire in the house

What are the dangers of heat energy?

Learners to identify materials that could start a fire at home (match box, petrol, kerosene, gas, electricity)

Our lives today Grade 3 page 56 Fire Electricity  Gas Sun   match box petrol

Oral question what causes fire

 

 

5

Energy: Heat

Dangers of heat energy

By the end of the sub-strand, the learner should be able to: demonstrate an understanding of safe ways of moving from the house in case of a fire outbreak

How should we safely move away in case of a fire outbreak in the house?

More information on fires and safety procedures.  Learners to develop “Dos” and

“Don’ts “list during fire outbreaks. The list should be shared at school and at home

Our lives today Grade 3 page 57

Electricity Gas Sun   match box petrol

Observing how the pupils do the fire demo

 

Read 305 times Last modified on Thursday, 16 February 2023 08:53

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