Environmental Schemes - Grade 3 Schemes of Work Term 2 2023

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Week

Lesson

Strand/Theme

Sub Strand

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning Resources

Assessment Methods

Reflection

1

1

Social Environment 

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: state what a community is and describe a community state what is a community i.e. schools, markets and hospitals.

What is a community?

Learners to visit a market place, explore the sanitation

Our lives today Grade 3 page 64 schools, markets and hospitals

Oral questions for the pupils 

Observing  

 

 

2

Social Environment

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: describe ways of keeping the market place clean

What can make the market place dirty?

Learners to visit a market place, explore the Sanitation Learners to observe cleaning activities at a market place from a video clip or photograph

Our lives today Grade 3 page 64 schools, markets and hospitals

 

Observing what the student researched in the community.

 

 

3

Social Environment

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: in group of two visit a nearby  market place

What can make the market place dirty?

Learners to visit a market place, explore the Sanitation

Learners to observe cleaning activities at a market place from a video clip or photograph

Our lives today Grade 3 page 65 schools, markets and hospitals

 

Observing what the student researched in the community.

 

 

4

Social Environment

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: Reflect, think and share their experiences on the sanitation situation in the market place

What can make  the market place  dirty

Learners to visit a market place, explore the Sanitation Learners to observe cleaning activities at a market place from a video clip or photograph

Our lives today Grade 3 page 65 schools, markets and hospitals

 

Observing what the student researched in the community.

 

 

5

Social Environment

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: Describe how to clean the market place State things used  to clean  the market place State ways of cleaning  the market place

How do we keep  the market  place clean

Learners to discuss ways of keeping the market place clean. 

Learners to discuss the importance of keeping the market clean

Our lives today Grade 3 page 66-67 schools, markets and hospitals

 

Observing how the pupils are cleaning the class, school and community.

 

2

1

Social Environment

Harmonious Living in the Community

By the end of the sub strand, the learner should be able to: State things used to: clean  the market place State ways  of cleaning  the market place

How do we keep  the market  place clean

Learners to discuss ways of keeping the market place clean. 

Learners to discuss the importance of keeping the market clean

Our lives today Grade 3 page 66-67 schools, markets and hospitals

 

Observing how the pupils are cleaning the class, school and community.

 

 

2

Social Environment

Sanitation in The community

By the end of the sub strand, the learner should be able to:  participate in keeping the market place clean to promote social cohesion

How do we keep  the market  place clean

Learners to reflect think and share their experiences on the sanitation situation in the market place. Learners to discuss ways of keeping the market place clean

Our lives today Grade 3 page 66-67 schools, markets and hospitals

 

Observing how the pupils are cleaning the class, school and community.

 

 

3

Social Environment

Sanitation in The community

By the end of the sub strand, the learner should be able to: appreciate a clean market place for good health.

How do we keep  the market  place clean

Learners to discuss the importance of keeping the market clean

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.

Our lives today Grade 3 page 68 schools, markets and hospitals

 

Observing how the pupils are cleaning the class, school and community.

 

 

4

Social Environment

Keeping safe in the community

By the end of the sub strand, the learner should be able to: Explain who is stranger Identify appropriate ways of responding to strangers in the community

Who is a stranger

Learners to listen actively to a relevant age appropriate case story on responding to strangers

Our lives today Grade 3 page 69

Video clips

Pictures 

Oral questions on people in the community

Observing how the pupils are relating to stranger.

 

 

5

Social Environment

Keeping safe in the community

By the end of the sub strand, the learner should be able to: identify appropriate ways of responding to strangers in the community

What should we do when we meet strangers?

Learners to listen actively to a relevant age appropriate case story on responding to strangers

Learners to watch a video clip on how they could respond appropriately to strangers

Our lives today Grade 3 page 70-71

Video clips

Pictures

Oral questions on people in the community

Observing how the pupils are relating to stranger.

 

3

1

Social Environment

Keeping safe in the community

By the end of the sub strand, the learner should be able to: respond appropriately to strangers in the community;

What should we do when we meet strangers?

In groups, learners could share and report back their experiences about responding to strangers

Our lives today Grade 3 page 70-71

Video clips

Pictures

Oral questions on people in the community

Observing how the pupils are relating to stranger.

 

 

2

Social Environment

Responding to strangers

By the end of the sub strand, the learner should be able to:  identify appropriate ways of responding to strangers in the community

What should we do  when  we meet strangers

Learners to listen actively to a relevant age appropriate case story on responding to strangers

Our lives today Grade 3 page 72 Video clips Pictures

Oral questions on people in the community

Observing how the pupils are relating to stranger.

 

 

3

Social Environment

Responding to strangers

By the end of the sub strand, the learner should be able to: respond appropriately to strangers in the community

What should we do  when  we meet strangers

Learners to watch a video clip on how they could respond appropriately to strangers

In groups, learners to reflect, share and report back their experiences about responding to strangers

Our lives today Grade 3 page 72 Video clips Pictures

Observing  what the pupil do when  they meet stranger

 

 

4

Social Environment

Responding to strangers

By the end of the sub strand, the learner should be able to: take personal responsibility in keeping safe to limit risks.

What should we do  when  we meet strangers

Learners are guided on how to use phone when in danger Learners to simulate ways of responding appropriately to strangers Learners to find out from parents or guardians appropriate ways of responding to strangers

Our lives today Grade 3 page 72 Video clips Pictures

Observing  what the pupil do when  they meet stranger

 

 

5

Social Environment

Responding to strangers

By the end of the sub strand, the learner should be able to: how to use  a phone  when  in danger

How to use  a phone when  in danger

Learners to demonstrate  how to use  a phone when  in danger

Our lives today Grade 3 page 72-73

Video clips Pictures

Observing how the pupils using a phone  when in danger

 

4

1

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: identify safe places in the community

What are the safe places in the community?

Learners to discuss and identify safe places in the community

Learners to discuss and identify dangerous places in the community

Our lives today Grade 3 page 74-75

 

Checking the answer given by the pupils

 

 

2

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: identify dangerous places in the community

What are the safe places in the community?

Learners to discuss and identify dangerous places in the community

Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places

Our lives today Grade 3 page 76-77

Video clips

Pictures

Oral question on dangerous places in the community

 

 

3

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: In group of two identify dangerous places in the community

What are the safe places in the community?

Learners to discuss and identify dangerous places in the community

Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places

Our lives today Grade 3 page 76-77

Video clips

Pictures

Oral question on dangerous places in the community

 

 

4

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: identify dangerous places in the community

 

What are the safe places in the community?

Learners to discuss and identify dangerous places in the community

Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places

Our lives today Grade 3 page 76-77

Video clips

Pictures

Oral question on dangerous places in the community

 

 

5

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: keep personal safety in the community

How do we keep safe?

Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places

Our lives today Grade 3 page 78-79

Video clips

Pictures

Oral question on keep personal safety in the community giving class assessment 

 

5

1

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: respond appropriately to security threats in the community

What are the dangerous places in the community?

Learners to recognize indications of dangerous places and situations using the map Learners to respond appropriately to threats against safety

Our lives today Grade 3 page 78-79

Video clips

Pictures

Oral question on keep personal safety in the community giving class assessment

 

 

2

Social Environment

Safe and dangerous places in the community

By the end of the sub strand, the learner should be able to: respond appropriately to security threats in the community

What are the dangerous places in the community?

Learners to discuss with their parents or guardians about dangerous places in the community and report back.

Our lives today Grade 3 page 78-79

Video clips

Pictures

Observing the list of places that are dangerous

 

 

3

Social Environment

Safe Travel Basic road safety signs

By the end of the sub strand, the learner should be able to:  recognize basic road safety signs

How do basic road safety signs enable safe travel?

Learners to observe stimulus materials to recognize basic road safety signs (pedestrian crossing, stop sign, traffic lights)

Our lives today Grade 3 page 82-83

Video clips

Pictures

Road signs

Checking the  list of road sighs the  pupils have listed

 

 

4

Social Environment

Basic road safety signs

By the end of the sub strand, the learner should be able to: in group of two take  a nature walk and identity the  basic road safety signs

How do basic road safety signs enable safe travel?

Learners to observe stimulus materials to recognize basic road safety signs (pedestrian crossing, stop sign, traffic lights)

Our lives today Grade 3 page 82-83

Video clips

Pictures

Road signs

Observing how the pupil identifying road sign and using the signs

 

 

5

Social Environment

Basic road safety signs

By the end of the sub strand, the learner should be able to:  use basic road safety signs appropriately to enable safe travel

How do basic road safety signs enable safe travel?

Learners to visit a nearby road or children’s park for a demonstration on appropriate use of the basic road signs

Our lives today Grade 3 page 82-83

Video clips

Pictures

Road signs

Observing how the pupil identifying road sign and using the signs

 

6

1

Social Environment

Basic road safety signs

By the end of the sub strand, the learner should be able to: appreciate the use of basic road safety signs in enabling safe travel

How do basic road safety signs enable safe travel?

Learners to play an educative multimedia game on basic road signs. Learners to ask their parents or guardian to take them on a safety walk around their neighborhood and report back.

Our lives today Grade 3 page 84-85

Video clips

Pictures

Road signs

 

Observing how the pupil identifying road sign and using the signs

 

 

2

Social Environment

Environmental and cultural events in the community

By the end of the sub strand, the learner should be able to: state how cultural events promote environmental and social wellbeing in the community

What is the importance of environmental and cultural events?

Learners to use stimulus materials on cultural and environmental events in the community

Our lives today Grade 3 page 89 Video clips

Pictures

Maasai shukas

Shakers

Observing the items made to show cultural events from pupil.

 

 

3

Social Environment

Environmental and cultural events in the community

By the end of the sub strand, the learner should be able to: state how cultural events promote environmental and social wellbeing in the community

What is the importance of environmental and cultural events?

Learners to discuss on environmental and cultural events that promote social wellbeing ( tree planting, cultural festivals )

Our lives today Grade 3 page 89

Maasai shukas

Shakers

Observing the items made to show cultural events from pupil.

 

 

4

Social Environment

Environmental and cultural events in the

community

By the end of the sub strand, the learner should be able to participate in cultural events that promote

How could we participate in environmental

Learners to discuss on environmental and cultural events that promote social wellbeing (tree planting, cultural festivals)  

Learners are guided on how they could participate in events that promote environmental and social well being

Our lives today Grade 3 page 90-91

Maasai 

shukas Shakers

 

Observing the items made to show cultural events from pupil.

 

 

5

Social Environment

Environmental and cultural events in the community

By the end of the sub strand, the learner should be able to: participate in cultural events that promote environmental and social wellbeing in the community

How could we participate in environmental

Learners to discuss on environmental and cultural events that promote social wellbeing (tree planting, cultural festivals)  Learners are guided on how they could participate in events that promote environmental and social well being

Our lives today Grade 3 page 90-91 Maasai shukas Shakers

 

Observing the items made to show cultural events from pupil.

 

7

1

Social Environment

Environmental and cultural events in the community

By the end of the sub strand, the learner should be able to develop interest in environmental and cultural events that promote social wellbeing in the community

How could we participate in environmental

Learners to find out from elders, parents or guardians about environmental and cultural events that promote social wellbeing and report back.

Our lives today Grade 3 page 90-91 Maasai shukas Shakers

 

Observing the items made to show cultural events from pupil.

 

 

2

Social Environment

Environmental and cultural events in the community

By the end of the sub strand, the learner should be able to: develop interest in environmental and cultural events that promote social wellbeing in the community

How could we participate in environmental

Learners to find out from elders, parents or guardians about environmental and cultural events that promote social wellbeing and report back.

Our lives today Grade 3 page 90-91 Maasai shukas Shakers

 

Observing the items made to show cultural events from pupil.

 

 

3

Social Environment

Enterprise projects

By the end of the sub strand, the learner should be able to: define waste materials Identify ways of using waste responsibly to generate income

 

How can we make  money  from waste

Learners to identify ways of using waste to generate income (Collection, sorting, Reducing Reusing, recycling)

Our lives today Grade 3 page 90-91

plastics  paper bags

 

Observing waste materials

 

 

4

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to:  in groups of  two Identify ways of using waste responsibly to generate income

How can we make  money  from waste

Learners to identify ways of using waste to generate income (Collection, sorting, Reducing Reusing, recycling)

Our lives today Grade 3 page 93

Plastics paper bags bottles 

Observing waste materials

 

 

5

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: determine suitable waste management activity to generate income at school

How to reuse and reducing waste materials?

Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation

Our lives today Grade 3 page 94

Plastics paper bags

bottles

Observing waste materials pupils get from the school compound

 

8

 

1

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: determine suitable waste management activity to generate income at school

How to recycle and reducing  waste  materials

Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation

Our lives today Grade 3 page 95

Plastics paper bags

bottles

Observing waste materials pupils get from the school compound

 

 

 

2

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: In group of two  determine suitable waste management activity to generate income at school

How to recycle and reducing  waste  materials

Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation

Our lives today Grade 3 page 95

Plastics paper bags

bottles

Observing how to pupil recycle materials

 

 

3

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: participate in waste management activity to generate income at school

What activities could learners undertake to generate income from waste management?

Learners to discuss and identify suitable waste management

activity that could be undertaken by the class to generate income (age appropriate activity)

Our lives today Grade 3 page 95

Plastics paper bags

bottles

Observing how to pupil recycle materials

 

 

4

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: in group of  5 utilize the  waste in the  community  to make money

What activities could learners undertake to generate income from waste management?

Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)

Our lives today Grade 3 page 97

Plastics paper bags

bottles

Observing how to pupil recycle materials

 

 

5

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: in group of  5 utilize the  waste in the  community  to make money

What activities could learners undertake to generate income from waste management?

Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)

Our lives today Grade 3 page 97

Plastics

Observing how to pupil recycle materials

 

9

1

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: in group of  5 utilize the  waste in the  community  to make money

What activities could learners undertake to generate income from waste management?

Learners to discuss and identify suitable waste management

activity that could be undertaken by the class to generate income (age appropriate activity)

Our lives today Grade 3 page 97

Plastics  paper bags

bottles

Observing how to pupil recycle materials

 

 

2

Social Environment

Waste management for income generation project at school.

By the end of the sub strand, the learner should be able to: in group of  5 utilize the  waste in the  community  to make money

What activities could learners undertake to generate income from waste management?

Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)

Our lives today Grade 3 page 97

Plastics  paper bags

bottles

Observing how to pupil recycle materials

 

 

3

Social Environment

Caring for Plants

By the end of the sub strand, the learner should be able to: give ways of protecting plants in the community

How could we communicate plant protection messages in the community?

Learners to explore and identify areas where plants have been destroyed in community

Our lives today Grade 3 page 104-105

Sample of plants

Video

Cut outs 

Observing how the pupils care for the plants in the school compound

 

 

4

Social Environment

Caring for Plants

By the end of the sub strand, the learner should be able to: in group of two show  ways of protecting plants in the community

How could we communicate plant protection messages in the community?

Learners to explore and identify areas where plants have been destroyed in community

Our lives today Grade 3 page 105-106

Sample of plants Video

Cut outs

Observing how the pupils care for the plants in the school compound

 

 

5

Social Environment

Caring for Plants

By the end of the sub strand, the learner should be able to: in group of two show  ways of protecting plants in the community

How could we communicate plant protection messages in the community?

Learners to explore and identify areas where plants have been destroyed in community

Our lives today Grade 3 page 105-106

Sample of plants Video

Cut outs

Observing how the pupils care for the plants in the school compound

 

10

1

Social Environment

Ways of protecting  plants

By the end of the sub strand, the learner should be able to: Learners to discuss and create plant protection messages.

Ways of protecting  plants

Learners to discuss and create plant protection messages.

Learners to design plant protection messages using print and electronic media

Our lives today Grade 3 page 107-108

Sample of plants Video

Cut outs

Observing the messages created by the pupils.

 

 

2

Social Environment

Ways of protecting  plants

By the end of the sub strand, the learner should be able to: in group of two Learners to discuss and create plant protection messages.

Ways of protecting  plants

Learners to discuss and create plant protection messages.

Learners to design plant protection messages using print and electronic media

Our lives today Grade 3 page 107-108

Sample of plants Video

Cut outs

Observing the messages created by the pupils

 

 

3

Social Environment

Messages  on plant  protection

By the end of the sub strand, the learner should be able to: create persuasive messages on plants

protection in the community

 

Messages  on plant protection

Learners to design plant Protection messages using print and electronic media.

Learners to display and peer asses the plant protection messages.

Our lives today Grade 3 page 109 Sample of plants Video

Cut outs

Observing the messages created by the pupils

 

 

4

Social Environment

Messages  on plant protection

By the end of the sub strand, the learner should be able to: In group of two use the phone and create persuasive messages on plants protection in the community

 

Messages  on plant  protection

Learners to design plant protection messages using print and electronic media.

Learners to display and peer asses the plant protection messages.

Our lives today Grade 3 page 109

Sample of plants Video

Cut outs

Observing hoe the pupil on sending message on  plant protection

 

 

5

Social Environment

Communicating plant protection messages in the community.

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

communicate messages that protect plants in the community 

Appreciate plant protection in the community.

Messages on plant protection

Learners to recite or sing songs on plant protection messages during school assembly.

Learners to convey the plant protection messages to the community through print and electronic media.

Our lives today Grade 3 page 110 Sample of plants Video

Cut outs

Observing how the pupil on sending message on  plant protection

 

11

END OF TERM ASSESSMEN AND CLOSING

 

Read 164 times Last modified on Friday, 17 February 2023 08:43

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