Displaying items by tag: Environmental

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

 

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

 

Week

Lesson

Strand  / Theme

Sub-Strand

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment Methods

Reflection

1

1

Care for the environment

Caring for plants

By the end of the sub-strand, the learner should be able to: recognize appropriate messages on plant protection in school

What messages could be used to communicate plant protection?

Learners observe pictures, photographs, and video clips of areas where plants have been destroyed. In groups, learners to outline messages on plant protection

Our lives today Grade 2 page  110-

Poster

Video clip

Pictures

Observing the messages made by the pupils

 

 

2

Care for the environment

Caring for plants

By the end of the sub-strand, the learner should be able to: create appropriate plant protection messages to promote conservation

What messages could be used to communicate plant protection

Learners display and peers assess the plant protection messages developed

Our lives today Grade 2 page  12

Poster

Video clip

Pictures

Observing the messages made by the pupils

 

 

3

Care for the environment

Caring for plants

By the end of the sub-strand, the learner should be able to: In group of two create appropriate plant protection messages to promote conservation

What messages could be used to communicate plant protection

Learners display and peers assess the plant protection messages developed

Our lives today Grade 2 page 112

Observing the messages made by the pupils

 

 

4

Care for the environment

Caring for plants

By the end of the sub-strand, the learner should be able to: appreciate plant protection for environmental sustainability

What messages could be used to communicate plant protection

In groups, learners create plant protection messages using hand

scripts, electronic and print resources

 Learners share selected plant protection messages with the school community

Our lives today Grade 2 page 112

Poster

Video clip

Pictures

Observing the messages made by the pupils

 

 

5

Care for the environment

Caring for plants

By the end of the sub-strand, the learner should be able to: appreciate plant protection for environmental sustainability

What messages could be used to communicate plant protection

In groups, learners create plant protection messages using hand

scripts, electronic and print resources Learners share selected plant protection messages with the school community

Our lives today Grade 2 page 114 Poster

Video clip

Pictures

Observing the messages made by the pupils

 

2

1

Care for the environment

Keeping an animal

shelter clean and secure

By the end of the sub-strand, the learner should be able to: identify ways of keeping an animal shelter clean at home and school

How could we keep an animal shelter clean?

Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog’s kennel, rabbit hutch and cow shed).

Learners to shoot photographs at home of clean animal shelter and share with others.

Our lives today Grade 2 page 117 Poster

Phones

Video clip

Pictures

Oral question on keeping animals the house

 

 

2

Care for the environment

Keeping an animal

shelter clean and secure

By the end of the sub-strand, the learner should be able to: In group of two identify ways of keeping an animal shelter clean at home and school

How could we keep an animal shelter clean?

Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog’s kennel, rabbit hutch and cow shed).

Learners to shoot photographs at home of clean animal shelter and share with others.

Our lives today Grade 2 page 117

Poster

Phones

Video clip

Pictures

Oral question on keeping animals the house

 

 

3

Care for the environment

Keeping an animal shelter clean and secure

By the end of the sub-strand, the learner should be able to: participate in keeping an animal shelter clean at home and school

How could we keep an animal shelter clean?

In groups, learners to discuss ways of keeping an animal shelter clean

Our lives today Grade 2 page 117

Rabbits

Poster

Phones

Video clip

Pictures

Observing how the pupils are keeping animals in the house and school

 

 

4

Care for the environment

Keeping an animal shelter clean and secure

By the end of the sub-strand, the learner should be able to: suggest ways of making an animal shelter secure at home and school

How could we make an animal shelter secure?

In groups, learners discuss how to make animals shelter secure

Our lives today Grade 2 page 117

Rabbits

Poster

Phones

Video clip

Pictures

Observing how the pupils are keeping animals in the house and school

 

 

5

Care for the environment

Keeping an animal shelter clean and secure

By the end of the sub-strand, the learner should be able to: appreciate clean and secure animal shelter to reduce risk to the animals

How could we make an animal shelter secure?

In groups, learners discuss how to make animals shelter secure

Learners sing or tell stories about clean and secure animal shelters

Our lives today Grade 2 page 118-119

Poster

Phones

Video clip

Pictures

Observing how the pupils are keeping animals in the house and school

 

3

1

Care for the environment

Managing waste Types of waste in school

By the end of the sub-strand, the learner should be able to: identify types of waste in the school environment

What types of waste are found in our school environment?

In groups, learners to identify different types of waste in the school environment

In groups or pairs, learners to share their experiences on different types of waste in school

Our lives today Grade 2 page 125

Poster

Phones

Video clip

Pictures

Observing the waste found in the school

 

 

2

Care for the environment

Managing waste Types of waste in school

By the end of the sub-strand, the learner should be able to: identify types of waste in the school environment

What types of waste are found in our school environment?

In groups, learners to identify different types of waste in the school environment

In groups or pairs, learners to share their experiences on different types of waste in school

Our lives today Grade 2 page 126127

Poster

Phones

Video clip

Pictures

Observing the waste found in the school

 

 

3

Care for the environment

Managing waste Types of waste in school

By the end of the sub-strand, the learner should be able to: sort out different types of waste in the school environment for safe disposal

What types of waste are found in our school environment?

Using videos, pictures and photographs, learners to identify different types of waste.

Using appropriate educative multimedia games, learners to sort out different types of wastes

Our lives today Grade 2 page 126127

Poster

Phones

Video clip

Pictures

Observing the waste found in the school

 

 

4

Care for the environment

Managing waste Types of waste in school

By the end of the sub-strand, the learner should be able to: appreciate a clean school environment for health and safety.

What types of waste are found in our school environment?

In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal.

Our lives today Grade 2 page 126127

Poster

Phones

Video clip

Pictures

Observing the waste found in the school

 

 

5

Care for the environment

Managing waste Types of waste in school

By the end of the sub-strand, the learner should be able to: appreciate a clean school environment for health and safety.

What types of waste are found in our school environment?

In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal.

Our lives today Grade 2 page 126127

Poster

Phones

Video clip

Pictures

Observing the waste found in the school

 

4

1

Care for the environment

Safety in handling wastes

By the end of the sub-strand, the learner should be able to identify dangers when handling waste in school

What dangers are we likely to face when handling different types of waste in school?

Through probing questions, learners to identify dangers when handling wastes in school.

Using multimedia resources, learners to outline safety measures in handling wastes in school

Our lives today Grade 2 page 128

Poster

Phones

Video clip

Pictures

Observing how the pupils are handling the waste in school

 

 

2

Care for the environment

Safety in handling wastes

By the end of the sub-strand, the learner should be able to Discussing how to handle waste safely in school

What dangers are we likely to face when handling different types of waste in school?

Through probing questions, learners to identify dangers when handling wastes in school.

Using multimedia resources, learners to outline safety measures in handling wastes in school

Our lives today Grade 2 page 129

Poster

Phones

Video clip

Pictures

Observing how the pupils are handling the waste in school

 

 

3

Care for the environment

Safety in handling wastes

By the end of the sub-strand, the learner should be able to practice safety measures when handling wastes in school

How should we safely handle different types of waste in school?

Using multimedia resources, learners to outline safety measures in handling wastes in school.

Learners listen to a resource person talking on dangers and safety measures when handling wastes in school

Our lives today Grade 2 page 129

Poster

Phones

Video clip

Pictures

Observing how the pupils are handling the waste in school

 

 

4

Care for the environment

Safety in handling wastes

By the end of the sub-strand, the learner should be able to communicate safety measures when handling waste in school

How should we safely handle different types of waste in school?

Learners simulate safety measures when handling waste in school

Our lives today Grade 2 page 129

Poster

Phones

Video clip

Pictures

Observing how the pupils are handling the waste in school

 

 

5

Care for the environment

Safety in handling wastes

By the end of the sub-strand, the learner should be able to appreciate the need of safety in handling waste in school to limit risks to self, others and the environment

How should we safely handle different types of waste in school?

Learners to participate in activities that promote safe disposal of waste in school. Activities to include promoting knowledge and passing messages to the school community

Our lives today Grade 2 page 129

Poster

Phones

Video clip

Pictures

Observing how the pupils are handling the waste in school

 

5

1

Care for the environment

Caring for water Keeping stored water safe

By the end of the sub-strand, the learner should be able to: state the importance of keeping water safe for human and animal use at home and school

How could we keep stored water safe for use?

Learners to take an excursion around the neighborhood to identify safely stored or unsafely stored water. Then in groups, learners to discuss the importance of keeping stored water safe.

Our lives today Grade 2 page 133

Poster

Phones

Video clip

Pictures

Oral question on how to keep stored water safe

 

 

2

Care for the environment

Keeping stored water safe

By the end of the sub-strand, the learner should be able to: participate in keeping stored water safe at home and school

How could we keep stored water safe for use?

In groups, learners share experiences on what makes water unsafe in the home and school

Our lives today Grade 2 page 133

Poster

Phones

Video clip

Pictures

Oral question on how to keep stored water safe

 

 

3

Care for the environment

Keeping stored water safe

By the end of the sub-strand, the learner should be able to: in group of two participate in keeping stored water safe at home and school

How could we keep stored water safe for use?

In groups, learners share experiences on what makes water unsafe in the home and school

Our lives today Grade 2 page 133

Poster

Phones

Video clip

Pictures

Oral question on how to keep stored water safe

 

 

4

Care for the environment

Keeping stored water safe

By the end of the sub-strand, the learner should be able to: appreciate the importance of keeping stored water safe for human and animal use

How could we keep stored water safe for use?

Using multimedia resources, learners identify ways of keeping stored water safe.

Learners observe demonstrations on methods of keeping stored water safe at home and in school.

Our lives today Grade 2 page 133

Poster

Phones

Video clip

Pictures

Oral question on how to keep stored water safe

 

 

5

Care for the environment

Keeping stored water safe

By the end of the sub-strand, the learner should be able to: appreciate the importance of keeping stored water safe for human and animal use

How could we keep stored water safe for use?

Using multimedia resources, learners identify ways of keeping stored water safe.

Learners observe demonstrations on methods of keeping stored water safe at home and in school.

Our lives today Grade 2 page 134135

Poster

Phones

Video clip

Pictures

Oral question on how to keep stored water safe

 

6

1

Care for the environment

Re-using water

By the end of the sub-strand, the learner should be able to: suggest how water could be reused at home and school

How could we re-use water in the home and school?

In groups, learners discuss how water could be re-used in the home and school.

Using video clips, videos, pictures and photographs, learners to observe various ways of re-using water

Our lives today Grade 2 page 139-

140

Poster

Phones

Video clip

Pictures

Oral question on how the pupil reuse water

 

 

2

Care for the environment

Re-using water

By the end of the sub-strand, the learner should be able to participate in reusing water to reduce wastage at home and school

How could we re-use water in the home and school?

Learners to visit the community to find out how water is re-used to reduce wastage.

Our lives today Grade 2 page 139140

Poster

Phones

Video clip

Pictures

Oral question on how the pupil reuse water

 

 

3

Care for the environment

Re-using water

By the end of the sub-strand, the learner should be able to participate in re-using water to reduce wastage at home and school

How could we re-use water in the home and school?

Learners to visit the community to find out how water is reused to reduce wastage.

Our lives today Grade 2 page 139140

Poster

Phones

Video clip

Pictures

Oral question on how the pupil reuse water

 

 

4

Care for the environment

Re-using water

By the end of the sub-strand, the learner should be able to appreciate re-using water as a way of conserving it.

How could we re-use water in the home and school?

Learners to visit the community to find out how water is reused to reduce wastage.

Learners to suggest how they could participate in re-using water to reduce wastage at home and school.

Our lives today Grade 2 page 141

Poster

Phones

Video clip

Pictures

Oral question on how the pupil reuse water

 

 

5

Care for the environment

Conservation of Energy Communicating energy conservation messages.

By the end of the sub-strand, the learner should be able to: recognize appropriate messages on energy conservation

What messages could be used to communicate conservation of energy?

Through probing questions, learners discuss reasons for conserving energy

Our lives today Grade 2 page 143

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

7

1

Care for the environment

Communicating energy conservation messages.

By the end of the sub-strand, the learner should be able to: create energy conservation messages to promote awareness at and home and school

What messages could be used to communicate conservation of energy

Using video clips, internet sources, newspaper cuttings and brochures, learners identify simple messages on conserving energy

Our lives today Grade 2 page 144145

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

 

2

Care for the environment

Communicating energy conservation messages.

By the end of the sub-strand, the learner should be able to: display energy conservation messages to create awareness in school

What messages could be used to communicate conservation of energy

In pairs, learners to create simple persuasive energy conservation messages

Our lives today Grade 2 page 146

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

 

3

Care for the environment

Communicating energy conservation messages.

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

What messages

could be used to communicate conservation of energy

In pairs, learners to create simple persuasive energy conservation messages

Our lives today Grade 2 page 146

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

 

4

Care for the environment

Communicating energy conservation messages.

By the end of the sub-strand, the learner should be able to demonstrate interest in energy conservation for conservation for improvement and protection of the environment

What messages could be used to communicate conservation of energy

Learners display and peer assesses the energy conservation messages.

In groups, learners are guided to read aloud the energy conservation messages they develop.

Our lives today Grade 2 page 147

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

 

5

Care for the environment

Communicating energy conservation messages.

By the end of the sub-strand, the learner should be able to demonstrate interest in energy conservation for conservation for improvement and protection of the environment

What messages could be used to communicate conservation of energy

Learners display and peer assesses the energy conservation messages.

In groups, learners are guided to read aloud the energy conservation messages they develop.

Our lives today Grade 2 page 147

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

8

REVISION ON THE WORK COVERED IN THIRD TERM

9

ASSESSMENT

Week

Lesson

Strand / Theme

Sub Strand

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning Resources

Assessment Methods

Reflection 

1

1

Environment and its resources

Precautions when using light energy

By the end of the sub-strand, the learner should be able to: identify practices in which light energy could harm eyes

How could light energy harm us?

Learners to identify practices that in which light energy could harm the eyes (reading in dim light, looking directly at bright light with bare eyes, long exposure to bright light from electronic devices)

MTP

Grade 2 page 38 Torch

Sun Lamp  matchbox 

Oral questions 

 

 

2

Environment and its resources

Precautions when using Light energy

By the end of the sub-strand, the learner should be able to: take safety measure against harmful light energy to reduce risk to self and others

How could we protect ourselves from harmful light energy?

In groups, learners discuss safety precautions in protecting self and others from harmful

light energy Learners create messages on awareness of harmful effects of light energy

MTP

Grade 2 page 38 Torch

Sun Lamp  matchbox

Oral question on measure to be taken to protect us from lights

 

 

3

Environment and its resources

Precautions when using light energy

By the end of the sub-strand, the learner should be able to: make poster to educate people be aware of precaution of using light in the community

How could we protect ourselves from harmful light energy?

In groups, learners discuss safety precautions in protecting self and others from harmful

light energy Learners create messages on awareness of harmful effects of light energy

MTP

Grade 2 page 38 Torch

Sun Lamp  matchbox

Observing posters made by pupils

 

 

4

Environment and its resources

Precautions when using light energy

By the end of the sub-strand, the learner should be able to appreciate safety precautions when using light energy

How could we protect ourselves from harmful light energy?

Learners create messages on awareness of harmful effects of light energy Learners to share messages on harmful effects of light and safety precautions.

MTP

Grade 2 page 38 Torch

Sun Lamp  matchbox

Oral question on measure to be taken to protect us from lights

 

 

5

Social environment 

School environment and its neighborhood Locating places using key features.

By the end of the sub-strand, the learner should be able to: finding place near the school compound

What are the main features between your home and school?

Learners to discuss the main features between home and school (physical and build-up features such as rivers, hills, valleys, forest, bridges, roads, railway line, buildings)

MTP

Grade 2 page 40-41 rivers, hills, valleys, forest, bridges, roads, railway line, buildings

 

oral question of finding places

 

2

1

Social environment 

School environment and its neighborhood Locating places using key features.

By the end of the sub-strand, the learner should be able to: locate places using main features between home and school

What are the main features between your home and school?

In a nature walk, learners to point out the main features between home and school

Using video clips, pictures and photographs, learners to identify the main features between home and school

MTP

Grade 2 page 40-41 rivers, hills, valleys, forest, bridges, roads, railway line, buildings

 

oral question of finding places

 

 

2

Social environment 

School environment and its neighborhood Locating places using key features.

By the end of the sub-strand, the learner should be able to: Discuss how to find place

How do we tell where a place is?

Learners to locate main features between their homes and school (relative location)

MTP

Grade 2 page 41-40 rivers, hills, valleys, forest, bridges, roads, railway line, buildings

oral question of finding places

 

 

3

Social environment 

School environment and its neighborhood Locating places using key features.

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

In pairs when going home from school identify things next to your home. appreciate the significance of locating places using key features

 

How do we tell where a place is?

Learners to locate main features between their homes and school (relative location)

MTP

Grade 2 page 42 rivers, hills, valleys, forest, bridges, roads, railway line, buildings

 

oral question of finding places

 

 

4

Social environment  

Keeping the school environment clean

By the end of the sub-strand, the learner should be able to: state ways of keeping the school environment clean

How could we keep the school

Learners discuss what makes the school environment dirty

MTP

Grade 2 page 45 Poster

Video clip

Brooms

Dust pin

Dust pans 

Observing how the pupils are cleaning the classroom

 

 

5

Social environment  

Keeping the school environment clean

By the end of the sub-strand, the learner should be able to: in pairs demonstrate ways of keeping the school environment clean

How could we keep the school

Learners discuss what makes the school environment dirty

MTP

Grade 2 page 45 Poster

Video clip

Brooms

Dust pin

Dust pans

Observing how the pupils are cleaning the school classroom.

 

3

1

Social environment  

Keeping the school environment clean

By the end of the sub-strand, the learner should be able to: ways of keeping the school environment clean

How could we keep the school

Learners discuss what makes the school environment dirty

MTP

Grade 2 page 45 Poster

Video clip

Brooms

Dust pin

Dust pans

Observing how the pupils are cleaning the school compound

 

 

2

Social environment  

Keeping the school environment clean

Discussing ways of cleaning the school

How could we keep the school

Using video clips and pictures, learners discuss ways of keeping the school environment clean

MTP

Grade 2 page 45 Poster

Video clip

Brooms

Dust pin

Dust pans

Observing how the pupils are cleaning the school compound

 

 

3

Social environment  

Keeping the school environment clean

By the end of the sub-strand, the learner should be able to: outline the importance of a clean school environment

Why should we keep the school environment clean

In groups learners discuss importance of keeping the school environment clean. Learners practice keeping the school environment clean

MTP

Grade 2 page 45 Poster

Video clip

Brooms

Dust pin

Dust pans

Observing how the pupils are cleaning the school compound

 

 

4

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to: identify possible dangers in the school

What are the danger in schools

Learners walk around the school compound to identify what could expose them to danger in the school.

MTP

Grade 2 page 46 Poster

Video clip

Brooms

Dust pin

Dust pans

Oral questions on how to keep the school safe and secure

 

 

5

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to: identify in pairs the things that cause harm in school

What are the danger in schools

Using video clips and pictures, learners discuss ways of keeping the school environment clean

MTP

Grade 2

page 50

 

Oral questions on how to keep the school safe and secure

 

5

1

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to: suggest ways of keeping safe and secure in school

How could we keep safe and secure in school?

Using video clips and pictures, learners discuss ways of keeping the school environment clean

MTP

Grade 2 page 50 Poster

Video clip

Brooms

Dust pin

Dust pans

Oral questions on how to keep the school safe and secure

 

 

2

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to: suggest ways of keeping safe and secure in school

How could we keep safe and secure in school?

Using video clips and pictures, learners discuss ways of keeping the school environment clean

MTP

Grade 2 page 50

 

Oral questions on how to keep the school safe and secure

 

 

3

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to develop habits that will keep one safe and secure in school

How could we keep safe and secure in school?

In groups, learners identify possible dangers in the school. (by drawing or writing)

Using video clips, photographs and pictures, learners identify how to keep safe and secure in school

MTP

Grade 2 page 53 Poster

Video clip

Brooms

Dust pin

Dust pans

Oral questions on how to keep the school safe and secure

 

 

4

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to in groups discuss the importance of keeping the school safe

How could we keep safe and secure in school?

In groups, learners to discuss the importance of keeping safe and secure at school Learners develop rules on keeping safe and secure at school Learners to find out more on keeping safe and secure in school from parents and guardians.

MTP

Grade 2 page 53 Poster

Video clip

Brooms

Dust pin Dust pans

Oral questions on how to keep the school safe and secure

 

 

5

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to In pairs make video about safety in school

How could we keep safe and secure in school?

Learners to find out more on keeping safe and secure in school from parents and guardians

MTP

Grade 2 page 74-75 Poster

Video clip

Brooms

Dust pin

Dust pans

Oral questions on how to keep the school safe and secure

 

6

1

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to Make posters on school safety rules

How could we keep safe and secure in school?

Learners to find out more on keeping safe and secure in school from parents and guardians

MTP

Grade 2 page 53 Poster

Video clip

Brooms

Dust pin

Dust pans

Oral questions on how to keep the school safe and secure

 

 

2

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to Make posters on school safety rules

How could we keep safe and secure in school?

Learners to find out more on keeping safe and secure in school from parents and guardians

MTP

Grade 2 page 53

 

Oral questions on how to keep the school safe and secure

 

 

3

Social environment  

The National flag of Kenya

By the end of the sub-strand, the learner should be able to: identify colors of the Kenya National flag as a National symbol

What are the colors of the Kenya National flag?

Using the Kenya National flag, learners to identify its colors

MTP

Grade 2 page 48 Picture

flags

Oral question on the colors of the national flags

 

 

4

Social environment  

The National flag of Kenya

By the end of the sub-strand, the learner should be able to: identify colors of the Kenya National flag as a National symbol

What are the colors of the Kenya National flag?

Using the Kenya National flag, learners to identify its colors

MTP

Grade 2 page 48 Picture flags

Oral question on the colors of the national flags

 

 

5

Social environment  

The National flag of Kenya

By the end of the sub-strand, the learner should be able to: demonstrate respect for the Kenya national flag as a National symbol

How could we demonstrate respect for the Kenya National flag?

Learners to observe and describe the expected behaviour (stand at attention and show respect) when raising and lowering the National Flag

MTP

Grade 2 page 50 Picture flags

observing the colors of the national flags

 

7

1

Social environment  

The National flag of Kenya

By the end of the sub-strand, the learner should be able to: Appreciate the National flag as a symbol for national unity.

Appreciate the National flag as a symbol for national unity

Learners to draw and color the Kenya National Flag Learners to find out from parents or guardians the importance of the National flag of Kenya

MTP

Grade 2 page 50 Picture

Flags

observing the colors of the national flags

 

 

 

2

Social environment  

The National Anthem of Kenya

By the end of the sub-strand, the learner should be able to: identify occasions when the Kenya National Anthem is sung

On what occasions do we sing the Kenya National Anthem?

In groups, learners to sing the National Anthem.

Learners to demonstrate the expected conduct when singing the Kenya National Anthem.

MTP

Grade 2 page 51 National anthem

observing the colors of the national flags

 

 

 

3

Social environment   

The National Anthem of Kenya

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

explaining the importance of national anthem

On what occasions do we sing the Kenya National Anthem?

In groups, learners to sing the National Anthem.

Learners to demonstrate the expected conduct when singing the Kenya National Anthem.

MTP

Grade 2 page 51 National anthem

observing the colors of the national flags

 

 

 

4

Social environment  

The National Anthem of Kenya

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

demonstrate etiquette when singing the Kenya National Anthem

On what occasions do we sing the Kenya National Anthem?

Learners to demonstrate the expected conduct when singing the Kenya

National Anthem. Using audio recording and pictures, learners to identify occasions when the Kenya National Anthem is sung.

MTP

Grade 2 page 52 National anthem

Observing how the pupils are singing the national anthem

 

 

5

Social environment  

The National Anthem of Kenya

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

demonstrate etiquette when singing the Kenya National Anthem

On what occasions do we sing the Kenya National Anthem?

Learners to demonstrate the expected conduct when singing the Kenya

National Anthem. Using audio recording and pictures, learners to identify occasions when the Kenya National Anthem is sung.

MTP

Grade 2 page 52 National anthem

Observing how the pupils are singing the national anthem

 

8

1

Social environment  

The National Anthem of Kenya

By the end of the sub-strand, the learner should be able to: appreciate the importance of National Anthem as a national symbol of unity.

On what occasions do we sing the Kenya National Anthem?

Learners to find out from parents or guardians on the importance of National Anthem of Kenya

MTP

Grade 2 page 52 National anthem

Observing how the pupils are singing the national anthem

 

 

2

Social environment  

Child Rights and responsibilities

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

outline Child Rights and responsibilities in the school

What are the basic Child Rights?

Learners identify Child Rights and responsibilities using age appropriate stories (parental care, health care, protection from exploitation and cruelty)

MTP

Grade 2 page 52 Poster

Video clip

Oral question about responsibilities in the school

 

 

3

Social environment  

Child Rights and responsibilities

By the end of the sub-strand, the learner should be able to: outline responsibilities of the child in school

What are the responsibilities of the child in school

Learners discuss some of the responsibilities of children in school

MTP

Grade 2 page 55 Poster

Video clip

Oral questions of responsibilities of children 

 

 

4

Social environment  

Child Rights and responsibilities

Discussing how children are treated badly in school and in the community

How are children treated badly

Learners to discuss ways in which children treated badly

MTP

Grade 2 page 56-57 Poster

Video clip

Oral question on how the children are treated

 

 

5

Social environment  

Child Rights and responsibilities

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

demonstrate responsibilities of a child in school

What are the responsibilities of the child in school

In pairs, learners simulate responsibilities of children in school

MTP

Grade 2 page 58 Poster

Video clip

 

Observing how the pupils treat each other

 

8

1

Social environment  

Child Rights and responsibilities

By the end of the sub-strand, the learner should be able to: appreciate child rights and responsibilities for attainment of social justice.

What are the responsibilities of the child in school

Learners to use multi- media resources to explore responsibilities of children in school.

MTP

Grade 2 page 59 Poster

Video clip

Oral question and observing

 

 

2

Social environment  

Child Rights and responsibilities

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

Make poster on right of children.

What are the responsibilities of the child in school

Learners to use multi- media resources to explore responsibilities of children in school.

MTP

Grade 2 page 59 Poster

Video clip  

Oral question and observing

 

 

3

Social environment  

School rules

By the end of the sub-strand, the learner should be able to: outline the rules that guide conduct in school state the importance of school rules

What are the school rules?

Using probing question learners discuss the importance of school rules.

MTP

Grade 2 page 60 Poster

Video clip

Oral question on school rules

 

 

4

Social environment  

School rules

By the end of the sub-strand, the learner should be able to: participate in making school rules

What is the importance of school rules?

Learners to think pair and share their experiences on what happen when school rules not observed

MTP

Grade 2

page 62

Oral question on school rules

 

 

5

Social environment  

School rules

Listing the leaders in the class Discussing the importance of class leaders

What is the importance of school rules?

Learners to think pair and share their experiences on what happen when school rules not observed

MTP

Grade 2 page 62 Poster

Video clip

Oral question on school rules

 

9

1

Social environment   

School rules

By the end of the sub-strand, the learner should be able to: Discussing the importance of school rules

What is the importance of school rules

Learners to be guided to debate on importance of school rules 

 

MTP

Grade 2 page 63 Poster

Video clip

 

Oral question on school rules

 

 

2

Social environment  

School rules

By the end of the sub-strand, the learner should be able to: making poster on school rules

 

What is the importance of school rules

Learners to be guided to  Develop a poster for the school rules

MTP

Grade 2 page 64 Poster

Video clip

Observing posters made by the pupils

 

 

3

Social environment  

Class Leadership

By the end of the sub-strand, the learner should be able to: describe a good class leader

Who is a good class leader?

Learners to listen to narrative of inspirational stories of child leaders, heroes or heroines

MTP

Grade 2 page 65 Poster

Video clip

Oral question on school leaders

 

 

4

Social environment  

Class Leadership

By the end of the sub-strand, the learner should be able to: outline the work of a good class leader

What is the work of a class leader?

Learners to discuss “who is a good class leader”?

Learners to discuss the work a class leader

MTP

Grade 2 page 65 Poster

Video clip

Oral question on school leaders

 

 

5

Social environment  

Class Leadership

By the end of the sub-strand, the learner should be able to: appreciate good class leadership for harmonious living.

 

What is the work of a class leader?

Learners to find out from parents or guardians about good leaders in the community and report back

MTP

Grade 2 page 65 Poster

Video clip

Oral question on school leaders

 

10

 

1

Social environment  

The school community

By the end of the sub-strand, the learner should be able to: identify members of the school community

Who are the members of the school community?

In groups, learners to identify members of the

school community (Head teacher, teachers, nonteaching staff and learners)

MTP

Grade 2 page 66-67

Poster

Video clip

Oral question on school community

 

 

2

Social environment  

The school community

By the end of the sub-strand, the learner should be able to: outline the importance of the school community

What do the people in the school do?

Learners to outline the general importance of members of the school community

MTP

Grade 2 page 66 Poster

Video clip

Oral question on school community

 

 

3

Social environment  

The school community

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

In pairs discuss what we do in school

What do we in school

Learners to discuss their roles as members of the school community Learners to skit different work of members of the school community

MTP

Grade 2 page 66 Poster

Video clip

Oral question on school community

 

 

4

Social environment  

The school community

By the end of the sub-strand, the learner should be able to: work together with members   of the school community

What do we in school

Learners to discuss their roles as members of the school community Learners to skit different work of members of the school community

MTP

Grade 2 page 66 Poster

Video clip

Oral question on school community

 

 

5

Social environment  

The school community

By the end of the sub-strand, the learner should be able to: appreciate working together with the school community for sustainable interactions

What do we in school

Learners to discuss their roles as members of the school community

Learners to skit different work of members of the school community.

MTP

Grade 2 page 66 Poster

Video clip

 

What do we in school

 

11

END OF TERM ASSESSMENT AND CLOSING

WEEK

LESSON

Strand/Theme

Sub-strand/Subtheme

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment Methods

Reflection

1

1

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: identify types of waste in the classroom;

What types of waste are found in the classroom?

Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics).

Our lives today grade 1 page 116-118

Oral question on type of waste in the classroom

 

 

2

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: in groups of two, take a walk in the school compound and identify types of waste in the classroom;

What types of waste are found in the classroom?

Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics).

Our lives today grade 1 page 119

observing on type of waste in the school compound

 

 

3

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: safely sort out waste in the in the classroom for appropriate disposal;

How could we dispose of classroom waste responsibly

Learners could be guided to record types of waste (by writing or drawing

Our lives today grade 1 page 120

observing on type of waste in the school compound

 

 

4

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment;

How could we dispose of classroom waste responsibly

Learners cold safely sort out waste from the classroom.

Our lives today grade 1 page 121

observing on type of waste in the school compound

 

 

5

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment;

How could we dispose of classroom waste responsibly

Learners cold safely sort out waste from the classroom.

Our lives today grade 1 page 121

observing on type of waste in the school compound

 

2

1

Care for the environment

Managing waste responsibly

By the end of the sub-strand, the learner should be able to: appreciate a clean classroom environment for good health

How could we

dispose of classroom waste responsibly

Learners could be guided to develop a schedule for cleaning the classroom

Our lives today grade 1 page 122

observing on type of waste in the school compound

 

 

2

Care for the environment

Safety in handling waste in the home.

By the end of the sub-strand, the learner should be able to: Safety in handling waste in the home.

What types of waste are found in the classroom?

Learners could identify types of waste found in the home.

Our lives today grade 1 page 122

Oral question on how safe the school is

 

 

3

Care for the environment

Safety in Handling waste in the home.

By the end of the sub-strand, the learner should be able to: Identifying waste that are found at home

What types of waste are found in the classroom?

Learners could identify types of waste found in the home..

Our lives today grade 1 page 124

Oral question on Identifying waste that are found at home

 

 

4

Care for the environment

Safety in handling waste in the home.

By the end of the sub-strand, the learner should be able to: In group I categories and Identifying waste that are found at home

What types of waste are found in the classroom?

Learners could identify types of waste found in the home.

Our lives today grade 1 page 124

Oral question on Identifying waste that are found at home

Observing waste found at home

 

 

5

Care for the environment

Safety in handling waste in the home.

By the end of the sub-strand, the learner should be able to: Discussing how to handle waste safely

How do we handle waste safely

Learners could watch video clips on safe managing of wastes.

Our lives today grade 1 page 126

Observing waste found at home

 

3

1

Care for the environment

Safety in handling waste in the home.

By the end of the sub-strand, the learner should be able to: sort out waste in the for safe and effective disposal

How could we safely dispose of waste at home?

Learners could be guided to identify safe ways of managing wastes in the home.

Our lives today grade 1 page 127

Oral question on safety in handling waste in the home

 

 

2

Care for the environment

Safety in handling waste in the home.

By the end of the sub-strand, the learner should be able to: In group of two sort out waste in the for safe and effective disposal

How could we safely dispose of waste at home?

Learners could be guided to identify safe ways of managing wastes in the home.

Our lives today grade 1 page 127

Oral question on safety in handling waste in the home

 

 

3

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at home

How is water wasted at home and school?

Learners could be guided to identify ways of using water sparingly at home and school

Our lives today grade 1 page

130-131

Oral question on ways in which water is wasted at home and at school

 

 

4

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at school;

How is water wasted at home and school?

Learners could be guided to identify ways of using water sparingly at home and school

Our lives today grade 1 page 130-131

Oral question on ways in which water is wasted at home and at school

 

 

5

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home.

How can we save water

Learners could be guided to identify ways of using water sparingly at home and school

Our lives today grade 1 page 130-131

Oral question on ways of saving water

 

4

1

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: explaining ways of saving water at school.

How can we save water

Learners could be guided to identify ways of using water sparingly at home and school

Our lives today grade 1 page 130-131

Oral question on ways of saving water

 

 

2

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home

How can we save water

Learners could be guided to identify ways of using water sparingly at home and school

Our lives today grade 1 page 130-131

Oral question on ways of saving water

 

 

3

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: identify ways of using water sparingly to reduce wastage

How could we reduce water wastage at home and school?

Learners could explore various ways in which water is used sparingly.

Our lives today grade 1 page 132-133

Oral question on ways of saving water

 

 

4

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: use water sparingly at home

How could we reduce water wastage at home and school?

In groups, learners could be guided to demonstrate the different practices of careful use of water.

Our lives today grade 1 page 132-133

Observing how to use water sparingly at home and school

 

 

5

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: use water sparingly at school.

How could we reduce water wastage at home and school?

In groups, learners could be guided to demonstrate the different practices of careful use of water.

Our lives today grade 1 page 132-133

Observing how to use water sparingly at home and school

 

5

1

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: identifying way of utilizing water well in the community

How could we reduce water wastage at home and school?

Learners could be guided to identify common practices that lead to wastage of water at home and school.

Our lives today grade 1 page 132-133

Observing how to use water sparingly at home and school

 

 

2

Caring for water

Using water sparingly

By the end of the sub-strand, the learner should be able to: demonstrate willingness to use water sparingly

How could we reduce water wastage at home and school?

Learners could be organized to participate in school water day to share experiences on careful use of water.

Our lives today grade 1 page 132-133 water containers, video clips on using water, photographs, local environment.

Observing how to use water sparingly at home and school

 

 

3

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: State sources of light at home i.e. sun, lamb, candle, torch and moon

How could we save light energy at home and school?

Learners could be guided to discuss ways of saving light energy in the home and school.

Our lives today grade 1 page 136

Oral question on types of sources of light

 

 

4

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: State sources of light at school i.e. sun, lamb, candle, torch and moon

How could we save light energy at home and school?

Learners could be guided to discuss ways of saving light energy in the home and school.

Our lives today grade 1 page 136

Oral question on types of sources of light

 

 

5

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at home

How could we save light energy at home

Learners could be guided to discuss ways of saving light energy

Our lives today grade 1 page 136-

Oral question on types of sources of light

 

6

1

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at school

How could we save light energy at school?

Learners could be guided to discuss ways of saving light energy

Our lives today grade 1 page 136-

Oral question on types of sources of light

 

 

2

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at home

How could we save light energy at school?

Learners could be guided to formulate rules on conserving light energy at home and school

Our lives today grade 1 page 137

Oral question on types of sources of light

 

 

3

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at school

How could we save light energy at school?

Learners could be guided to formulate rules on conserving light energy at home and school

Our lives today grade 1 page 137

Oral question on types of sources of light

 

 

4

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to: use light energy sparingly and responsibly at home and school to conserve Energy.

How could we save light energy at school?

Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school

Our lives today grade 1 page 138-139

Oral question on types of sources of light

 

 

5

Care for the environment

Conserving Light Energy at Home and School

By the end of the sub-strand, the learner should be able to Making poster on saving energy

How could we save light energy at school?

Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school

Our lives today grade 1 page 138-139

Observing the poster and message made by the pupils on saving energy.

 

7&8

Revision

9

ASSESSMENT TEST

Week

Lesson

Strand Theme

Sub Strand

Special Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning Resources

Assessment Methods

Reflection 

1

1

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment

How many animals have observed?

The learner should be able to draw various types of animals and name the body part

MTP grade 1 page 39-40

 

observe and identify animals found near the school 

 

 

2

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment

How many animals have observed?

The learner should be able to draw various types of animals and name the body part

MTP grade 1 page 39-40

 

observe and identify animals found near the school 

 

 

3

Environment and Its Resources

Animals (exploring animals in the immediate environment

By the end of the sub strand, the learner should be able identifying items got from animals in the community

What do we get from different animals

The learner should be able to draw various types of animals and name the body part

MTP grade 1 page 41-45

 

observe and identify animals found near the school 

 

 

4

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to: recognize sounds in the immediate environment

What makes sounds

Learners take a sound walk in the immediate environment

MTP grade 1 page 46-47

 

Observe pupils listening the different sounds in the immediate  environment

 

 

5

Energy

Producing sounds

By the end of the sub strand, the learner should be able to: identifying what makes sound near the school compound

What makes sounds

Learners take a mention things that make sound in the immediate environment

MTP grade 1 page 48 Chicken Cows Dogs

Observe what that the pupil has identified from the school compound.

 

2

1

Energy

Producing sounds

By the end of the sub strand, the learner should be able to: drawing animals that make sounds  from the  school compound

What makes sounds

Learners take a mention things that make sound in the immediate environment

MTP grade 1 page 48 Chicken Cows Dogs

Observe what that the pupil has drawn from the school compound.

 

 

2

Energy

Producing sounds

By the end of the sub strand, the learner should be able to: identifying how we make sound using our body parts

How We make sounds?

Learners take a mention how to make  sound using body part

Learners to make  sounds using body part

MTP grade 1 page 49 Handclapping Mouth-shout whistles Foot Laugh.

Observe pupil making sounds using body parts

 

 

3

Energy

Producing sounds

By the end of the sub strand, the learner should be able to: identifying animals that make sounds

Animals  makes sounds

Learners take a mention how to make  sound using body part

Learners to make  sounds using body part

MTP grade 1 page 50-51

 

 

Observe pupil making sounds using body parts

 

 

4

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to: recognize sounds  made by machines in the immediate environment

How machines make sound

Learners take a sound walk in the immediate environment

MTP grade 1 page 52-53

 

Observe pupils listening the different sounds made by machines in the immediate  environment

 

 

5

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to identify ways of producing sounds and vibrations from different objects;

How could we produce sounds

Learners could identify ways of creating sound using the body, objects and voice

MTP grade 1 page 54 Bottles Spoons drum

Observe how the pupils are making sound using object found in the school environment Check the items collected by pupils to be sued in making different sounds

 

3

1

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to create sounds and vibrations from a variety of sources for enjoyment;

How could we produce sounds by shaking things 

Learners could identify ways of creating sound using the body, objects and voice

MTP grade 1 page 55 Bottles Spoons Drum Bottle with stones Hand shakers Kayamba 

Observe how the pupils are making sound using object found in the school environment

 

 

2

Energy 

Producing sounds

create sounds and vibrations from a variety of sources for enjoyment

How could we produce sounds by plucking  strings 

Learners could identify ways of creating sound using the body, objects and voice

MTP grade 1 page 51 rubber bands and a tin Guitar Nyatiti 

Observe how the pupils are making sound using object found in the school environment

 

 

3

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to create sounds and vibrations from a variety of sources for enjoyment

How to make sounds by blowing air into things to make sounds

Learners could identify ways of creating sound using the body, objects and voice

MTP grade 1 page 52-53 Horn, flute, whistle, vuvuzela Empty bottle

 

Observe how the pupils are making sound using object found in the school environment

 

 

4

Energy 

Producing sounds

By the end of the sub strand, the learner should be able to develop curiosity in producing sounds and vibrations from different objects

How to make sounds by blowing air into things to make sounds

Learners could identify ways of creating sound using the body, objects and voice

MTP grade 1 page 52-53 Horn, flute, whistle, vuvuzela Empty bottle

Observe how the pupils are making sound using object found in the school environment

 

 

5

Energy

Sounds and vibrations that alert us on dangers

By the end of the sub strand, the learner should be able to: identify sounds and vibrations that alert us on dangers in the immediate environment

What sounds alert on danger

Learners could come up with different sounds and vibrations that alert us on dangers.

MTP grade 1 page 54  A dog barks Car hoots An ambulance 

Checking the name of sounds that warns us.

 

4

1

Energy

Sounds and vibrations that alert us on dangers

By the end of the sub strand, the learner should be able to: explaining the dangers of loud sound

What are the dangers of loud sounds

Learners identify the sound that are dangerous and where they come from

MTP grade 1 page 56 Speaker Screaming Posh mill Factory

Observing the name of the items that make loud sound

 

 

2

Energy

Sounds and vibrations that alert us on dangers

By the end of the sub strand, the learner should be able to: discriminate sounds and vibrations and vibrations that alert us on dangers for appropriate response;

What are the dangers of loud sounds

Learners could identify sounds and vibrations that alert us on dangerous situations

MTP grade 1 page 56

 

Observing the name of the items that make loud sound

 

 

3

Energy

Sounds and vibrations that alert us on dangers

By the end of the sub strand, the learner should be able to: appreciate different sounds and vibrations that alerts on dangers

How could we respond appropriately to various sounds?

Learners could practice appropriate response to sounds and vibrations that alert us on dangers.

MTP grade 1 page 56

 

Observing the name of the items that make loud sound

 

 

4

Energy

Sounds and vibrations that alert us on dangers

By the end of the sub strand, the learner should be able to: appreciate different sounds and vibrations that alerts on dangers

How could we respond appropriately to various sounds?

Learners to ask parents or guardians how to appropriately respond to sounds and vibrations that alert people on dangers in the community

MTP grade 1 page 56

Observing the name of the items that make loud sound

 

 

5

Energy

Dangers of loud sounds

By the end of the sub strand, the learner should be able to:  identify sources of loud sounds in the immediate environment

What are the sources loud sounds?

Learners could explore sources of loud sound in the immediate environment

MTP grade 1 page 57 Car Human being Animals 

Observing the name of the items that make loud sound

 

5

1

Energy

Dangers of loud sounds

By the end of the sub strand, the learner should be able to: explain the effects of loud sounds on health and safety

What are the sources loud sounds?

Learners could discuss effects of loud sounds on their wellbeing

MTP grade 1 page 58 Musical instruments, flash cards, pictures, video clips Immediate environment.

written questions on effects of loud sounds

 

 

2

Energy

Dangers of loud sounds

By the end of the sub strand, the learner should be able to: observe practices that protect us from effects of loud sounds;

How could loud sound affect us?

Learners could identify ways of avoiding loud sound

MTP grade 1 page 58 Musical instruments, flash cards, pictures,  video clips Immediate environment

Oral questions on how to protect ourselves from effects of loud sounds;

 

 

3

Energy

Dangers of loud sounds

By the end of the sub strand, the learner should be able to: demonstrate willingness to limit dangers from loud sounds to self and others

How could we avoid loud sound?

Learners could pantomime on dangers of loud sounds.

MTP grade 1 page 58 Musical instruments, flash cards, pictures,  video clips Immediate environment

Oral questions on how to protect ourselves from effects of loud sounds

 

 

4

Social environment

Home Environment: Caring for things found in the home

By the end of the sub strand, the learner should be able to sign the various things found in the home;

What things are found in the home?

Learners could identify and sign things found in the home (utensils and furniture).

MTP grade 1 page 59 Cups sufuria Spoons Kettle Plates\jug Cooking sticks

Observe the items given by the pupils Observe diagrams make by the pupils.

 

 

5

Social environment

Home Environment: Caring for things found in the home

By the end of the sub strand, the learner should be able to Explain how to care for things found in the home;

How could we care for things found in the home?

Learners could identify ways of caring for things found in the home (washing and dusting

MTP grade 1 page 60 Picture cut outs, Natural Environment Charts Video Clips Photographs Utensils, Furniture  Electronic Gadgets, 

Oral question on how to take care of things found at home.

 

6

1

Social environment

Keeping home environment clean

By the end of the sub strand, the learner should be able to sign things that make the home environment dirty

What makes our home environment dirty?

Learners could sign things that make the home environment dirty

MTP grade 1 page 60 Picture cut outs, Natural Environment Charts Video Clips Photographs Brooms  Mops Dusters Dust Bins Rakes, Spade

Oral question on how to clean  things found at home

 

 

2

Social environment

Keeping home environment clean

By the end of the sub strand, the learner should be able to participate actively in making the home environment clean

How to clean home environment dirty?

Learners could demonstrate cleaning of home

MTP grade 1 page 61-62 Picture cut outs, Natural Environment Charts Video Clips Photographs Utensils, Brooms  Mops Dusters Dust Bins Rakes, Spade

Oral question on how to clean  things found at home

Observing how the pupils are cleaning the school environment. 

 

 

3

Social environment

Keeping home environment clean

By the end of the sub strand, the learner should be able to demonstrate willingness to keep the home environment clean.

How could we keep our home environment clean?

Learners could demonstrate cleaning of home environment using relevant cleaning activities.

Learners could visit a nearby home, if possible of an elderly person, and clean the home environment.

MTP grade 1 page 63 Picture cut outs, Natural Environment Charts Video Clips Photographs Brooms  Mops Dusters Dust Bins Rakes, Spade

Observing how the pupils are cleaning the school environment

 

 

4

Social environment

Keeping safe and secure in the home

By the end of the sub strand, the learner should be able to identify common risks at home;

What are some of the possible risks in the home?

Learners could listen or observe signed stories on possible risks in the home

MTP grade 1 page 64-65

 

Oral question on how to keep the school compound safe.

 

 

5

Social environment

Keeping safe and secure in the home

By the end of the sub strand, the learner should be able to observe safety and security in the home environment to avoid risk to self and others

How could we keep safe and secure in the home?

Learners could identify common risks in the home

MTP grade 1 page 64-65

 

Oral question on how to keep the

school compound safe

 

7

1

Social environment

Keeping safe and secure in the home

By the end of the sub strand, the learner should be able to demonstrate responsibility towards own safety and security in the home environment.

Learners How could we keep safe and secure in the home?

Learners could demonstrate ways of keeping safe and secure in the home

MTP grade 1 page 66-67

 

Oral question on how to keep the school compound safe

 

 

2

Social environment

Child Rights and responsibilities in the family

By the end of the sub strand, the learner should be able to identify rights of a child in a family

What are the rights of a child in the family?

Learners could identify child rights in a family (right to a name, nutrition, shelter, schooling and play).

MTP grade 1 page 66-69

 

Oral questions on child rights and responsibilities.

 

 

3

Social environment

Child Rights and responsibilities in the family

By the end of the sub strand, the learner should be able to perform the responsibilities of a child in a family;

What are the responsibilities of a child in the family?

Learners could identify responsibilities of a child in a family

MTP grade 1 page 70

 

Oral questions on child rights and responsibilities

 

 

4

Social environment

Child Rights and responsibilities in the family

By the end of the sub strand, the learner should be able to perform the responsibilities of a child in a family;

What are the responsibilities of a child in the family?

Learners could identify responsibilities of a child in a family

MTP grade 1 page 71

 

Oral questions on child rights and responsibilities

 

 

5

Social environment

Child Rights and responsibilities in the family

By the end of the sub strand, the learner should be able to develop a sense of responsibility for family social cohesion.

What are the responsibilities of a child in the family?

In groups, learners could complete a postcard on responsibilities of a child in a family

MTP grade 1 page 71-74

 

Oral questions on child rights and responsibilities

 

8

1

Social environment

Meeting family needs.

By the end of the sub strand, the learner should be able to state basic needs in a family

What are basic family needs?

Learners could state some of the basic family needs (food, water and shelter

MTP grade 1 page 75

 

Oral questions on basic family needs

 

 

2

Social environment

Meeting family needs.

By the end of the sub strand, the learner should be able to explain ways in which parents or guardians Meeting basic family needs;

How can parents or guardians Meeting basic family needs?

Learners could fill printable age appropriate forms on basic family needs

MTP grade 1 page 75-77

 

Oral questions on ways in which parents or guardians Meeting basic family needs

 

 

3

Social environment

Meeting family needs.

By the end of the sub strand, the learner should be able to explain ways in which parents or guardians Meeting basic family needs;

How can parents or guardians Meeting basic family needs?

Learners could identify how parents or guardians

Meeting basic family needs (farming, employment and business).

MTP grade 1 page 78-79

 

Oral questions on ways in which parents or guardians Meeting basic family needs

 

 

4

Social environment

Meeting family needs.

By the end of the sub strand, the learner should be able to appreciate the efforts of parents or guardians in Meeting family needs.

How can parents or guardians Meeting basic family needs?

Learners could sign or sing songs and recite poems or rhymes on how parents or guardians Meeting basic family needs.

MTP grade 1 page 78-79

 

Oral questions on ways in which parents or guardians Meeting basic family needs

 

 

5

Social environment

Enterprise Projects: Ways of generating money in the family.

By the end of the sub strand, the learner should be able to Identifying forms of money

How could we make money rightfully?

Learners to state forms of money

MTP grade 1 page 80-81 Money( notes and coins)

Oral  question on forms of money

 

9

1

Social environment

Ways of generating money in the family.

By the end of the sub strand, the learner should be able to identify ways of generating money rightfully in the family;

How could we make money rightfully?

Learners could be guided to identify how families generate money.

MTP grade 1 page 82 Money( notes and coins)

Oral  question on identify ways of generating money rightfully in the family;

 

 

2

Social environment

Ways of generating money in the family.

By the end of the sub strand, the learner should be able to Identifying thing that are at home that can be used to generate income.

Making money from things found in the home

Learners could be guided to identify how families generate money.

MTP grade 1 page 83 Money( notes and coins)

Oral  question on identify ways of generating money rightfully in the family;

 

 

3

Social environment

Ways of generating money in the family.

By the end of the sub strand, the learner should be able to demonstrate awareness of rightful ways of generating money to promote good citizenship

Making money from things found in the home

In groups, learners could discuss rightful ways of generating money.

Using case stories, learners could identify various ways of generate money rightfully.

MTP grade 1 page 84 Money( notes and coins)

Oral  question on identify ways of generating money rightfully in the family;

 

 

4

Social environment

Ways of generating money in the family.

By the end of the sub strand, the learner should be able to Appreciate genuine ways of generating money as good citizens.

Making money from things found in the home

Learners could be guided to find out more from parents or guardians on rightful ways of earning money.

MTP grade 1 page 85 Money( notes and coins)

Oral  question on identify ways of generating money rightfully in the family;

 

 

5

Social environment

Exploring the environment for appropriate income generating activities

By the end of the sub strand, the learner should be able to identify income generating activities for the family;

What activities could generate income for the family?

Learners could suggest an income generating activity at home.

MTP grade 1 page 85 Money( notes and coins)

Oral  question on identify ways of generating money rightfully in the family;

 

10-11

END TERM ASSESSMENT AND CLOSING