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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
2 | 1 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Name the parts of the body that are in use when kicking a ball for body awareness Watch a video clip of people kicking. Appreciate others opinion by discussing the skills from the video. |
Learners to answer questions on the parts of the body in use when kicking a ball.
Learners to name the parts of the body that are in use when kicking for body awareness. Learners to watch a video clip of kicking. |
How can the ball be kicked using different parts of the leg?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
2 | 2 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Perform kicking in different ways. Practise kicking backwards, to the right, left and forward Appreciate the strength, coordination, balance that comes with kicking. |
Learners in groups are guided to watch a video clip of people kicking.
Learners to practise kicking backwards, to the right, left and forward |
What is kicking?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
2 | 3 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Identify the physical activities that can be performed using a ball. Practice kicking in different directions forward, backward individually and in groups Appreciate the strength, coordination, balance that comes with kicking. |
Learners to identify the physical activities that can be performed using a ball.
Learners to practice kicking in different ways by: -kicking in different directions - forward - backward |
What did you enjoy most about kicking a ball? Why?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
2 | 4 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Watch a video of kicking in low, medium and high levels. Perform kicking in low, medium and high levels. Enjoy establishing relationships through kicking creativity and imagination. |
Learners to watch a video of kicking in low medium and high levels.
Learners to kick in different levels - low - medium - high |
How many different levels can you kick a ball?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
2 | 5 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Watch a video of kicking slowly, moderate and fasts Practise kicking slowly, moderate and faster forming different shapes Have fun kicking while forming different shapes such as a square, circle etc. |
Learners to kick in varying tempo such as moderate, slowly and fast and make shapes (square, circle, rectangle etc.)
Learners to practise kicking slowly, moderate and faster forming different shapes. |
What tempo have you best mastered?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
2 | 6 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Walk and make letters of the alphabet such as A, C, D, I, L. Practise individually and in groups to make letters of the alphabet when kicking a ball. Appreciate kicking for strength, coordination and balance. |
Learners to establish relationships such as mirroring, over, under, through, on beside, along and between.
Learners in groups are guided to walk and make letters of the alphabet such as such as A, C, D, I, L using a ball. |
Which letters can you make while kicking a ball?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
2 | 7 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Walk and make numbers such as 6, 7, 8 Make a combination of levels, pathways, tempo and kick a ball. Enjoy playing games that involve kicking a ball. |
Learners in groups to walk and make numbers such as 6, 7, 8
Learners to make a combination of levels, pathways, tempo and kick a ball. |
Which numbers can you make while kicking a ball?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
3 | 1 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Use a digital device to watch videos on various kicking games. Play simple games using kicking balls. Obey rules when kicking a ball for own and others safety. |
Learners to play simple games using kicking balls.
Learners to obey rules as they play simple games using kicking balls |
Which digital games do you know about kicking?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
3 | 2 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Name the physical activities that can be performed using kicking balls. Practise kicking various playing balls in different ways for strength, co-ordination, endurance and balance. Appreciate kicking for strength, co-ordination, endurance and balance. |
Learners are guided to name the name the physical activities that can be performed using kicking balls.
Learners to practise kipping in different ways for strength, coordination, endurance and balance. |
What physical activities can be performed using kicking balls?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
3 | 3 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
Explain why legs are important when kicking a ball. State the importance of kicking. Make appropriate play items for creativity and imagination. Appreciate the importance of kicking. |
Learners to explain why arms are important when kicking.
Learners to state the importance of kicking. In groups, learners to make appropriate play items for creativity and imagination |
Why do you think legs are important when kicking?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
3 | 4 |
Performing And Displaying
|
Kicking
|
By the end of the
lesson, the learner
should be able to:
State and explain what they enjoy most about kicking. Play simple games that involve kicking. Have fun and enjoy playing simple games that involve kicking. |
Learners to state and explain what they enjoy most about kicking.
In groups, learners are guided to play simple games that involve kicking. |
What did you enjoy the most about kicking? Why?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
3 | 5 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Identify from ICT media samples of plaited bracelets ornaments using local techniques and materials. Experiment with local materials and techniques to make plaited bracelets ornaments. Appreciate different types of ornaments. |
In groups, learners are guided to identify from ICT media samples of plaited bracelets ornaments using local techniques and materials.
In groups, learners are guided to experiment with local materials and techniques to make plaited bracelets ornaments. |
What are ornaments?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
3 | 6 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of single strand bracelets. Discuss different materials for making single strand bracelets. Appreciate the creativity of making single strand bracelets. |
In groups, learners are guided to explain the meaning of single strand bracelets.
In groups, learners are guided to discuss different materials for making single strand bracelets. |
Which materials can be used from the environment in making bracelets?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
3 | 7 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Identify the tools to make a single strand bracelet. Make bracelets using single strand techniques as observed from the sample. Have fun and enjoy making a single strand bracelet. |
In groups, learners are guided to identify the tools to make a single strand bracelet.
In groups, learners are guided to make bracelets using single strand techniques as observed from the sample. |
What will you use to make a single strand bracelets?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
4 | 1 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Identify materials used to make single strand bracelet. Make single strand bracelet using coloured wood, coloured bones or coloured plastics. Enjoy making bracelets using single strand technique. |
In groups, learners are guided to identify materials used to make single strand bracelet.
In groups, learners are guided to make single strand bracelet using coloured wood, coloured bones or coloured plastics. |
How can one make bracelets using single strand technique?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
4 | 2 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Identify the materials used to make the single strand bracelet shown. Observe beaded ornaments from samples or ICT media. Appreciate materials used to make beaded ornaments. |
In groups, learners are guided to identify the materials used to make the single strand bracelet shown.
In groups, learners are guided to observe beaded ornaments from samples or ICT media. |
What materials can be used from the environment in making beads?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
4 | 3 |
Performing And Displaying
|
Plaited Ornament (single stranded)
|
By the end of the
lesson, the learner
should be able to:
Outline the process of creating bracelets using single strand plating technique. Practice creating single strand bracelets. Enjoy making single strand bracelets. |
In groups, learners are guided to outline the process of creating bracelets using single strand plating technique.
In groups, learners are guided to practice creating single strand bracelets. |
What beads would you attach to a bracelet?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
4 | 4 |
Performing And Displaying
|
Egg Roll and Swan Balance
|
By the end of the
lesson, the learner
should be able to:
Identify body parts used to perform an egg roll. Demonstrate the egg roll. Enjoy demonstrating the egg roll. |
In groups, learners are guided to talk about different directions the body moves during an egg roll.
In groups, learners are guided to identify body parts used to perform an egg roll. In groups, learners are guided to demonstrate the egg roll. |
Which body parts are used in performing egg rolls?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
4 | 5 |
Performing And Displaying
|
Egg Roll and Swan Balance
|
By the end of the
lesson, the learner
should be able to:
Identify body parts used to perform a swan balance Demonstrate the swan balance. Enjoy demonstrating the swan balance. |
In groups, learners are guided to talk about different directions the body moves during a swan balance.
In groups, learners are guided to identify body parts used to perform swan balance. In groups, learners are guided to demonstrate the swan balance. |
Which body parts are used in performing swan balance?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
4 | 6 |
Performing And Displaying
|
Egg Roll and Swan Balance
|
By the end of the
lesson, the learner
should be able to:
Identify reusable materials within the environment to be used as markers. collect and share reusable materials within the environment to be used as markers. Appreciate the importance of observing safety precautions. |
In groups, learners are guided to identify reusable materials within the environment to be used as markers.
In groups, learners are guided to collect and share reusable materials within the environment to be used as markers as they observe safety precautions. |
Which reusable materials are used as markers?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
4 | 7 |
Performing And Displaying
|
Egg Roll and Swan Balance
|
By the end of the
lesson, the learner
should be able to:
Improvise the markers using the collected reusable materials. Mark the field using the improvised markers. Have fun and enjoy marking the field. |
In groups, learners are guided to improvise the markers using the collected reusable materials.
In groups, learners are guided to mark the field using the improvised marker |
What have you improvised to be used as markers?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
5 | 1 |
Performing And Displaying
|
Egg Roll and Swan Balance
|
By the end of the
lesson, the learner
should be able to:
Identify the steps of performing swan balance. Practise swan balance. Sing action songs while performing swan balance. Enjoy performing swan balance. |
In groups, learners are guided to identify the steps of performing swan balance.
In groups, learners are guided to practise swan balance. In groups, learners are guided to sing action songs while performing swan balance. |
Why is it necessary to mark performing areas when performing swan balances
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
5 | 2 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Name wind instruments used in music making for familiarization. Watch wind instruments on ICT devices. Have a desire to learn more about musical instruments. |
In groups, learners are guided to name wind instruments used in music making for familiarization.
In groups, learners are guided to watch wind instruments on ICT devices. In groups, learners are guided to observe pictures of wind instruments being played. |
Which instruments are played while singing and dancing?
How are the instruments played?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
5 | 3 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Identifying wind instruments visually and aurally. Recognise the difference from one instrument to the other. Appreciate different types of wind instruments. |
In groups, learners are guided to identify wind instruments visually and aurally.
In groups, learners are guided to recognise the difference from one instrument to the other. |
Which instruments are played by blowing?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
5 | 4 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Identify the parts of their body they can use while playing a wind instrument. Demonstrate the skills of playing a wind instrument for skill development. Enjoy playing the wind instruments. |
In groups, learners are guided to identify the parts of their body they can use while playing a wind instrument.
In groups, learners are guided to perform finger manipulation exercises for physical warm up of the fingers. In groups, learners are guided to demonstrate the skills of playing a wind instrument for skill development. |
How are wind instruments held while playing?
Which parts of your body can you use while playing a wind instrument?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
5 | 5 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Identify ways of keeping wind instruments safe. Play wind instruments in groups and individually. Appreciate the ways of keeping wind instruments safe. |
In groups, learners are guided to watch the playing of wind instruments on ICT devices.
In groups, learners are guided to identify ways of keeping wind instruments safe. Learners to play wind instruments in groups and individually. |
What should be done to keep wind instruments safe?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
5 | 6 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Collect and gather materials to be used in making simple wind instruments. Make simple wind instruments in groups and individually. Enjoy making a simple wind instruments. |
In groups, learners are guided to collect and gather materials to be used in making simple wind instruments.
Learners to make simple wind instruments in groups and individually. In groups, learners are guided to watch others play the improvised wind instruments. |
What materials are used to make wind instruments?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
5 | 7 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Use internet resources for further research on wind instruments. Watch video clips of performances with instruments. Enjoy playing real instruments. |
In groups, learners are guided to use internet resources for further research on wind instruments.
In groups, learners are guided to watch video clips of performances with instruments. In groups, learners are guided to play real instruments. |
What are musical instruments used for?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
6 | 1 |
Performing And Displaying
|
Wind Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
Operate simple virtual programmes on ICT devices in groups and individually. Play virtual wind instruments. Enjoy playing virtual wind instruments. |
Learners are guided to operate simple virtual programmes on ICT devices in groups and individually.
In groups, learners are guided to play virtual wind instruments. In groups, learners are guided to accompany familiar songs with wind instruments. |
Why are wind instruments played?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
6 | 2 |
Performing And Displaying
|
Modelling (Coiling technique)
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of coil technique. Classify the materials used in coil technique. Have a desire to learn more about coil technique. |
Learners are guided to identify coil technique.
Learners are guided to explain the meaning of coil technique. In groups, learners are guided to classify the materials used in coil technique. |
What items in Inquiry Corner are modelled using coil method?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
6 | 3 |
Performing And Displaying
|
Modelling (Coiling technique)
|
By the end of the
lesson, the learner
should be able to:
Identify types of coil used in coil technique. Arrange the items collected in terms of uniformity of coils in a decreasing order. Appreciate the importance of maintaining the uniformity of coils. |
Learners are guided to identify types of coil used in coil technique.
Learners are guided to state the importance of maintaining uniformity of coils. In pairs, learners are guided to arrange the items collected in terms of uniformity of coils in a decreasing order. |
What do you consider when selecting materials for coil technique?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
6 | 4 |
Performing And Displaying
|
Modelling (Coiling technique)
|
By the end of the
lesson, the learner
should be able to:
Identify items made by coil method. Select and collect materials for coil technique. Appreciate the importance of selecting materials that have characteristics that suit its purpose. |
Learners are guided to define the meaning of good craftsmanship.
In groups, learners are guided to identify items made by coil method. In groups, learners are guided to select and collect materials for coil and stitch technique. |
What materials are used for modelling?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
6 | 5 |
Performing And Displaying
|
Modelling (Coiling technique)
Songs |
By the end of the
lesson, the learner
should be able to:
Identify natural materials used in coil technique. Model items using coil method. Appreciate modelling using coiling technique |
Learners are guided to identify natural materials used in coil technique.
In groups, learners are guided to prepare natural materials used in coil technique In groups, learners are guided to model items using coil method. |
What items would you like to model?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
6 | 6 |
Performing And Displaying
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Perform age appropriate topical songs applying accuracy of tune and rhythm. Describe the message of the song. Have fun and enjoy singing the song. |
As a class, learners are guided to perform age appropriate topical songs applying accuracy of tune and rhythm.
As a class, learners are guided to sing topical songs on pertinent issues such as hygiene. As a class, learners are guided to describe the message of the song. |
Which song have you sung?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
6 | 7 |
Performing And Displaying
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Perform age appropriate topical songs applying clarity of words gestures and facial expressions. Describe the message of the song. Have fun and enjoy singing the song. |
As a class, learners are guided to perform age appropriate topical songs applying clarity of words gestures and facial expressions.
As a class, learners are guided to sing topical songs on pertinent issues road safety. As a class, learners are guided to describe the message of the song. |
Why are topical songs performed?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
7 | 1 |
Appreciation
|
Singing Games-
Western Style
|
By the end of the
lesson, the learner
should be able to:
Watch live or recorded performances in Western style singing games from different Western countries. Identify the participants in a Western style singing games performance. Appreciate the importance of Western style. |
In groups, learners are guided to watch live or recorded performances in Western style singing games from different Western countries.
In groups, learners are guided to identify the participants in a Western style singing games performance. |
Which songs do children like singing?
What is Western style?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
7 | 2 |
Appreciation
|
Singing Games-
Western Style
|
By the end of the
lesson, the learner
should be able to:
Watch a live or recorded singing game and talk about its message. Identify costumes used in a Western style singing game performance. Appreciate the importance of costumes in Western style performance. |
In groups, learners are guided to watch a live or recorded singing game and talk about its message.
In groups, learners are guided to identify costumes used in a Western style singing game performance. |
Which costume did you like the most?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
7 | 3 |
Appreciation
|
Singing Games-
Western Style
|
By the end of the
lesson, the learner
should be able to:
Identify props used in a Western style singing game. Demonstrate types of props used in Western style singing game. Appreciate types of props used in a Western style singing game. |
In groups, learners are guided to identify props used in a Western style singing game.
In groups, learners are guided to demonstrate types of props used in Western style singing game. |
Which kind of props did you like the most?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
7 | 4 |
Appreciation
|
Singing Games-
Western Style
|
By the end of the
lesson, the learner
should be able to:
Identify formations used in a Western style singing game. Recognise the uses of line pattern formation. Appreciate the importance of line pattern formations. |
In groups, learners are guided to identify formations used in a Western style singing game.
In groups, learners are guided to recognise the uses of line pattern formation. In groups, learners are guided to talk about the line pattern formations used. |
What play things/apparatus are shared while performing a singing game?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
7 | 5 |
Appreciation
|
Water Safety Awareness
|
By the end of the
lesson, the learner
should be able to:
Observe pictures of different water points within your school and share with peers. Identify different water points in your school. Appreciate the importance of water points. |
In groups, learners are guided to observe pictures of different water points within your school and share with peers.
In groups, learners are guided to identify different water points in your school. |
What are water points?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
7 | 6 |
Appreciation
|
Water Safety Awareness
|
By the end of the
lesson, the learner
should be able to:
Talk about dangers of water points in your school with peers. Explain water dangers arising from water points in your school. Appreciate the importance of water safety. |
In groups, learners are guided to talk about dangers of water points in your school with peers.
In groups, learners are guided to explain water dangers arising from water points in your school. |
Why is
water safety around the school environment important?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
7 | 7 |
Appreciation
|
Water Safety Awareness
|
By the end of the
lesson, the learner
should be able to:
Talk about ways of observing safety around water points in your locality. Narrate ways of applying water safety precautions in the school Appreciate water safety at school for life skills. |
In groups, learners are guided to talk about ways of observing safety around water points in your locality.
In groups, learners are guided to perform singing games on water safety around water points in school. In groups, learners are guided to narrate ways of applying water safety precautions in the school |
Which
safety precautions should be taken when near water points in the school?
|
Curriculum Design; Creative Arts and Sports, Grade 2
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
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