My Family

Feeding - Introduction to food

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

- Name different types of food
- Sing songs about food
- Appreciate food diversity

In groups, learners are guided to:
- Sing: "Mother in the kitchen, cooking chapati, I like chapati, yummy yummy yummy"
- Discuss different foods
- Talk about favorite foods

Why do we have food?

- Mastering Environmental Activities PP1 pg. 28
- Charts with song lyrics
- Picture cards
- Real food items

- Observation - Performance - Checklist

My Family

Feeding - Cooked food

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

- Identify cooked foods (fish, rice, chicken, chapati, chips)
- Name cooked foods
- Express food preferences

In groups, learners are guided to:
- Look at pictures of cooked food
- Identify: fish, rice, chicken, chapati, chips/fries
- Discuss favorite cooked foods

What cooked food do you like?

- Mastering Environmental Activities PP1 pg. 28
- Picture cards
- Charts
- Real food items
- Flash cards

- Observation - Oral questions - Portfolio

My Family

Feeding - Drawing favorite cooked food

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

- Draw their favorite cooked food
- Colour the drawing
- Express creativity

In groups, learners are guided to:
- Draw your favorite cooked food
- Colour the drawing
- Share with classmates

What is your favorite food?

- Mastering Environmental Activities PP1 pg. 29
- Paper
- Pencils
- Crayons
- Coloured pencils

- Observation - Artwork - Portfolio

My Family

Feeding - Vegetables

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

- Identify vegetables (carrots, spinach, broccoli, eggplant, kales, tomato)
- Name different vegetables
- Appreciate eating vegetables

In groups, learners are guided to:
- Look at pictures of vegetables
- Identify: carrots, spinach, broccoli, eggplant, kales, tomato
- Discuss why we eat vegetables

What vegetables do you know?

- Mastering Environmental Activities PP1 pg. 29
- Picture cards
- Real vegetables
- Charts
- Flash cards

- Observation - Oral questions - Portfolio

My Family

Feeding - Colouring vegetables

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

- Colour picture of carrot
- Use appropriate colours for vegetables
- Develop fine motor skills

In groups, learners are guided to:
- Colour the carrot
- Use orange colour appropriately
- Complete colouring activity

What colour is a carrot?

- Mastering Environmental Activities PP1 pg. 30
- Crayons
- Coloured pencils
- Worksheets

- Observation - Artwork - Portfolio

My Family

Feeding - Drinks
Feeding - Fruits

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

- Identify drinks (tea, milk, juice, yoghurt, soda, porridge)
- Name different drinks
- Express drink preferences

In groups, learners are guided to:
- Look at pictures of drinks
- Identify: tea, milk, juice, yoghurt, soda, porridge
- Discuss favorite drinks

What do you like to drink?

- Mastering Environmental Activities PP1 pg. 31
- Picture cards
- Real drink containers
- Charts
- Flash cards
- Real fruits

- Observation - Oral questions - Portfolio

My Family

Feeding - Joining dots activity

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

- Join dots to make packet of milk and bottle of soda
- Complete dot-to-dot activities
- Develop hand-eye coordination

In groups, learners are guided to:
- Join the dots to make a packet of milk
- Join dots to make a bottle of soda
- Colour completed pictures

What appears when you join dots?

- Mastering Environmental Activities PP1 pg. 32
- Worksheets
- Pencils
- Crayons
- Coloured pencils

- Observation - Written work - Portfolio

My Family

Feeding - Colouring grapes

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

- Colour picture of grapes
- Identify grapes as fruit
- Use appropriate colours

In groups, learners are guided to:
- Colour the picture of grapes
- Use purple/green colours
- Complete colouring activity

What colour are grapes?

- Mastering Environmental Activities PP1 pg. 33
- Crayons
- Coloured pencils
- Worksheets

- Observation - Artwork - Portfolio

My Family

Feeding - Sorting and grouping food

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

- Identify different food categories
- Place food in correct groups
- Develop classification skills

In groups, learners are guided to:
- Identify and place food in correct place
- Group: Fruits, Drinks, Vegetables
- Sort food pictures

Where does this food belong?

- Mastering Environmental Activities PP1 pg. 33
- Picture cards
- Sorting trays
- Charts
- Real food items

- Observation - Practical work - Checklist

My Family

Feeding - Drawing favorite foods

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

- Draw favorite vegetable and drink
- Express personal preferences
- Develop creativity

In groups, learners are guided to:
- Draw your favorite vegetable
- Draw your favorite drink
- Colour the drawings

What is your favorite vegetable and drink?

- Mastering Environmental Activities PP1 pg. 34
- Paper
- Pencils
- Crayons
- Coloured pencils

- Observation - Artwork - Portfolio

My Family

Feeding - Good feeding habits

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

- Identify good feeding habits
- Explain: wash hands before eating, wash foods, put enough food in mouth
- Practice good feeding habits

In groups, learners are guided to:
- Discuss pictures of good feeding habits
- Identify: Before eating wash your hands, Wash foods before eating
- Discuss: Put enough food in your mouth

Why do we eat clean food?

- Mastering Environmental Activities PP1 pg. 35
- Charts
- Picture cards
- Flash cards
- Soap and water

- Observation - Oral questions - Checklist

My Home

Utensils used at home - Introduction to home

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

- Observe pictures of home
- Identify people at home
- Describe what they see

In groups, learners are guided to:
- Look at the picture of home
- Discuss: "What can you see?"
- Discuss: "Who are the people and where are they?"

What can you see in a home?

- Mastering Environmental Activities PP1 pg. 37
- Picture cards
- Charts
- Photos
- Flash cards

- Observation - Oral questions - Portfolio

My Home

Utensils used at home - Observing kitchen utensils

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

- Observe utensils in kitchen pictures
- Identify different utensils
- Name utensils they see

In groups, learners are guided to:
- Look at pictures of kitchen
- Discuss: "What can you see from the pictures?"
- Mention utensils from the kitchen

What do you see in the kitchen?

- Mastering Environmental Activities PP1 pg. 38
- Picture cards
- Real utensils
- Charts
- Photos

- Observation - Oral questions - Portfolio

My Home

Utensils used at home - Fork, sufuria, spoon

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

- Identify fork, sufuria (pot), spoon
- Read words: fork, sufuria, spoon
- Touch and observe these utensils

In groups, learners are guided to:
- Look at pictures: fork, sufuria, spoon
- Read: "fork", "sufuria", "spoon"
- Touch real utensils

What is this utensil called?

- Mastering Environmental Activities PP1 pg. 39
- Picture cards
- Word cards
- Real utensils (fork, pot, spoon)
- Charts

- Observation - Oral questions - Portfolio

My Home

Utensils used at home - Bowl, jug, knife

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

- Identify bowl, jug, knife
- Read words: bowl, jug, knife
- Handle utensils safely

In groups, learners are guided to:
- Look at pictures: bowl, jug, knife
- Read: "bowl", "jug", "knife"
- Discuss safe handling of knife

Why must we be careful with knives?

- Mastering Environmental Activities PP1 pg. 39
- Picture cards
- Word cards
- Real utensils (bowl, jug, knife)
- Charts

- Observation - Oral questions - Checklist

My Home

Utensils used at home - Pan, mug, kettle

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

- Identify pan, mug, kettle
- Read words: pan, mug, kettle
- Explain uses of each utensil

In groups, learners are guided to:
- Look at pictures: pan, mug, kettle
- Read: "pan", "mug", "kettle"
- Discuss what each utensil is used for

What do we use a kettle for?

- Mastering Environmental Activities PP1 pg. 39
- Picture cards
- Word cards
- Real utensils (pan, mug, kettle)
- Charts

- Observation - Oral questions - Portfolio

My Home

Utensils used at home - Plate, cup, glass

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

- Identify plate, cup, glass
- Read words: plate, cup, glass
- Discuss uses of eating utensils

In groups, learners are guided to:
- Look at pictures: plate, cup, glass
- Read the names
- Discuss when we use these items

When do we use a plate?

- Mastering Environmental Activities PP1 pg. 39
- Picture cards
- Word cards
- Real utensils (plate, cup, glass)
- Charts

- Observation - Oral questions - Portfolio

My Home

Utensils used at home - Matching utensils

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

- Identify and match kitchen utensils that are the same
- Draw lines connecting similar utensils
- Develop matching skills

In groups, learners are guided to:
- Identify, match and colour kitchen utensils that are the same
- Draw lines between matching pairs
- Complete matching activity

Which utensils are the same?

- Mastering Environmental Activities PP1 pg. 40
- Worksheets
- Pencils
- Crayons
- Picture cards

- Observation - Written work - Portfolio

My Home

Utensils used at home - Reading and drawing
Utensils used at home - Colouring utensils

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

- Read words: Cup, Pot, Jug, Pan
- Draw the named utensils
- Label drawings

In groups, learners are guided to:
- Read: Cup, Pot, Jug, Pan
- Draw kitchen utensils
- Colour the drawings

Can you draw a cup?

- Mastering Environmental Activities PP1 pg. 41
- Paper
- Pencils
- Crayons
- Word cards
- Mastering Environmental Activities PP1 pg. 42
- Coloured pencils
- Worksheets

- Observation - Artwork - Portfolio

My Home

Utensils used at home - Matching to uses

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

- Match utensils to their uses
- Explain what each utensil does
- Draw connecting lines

In groups, learners are guided to:
- Match the utensil to their use
- Draw lines from utensil to its use
- Discuss uses of utensils

What do we use this for?

- Mastering Environmental Activities PP1 pg. 42
- Worksheets
- Pencils
- Picture cards
- Charts

- Observation - Written work - Portfolio

My Home

Utensils used at home - Modeling utensils

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

- Model kitchen utensils using clay
- Create simple utensil shapes
- Use locally available materials

In groups, learners are guided to:
- Model kitchen utensils of your choice
- Use clay or plasticine
- Display the models

How do we make a cup with clay?

- Mastering Environmental Activities PP1 pg. 42
- Clay
- Plasticine
- Modeling tools
- Water

- Observation - Artwork - Portfolio

My Home

Utensils used at home - Caring for utensils

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

- Explain how to care for utensils
- Practice washing utensils
- Handle utensils safely

In groups, learners are guided to:
- Discuss caring for kitchen utensils
- Demonstrate washing utensils
- Practice safe handling

How do we care for utensils?

- Mastering Environmental Activities PP1 pg. 38
- Real utensils
- Soap
- Water
- Towels

- Observation - Demonstration - Checklist

My Home

Furniture at home - Introduction to furniture

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

- Observe furniture in pictures
- Name furniture they see
- Identify where furniture is found

In groups, learners are guided to:
- Look at picture of furniture
- In turns read furniture names
- Discuss: "Where are they found?"
- Discuss: "Which is your favorite one?"

Why do we have furniture at home?

- Mastering Environmental Activities PP1 pg. 43
- Picture cards
- Charts
- Photos
- Flash cards

- Observation - Oral questions - Portfolio

My Home

Furniture at home - Drawing furniture

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

- Draw any one furniture
- Identify furniture from picture
- Express creativity

In groups, learners are guided to:
- Draw any one furniture you can see
- Colour the drawing
- Share with classmates

What furniture will you draw?

- Mastering Environmental Activities PP1 pg. 43
- Paper
- Pencils
- Crayons
- Coloured pencils

- Observation - Artwork - Portfolio

My Home

Furniture at home - Living room furniture (Table and Sofa)

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

- Identify table and sofa
- Read words: table, sofa
- Explain uses of living room furniture

In groups, learners are guided to:
- Look at pictures: table, sofa
- Read: "table", "sofa"
- Discuss uses of each

What do we do on a sofa?

- Mastering Environmental Activities PP1 pg. 44
- Picture cards
- Word cards
- Charts
- Photos

- Observation - Oral questions - Portfolio

My Home

Furniture at home - Living room furniture (Stool and Chair)

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

- Identify stool and chair
- Read words: stool, chair
- Differentiate between stool and chair

In groups, learners are guided to:
- Look at pictures: stool, chair
- Read: "stool", "chair"
- Discuss differences

How is a stool different from a chair?

- Mastering Environmental Activities PP1 pg. 44
- Picture cards
- Word cards
- Real furniture
- Charts

- Observation - Oral questions - Portfolio

My Home

Furniture at home - Bedroom furniture (Bed and Wardrobe)

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

- Identify bed and wardrobe
- Read words: bed, wardrobe
- Explain uses of bedroom furniture

In groups, learners are guided to:
- Look at pictures: bed, wardrobe
- Read: "bed", "wardrobe"
- Join dots to form bed and wardrobe

What do we keep in a wardrobe?

- Mastering Environmental Activities PP1 pg. 45
- Picture cards
- Word cards
- Worksheets
- Pencils

- Observation - Written work - Portfolio

My Home

Furniture at home - Bedroom furniture (Shoe rack and Drawer)

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

- Identify shoe rack and drawer
- Read words: shoe rack, drawer
- Explain what we keep in them

In groups, learners are guided to:
- Look at pictures: shoe rack, drawer
- Read: "shoe rack", "drawer"
- Join dots to complete shapes

What do we keep on a shoe rack?

- Mastering Environmental Activities PP1 pg. 45
- Picture cards
- Word cards
- Worksheets
- Pencils

- Observation - Written work - Portfolio

My Home

Furniture at home - Colouring dressing table

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

- Identify dressing table
- Colour the dressing table
- Use appropriate colours

In groups, learners are guided to:
- Look at picture of dressing table
- Colour the dressing table
- Complete colouring activity

What is a dressing table used for?

- Mastering Environmental Activities PP1 pg. 45
- Crayons
- Coloured pencils
- Worksheets

- Observation - Artwork - Portfolio

My Home

Furniture at home - Reading furniture names

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

- Read furniture names: wardrobe, drawers, bench
- Match words to pictures
- Develop reading skills

In groups, learners are guided to:
- Read: wardrobe, drawers, bench
- Match words to pictures
- Practice reading in pairs

Can you read these furniture names?

- Mastering Environmental Activities PP1 pg. 46
- Word cards
- Picture cards
- Flash cards
- Charts

- Observation - Oral reading - Portfolio

My Home

Furniture at home - Matching and colouring furniture
Furniture at home - Caring for furniture

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

- Match similar furniture
- Colour furniture pictures
- Complete matching activities

In groups, learners are guided to:
- Match similar furniture
- Colour the furniture
- Draw lines between matching pairs

Which furniture are the same?

- Mastering Environmental Activities PP1 pg. 46
- Worksheets
- Pencils
- Crayons
- Coloured pencils
- Mastering Environmental Activities PP1 pg. 43
- Real furniture
- Cleaning materials
- Charts
- Dusters

- Observation - Written work - Portfolio

My Neighbourhood

My Classmates - Introduction to classmates

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

- Identify classmates as neighbors
- Explain who classmates are
- Appreciate having classmates

In groups, learners are guided to:
- Look at picture of neighborhood
- Discuss: "Who are the people from the picture?"
- Understand classmates as neighbors in class

Who are your classmates?

- Mastering Environmental Activities PP1 pg. 48
- Picture cards
- Charts
- Photos
- Flash cards

- Observation - Oral questions - Checklist

My Neighbourhood

My Classmates - Observing classmates picture

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

- Observe pictures of classmates
- Identify children in classroom
- Describe what they see

In groups, learners are guided to:
- Look at picture of classmates
- Discuss who the people are
- Talk about being in class together

What do you see in the picture?

- Mastering Environmental Activities PP1 pg. 49
- Picture cards
- Charts
- Photos
- Flash cards

- Observation - Oral questions - Portfolio

My Neighbourhood

My Classmates - Activities with classmates (Learning together)

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

- Explain that they learn in the same class
- Work together with classmates
- Appreciate learning together

In groups, learners are guided to:
- Identify activity: "Learn in the same class"
- Discuss learning together
- Share classroom experiences

What do we do with classmates?

- Mastering Environmental Activities PP1 pg. 49
- Picture cards
- Charts
- Flash cards

- Observation - Oral questions - Checklist

My Neighbourhood

My Classmates - Activities with classmates (Playing together)

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

- Play together with classmates
- Share play materials
- Show cooperation during play

In groups, learners are guided to:
- Identify activity: "Play together"
- Discuss games played with classmates
- Practice playing together

What games do you play with classmates?

- Mastering Environmental Activities PP1 pg. 49
- Play materials
- Picture cards
- Charts
- Outdoor space

- Observation - Practical work - Checklist

My Neighbourhood

My Classmates - Activities with classmates (Meals and leaving school)

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

- Explain going for meals together
- Describe leaving school together
- Show unity with classmates

In groups, learners are guided to:
- Identify activities: "Go for meals together", "Leave school together"
- Discuss meal times
- Talk about going home

When do we eat together?

- Mastering Environmental Activities PP1 pg. 49
- Picture cards
- Charts
- Flash cards

- Observation - Oral questions - Portfolio

My Neighbourhood

My Classmates - Activities with classmates (Sharing and caring)

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

- Share with classmates
- Care for classmates
- Show kindness to others

In groups, learners are guided to:
- Identify activities: "Share with them", "Care for them"
- Discuss how to share and care
- Practice sharing materials

How do we care for classmates?

- Mastering Environmental Activities PP1 pg. 49
- Picture cards
- Charts
- Real objects to share

- Observation - Demonstration - Checklist

My Neighbourhood

My Classmates - Discussing other activities

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

- Name other activities done with classmates
- Share personal experiences
- Communicate effectively

In groups, learners are guided to:
- Discuss any other activities with classmates
- Share what they do together
- Listen to others' experiences

What else do you do with classmates?

- Mastering Environmental Activities PP1 pg. 49
- Charts
- Picture cards
- Flash cards

- Observation - Oral questions - Portfolio

My Neighbourhood

My Classmates - Identifying who looks like classmate

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

- Identify pictures that look like classmates
- Tick correct pictures
- Differentiate between classmates and others

In groups, learners are guided to:
- Look at pictures
- Tick who looks like my classmate
- Discuss characteristics of classmates

Who looks like your classmate?

- Mastering Environmental Activities PP1 pg. 50
- Worksheets
- Pencils
- Picture cards
- Charts

- Observation - Written work - Portfolio

My Neighbourhood

My Classmates - Drawing and naming classmates

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

- Draw their classmates
- Name their classmates
- Express creativity through art

In groups, learners are guided to:
- Draw and name your classmates
- Use crayons to colour
- Label the drawings

Can you draw your classmate?

- Mastering Environmental Activities PP1 pg. 51
- Paper
- Pencils
- Crayons
- Coloured pencils

- Observation - Artwork - Portfolio

My Neighbourhood

My Classmates - Classmate as neighbor

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

- Explain that classmate is a neighbor in class
- Understand the concept of neighbor
- Appreciate classmates as neighbors

In groups, learners are guided to:
- Learn: "Your classmate is your neighbour in class"
- Discuss what neighbor means
- Talk about being good neighbors

Do you know your classmate is your neighbor?

- Mastering Environmental Activities PP1 pg. 51
- Charts
- Picture cards
- Flash cards

- Observation - Oral questions - Portfolio

My Neighbourhood

My Friends - Introduction to friends

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

- Identify friends in pictures
- Explain who friends are
- Appreciate having friends

In groups, learners are guided to:
- Look at picture of friends
- Discuss: "Who are the people and what are they doing?"
- Talk about friendship

Who are your friends?

- Mastering Environmental Activities PP1 pg. 52
- Picture cards
- Charts
- Photos
- Flash cards

- Observation - Oral questions - Checklist

My Neighbourhood

My Friends - Name of my friend

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

- State their friend's name
- Talk about their friend
- Share information about friends

In groups, learners are guided to:
- Answer: "What is the name of your friend?"
- Share friend's names in groups
- Discuss their friends

What is your friend's name?

- Mastering Environmental Activities PP1 pg. 52
- Charts
- Picture cards
- Flash cards

- Observation - Oral questions - Portfolio

My Neighbourhood

My Friends - Where friends live
My Friends - Joining dots activity

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

- Explain where their friend lives
- Describe friend's location
- Understand friends as neighbors

In groups, learners are guided to:
- Discuss: "Do you know where they live?"
- Talk about friend's home location
- Understand friends as neighbors at home

Where does your friend live?

- Mastering Environmental Activities PP1 pg. 52
- Charts
- Picture cards
- Flash cards
- Mastering Environmental Activities PP1 pg. 53
- Worksheets
- Pencils
- Crayons
- Coloured pencils

- Observation - Oral questions - Portfolio

My Neighbourhood

My Friends - Activities with friends (Playing)

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

- Play with friends
- Identify activities done with friends
- Show cooperation during play

In groups, learners are guided to:
- Identify: "What do we do with our friends?"
- Learn: "Play with them"
- Discuss playing with friends

What do you do with your friends?

- Mastering Environmental Activities PP1 pg. 53
- Picture cards
- Play materials
- Charts
- Outdoor space

- Observation - Practical work - Checklist

My Neighbourhood

My Friends - Discussing activities with friends

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

- Discuss activities done with friends
- Share personal experiences
- Communicate in turns

In groups, learners are guided to:
- Discuss with classmates what you do with friends
- In turns discuss activities
- Share experiences

What activities do you do with friends?

- Mastering Environmental Activities PP1 pg. 53
- Charts
- Picture cards
- Flash cards

- Observation - Oral questions - Portfolio

My Neighbourhood

My Friends - Questions about friends

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

- Answer questions about friends
- State if friend is boy or girl
- Identify friend's grade

In groups, learners are guided to:
- Answer: "Is your friend a boy or a girl?"
- Answer: "Which grade is your friend in?"
- Discuss friend's details

Is your friend a boy or a girl?

- Mastering Environmental Activities PP1 pg. 54
- Charts
- Picture cards
- Flash cards

- Observation - Oral questions - Portfolio

My Neighbourhood

My Friends - Courteous words (Sorry)

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

- Say "sorry" to friends when they hurt them
- Use sorry appropriately
- Show empathy

In groups, learners are guided to:
- Learn: "We say sorry to our friends when they are hurt"
- Look at picture of saying sorry
- Role play saying sorry

When do we say sorry?

- Mastering Environmental Activities PP1 pg. 54
- Picture cards
- Charts
- Flash cards
- Role play props

- Observation - Demonstration - Checklist

My Neighbourhood

My Friends - Courteous words (Thank you)

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

- Say "thank you" when friends assist
- Use thank you appropriately
- Show gratitude

In groups, learners are guided to:
- Learn: "We say thank you when they assist us"
- Look at picture of saying thank you
- Role play saying thank you

When do we say thank you?

- Mastering Environmental Activities PP1 pg. 54
- Picture cards
- Charts
- Flash cards
- Role play props

- Observation - Demonstration - Checklist

My Neighbourhood

My Friends - Role playing courteous words

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

- Role play courteous words with friends
- Use sorry, thank you, and please
- Practice polite behavior

In groups, learners are guided to:
- Look at pictures of courteous words
- Role play the courteous words with friends
- Practice in groups

How do we use polite words?

- Mastering Environmental Activities PP1 pg. 54
- Picture cards
- Charts
- Role play props

- Observation - Performance - Checklist