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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
ENVIRON MENT
|
Myself
|
By the end of the
lesson, the learner
should be able to:
learner ; tell their names for identity identify their sex for self-awareness identify body parts (head, hands and legs) appreciate oneself for self-esteem |
Learners are guided to tell their names
Learners sing songs about their names and sex Learners are guided to group themselves according to sex Learners are guided on picture reading categorizing boys and girls" "Learners are guided to identify body parts (head hands and legs) s are guided on picture reading on body parts from charts" Learners sing songs on body parts learners sing songs about themselves |
What is your name?
Are you a boy or a girl?
Which are your body parts?
|
Realia Charts
|
Observati on
Oral questions Written questions
|
|
| 2 | 2 |
ENVIRON MENT
|
Myself
|
By the end of the
lesson, the learner
should be able to:
learner ; tell their names for identity identify their sex for self-awareness identify body parts (head, hands and legs) appreciate oneself for self-esteem |
Learners are guided to tell their names
Learners sing songs about their names and sex Learners are guided to group themselves according to sex Learners are guided on picture reading categorizing boys and girls" "Learners are guided to identify body parts (head hands and legs) s are guided on picture reading on body parts from charts" Learners sing songs on body parts learners sing songs about themselves |
What is your name?
Are you a boy or a girl?
Which are your body parts?
|
Realia Charts
|
Observati on
Oral questions Written questions
|
|
| 2 | 3 |
ENVIRON MENT
|
OUR SCHOOL
|
By the end of the
lesson, the learner
should be able to:
" strand the learner ; Talk about people working in the" "school for identification, Appreciate the work done by people in school," |
"
In groups Learners are guided to talk about work done by people in the" "school Learners are guided to walk round the school to identify structures" learners identify different structures on the chart Learners sing songs about structures and people in school Learners recite poems about our school |
"
Who are the people in school?
What work is done by different"
"people in school?
What structures are found in the school?
What are the colours of the flag?"
|
Realia
|
".Observatio n
2.Oral questions
Written"
questions
|
|
| 2 | 4 |
ENVIRON MENT
|
OUR SCHOOL
|
By the end of the
lesson, the learner
should be able to:
" strand the learner ; Talk about people working in the" "school for identification, Appreciate the work done by people in school," |
"
In groups Learners are guided to talk about work done by people in the" "school Learners are guided to walk round the school to identify structures" learners identify different structures on the chart Learners sing songs about structures and people in school Learners recite poems about our school |
"
Who are the people in school?
What work is done by different"
"people in school?
What structures are found in the school?
What are the colours of the flag?"
|
Realia
|
".Observatio n
2.Oral questions
Written"
questions
|
|
| 2 | 5 |
ENVIRON MENT
|
OUR SCHOOL
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; Identify structures found in the school for familiarization Identify the flag and the flag post for patriotism |
Learners are guided to talk about work done by people in the school
Learners are guided to walk round the school to identify structures" learners identify different structures on the chart Learners sing songs about structures and people in school poems about our school |
Who are the people in school?
What work is done by different people in school?
What structures are found in the school?
What are the colours of the flag?
|
Realia charts
|
.Observatio n
2.Oral questions Written questions
|
|
| 3 | 1 |
ENVIRON MENT
|
Home
|
By the end of the
lesson, the learner
should be able to:
"name people found at home, tell the relationship between people found at home, talk about work done by people found at home for appreciation, appreciate the people at home for harmonious living" |
Learners be guided in naming"
"people found at home Learners areguided to talk about relationship of people found at home eg sister, brother, mother etc. Learners record videos of people found at home Learners take pictures of people at home Learners take pictures of people Learners sing songs and recite Learners recite poems about people found at home. news tell about family members |
Who are the people are found at home?
What work is done by people at home?
What is the relationship of people found at home?"
|
Realia charts
|
Observation Written
question
|
|
| 3 | 2 |
ENVIRON MENT
|
Home
|
By the end of the
lesson, the learner
should be able to:
"name people found at home, tell the relationship between people found at home, talk about work done by people found at home for appreciation, appreciate the people at home for harmonious living" |
Learners be guided in naming"
"people found at home Learners areguided to talk about relationship of people found at home eg sister, brother, mother etc. Learners record videos of people found at home Learners take pictures of people at home Learners take pictures of people Learners sing songs and recite Learners recite poems about people found at home. news tell about family members |
Who are the people are found at home?
What work is done by people at home?
What is the relationship of people found at home?"
|
Realia charts
|
Observation Written
question
|
|
| 3 | 3 |
ENVIRON MENT
|
Home
|
By the end of the
lesson, the learner
should be able to:
"name people found at home, tell the relationship between people found at home, talk about work done by people found at home for appreciation, appreciate the people at home for harmonious living" |
Learners be guided in naming"
"people found at home Learners areguided to talk about relationship of people found at home eg sister, brother, mother etc. Learners record videos of people found at home Learners take pictures of people at home Learners take pictures of people Learners sing songs and recite Learners recite poems about people found at home. news tell about family members |
Who are the people are found at home?
What work is done by people at home?
What is the relationship of people found at home?"
|
Realia charts
|
Observation Written
question
|
|
| 3 | 4 |
ENVIRON MENT
|
Home
|
By the end of the
lesson, the learner
should be able to:
name people found at home, tell the relationship between people found at home, talk about work done by people found at home for appreciation, appreciate the people at home for harmonious living |
Learners be guided in naming people found at home
Learners are guided to talk about relationship of people found at home eg sister, brother, mother etc. Learners record videos of people found at home Learners takepictures of people at home Learners take pictures of people at home Learners model people at home" Learners sing songs and recite Learners recite poems about people found at home. news tell about family members |
Who are the people are found at home?
What work is done by people at home?
What is the relationship of people found at home?
|
Realia charts
|
.Observatio n
2.Oral questions
|
|
| 3 | 5 |
1.0
SOCIAL ENVIRON MENT
|
Interpers onal Relations hip
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; talk about courteous words used in different situations use courteous words appropriately during interactions show etiquette in their interactions for personal relationships |
"Learners are guided on situations where they can use courteous words
Learners are guided to talk about courteous words. Learners guided on situations where they can use courteous words" Learners guided to use courteous words in incidental learning to reinforce etiquette learners practice use of courteous words" |
What do you tell someone who has done something good to you?
What do you tell someone who has done something bad to you?
What words would you use to show appreciation?
How do you"
"greet different people?
5. When do you use the courteous words"
|
Realia charts
|
.Observatio n
2.Oral questions
|
|
| 4 | 1 |
1.0
SOCIAL ENVIRON MENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
strand the learners ; identify clothes worn at different occasions, talk about clothes for different occasions. |
Learners are guided to identify clothes worn at different occasions
Learners guided in talking about clothes worn during different occasions." view videos and photographs of clothe worn in different occasions. Appreciate clothes worn at different occasions |
What clothes do people wear at home?
What clothes do you wear at school?
What clothes do you wear at different occasions
|
Realia
|
.Observatio n
2.Oral questions
|
|
| 4 | 2 |
1.0
SOCIAL ENVIRON MENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
strand the learners ; identify clothes worn at different occasions, talk about clothes for different occasions. |
Learners are guided to identify clothes worn at different occasions
Learners guided in talking about clothes worn during different occasions." view videos and photographs of clothe worn in different occasions. Appreciate clothes worn at different occasions |
What clothes do people wear at home?
What clothes do you wear at school?
What clothes do you wear at different occasions
|
Realia
|
.Observatio n
2.Oral questions
|
|
| 4 | 3 |
1.0
SOCIAL ENVIRON MENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
strand the learners ; identify clothes worn at different occasions, talk about clothes for different occasions. |
Learners are guided to identify clothes worn at different occasions
Learners guided in talking about clothes worn during different occasions." view videos and photographs of clothe worn in different occasions. Appreciate clothes worn at different occasions |
What clothes do people wear at home?
What clothes do you wear at school?
What clothes do you wear at different occasions
|
Realia
|
.Observatio n
2.Oral questions
|
|
| 4 | 4 |
1.0
SOCIAL ENVIRON MENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
strand the learners ; talk about the importance of dressing appreciate clothes worn at different occasions for |
Learners are guided to identify clothes worn at different occasions
Learners guided in talking about clothes worn during different occasions." Learners view videos and photographs of clothe worn in different occasions. Appreciate clothes worn at different occasions" |
What clothes do people wear at home?
What clothes do you wear at school?
What clothes do you wear at different occasions
|
Realia counters
|
.Observatio n
2.Oral questions
|
|
| 4 | 5 |
1.0
SOCIAL ENVIRON MENT
|
Dressing
|
By the end of the
lesson, the learner
should be able to:
strand the learners ; talk about the importance of dressing appreciate clothes worn at different occasions for |
Learners are guided to identify clothes worn at different occasions
Learners guided in talking about clothes worn during different occasions." Learners view videos and photographs of clothe worn in different occasions. Appreciate clothes worn at different occasions" |
What clothes do people wear at home?
What clothes do you wear at school?
What clothes do you wear at different occasions
|
Realia counters
|
.Observatio n
2.Oral questions
|
|
| 5 | 1 |
HEALTH PRACTIC ES
|
Cleanin g nose
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; tell the importance of cleaning their nose |
Learners be guided to discuss the importance of cleaning the nose using a clean handkerchief
|
Why do we clean our nose?
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 2 |
HEALTH PRACTIC ES
|
Cleanin g nose
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; demonstrate the ability to wipe the nose appropriately |
Learners be guided to discuss the importance of cleaning the nose using a clean handkerchief
|
When do we clean our nose
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 3 |
HEALTH PRACTIC ES
|
Cleanin g nose
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; maintain a clean handkerchief for personal hygiene |
Learners be guided to discuss the importance of cleaning the nose using a clean handkerchief
|
When do we clean our nose
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 4 |
HEALTH PRACTIC ES
|
Care for the teeth
|
By the end of the
lesson, the learner
should be able to:
strand the learner name items used to clean their teeth |
Learners are guided to name items used to clean their teeth
|
What items are used to clean the teeth
|
Charts Realia
|
Observatio oral questions
|
|
| 5 | 5 |
HEALTH PRACTIC ES
|
Care for the teeth
|
By the end of the
lesson, the learner
should be able to:
strand the learner talk about items used to clean their teeth |
Learners listen to a resource person talk about items that are used to clean their teeth |
What items are used to clean the teeth
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 1 |
HEALTH PRACTIC ES
|
Care for the teeth
|
By the end of the
lesson, the learner
should be able to:
strand the learner clean teeth appropriately for personal hygiene |
Learners imitate cleaning teeth
|
What items are used to clean the teeth
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 2 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner identify toilet facilities in the school |
Learners are guided to identify the toilets facilities in the school compound
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 3 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner identify toilet facilities in the school |
Learners are guided to identify the toilets facilities in the school compound
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 4 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
Sanitati on/ Toiletin g |
By the end of the
lesson, the learner
should be able to:
strand the learner list toilet facilities in the school |
Learners are guided to name the toilets facilities in the school compound
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 5 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner talk about the importance of toilet facilities for personal hygiene, |
Learners are guided to talk about the importance of sanitary facilities in the school
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 1 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner discuss the importance of toilet facilities for personal hygiene, |
Learners are guided to talk about the importance of sanitary facilities in the school
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 2 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner discuss the importance of toilet facilities for personal hygiene, |
Learners are guided to talk about the importance of sanitary facilities in the school
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 3 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin g
|
By the end of the
lesson, the learner
should be able to:
strand the learner express the urge for toileting |
Learners use games to practice the use of toileting facilities
|
Why should we use toilets facilities
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 4 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : talk about different food eaten at home |
Learners to be guided in telling of cleaning foods before eating
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 5 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : talk about the importance of eating clean food |
Learners to be guided in telling of cleaning foods before eating
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 1 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : list importance of eating clean food |
Learners to be guided in telling of cleaning foods before eating
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 2 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : talk about the dangers of sharing food from someone else |
In groups, learners are guided to:
Be guided to discuss the dangers of eating food from someone |
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 3 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner : feed self-using clean hands or feeding items appropriately |
Individually learners practice feeding self
|
why should we clean our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 4 |
HEALTH PRACTIC ES
|
Foods/ Feeding
|
By the end of the
lesson, the learner
should be able to:
strand the learner observe proper feeding habits : |
In groups, learners are guided to:
watch videos on different feeding habits, cleaning foods (fruits and vegetables) |
why should we clean
our feeding area
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 5 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
identify the types of plants found in the home and school |
Learners are guided to take a walk in the school compound to name plants within their school environment
|
Which plants are found at home and school environ ment
|
Charts realia
|
Observatio oral questions
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
list the types of plants found in the home and school evironment |
Learners are guided to take a walk in the school compound to name plants within their school environment
|
Which plants are found at home and school environ ment
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 2 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
talk about safe plants found in the home environment |
Learners are guided to identify the safe plants in the home and school environment
|
Which plants are found at home and school environ ment
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 3 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
talk about harmful plants found in the home environment |
"
Learners are" guided to identify the harmful plants in the home and school environment |
Which plants
are found at home and school environ ment
|
Charts
realia |
"Observatio
oral"
questions
|
|
| 10 | 4 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
talk about safe and harmful plants found in the school environment |
In groups learners group pictures of safe and harmful plants
|
Which plants are found at home and school environ ment
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 5 |
NAT URA L ENVIR ONME NT
|
Plants
|
By the end of the
lesson, the learner
should be able to:
appreciate the importance plants found in the home and school environment |
Learners recite poems, and rhymes about plants found at home and school environment
|
Which plants are found at home and school environ ment
|
Charts realia
|
Observatio oral questions
|
|
| 11 | 1 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; identify animals found school environment |
Learners are guided to walk around and name the animals found within school compound
|
Which animals are found at home and school?
|
Charts realia
|
Observatio oral questions
|
|
| 11 | 2 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; list animals found school environment |
Learners are guided to walk around and name the animals found within school compound
|
Which animals are found at home and school?
|
Charts realia
|
Observatio oral questions
|
|
| 11 | 3 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; identify animals found at home environment |
Learners are guided to identify animals found at home and school environment by taking a school tour
|
Which animals are found at home and school?
|
Charts realia
|
Observatio oral questions
|
|
| 11 | 4 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; list animals found at home environment |
Learners are guided to identify animals found at home and school environment by taking a school tour
|
Which animals are found at home and school?
|
Charts realia
|
Observatio oral questions
|
|
| 11 | 5 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; identify the dangerous animals found at home and school environment |
Learners are guided to identify the dangerous animals found at home and school environment
|
Which animals are found at home and school?
|
Charts realia
|
Observatio oral questions
|
|
| 12 | 1 |
NAT URA L ENVIR ONME NT
|
Animals
|
By the end of the
lesson, the learner
should be able to:
strand the able to;appreciate the animals found at home and school environment |
In groups, learners discuss the dangerous
animals found at home and school |
Which animals are
found at home and school?
|
Charts realia
|
Observatio oral
questions
|
|
| 12 | 2 |
NAT URA L ENVIR ONME NT
|
Weather
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; observe weather conditions in the immediate environment |
Learners are guided to observe the weather conditions of the day
|
What is the weather conditio n of the day?
|
Charts realia
|
Observatio oral questions
|
|
| 12 | 3 |
NAT URA L ENVIR ONME NT
|
Weather
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; observe weather conditions in the immediate environment |
Learners are guided to observe the weather conditions of the day
|
What is the weather conditio n of the day?
|
Charts realia
|
Observatio oral questions
|
|
| 12 | 4 |
NAT URA L ENVIR ONME NT
|
Weather
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; identify different weather conditions in the immediate environment |
Learners are guided to talk about weather conditions they have observed
|
What is the weather conditio n of the day?
|
Charts realia
|
Observatio oral questions
|
|
| 12 | 5 |
NAT URA L ENVIR ONME NT
|
Weather
|
By the end of the
lesson, the learner
should be able to:
strand the learner ; respond to weather conditions appropriately in the immediate environment |
Learners could be guided to respond to different activities as per weather conditions of the day eg playing with kites
|
What is the weather conditio n of the day?
|
Charts realia
|
Observatio oral questions
|
|
Your Name Comes Here