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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 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
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
HEALTH PRACTIC ES
|
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
|
|
| 4 | 1 |
HEALTH PRACTIC ES
|
Sanitati on/ Toiletin
g
|
By the end of the
lesson, the learner
should be able to:
strand the learner appreciate the need to use clean toilet for personal hygiene |
Learners could observe a video on appropriate use of toilet facilities
|
Why should we use toilets
facilities
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 6 |
Assessment 1 |
||||||||
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 |
Half-term |
||||||||
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 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
|
|
| 10 | 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
|
|
| 11 |
Assessment and revision |
||||||||
| 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 ; 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 | 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
|
|
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