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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; identify sources of water at home and school |
Learners are guided to take a walk to identify sources of water within the school environment
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 2 | 2 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; identify sources of water at home and school |
Learners are guided to take a walk to identify sources of water within the school environment
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 2 | 3 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; identify sources of water at home and school |
Learners are guided to take a walk to identify sources of water within the school environment
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 2 | 4 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; identify sources of water at home and school |
Learners are guided to take a walk to identify sources of water within the school environment
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 2 | 5 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; identify sources of water at home and school |
Learners are guided to take a walk to identify sources of water within the school environment
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 1 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; talk about uses of water in their home and school |
Learners are guided to talk about sources of water at home and school
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 2 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; talk about uses of water in their home and school |
Learners are guided to talk about sources of water at home and school
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 3 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; conserve water at home and school |
Learners are guided to draw items used to conserve water at home and at school
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 4 |
NAT URA L ENVIR ONME NT
|
Water
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; conserve water at home and school |
Learners are guided to draw items used to conserve water at home and at school
|
Where do we get water in the school and at home
|
Realia charts
|
Observation Oral questions
|
|
| 3 | 5 |
NAT URA L ENVIR ONME NT
|
Soil
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; talk about the safety measures when playing with soil, |
Learners be guided to talk about safety measures while playing with
|
What do you need to do when playing with soil
|
Realia charts
|
Observation Oral questions
|
|
| 4 | 1 |
NAT URA L ENVIR ONME NT
|
Soil
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; play with soil for enjoyment |
learners are guided to play with soil
|
What do you need to do when playing with soil
|
realia charts
|
|
|
| 4 | 2 |
NAT URA L ENVIR ONME NT
|
Soil
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; play with soil for enjoyment |
learners are guided to play with soil
|
What do you need to do when playing with soil
|
realia charts
|
|
|
| 4 | 3 |
NAT URA L ENVIR ONME NT
|
Soil
|
By the end of the
lesson, the learner
should be able to:
lesson the learners ; play with soil for enjoyment |
learners are guided to play with soil
|
What do you need to do when playing with soil
|
realia charts
|
|
|
| 4 | 4 |
NAT URA L ENVIR ONME NT
|
Sound
|
By the end of the
lesson, the learner
should be able to:
lesson the learners identify different sounds within their immediate environment |
learners are guided to take a walk to listen to different sounds within their environments
|
What sounds do you hear
|
Realia charts
|
Observation Oral questions
|
|
| 4 | 5 |
NAT URA L ENVIR ONME NT
|
Sound
|
By the end of the
lesson, the learner
should be able to:
lesson the learners identify different sounds within their immediate environment |
learners are guided to take a walk to listen to different sounds within their environments
|
What sounds do you hear
|
Realia charts
|
Observation Oral questions
|
|
| 5 | 1 |
NAT URA L ENVIR ONME NT
|
Sound
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about different sounds in their immediate environment |
In groups learners discuss different sounds in their immediate environment
|
What sounds do you hear
|
Realia charts
|
Observation Oral questions
|
|
| 5 | 2 |
NAT URA L ENVIR ONME NT
|
Smell
|
By the end of the
lesson, the learner
should be able to:
" lesson the learners talk about good and" bad smell in their immediate environment |
Learners to take a guided tour of the school compound and identify
different smells and the ir sources. |
Which part of the body is used for smelling
|
Realia charts
|
Observation Oral questions
|
|
| 5 | 3 |
NAT URA L ENVIR ONME NT
|
Smell
|
By the end of the
lesson, the learner
should be able to:
" lesson the learners talk about good and" bad smell in their immediate environment |
Learners to take a guided tour of the school compound and identify
different smells and the ir sources. |
Which part of the body is used for smelling
|
Realia charts
|
Observation Oral questions
|
|
| 5 | 4 |
NAT URA L ENVIR ONME NT
|
Smell
|
By the end of the
lesson, the learner
should be able to:
" lesson the learners talk about good and" bad smell in their immediate environment |
Learners to take a guided tour of the school compound and identify
different smells and the ir sources. |
Which part of the body is used for smelling
|
Realia charts
|
Observation Oral questions
|
|
| 5 | 5 |
NAT URA L ENVIR ONME NT
|
Smell
|
By the end of the
lesson, the learner
should be able to:
lesson the learners identify the sources of smell in the immediate environment |
Learners are guided to identify different sources of smell in the environment
|
Which part of the body is used for smellin
|
Realia charts
|
Observation Oral questions
|
|
| 6 | 1 |
NAT URA L ENVIR ONME NT
|
Smell
|
By the end of the
lesson, the learner
should be able to:
lesson the learners differentiate between good and bad smell in the immediate environment |
In groups learners sort and group substances that smell good and badl
|
Which part of the body is used for smellin
|
Realia charts
|
Observation Oral questions
|
|
| 6 | 2 |
NAT URA L ENVIR ONME NT
|
Smell
|
By the end of the
lesson, the learner
should be able to:
lesson the learners differentiate between good and bad smell in the immediate environment |
In groups learners sort and group substances that smell good and badl
|
Which part of the body is used for smellin
|
Realia charts
|
Observation Oral questions
|
|
| 6 | 3 |
NAT URA L ENVIR ONME NT
|
Light
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about the sources of light in the immediate environment |
Learners are guided to talk about sources of light in their environment
|
What are the sources of light
|
Realia charts
|
Observation Oral questions
|
|
| 6 | 4 |
NAT URA L ENVIR ONME NT
|
Light
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about the sources of light in the immediate environment |
Learners are guided to talk about sources of light in their environment
|
What are the sources of light
|
Realia charts
|
Observation Oral questions
|
|
| 6 | 5 |
NAT URA L ENVIR ONME NT
|
Light
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about the sources of light in the immediate environment |
Learners are guided to talk about sources of light in their environment
|
What are the sources of light
|
Realia charts
|
Observation Oral questions
|
|
| 7 | 1 |
NAT URA L ENVIR ONME NT
|
Light
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about uses of light in the environment |
Learners talk about objects that produce light
|
What are the sources of light
|
Realia charts
|
Observation Oral questions
|
|
| 7 | 2 |
NAT URA L ENVIR ONME NT
|
Light
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about uses of light in the environment |
Learners talk about objects that produce light
|
What are the sources of light
|
Realia charts
|
Observation Oral questions
|
|
| 7 | 3 |
NAT URA L ENVIR ONME NT
|
Light
|
By the end of the
lesson, the learner
should be able to:
lesson the learners differentiate day and night |
learners perform simple experiments using sources of light like putting lights off and on and emphasize conservation of energy
|
What are the sources of light
|
Realia charts
|
Observation Oral questions
|
|
| 7 | 4 |
NAT URA L ENVIR ONME NT
|
Care
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about materials and items used in cleaning their classroom and immediate environment |
Learners are guided to talk about materials and items used in keeping their classroom and home clean
|
How do we clean our home and classroom
|
Realia charts
|
Observation Oral questions
|
|
| 7 | 5 |
NAT URA L ENVIR ONME NT
|
Care
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about materials and items used in cleaning their classroom and immediate environment |
Learners are guided to talk about materials and items used in keeping their classroom and home clean
|
How do we clean our home and classroom
|
Realia charts
|
Observation Oral questions
|
|
| 8 | 1 |
NAT URA L ENVIR ONME NT
|
Care
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about materials and items used in cleaning their home and the immediate environment, clean their classroom |
Learners to be guided in talking about how to take
care of different items and materials used in cleaning their home and classroom |
How do we clean our"
home and classroom
|
Realia charts
|
Observation Oral questions
|
|
| 8 | 2 |
NAT URA L ENVIR ONME NT
|
Care
|
By the end of the
lesson, the learner
should be able to:
lesson the learners talk about materials and items used in cleaning their home and the immediate environment, clean their classroom |
Learners to be guided in talking about how to take
care of different items and materials used in cleaning their home and classroom |
How do we clean our"
home and classroom
|
Realia charts
|
Observation Oral questions
|
|
| 8 | 3 |
NAT URA L ENVIR ONME NT
|
Care
|
By the end of the
lesson, the learner
should be able to:
lesson the learners clean their home compound |
The learners could be used to improvise cleaning materials using locally improvised materials
|
How do we clean our home and classroom
|
Realia charts
|
Observation Oral questions
|
|
| 8 | 4 |
NAT URA L ENVIR ONME NT
|
Care
|
By the end of the
lesson, the learner
should be able to:
lesson the learners clean their home compound |
The learners could be used to improvise cleaning materials using locally improvised materials
|
How do we clean our home and classroom
|
Realia charts
|
Observation Oral questions
|
|
| 8 | 5 |
NAT URA L ENVIR ONME NT
|
Care
|
By the end of the
lesson, the learner
should be able to:
lesson the learners appreciate the need to maintain a clean environment |
Learners sing songs and recite poems related to care for school and home environment
|
How do we clean our home and classroom
|
Realia charts
|
Observation Oral questions
|
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