Social Environment

Our Living Environment - Materials used as bedding

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

- Identify locally available materials used as bedding at home or school.
- Sort and group pictures of different bedding materials.
- Appreciate the importance of using clean, appropriate bedding for a healthy sleeping environment.

In groups, learners are guided to:
- Talk about various bedding materials used at home or school.
- Observe pictures of bedding materials and name them (pillowcases, bedsheet, blanket, bed).
- Match bedding names with their pictures.

What materials do we use as bedding at home or school?

 flashcards of bedding materials
- Manilla paper and cardboard

- Observation - Oral questions

Social Environment

Our Living Environment - Materials used as bedding
Our Living Environment - Cleaning sleeping areas
Our Living Environment - Washing, drying and airing bedding
Our Living Environment - Sweeping the bedroom

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

- Describe the uses of different bedding materials.
- Collect and display pictures of different bedding materials on manilla paper.
- Develop a sense of responsibility for keeping bedding materials clean and organised.

In groups, learners are guided to:
- Collect pictures of different bedding materials from magazines and newspapers.
- Stick the pictures on manilla paper or cardboard and label each item.
- Show and discuss the completed sorting activity in class.

Why is it important to use appropriate bedding materials?

- Environmental Activities Grade 3 Learner's Book Magazines, newspapers, scissors, glue
- Manilla paper and markers
- Environmental Activities Grade 3 Learner's Book Pictures of cleaning materials (broom, mop, bucket, cloth)
- Real cleaning materials for demonstration
- Environmental Activities Grade 3 Learner's Book Water, soap, clothesline
- Bedding materials for practical activity
- Environmental Activities Grade 3 Learner's Book Broom, dustpan
- Pictures showing sweeping steps

- Observation - Practical activity

Social Environment

Our Living Environment - Mopping the bedroom
Our Living Environment - Bed-wetting causes and hygiene steps
Our Living Environment - Effects of poor bedding care

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

- Identify materials used to mop the bedroom floor.
- Demonstrate how to mop the bedroom floor correctly.
- Show responsibility for maintaining a clean sleeping area at all times.

In groups, learners are guided to:
- Observe pictures of Juma mopping his bedroom floor and discuss the materials used.
- Discuss why we should mop the bedroom floor regularly.
- Practise cleaning the sleeping area by mopping.

Why should we mop the bedroom floor and how do we do it correctly?

Mop, bucket, water
- Pictures showing mopping steps
- Environmental Activities Grade 3 Learner's Book Pictures showing bed-wetting hygiene steps
- Digital devices or print media
- Environmental Activities Grade 3 Learner's Book Pictures showing effects of poor bedding hygiene
- Bedding materials for group game

- Practical activity - Oral questions

Social Environment

Our Living Environment - Observing hygiene in sleeping areas
Our Living Environment - Hygiene practice in sleeping areas

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

- List the steps followed when making a bed correctly.
- Demonstrate how to make a bed and maintain a clean sleeping area.
- Commit to regularly maintaining cleanliness and orderliness in the sleeping area.

In groups, learners are guided to:
- Observe a demonstration of bed-making by Mercy and discuss the steps involved.
- Make a list of the steps to follow when making a bed.
- Practise making the bed independently.

How do you make a bed correctly and keep your sleeping area hygienic?

 Bedding materials for demonstration
- Exercise books for writing steps
- Environmental Activities Grade 3 Learner's Book - Bedding materials
- Exercise books for answering questions

- Practical activity - Oral questions

Social Environment

Our Living Environment - Consolidation
Family Needs - Expressing feelings

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

- Consolidate learning on all sleeping area hygiene practices covered in the sub-strand.
- Demonstrate correct bed-making and sleeping area care through a practical activity.
- Commit to maintaining cleanliness and orderliness in the sleeping area every day.

In groups, learners are guided to:
- Role-play how to care for the sleeping area by taking turns cleaning and organising the area.
- Observe safety precautions when using digital devices to watch videos on sleeping area hygiene.
- Regularly maintain cleanliness and orderliness in the sleeping area at home or school.

How do you maintain a clean and hygienic sleeping area every day?

- smart phone
- Bedding and cleaning  Emotion picture cards and flashcards
- Digital devices or video clips

- Observation - Practical activity

Social Environment

Family Needs - Expressing feelings through activities
Family Needs - Meeting emotional needs

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

- Demonstrate understanding of emotions through an emotions-acting game.
- Record personal daily feelings in a feelings journal for a week.
- Develop self-awareness about personal emotions and those of others.

In groups, learners are guided to:
- Play an emotions-acting game: write emotion words on paper, pick and act out what is written.
- Let classmates guess the emotion being acted out.
- Keep a feelings journal for a week, writing about feelings experienced each day.

How can we identify and express our own feelings?

Pieces of paper with emotion words
- Exercise books for feelings journal Pictures showing ways of meeting emotional need video clips

- Observation - Written activity

Social Environment

Family Needs - Role-playing emotional needs
Family Needs - Labelling emotions

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

- Role-play expressions of emotional needs and how they are met.
- Discuss how emotional needs shown in skits have been met.
- Show empathy and a caring attitude when others are experiencing emotional difficulties.

In groups, learners are guided to:
- Take turns acting out different emotions in skits.
- Discuss how the emotional needs shown in the skits have been met.
- Perform acts of kindness for classmates or family members as a kindness challenge.

How can we help meet the emotional needs of others through our actions?

- Space for role-play activity
- Kindness challenge task cards Emotion pictures and flashcards
- Exercise books

- Observation - Oral questions

Social Environment

Family Needs - Labelling emotions consolidation

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

- Complete sentences using correct emotion words to consolidate understanding.
- Create an emotion word picture display using different colours.
- Appreciate the importance of using the right words to express emotions.

In groups, learners are guided to:
- Fill in blanks using words: sad, laugh, jump, feelings, to complete sentences about emotions.
- Make a list of emotion words and write them in different colours on a poster.
- Present the emotion word posters in class.

How do we use the right words to express how we feel?

-  Coloured markers and poster paper
- Exercise books for written activity

- Written activity - Observation

Social Environment

Family Needs - Importance of meeting emotional needs
Family Needs - Consolidation

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

- Explain the importance of meeting emotional needs in character formation.
- Draw a feelings chart showing how people feel and display it in class.
- Develop a caring attitude towards the emotional well-being of others.

In groups, learners are guided to:
- Draw a feelings chart showing how people feel and display it in class.
- Discuss why it is important to meet the emotional needs of others.
- Answer questions: what makes you feel happy, what helps when you are sad, and words that show kindness.

Why is it important to meet the emotional needs of people around us?

-  Drawing materials (paper and crayons)
- Exercise books
-  Manilla paper, markers and crayons
- Display space in the classroom

- Oral questions - Practical activity

Social Environment

Family Needs - Assessment and reflection
Food in Our Environment - Common food items

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

- Review all key learning on expressing and meeting emotional needs.
- Answer oral and written questions on emotions and how they are met.
- Value the importance of emotional well-being for healthy character development.

In groups, learners are guided to:
- Answer review questions on expressing and meeting emotional needs.
- Match emotions with the ways of meeting each one.
- Reflect on one way they have grown in understanding and expressing their own emotions.

How has learning about emotions helped you understand yourself and others?

- Review question cards
- Exercise book Pictures of various foods

- Written activity - Oral questions

Social Environment

Food in Our Environment - Exploring food in the environment
Food in Our Environment - Food groups

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

- Identify a variety of food items by visiting a local market or kiosk.
- Cut out and label pictures of different food items from magazines or newspapers.
- Appreciate the variety of food found in the local environment.

In groups, learners are guided to:
- Cut out pictures of different food from magazines or old newspapers and label each.
- Go on a field trip to a local market or kiosk and name the different food seen.
- Identify food found growing in the neighbourhood and share findings in class.

What different food can we find in our local environment and market?

 Magazines and old newspapers, scissors, glue
- Local Food pictures and flashcards
- Exercise books for grouping activity

- Observation - Oral questions

Social Environment

Food in Our Environment - Food groups digital activity

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

- Group food items seen in video clips into the three food groups.
- Use a computer or tablet to search for information about different food groups.
- Show curiosity when using digital tools to learn about food groups.

In groups, learners are guided to:
- Watch video clips of different meals being prepared or eaten and group the food seen into the three food groups.
- Use a computer or tablet to search for information about different food groups.
- Make a simple digital or written presentation using the information found.

How can digital tools help us learn about different food groups?

Digital devices and video clips
- Computers or tablets

- Observation - Oral questions

Social Environment

Food in Our Environment - Table manners
Food in Our Environment - Practising table manners

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

- Describe good table manners to observe during meals.
- Explain why good table manners are important.
- Practise good table manners consistently at home and in school.

In groups, learners are guided to:
- Observe pictures showing good table manners and discuss why each manner matters.
- Answer questions: why should we eat with our mouths closed, and why should we not talk while eating?
- Search for pictures or articles related to table manners and mount them on hard paper.

What activities should you engage in while eating?

 Pictures showing table manners
- Magaz role-play space
- Exercise books for written activity

- Observation - Oral questions

Social Environment

Food in Our Environment - Good eating habits
Food in Our Environment - Food diary and consolidation

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

- Identify what happens when a person eats too much or too little food.
- Compare the eating habits of different learners using pictures.
- Embrace good eating habits by choosing balanced meals to promote personal health.

In groups, learners are guided to:
- Observe pictures of Tom (overeating), Tina (undereating), Simon (not enough food) and Susan (balanced meals) and discuss each.
- Identify who is overeating and who is undereating from the pictures.
- Discuss why we should eat balanced meals.

Why is it important to eat the right amount of food every day?

 Pictures showing different eating habits
-  Exercise books for food diary
- Video clips on healthy eating

- Oral questions - Written activity

Social Environment

Our Community - Keeping safe in the community
Our Community - Safety skits

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

- Identify ways of keeping safe in the community.
- Discuss safety actions and their importance in keeping safe.
- Acknowledge the importance of personal safety in everyday community life.

In groups, learners are guided to:
- Talk about personal experiences regarding safety in the community.
- Discuss how each safety action helps: not taking gifts from strangers, crossing the road safely, playing in open areas, avoiding abandoned buildings.
- Discuss other ways of keeping safe in the community.

How do you keep safe in the community?

 Pictures or flashcards showing safety actions
- Digital devices Role-play space
- Task cards for skit scenarios

- Observation - Oral questions

Social Environment

Our Community - Safe and unsafe places

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

- Classify places in the community as safe or unsafe.
- Group pictures of community places into safe and unsafe categories using a table.
- Develop awareness of safe and unsafe places in the community.

In groups, learners are guided to:
- Observe pictures of different community places and sort them into safe or unsafe groups.
- Complete a table grouping places as safe or unsafe in the exercise book.
- Talk about safe and unsafe places commonly found in the community.

What makes a place safe or unsafe in our community?

- Pictures and flashcards of community places
- Exercise books

- Written activity - Observation

Social Environment

Our Community - Community walk
Our Community - Safety poster

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

- Identify safe and unsafe places in the local community through observation.
- Record findings from a community walk and share with peers.
- Commit to avoiding unsafe places in the community for personal safety.

In groups, learners are guided to:
- List different unsafe places in the community.
- Go on a class walk around the community to point out unsafe places.
- Share experiences and findings from the community walk in class.

What unsafe places can you identify in your community?

 recording findings
- Community Manilla paper, crayons and markers
- Pictures of safe and unsafe places

- Observation - Oral questions

Social Environment

Our Community - Basic road signs
Our Community - Drawing road signs

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

- Identify basic road signs used for personal safety (pedestrian crossing, stop sign, traffic lights).
- Practise the Stop, Look, Listen, Think and Cross sequence when crossing the road.
- Observe road safety rules to promote personal safety in the community.

In groups, learners are guided to:
- Identify road signs using digital resources or video clips.
- Practise the Stop, Look, Listen, Think and Cross sequence.
- Discuss why the pedestrian crossing should be used when crossing the road.

Why should we follow basic road signs when using the road?

 Pictures or video clips of road signs
-Manilla paper, crayons and rulers
- Pictures of road signs for reference

- Oral questions - Observation

Social Environment

Our Community - Responding to danger in the community
Our Community - Consolidation

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

- Describe behaviours that can expose one to danger in the community.
- Demonstrate appropriate responses to dangerous situations and strangers.
- Value personal safety and awareness in everyday community life.

In groups, learners are guided to:
- Listen to a recorded story or resource person on how to respond to strangers and child safety tips.
- Discuss dangerous places and behaviours that can expose one to danger.
- Role-play scenarios on how to keep safe when faced with strangers or dangerous situations.

How should you respond when you feel unsafe in the community?

- video clips
- Resource person (community safety officer)
-Role-play materials
- Community safety posters made earlier

- Observation - Oral questions

Natural Environment

Weather - Bad weather conditions
Weather - Effects of bad weather on the environment

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

- Describe unfavourable weather conditions experienced in the locality.
- Identify bad weather conditions from pictures (thunderstorm, flood, drought, strong winds).
- Appreciate the importance of being aware of bad weather conditions for personal safety.

In groups, learners are guided to:
- Share personal experiences on unfavourable weather conditions in the locality.
- Observe pictures of bad weather conditions and name each one.
- Use a digital device or print media to search for information on unfavourable weather conditions.

What bad weather conditions can be experienced in our locality?

-  Pictures or video clips of bad weather conditions
- Digital devices and print media Drawing and painting materials
Smart phone  for photography

- Oral questions - Observation

Natural Environment

Weather - Identifying bad weather types

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

- Identify specific types of bad weather (thunderstorm, wind, hot weather, storm) and their characteristics.
- Complete sentences describing different bad weather conditions correctly.
- Observe pictures to identify which bad weather caused different forms of destruction.

In groups, learners are guided to:
- Complete sentences using words: wind, thunderstorm, storm, hot to describe bad weather conditions.
- Observe pictures and identify which bad weather caused the destruction shown.
- Discuss what happens to the environment during each type of unfavourable weather.

How can you identify the different types of bad weather?

 Pictures showing destruction by different bad weather
- Exercise books

- Written activity - Oral questions

Natural Environment

Weather - Bad weather signs outdoor activity
Weather - Responding to thunderstorms and floods

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

- Observe and record signs of destruction caused by bad weather in the environment.
- Describe what happens to the environment after storms, floods or drought.
- Show curiosity when investigating the effects of bad weather in the community.

In groups, learners are guided to:
- Take a walk around the school compound or neighbourhood to look for signs of destruction caused by bad weather.
- Take photographs to record observations.
- Talk about what happens after things are destroyed by bad weather.

What signs of bad weather damage can we see in our school environment?

-  smart phone for photography
- Exercise books for recording observations
-  Pictures of flood and thunderstorm effects
- Stories about weather safety responses

- Observation - Oral questions

Natural Environment

Weather - Safety measures for bad weather
Weather - Gathering and sharing bad weather safety information

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

- Match unfavourable weather conditions with the correct safety measures.
- Describe what to do during different types of bad weather using pictures.
- Commit to responding appropriately to unfavourable weather in daily life.

In groups, learners are guided to:
- Match bad weather conditions with their corresponding safety measures in a table activity.
- Observe pictures and say what should be done during each type of bad weather shown.
- Discuss appropriate dressing during unfavourable weather conditions.

How do we match bad weather conditions with the right safety measures?

 Matching activity cards
- Pictures showing safety during bad weather
-  Interview task cards
- Exercise books for recording findings

- Written activity - Observation

Natural Environment

Weather - Draw, colour and review bad weather safety
Weather - Digital research on bad weather

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

- Draw and colour a picture of a person responding correctly to bad weather.
- Answer review questions on bad weather safety.
- Appreciate the importance of knowing the weather to stay safe and healthy.

In groups, learners are guided to:
- Draw and colour a picture of a person responding to bad weather.
- Answer questions: how knowing the weather helps you stay safe and why drinking water in hot weather is important.
- Review and consolidate all learning on unfavourable weather conditions and safety responses.

How does knowing about bad weather help you stay safe and healthy?

 Drawing and colouring materials
- Exercise books  smart phone and print media
- Internet access

- Practical activity - Written activity

Natural Environment

Soil - Characteristics of different types of soil

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

- List characteristics of different types of soil (sandy, clay, loamy).
- Collect soil samples from different places in the school environment.
- Show curiosity when exploring and comparing different soil types.

In groups, learners are guided to:
- Walk around the school to collect soil samples from different places.
- Carry out a soil texture test using the sense of touch to feel the texture of different soil samples.
- Describe the characteristics of each soil type collected.

What are the characteristics of the different types of soil?

Soil samples (sandy, clay, loamy)
- Containers for soil samples

- Observation - Oral questions

Natural Environment

Soil - Grouping soil types
Soil - Mulching for soil conservation

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

- Group different types of soil based on texture and appearance.
- Mount different soil samples on a chart and display the chart in class.
- Appreciate that different soils have different qualities that affect how they are used.

In groups, learners are guided to:
- Group different soil types based on texture observed during the soil texture test.
- Mount different soil samples on a chart and display it in class.
- Complete sentences using words: crops, close together, sand to describe soil types.

How do sandy, clay and loamy soils differ from each other?

Chart paper and display materials
- Soil samples for mounting
- Dry leaves, grass clippings and other mulch materials
- School garden

- Practical activity - Observation

Natural Environment

Soil - Planting trees for soil conservation
Soil - Manuring for soil conservation

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

- Explain how planting trees helps conserve soil.
- Participate in a tree-planting activity in the school community.
- Commit to participating in tree planting as an environmental and soil conservation responsibility.

In groups, learners are guided to:
- Observe pictures of trees and discuss how planting trees helps conserve soil.
- Discuss how trees make air fresh and clean.
- Participate in a tree-planting activity in the school compound or community.

How does planting trees help conserve soil and protect the environment?

-Tree seedlings for planting
- Garden tools Pictures of different types of manure
- Manure for practical activity

- Practical activity - Observation

Natural Environment

Soil - Soil conservation activities
Soil - Gardening project

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

- Identify various soil conservation activities practised in the environment.
- Find out and list soil conservation activities practised in the local community.
- Show commitment to participating in soil conservation activities at school and in the community.

In groups, learners are guided to:
- Observe pictures showing various soil conservation activities.
- Find out soil conservation activities practised in the community and list them in the exercise book.
- Share findings on soil conservation activities with classmates.

What soil conservation activities are practised in our community?

 Pictures of soil conservation activities
- Exercise books
-  Garden tools
- Soap and water for hand washing

- Written activity - Oral questions

Natural Environment

Heat - Sources of heat in the environment
Heat - Identifying sources of heat

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

- List sources of heat used at home and in school.
- Identify different sources of heat in the environment from video clips and pictures.
- Appreciate the importance of different sources of heat in daily life.

In groups, learners are guided to:
- Think and share on sources of heat used at home.
- Watch short video clips showing different sources of heat in the environment.
- Discuss sources of heat used at home and in school and share ideas in class.

What are the different sources of heat in our environment?

-Video clips showing sources of heat
-smart phone
-  Pictures of various heat sources
-

- Oral questions - Observation

Natural Environment

Heat - Uses of heat in the environment

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

- Identify uses of heat in the environment (cooking, drying, warming).
- Name uses of heat from pictures and list additional uses in the exercise book.
- Value heat as an important resource for everyday activities.

In groups, learners are guided to:
- Name uses of heat in the environment from pictures (cooking, drying, warming).
- List other uses of heat in the exercise book.
- Discuss uses of heat in the environment and share in class.

How is heat used in our daily lives?

 Pictures showing uses of heat
- Exercise books

- Oral questions - Observation

Natural Environment

Heat - Uses of heat cooking demonstration
Heat - Measuring temperature

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

- Observe a cooking demonstration and relate it to a practical use of heat.
- Describe the process of cooking as an important daily use of heat.
- Appreciate heat as an essential resource for food preparation at home and school.

In groups, learners are guided to:
- Observe how food is cooked at home or at school as a cooking demonstration.
- Discuss how heat is used in the cooking process.
- Share other ways heat is used in the home and community.

How is heat used when preparing food at home or school?

-  Cooking materials for demonstration
- Pictures of cooking using heat
- Thermometer
- Exercise books for recording temperature

- Observation - Oral questions

Natural Environment

Heat - Conserving heat in the environment
Heat - Heat conservation materials investigation

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

- Describe what it means to conserve heat and list basic heat conservation measures.
- Identify ways heat is conserved from pictures (covering food, putting out fire, insulating).
- Develop responsible habits of conserving heat at home and in school.

In groups, learners are guided to:
- Observe pictures showing ways heat is conserved and discuss each method.
- Discuss the meaning of heat conservation and why it is important.
- Role-play how to conserve heat in the environment.

What does it mean to conserve heat and how can we do it?

 Pictures showing heat conservation methods
- Role-play space
-  Cloth, paper, foam, plastic for testing
- Bottles of warm water

- Observation - Oral questions

Natural Environment

Heat - Heat conservation and safety
Heat - Consolidation and classroom poster

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

- Identify areas and situations where heat is being wasted in the environment.
- Explain how trees help conserve heat and describe safe practices around heat sources.
- Commit to practising heat conservation and safety at home and in school.

In groups, learners are guided to:
- List down areas where heat is being wasted at home and in school.
- Discuss how trees help conserve heat in the environment.
- Role-play how to keep safe when dealing with heat from various sources.

How can we avoid wasting heat and stay safe around heat sources?

-  Classroom poster materials
- Reference books and digital resources
- Manilla paper, markers, crayons
- Exercise books

- Oral questions - Observation

Resources in Our Environment

Water - Water contamination

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

- Name ways in which water can be contaminated in the environment.
- Identify sources of water pollution from pictures and a nature walk.
- Appreciate the importance of keeping water clean and safe for healthy living.

In groups, learners are guided to:
- Use audio-visual resources or pictures to gather information on how water is contaminated.
- Observe pictures showing ways water is polluted and name each one.
- Take a nature walk around the school to identify signs of water contamination.

How can water become contaminated in our environment?

-  Pictures or video clips of water contamination
- Digital devices and print media

- Oral questions - Observation

Resources in Our Environment

Water - Water pollution
Water - Making water clean through filtration

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

- Identify different forms of water pollution and describe their causes.
- Describe the dangers of using polluted water for drinking and daily activities.
- Value the need to protect water sources from pollution in the community.

In groups, learners are guided to:
- Observe pictures showing how water is being contaminated and discuss each case.
- List down other ways of contaminating water in the exercise book.
- Discuss what happens when people use polluted water.

What are the dangers of water pollution to people and the environment?

-  Pictures of water pollution scenarios
- Exercise books
- Environmental Activities Grade Sand, gravel, cotton balls, small rocks, plastic bottles
- Containers for testing

- Oral questions - Written activity

Resources in Our Environment

Water - Cleaning water using a cloth and sieve
Water - Boiling water for safe drinking

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

- Demonstrate how to clean water using a piece of cloth and a sieve.
- Compare how a cloth and a sieve each clean water differently.
- Show responsibility when practising basic water-cleaning methods at home and school.

In groups, learners are guided to:
- Observe pictures showing how a cloth and a sieve are used to clean water.
- Practise cleaning water using a piece of cloth.
- Discuss what a sieve does to water and how it differs from using a cloth.

How can a cloth or sieve be used to make water cleaner?

-Clean cloth pieces and a sieve
- Containers of dirty water for practical activity
-  Pictures showing the boiling process
- Drawing and poster-making materials

- Practical activity - Oral questions

Resources in Our Environment

Water - Consolidating clean water knowledge
Water - Conserving water through reuse

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

- Complete sentences using correct words to reinforce understanding of water contamination and safety.
- Describe the link between dirty water and illness.
- Commit to always using clean, safe water for drinking and daily activities.

In groups, learners are guided to:
- Fill in blanks using correct words: dirty water contains germs; drinking dirty water can make us sick.
- Discuss the connection between contaminated water and common illnesses.
- Share practical steps taken at home to ensure water is clean and safe for drinking.

What happens when we drink dirty or contaminated water?

 Exercise books for written activity
- Reference books Pictures showing water reuse at home and school
- Exercise books

- Written activity - Oral questions

Resources in Our Environment

Water - Water conservation posters

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

- Identify practical tips for saving water at home and school.
- Make colourful water-saving posters and display them on the school noticeboard.
- Commit to practising water conservation in daily activities at home and school.

In groups, learners are guided to:
- Discuss practical water-saving tips for home and school.
- Make colourful posters with water-saving tips.
- Pin posters on the school noticeboard to share water conservation messages with the community.

What can we do to conserve water at home and in school?

- Manilla paper, markers and crayons
- School noticeboard

- Practical activity - Observation

Resources in Our Environment

Water - Drawing the water filtration process
Water - Comparing water cleaning methods

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

- Draw and colour an improvised water filter using locally available resources.
- Label the parts of the water filter drawn.
- Appreciate creativity and resourcefulness when making water filters from local materials.

In groups, learners are guided to:
- Draw and colour an improvised water filter using locally available materials.
- Label the parts of the water filter (sand, gravel, cotton, rocks, container).
- Display and discuss the drawings in class.

How does an improvised water filter clean water?

-  Drawing and colouring materials
- Reference pictures of improvised water filters
-  Reference materials and pictures
- Exercise books

- Practical activity - Observation

Resources in Our Environment

Water - Water conservation community action
Plants - Safety measures when handling plants

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

- Discuss the role of the community in conserving water.
- Identify community-level water conservation practices.
- Show commitment to promoting water conservation in the wider community.

In groups, learners are guided to:
- Discuss the role of the community in keeping water clean and conserving it.
- Identify community-level water conservation practices (protecting water sources, not polluting rivers, saving rainwater).
- Share posters on water conservation with the community.

How can our community work together to conserve water?

Water conservation posters made earlier
- Reference book Pictures of protective gardening clothing
- Digital devices and video clips

- Observation - Oral questions

Resources in Our Environment

Plants - Edible and non-edible plants
Plants - Plant portfolio creation

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

- Classify plants in the environment as edible (can be eaten) or non-edible (poisonous).
- Go on a nature walk to interact with different plants in the environment.
- Value the need to correctly identify plant types before eating them.

In groups, learners are guided to:
- Go on a nature walk to interact with different plants in the immediate environment.
- Discuss types of plants (edible and non-edible) found in the locality.
- Sort and group various plants as edible or non-edible and share findings in class.

How can we tell the difference between edible and non-edible plants?

Real or pictured samples of edible and non-edible plants
- Charts for sorting and grouping
-  Drawing materials, camera or digital device
- Portfolio folders

- Oral questions - Observation

Resources in Our Environment

Plants - Introduction to kitchen gardens
Plants - Researching kitchen gardens

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

- Describe what a kitchen garden is and identify the materials used to make different types.
- Name materials that have been used in making different kitchen gardens from pictures.
- Appreciate kitchen gardens as a practical way of growing food plants at home and school.

In groups, learners are guided to:
- Read about kitchen gardens: a small garden near the kitchen used to grow herbs, vegetables and other food plants.
- Observe pictures of different kitchen garden types and name materials used for each.
- Discuss what materials are needed to build a kitchen garden.

What is a kitchen garden and what materials are needed to make one?

-  Pictures of different kitchen garden types
- Reference books and print media and print media
- Local community garden for field trip

- Oral questions - Observation

Resources in Our Environment

Plants - Preparing and caring for a kitchen garden

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

- Describe how to prepare and care for a kitchen garden.
- Participate in developing a kitchen garden in school using locally available materials.
- Show responsibility and hard work when completing assigned tasks in creating the school kitchen garden.

In groups, learners are guided to:
- Discuss how to prepare a kitchen garden and how to care for it.
- Participate in developing a kitchen garden in school as a class project.
- Discuss the importance of caring for the kitchen garden regularly.

How do we prepare and care for a kitchen garden?

 Garden tools and locally available materials
- Seedlings or seeds

- Practical activity - Observation

Resources in Our Environment

Plants - Plants as a source of food
Plants - Consolidation

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

- Identify edible plants that serve as sources of food in the locality.
- Describe how plants in the kitchen garden provide food for the family.
- Value plants as important sources of food for healthy living in the community.

In groups, learners are guided to:
- Observe the school kitchen garden and discuss which plants provide food.
- Discuss how plants in the locality are used as sources of food.
- Share examples of food from plants that are commonly eaten at home.

How are plants important as sources of food in our environment?

School kitchen garden
- Pictures of food from plants
-  Review question cards
- Exercise books

- Oral questions - Observation

Resources in Our Environment

Plants - Nature walk and sorting edible/non-edible plants
Plants - Kitchen garden class project completion

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

- Go on a nature walk and interact with different plants in the immediate environment.
- Sort and group plants found during the nature walk as edible or non-edible.
- Appreciate the diversity of plants in the local environment and their uses.

In groups, learners are guided to:
- Go on a second nature walk to interact with different plants in the school and neighbourhood.
- Sort and group the plants observed as edible or non-edible.
- Share findings from the nature walk in class.

What edible and non-edible plants can we find in our environment?

- Plants found during the nature walk
- Charts for sorting and grouping
-  Garden tools and locally available materials
- Water and seedlings

- Observation - Oral questions

Resources in Our Environment

Plants - Digital research on kitchen gardens
Animals - Domestic animals and their uses

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

- Use digital devices to search for various forms of kitchen gardens on the internet.
- Share findings on kitchen garden types and designs with classmates.
- Develop digital literacy skills when researching information on plants and kitchen gardens.

In groups, learners are guided to:
- Manipulate digital devices to search for various forms of kitchen gardens on the internet.
- Share findings on different kitchen garden designs and materials in class.
- Discuss which kitchen garden design is most suitable for the school or home.

What can digital tools teach us about different types of kitchen gardens?

- internet access
- Print media for comparison
-  Pictures and flashcards of domestic animals
- Exercise books

- Observation - Oral questions

Resources in Our Environment

Animals - Uses of domestic animals

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

- Describe the various uses of domestic animals to people (food, transport, work, companionship).
- Match each domestic animal with what it provides or does for people.
- Appreciate domestic animals as important resources for people in the community.

In groups, learners are guided to:
- Talk about the uses of domestic animals to people including as cart pullers on roads.
- Match each animal with what it provides or does in a matching activity.
- Discuss how domestic animals help people in different ways.

How are domestic animals useful to people in the community?

- Environmental Activities Gra Matching activity cards
- Pictures of domestic animals and their uses

- Written activity - Oral questions

Resources in Our Environment

Animals - Drawing domestic animal uses
Animals - Caring for domestic animals

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

- Draw a picture showing one or more uses of domestic animals to people.
- Sing songs about the importance of animals to human beings.
- Reflect on the value of domestic animals and appreciate their contribution to community life.

In groups, learners are guided to:
- Draw a picture showing one or more uses of domestic animals to people and display it in class.
- Sing songs about the importance of animals to human beings.
- Discuss the overall value of domestic animals to people and the community.

Why are domestic animals valuable to people and the community?

-  Drawing and colouring materials
- Songs about domestic animals
 Pictures showing care for domestic animals
- Age-appropriate stories about animal care

- Practical activity - Oral questions

Resources in Our Environment

Animals - Writing animal care guides
Animals - Practising care for domestic animals

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

- Write a care guide for a chosen domestic animal listing care activities.
- Demonstrate understanding of what domestic animals need to live well.
- Develop a sense of responsibility for the welfare of domestic animals.

In groups, learners are guided to:
- In groups, write care activities for domestic animals such as dogs, cats, rabbits or birds.
- Share the care guides with the class.
- Discuss why it is important to provide regular care for domestic animals.

How can we write a care guide for a domestic animal?

-  Exercise books for writing care guides
- Reference books
- - Role-play space
- Pictures of animal care activities

- Written activity - Observation

Resources in Our Environment

Animals - Value of domestic animals
Waste Materials - Types of waste materials

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

- Explain the overall value of domestic animals to human beings.
- Listen to a resource person on the care and value of domestic animals.
- Appreciate the importance of treating domestic animals with love and care.

In groups, learners are guided to:
- Listen to a resource person (farmer or animal keeper) on the value and care of domestic animals.
- Discuss the overall importance of domestic animals to human beings and the community.
- Sing songs or discuss stories about the importance of animals to human beings.

Why should we value and care for domestic animals in our community?

 Resource person (farmer or animal keeper)
- Songs about animals
-  Real waste material samples or pictures
- Digital devices and video clips

- Oral questions - Observation

Resources in Our Environment

Waste Materials - Income from waste materials
Waste Materials - Making jewellery from waste

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

- Describe ways in which waste materials can be used to generate income.
- Fill in a table identifying income-generating uses for different waste materials.
- Value the potential of waste materials as a source of income in the community.

In groups, learners are guided to:
- Observe a table of waste materials and income-generating uses and copy it in the exercise book.
- Discuss various ways of using waste to generate income in the immediate environment.
- Use digital devices or print materials to search for more ideas on making money from waste.

How can waste materials be used to generate income?

 Pictures and video clips on waste-to-income activities
- Digital devices and print media
-  Beads, buttons, old jewellery, string, glue
- Scissors

- Written activity - Oral questions

Resources in Our Environment

Waste Materials - Making animal feeders from waste

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

- Make animal feeders using waste materials (plastic bottles, cardboard, old containers).
- Explain how making animal feeders from waste reduces environmental waste.
- Appreciate how creativity and innovation can turn waste into useful tools.

In groups, learners are guided to:
- Observe examples of animal feeders made from waste materials.
- Make animal feeders using plastic bottles, cardboard or old containers.
- Display the animal feeders in class and discuss how they were made.

How can we use waste materials to make useful items for animals?

 Plastic bottles, cardboard, old containers
- Scissors, glue, string

- Practical activity - Observation

Resources in Our Environment

Waste Materials - Managing and disposing of waste
Waste Materials - Waste disposal poster and project

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

- Describe the process of managing waste materials (handling, storing and disposing).
- Identify safe and correct methods of waste disposal from pictures.
- Commit to observing safety measures when handling and disposing of waste materials.

In groups, learners are guided to:
- Discuss the meaning of waste management: handling, storing and disposing of waste materials.
- Observe pictures of waste disposal methods and discuss which are safe and correct.
- Discuss what safety measures should be taken when handling waste.

How should we safely manage and dispose of waste materials?

-  Pictures of waste disposal methods
- Exercise Manilla paper and markers
- Waste materials for project planning

- Observation - Oral questions

Resources in Our Environment

Waste Materials - Waste materials project
Waste Materials - Sorting and classifying waste

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

- Carry out a project that puts waste materials from the environment to appropriate use.
- Complete sentences using key vocabulary on waste management (upcycle, community, money).
- Value the role of creativity and innovation in managing waste materials for community benefit.

In groups, learners are guided to:
- Make items from waste materials in school to use or sell as a class project.
- Fill in blanks using words: friends, upcycle, community, money to consolidate learning.
- Discuss how upcycling and recycling benefits the school community.

How can our waste materials project benefit our school community?

 Waste materials for the project
- Exercise books for written activity Collected waste materials for sorting
- Charts for classification

- Practical activity - Oral questions

Resources in Our Environment

Waste Materials - Digital research on income from waste
Waste Materials - Project planning
Waste Materials - Project implementation

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

- Use digital devices or print materials to search for more ideas on making money from waste.
- Share research findings on waste-to-income opportunities with classmates.
- Show initiative and creativity when exploring ways to generate income from waste.

In groups, learners are guided to:
- Use digital devices or print materials to search for information on ways of making money from waste.
- Share findings on waste-to-income opportunities in class.
- Discuss which waste-to-income ideas are most practical for the school community.

What new ideas can we find on generating income from waste materials?

- Digital devices and print media
- Internet access
 Project planning sheet
- Waste materials list
-Waste materials for the project
- Safety gear (gloves where needed)

- Observation - Oral questions