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NAME |
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TSC NO. |
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SCHOOL |
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Week |
Lesson |
Strand Theme |
Sub Strand |
Specific Learning Outcomes |
Key Inquiry Question(S) |
Learning Experience |
Learning Resources |
Assessment Methods |
Reflect on |
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1 |
1 |
Environment and Its Resources |
Weather and the sky (observing the sky) |
By the end of the lesson the learner should be able to: Describe the day draw the appearance of the sky during the day |
What do we see when we look at the sky during the day |
Learners to observe the sky (the sun, moon, stars, and clouds during the day and share the observation) |
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Observing what the pupil has drawn from observing the sky during the day |
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2 |
Environment and Its Resources |
Weather and the sky Observing the sky) |
By the end of the lesson the learner should be able to: Describe the appearance of the sky during the night Observe differences in appearance of the sky during the day and the night |
What do you see when we look at the sky during the night? |
With the help of parents or guardians ,learners to observe the appearance of the sky at night and report back |
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Observing what the pupil has drawn from observing the sky during the night |
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3 |
Environment and Its Resources |
Weather and sky(observing the sky) |
By the end of the lesson the learner should be able to: develop curiosity in observing appearance of the sky for enjoyment Tell and discuss the observations made |
What do you see when you look at the sky during the day and at night |
Learner to play educative competition games on sun, moon, clouds, and stars Leaners to draw and color the sun , moon, clouds and stars |
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Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
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4 |
Environment and Its Resources |
Weather and sky(observing the sky) |
By the end of the lesson the learner should be able to: develop curiosity in observing appearance of the sky for enjoyment Tell and discuss the observations made |
What do you see when you look at the sky during the day and at night |
Learner to play educative competition games on sun, moon, clouds, and stars. Leaners to draw and color the sun , moon, clouds and stars |
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Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
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5 |
Environment and Its Resources |
Weather and sky(observing the sky) |
By the end of the lesson the learner should be able to: Learners to recognize weather conditions of the day |
What Tithe weather today? |
Learners to explore weather conditions as an outdoor activity |
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Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
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2 |
1 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to draw weather conditions of the day Learners to identify weather conditions of the day |
What Tithe weather today |
Learners to draw and color the weather symbols explored |
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Observing the weather identified by the pupil today |
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2 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather on the same day but different days to recognize weather conditions of the day |
What Tithe weather yesterday from the picture? |
In groups, learners to observe weather conditions of the day in the immediate environment |
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Observing the weather identified by the pupil from yesterday |
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3 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to identify weather conditions of the previous day |
What if the weather yesterday from the Picture? |
Learners to draw and color the weather symbols explored |
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Observing the weather identified by the pupil from yesterday |
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4 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather of different days Learners to identify weather conditions of the previous day |
What will the Weather be like? |
In groups, learners to observe weather conditions of the day in the immediate environment |
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Observing the conversation between the pupils regarding the weather of different days |
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5 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather of different time (morning and afternoon) |
What will the weather be like to day morning? |
In groups, learners to observe weather conditions of the day in the immediate environment |
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Observing the conversation between the pupils regarding the weather of different days |
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3 |
1 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to make a weather poster and color it with real color that the pupil saw in the previous class Appreciate weather conditions at different times of the day |
How to make a weather poster a to Color it? |
Make your own weather poster and color it |
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Observing the work done the pupils on making the poster Asking the pupils different questions on weather |
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2 |
Environment and Its Resources |
Water |
By the end of the sub-strand, the learner should be able to: Identify different sources of water in the immediate Environment. |
What are Sources of water? |
Learners to brainstorm on sources of water Learners to observe a variety of stimulus materials on sources of water |
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Asking the Pupils the number of water resources next to them. |
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3 |
Environment and Its Resources |
Water |
By the end of the sub- strand, the learner should be able to: In groups of two visit places near the school and list the number of water Resource. appreciate different sources of water in the immediate environment |
Identifying water resources near the school |
Learners to learners to visit the area near the school and identify the resource near the school Learners to draw some of the water resources that they found. |
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Observing the listed number of water resources found in the area |
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4 |
Environment and Its Resources |
Uses of water |
By the end of the sub- strand, the learner should be able to: Identify different uses of water in the home and school |
How could we use Water responsibly in the home and School? |
Learners to identify different uses of water using varied stimulus materials |
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Asking pupils the uses of water Observing how the pupils are using water near the school |
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5 |
Environment and Its Resources |
Uses of water |
By the end of the sub- strand, the learner should be able to: use water to do different activities in school in groups |
How could we use Water responsibly in the home and School? |
Learners to identify different uses of water using varied stimulus materials |
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Observing how the pupils are using water near the school |
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4 |
1 |
Environment and Its Resources |
Uses of water well |
By the end of the sub-strand, the learner should be able to: demonstrate careful use of water in the home and school explain how water can be used well |
How can we Use water well? |
Learners to discuss careful use of water in the home and school |
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Observing how well the pupils use water |
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2 |
Environment and Its Resources |
Uses of water well |
By the end of the sub- strand, the learner should be able to: Demonstrate how to use water to do different activities in school and at home in groups |
How could we use Water responsibly in the home and School? |
Learners to identify different uses of water using varied stimulus materials |
Water Rivers Lakes Tap water Dams Pictures Our lives today grade 1 page 17- 18 |
Observing how the pupils are using water near the school in groups |
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3 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: Learners to identify ways of playing with soil foe enjoyment playing with soil for learning purpose |
How can we play with soil |
Learners to identify ways of playing with soil Learners to fill and empty cans with soil for fun Learner to model different objects using soil |
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Asking the pupils how to use soil for enjoyment. |
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4 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: draw on the soil for the purpose of learning |
How can we draw on the soil |
Learners to draw on the soil and make different patterns using soil paints |
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Observe how the pupils draw on the soils for purpose of learning |
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5 |
Environment and Its Resources |
Playing with soil |
By the end of the sub-strand the learner should be able to: work on their own and draw on the soil for the purpose of learning |
How can I draw on the soil |
Learners to draw on the soil and make different patterns using soil paints |
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Observe how the pupils draw on the soils for purpose of learning |
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5 |
1 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: play with soil in different ways for enjoyment |
We can fill our tins with soil |
Learners to fill our tins with soil |
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Observe how the pupils fill the tins with soils purpose of learning and enjoyment |
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2 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: model different objects using soil at school |
We can use wet soil to make things |
Learner to model different objects using soil Learners to draw on the soil and make different patterns using soil paints |
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Observe how the pupils can use wet soil to make things |
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3 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: develop curiosity in playing with soil for enjoyment |
How to use soil and soil for creativity and enjoyment |
Learners to find out more from parents or guardians on how to play with soil |
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Observe how the pupils can use wet soil to make things |
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4 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment ) |
By the end of the sub- strand, the learner should be able to: Identify plants in the immediate environment Name the plants Found near the school compound. |
Which plants we see around us |
Learners to take a nature walk to observe different plants in the immediate environment Learners in groups of two to list the number of plants found in the immediate Environment. |
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Observe how the pupils can have listed the name of plants |
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5 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment) |
By the end of the sub- strand, the learner should be able to: In groups of 3, the student to list and draw plants in the environment and at home |
Which plants we see around us |
Learners in groups of 3 the learner to list and draw plants in the environment and at home. |
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Observe how the pupils have listed and drawn different types of plants Oral question on the name of plants each pupil has identified. |
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6 |
1 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Taking a nature walk the pupil and teachers and identify the plant in the school compound. |
Which plants we see around the school compound. |
learners to think, pair and share about plants that they observed during the nature walk |
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Observe how the pupils can have listed the name of plants |
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2 |
Environment and Its Resources |
Plants exploring (plants in the immediate environment ) |
By the end of the sub- strand, the learner should be able to: Naming the plants found near the school |
Which plants we see around the school compound. |
learners to think, pair and share about plants that they observed during the nature walk |
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Observe how the pupils can have listed the name of plants |
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3 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: observe plants in the immediate environment to realize the diversity in plants |
Which plants we see around the school compound |
Learners to draw and color plants that they liked during the nature walk Learners to gather more information parents or guardians about plants and Report back. |
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Observe how the pupils can have listed the name of plants |
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4 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Plants sample of seeds Identify different leaves |
How to plant seed. What kind of leaves did you see |
Learners to mention ways of planting and caring for plants |
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Observe how the pupils plant the seed Observer how the pupil take care of the seed planted, |
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5 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Draw and color make prints of leaves |
What kind of leaves did you see |
Learners to mention leaves did you see |
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Observe how the pupils name the leaves. Observing the drawing of the leaves |
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7 |
1 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Identify different seeds |
Which plants grow in the garden |
Learners to draw and name the parts of plant |
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Observe how the pupils name the leaves. Observing the drawing of the leaves |
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2 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub-strand, the learner should be able to: identify different animals in the immediate environment |
What animals Are found in the immediate environment? |
Learners are guided to identify different animals(small l and big) |
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Observing the listed names of animals |
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3 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub- strand, the learner should be able to: Identify small animals Identify big animals |
What small animals are found in the immediate environment? |
Learners are guided to identify different small animals |
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Observing the listed names of small animals |
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4 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub- strand, the learner should be able to: define domestic animals Identify domestic animals Identify products from domestic animals |
What big animals are found in the immediate environment? |
Learners are guided to identify different domestic animals |
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Observing the listed names of domestic animals |
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5 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub- strand, the learner should be able to: Identify products from domestic animals Identify wild animals |
What are the products from domestic animals |
Learners to tell products from different animals(using g stimulus material |
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Observing the listed names of domestic products from animals. |
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8 |
1 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to: Learners to observe different animals in the immediate environment Observe insects |
What are insect from near the school compound |
Learners to observe and identify insects |
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Observing the listed names of insect found near the school compound |
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2 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to: Learners to observe different animals in the immediate environment |
What are insect from near the school compound |
Learners to observe and identify insects |
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Observing the listed names of insect found near the school compound |
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3 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to Drawing insects found near the school compound |
What are insect from near the school compound |
Learners to observe and identify insects |
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Observing the listed names of insect found near the school compound |
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4 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to: Learners to observe water animals found near the water resources environment |
Which animals are found in water |
Learners to observe identify fish |
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Observing the listed names of fish found near the school compound |
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5 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub-strand, the learner should be able to: Drawing water animals found near the school compound |
Which animals are found in water |
Learners to observe identify fish |
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Observing the drawn image of water animals |
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9 |
1 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able Learners to observe and identify parts of bird to: Observe birds(he) Observe animals without legs |
Which animals are animals without legs |
Learners to observe identify fish |
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Observing the listed names of fish found near the school compound |
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2 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub-strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment |
How many animals have Observed? |
The learner should be able to draw various types of animals and name the body part |
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observe and identify animals found near the school |
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3 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment |
How many animals have Observed? |
The learner should be able to draw various types of animals and name the body part |
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observe and identify animals found near the school |
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4 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able identifying items got from animals in the community |
What do we get from different animals |
The learner should be able to draw various types of animals and name the body part |
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observe and identify animals found near the school |
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| 5 | Energy | Producing sounds |
By the end of the sub- strand, the learner should be able to: recognize sounds in the immediate environment identifying what makes sound near the school compound |
What makes sounds | Learners take a sound walk in the immediate environment |
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Observe pupils listening the different sounds in the immediate environment | ||
| 10 | END OF TERM ASSESSMENT | ||||||||