|
Week |
Lesson |
Strand/Theme |
Sub Strand |
Specific Learning Outcomes |
Key Inquiry Questions |
Learning Experience |
Learning Resources |
Assessment Methods |
Reflection |
|
1 |
1 |
Social Environment |
Harmonious Living in the Community |
By the end of the sub strand, the learner should be able to: state what a community is and describe a community state what is a community i.e. schools, markets and hospitals. |
What is a community? |
Learners to visit a market place, explore the sanitation |
Our lives today Grade 3 page 64 schools, markets and hospitals |
Oral questions for the pupils Observing |
|
|
|
2 |
Social Environment |
Harmonious Living in the Community |
By the end of the sub strand, the learner should be able to: describe ways of keeping the market place clean |
What can make the market place dirty? |
Learners to visit a market place, explore the Sanitation Learners to observe cleaning activities at a market place from a video clip or photograph |
Our lives today Grade 3 page 64 schools, markets and hospitals
|
Observing what the student researched in the community. |
|
|
|
3 |
Social Environment |
Harmonious Living in the Community |
By the end of the sub strand, the learner should be able to: in group of two visit a nearby market place |
What can make the market place dirty? |
Learners to visit a market place, explore the Sanitation Learners to observe cleaning activities at a market place from a video clip or photograph |
Our lives today Grade 3 page 65 schools, markets and hospitals
|
Observing what the student researched in the community. |
|
|
|
4 |
Social Environment |
Harmonious Living in the Community |
By the end of the sub strand, the learner should be able to: Reflect, think and share their experiences on the sanitation situation in the market place |
What can make the market place dirty |
Learners to visit a market place, explore the Sanitation Learners to observe cleaning activities at a market place from a video clip or photograph |
Our lives today Grade 3 page 65 schools, markets and hospitals
|
Observing what the student researched in the community. |
|
|
|
5 |
Social Environment |
Harmonious Living in the Community |
By the end of the sub strand, the learner should be able to: Describe how to clean the market place State things used to clean the market place State ways of cleaning the market place |
How do we keep the market place clean |
Learners to discuss ways of keeping the market place clean. Learners to discuss the importance of keeping the market clean |
Our lives today Grade 3 page 66-67 schools, markets and hospitals
|
Observing how the pupils are cleaning the class, school and community. |
|
|
2 |
1 |
Social Environment |
Harmonious Living in the Community |
By the end of the sub strand, the learner should be able to: State things used to: clean the market place State ways of cleaning the market place |
How do we keep the market place clean |
Learners to discuss ways of keeping the market place clean. Learners to discuss the importance of keeping the market clean |
Our lives today Grade 3 page 66-67 schools, markets and hospitals
|
Observing how the pupils are cleaning the class, school and community. |
|
|
|
2 |
Social Environment |
Sanitation in The community |
By the end of the sub strand, the learner should be able to: participate in keeping the market place clean to promote social cohesion |
How do we keep the market place clean |
Learners to reflect think and share their experiences on the sanitation situation in the market place. Learners to discuss ways of keeping the market place clean |
Our lives today Grade 3 page 66-67 schools, markets and hospitals
|
Observing how the pupils are cleaning the class, school and community. |
|
|
|
3 |
Social Environment |
Sanitation in The community |
By the end of the sub strand, the learner should be able to: appreciate a clean market place for good health. |
How do we keep the market place clean |
Learners to discuss the importance of keeping the market clean Learners to discuss the role their parents or guardians play during a market cleaning days Learners to display posters with persuasive messages during market cleaning days. |
Our lives today Grade 3 page 68 schools, markets and hospitals
|
Observing how the pupils are cleaning the class, school and community. |
|
|
|
4 |
Social Environment |
Keeping safe in the community |
By the end of the sub strand, the learner should be able to: Explain who is stranger Identify appropriate ways of responding to strangers in the community |
Who is a stranger |
Learners to listen actively to a relevant age appropriate case story on responding to strangers |
Our lives today Grade 3 page 69 Video clips Pictures |
Oral questions on people in the community Observing how the pupils are relating to stranger. |
|
|
|
5 |
Social Environment |
Keeping safe in the community |
By the end of the sub strand, the learner should be able to: identify appropriate ways of responding to strangers in the community |
What should we do when we meet strangers? |
Learners to listen actively to a relevant age appropriate case story on responding to strangers Learners to watch a video clip on how they could respond appropriately to strangers |
Our lives today Grade 3 page 70-71 Video clips Pictures |
Oral questions on people in the community Observing how the pupils are relating to stranger. |
|
|
3 |
1 |
Social Environment |
Keeping safe in the community |
By the end of the sub strand, the learner should be able to: respond appropriately to strangers in the community; |
What should we do when we meet strangers? |
In groups, learners could share and report back their experiences about responding to strangers |
Our lives today Grade 3 page 70-71 Video clips Pictures |
Oral questions on people in the community Observing how the pupils are relating to stranger. |
|
|
|
2 |
Social Environment |
Responding to strangers |
By the end of the sub strand, the learner should be able to: identify appropriate ways of responding to strangers in the community |
What should we do when we meet strangers |
Learners to listen actively to a relevant age appropriate case story on responding to strangers |
Our lives today Grade 3 page 72 Video clips Pictures |
Oral questions on people in the community Observing how the pupils are relating to stranger. |
|
|
|
3 |
Social Environment |
Responding to strangers |
By the end of the sub strand, the learner should be able to: respond appropriately to strangers in the community |
What should we do when we meet strangers |
Learners to watch a video clip on how they could respond appropriately to strangers In groups, learners to reflect, share and report back their experiences about responding to strangers |
Our lives today Grade 3 page 72 Video clips Pictures |
Observing what the pupil do when they meet stranger |
|
|
|
4 |
Social Environment |
Responding to strangers |
By the end of the sub strand, the learner should be able to: take personal responsibility in keeping safe to limit risks. |
What should we do when we meet strangers |
Learners are guided on how to use phone when in danger Learners to simulate ways of responding appropriately to strangers Learners to find out from parents or guardians appropriate ways of responding to strangers |
Our lives today Grade 3 page 72 Video clips Pictures |
Observing what the pupil do when they meet stranger |
|
|
|
5 |
Social Environment |
Responding to strangers |
By the end of the sub strand, the learner should be able to: how to use a phone when in danger |
How to use a phone when in danger |
Learners to demonstrate how to use a phone when in danger |
Our lives today Grade 3 page 72-73 Video clips Pictures |
Observing how the pupils using a phone when in danger |
|
|
4 |
1 |
Social Environment |
Safe and dangerous places in the community |
By the end of the sub strand, the learner should be able to: identify safe places in the community |
What are the safe places in the community? |
Learners to discuss and identify safe places in the community Learners to discuss and identify dangerous places in the community |
Our lives today Grade 3 page 74-75
|
Checking the answer given by the pupils |
|
|
|
2 |
Social Environment |
Safe and dangerous places in the community |
By the end of the sub strand, the learner should be able to: identify dangerous places in the community |
What are the safe places in the community? |
Learners to discuss and identify dangerous places in the community Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places |
Our lives today Grade 3 page 76-77 Video clips Pictures |
Oral question on dangerous places in the community |
|
|
|
3 |
Social Environment |
Safe and dangerous places in the community |
By the end of the sub strand, the learner should be able to: In group of two identify dangerous places in the community |
What are the safe places in the community? |
Learners to discuss and identify dangerous places in the community Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places |
Our lives today Grade 3 page 76-77 Video clips Pictures |
Oral question on dangerous places in the community |
|
|
|
4 |
Social Environment |
Safe and dangerous places in the community |
By the end of the sub strand, the learner should be able to: identify dangerous places in the community
|
What are the safe places in the community? |
Learners to discuss and identify dangerous places in the community Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places |
Our lives today Grade 3 page 76-77 Video clips Pictures |
Oral question on dangerous places in the community |
|
|
|
5 |
Social Environment |
Safe and dangerous places in the community |
By the end of the sub strand, the learner should be able to: keep personal safety in the community |
How do we keep safe? |
Learners to do age appropriate community mapping to identify and mark the safe places and dangerous places |
Our lives today Grade 3 page 78-79 Video clips Pictures |
Oral question on keep personal safety in the community giving class assessment |
|
|
5 |
1 |
Social Environment |
Safe and dangerous places in the community |
By the end of the sub strand, the learner should be able to: respond appropriately to security threats in the community |
What are the dangerous places in the community? |
Learners to recognize indications of dangerous places and situations using the map Learners to respond appropriately to threats against safety |
Our lives today Grade 3 page 78-79 Video clips Pictures |
Oral question on keep personal safety in the community giving class assessment |
|
|
|
2 |
Social Environment |
Safe and dangerous places in the community |
By the end of the sub strand, the learner should be able to: respond appropriately to security threats in the community |
What are the dangerous places in the community? |
Learners to discuss with their parents or guardians about dangerous places in the community and report back. |
Our lives today Grade 3 page 78-79 Video clips Pictures |
Observing the list of places that are dangerous |
|
|
|
3 |
Social Environment |
Safe Travel Basic road safety signs |
By the end of the sub strand, the learner should be able to: recognize basic road safety signs |
How do basic road safety signs enable safe travel? |
Learners to observe stimulus materials to recognize basic road safety signs (pedestrian crossing, stop sign, traffic lights) |
Our lives today Grade 3 page 82-83 Video clips Pictures Road signs |
Checking the list of road sighs the pupils have listed |
|
|
|
4 |
Social Environment |
Basic road safety signs |
By the end of the sub strand, the learner should be able to: in group of two take a nature walk and identity the basic road safety signs |
How do basic road safety signs enable safe travel? |
Learners to observe stimulus materials to recognize basic road safety signs (pedestrian crossing, stop sign, traffic lights) |
Our lives today Grade 3 page 82-83 Video clips Pictures Road signs |
Observing how the pupil identifying road sign and using the signs |
|
|
|
5 |
Social Environment |
Basic road safety signs |
By the end of the sub strand, the learner should be able to: use basic road safety signs appropriately to enable safe travel |
How do basic road safety signs enable safe travel? |
Learners to visit a nearby road or children’s park for a demonstration on appropriate use of the basic road signs |
Our lives today Grade 3 page 82-83 Video clips Pictures Road signs |
Observing how the pupil identifying road sign and using the signs |
|
|
6 |
1 |
Social Environment |
Basic road safety signs |
By the end of the sub strand, the learner should be able to: appreciate the use of basic road safety signs in enabling safe travel |
How do basic road safety signs enable safe travel? |
Learners to play an educative multimedia game on basic road signs. Learners to ask their parents or guardian to take them on a safety walk around their neighborhood and report back. |
Our lives today Grade 3 page 84-85 Video clips Pictures Road signs
|
Observing how the pupil identifying road sign and using the signs |
|
|
|
2 |
Social Environment |
Environmental and cultural events in the community |
By the end of the sub strand, the learner should be able to: state how cultural events promote environmental and social wellbeing in the community |
What is the importance of environmental and cultural events? |
Learners to use stimulus materials on cultural and environmental events in the community |
Our lives today Grade 3 page 89 Video clips Pictures Maasai shukas Shakers |
Observing the items made to show cultural events from pupil. |
|
|
|
3 |
Social Environment |
Environmental and cultural events in the community |
By the end of the sub strand, the learner should be able to: state how cultural events promote environmental and social wellbeing in the community |
What is the importance of environmental and cultural events? |
Learners to discuss on environmental and cultural events that promote social wellbeing ( tree planting, cultural festivals ) |
Our lives today Grade 3 page 89 Maasai shukas Shakers |
Observing the items made to show cultural events from pupil. |
|
|
|
4 |
Social Environment |
Environmental and cultural events in the community |
By the end of the sub strand, the learner should be able to participate in cultural events that promote |
How could we participate in environmental |
Learners to discuss on environmental and cultural events that promote social wellbeing (tree planting, cultural festivals) Learners are guided on how they could participate in events that promote environmental and social well being |
Our lives today Grade 3 page 90-91 Maasai shukas Shakers
|
Observing the items made to show cultural events from pupil. |
|
|
|
5 |
Social Environment |
Environmental and cultural events in the community |
By the end of the sub strand, the learner should be able to: participate in cultural events that promote environmental and social wellbeing in the community |
How could we participate in environmental |
Learners to discuss on environmental and cultural events that promote social wellbeing (tree planting, cultural festivals) Learners are guided on how they could participate in events that promote environmental and social well being |
Our lives today Grade 3 page 90-91 Maasai shukas Shakers
|
Observing the items made to show cultural events from pupil. |
|
|
7 |
1 |
Social Environment |
Environmental and cultural events in the community |
By the end of the sub strand, the learner should be able to develop interest in environmental and cultural events that promote social wellbeing in the community |
How could we participate in environmental |
Learners to find out from elders, parents or guardians about environmental and cultural events that promote social wellbeing and report back. |
Our lives today Grade 3 page 90-91 Maasai shukas Shakers
|
Observing the items made to show cultural events from pupil. |
|
|
|
2 |
Social Environment |
Environmental and cultural events in the community |
By the end of the sub strand, the learner should be able to: develop interest in environmental and cultural events that promote social wellbeing in the community |
How could we participate in environmental |
Learners to find out from elders, parents or guardians about environmental and cultural events that promote social wellbeing and report back. |
Our lives today Grade 3 page 90-91 Maasai shukas Shakers
|
Observing the items made to show cultural events from pupil. |
|
|
|
3 |
Social Environment |
Enterprise projects |
By the end of the sub strand, the learner should be able to: define waste materials Identify ways of using waste responsibly to generate income
|
How can we make money from waste |
Learners to identify ways of using waste to generate income (Collection, sorting, Reducing Reusing, recycling) |
Our lives today Grade 3 page 90-91 plastics paper bags
|
Observing waste materials |
|
|
|
4 |
Social Environment |
Waste management for income generation project at school. |
By the end of the sub strand, the learner should be able to: in groups of two Identify ways of using waste responsibly to generate income |
How can we make money from waste |
Learners to identify ways of using waste to generate income (Collection, sorting, Reducing Reusing, recycling) |
Our lives today Grade 3 page 93 Plastics paper bags bottles |
Observing waste materials |
|
|
|
5 |
Social Environment |
Waste management for income generation project at school. |
By the end of the sub strand, the learner should be able to: determine suitable waste management activity to generate income at school |
How to reuse and reducing waste materials? |
Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation |
Our lives today Grade 3 page 94 Plastics paper bags bottles |
Observing waste materials pupils get from the school compound |
|
|
8 |
1 |
Social Environment |
Waste management for income generation project at school. |
By the end of the sub strand, the learner should be able to: determine suitable waste management activity to generate income at school |
How to recycle and reducing waste materials |
Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation |
Our lives today Grade 3 page 95 Plastics paper bags bottles |
Observing waste materials pupils get from the school compound |
|
|
|
2 |
Social Environment |
Waste management for income generation project at school. |
By the end of the sub strand, the learner should be able to: In group of two determine suitable waste management activity to generate income at school |
How to recycle and reducing waste materials |
Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation |
Our lives today Grade 3 page 95 Plastics paper bags bottles |
Observing how to pupil recycle materials |
|
|
|
3 |
Social Environment |
Waste management for income generation project at school. |
By the end of the sub strand, the learner should be able to: participate in waste management activity to generate income at school |
What activities could learners undertake to generate income from waste management? |
Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity) |
Our lives today Grade 3 page 95 Plastics paper bags bottles |
Observing how to pupil recycle materials |
|
|
|
4 |
Social Environment |
Waste management for income generation project at school. |
By the end of the sub strand, the learner should be able to: in group of 5 utilize the waste in the community to make money |
What activities could learners undertake to generate income from waste management? |
Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity) |
Our lives today Grade 3 page 97 Plastics paper bags bottles |
Observing how to pupil recycle materials |
|
|
|
5 |
Social Environment |
Waste management for income generation project at school. |
By the end of the sub strand, the learner should be able to: in group of 5 utilize the waste in the community to make money |
What activities could learners undertake to generate income from waste management? |
Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity) |
Our lives today Grade 3 page 97 Plastics |
Observing how to pupil recycle materials |
|
|
9 |
1 |
Social Environment |
Waste management for income generation project at school. |
By the end of the sub strand, the learner should be able to: in group of 5 utilize the waste in the community to make money |
What activities could learners undertake to generate income from waste management? |
Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity) |
Our lives today Grade 3 page 97 Plastics paper bags bottles |
Observing how to pupil recycle materials |
|
|
|
2 |
Social Environment |
Waste management for income generation project at school. |
By the end of the sub strand, the learner should be able to: in group of 5 utilize the waste in the community to make money |
What activities could learners undertake to generate income from waste management? |
Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity) |
Our lives today Grade 3 page 97 Plastics paper bags bottles |
Observing how to pupil recycle materials |
|
|
|
3 |
Social Environment |
Caring for Plants |
By the end of the sub strand, the learner should be able to: give ways of protecting plants in the community |
How could we communicate plant protection messages in the community? |
Learners to explore and identify areas where plants have been destroyed in community |
Our lives today Grade 3 page 104-105 Sample of plants Video Cut outs |
Observing how the pupils care for the plants in the school compound |
|
|
|
4 |
Social Environment |
Caring for Plants |
By the end of the sub strand, the learner should be able to: in group of two show ways of protecting plants in the community |
How could we communicate plant protection messages in the community? |
Learners to explore and identify areas where plants have been destroyed in community |
Our lives today Grade 3 page 105-106 Sample of plants Video Cut outs |
Observing how the pupils care for the plants in the school compound |
|
|
|
5 |
Social Environment |
Caring for Plants |
By the end of the sub strand, the learner should be able to: in group of two show ways of protecting plants in the community |
How could we communicate plant protection messages in the community? |
Learners to explore and identify areas where plants have been destroyed in community |
Our lives today Grade 3 page 105-106 Sample of plants Video Cut outs |
Observing how the pupils care for the plants in the school compound |
|
|
10 |
1 |
Social Environment |
Ways of protecting plants |
By the end of the sub strand, the learner should be able to: Learners to discuss and create plant protection messages. |
Ways of protecting plants |
Learners to discuss and create plant protection messages. Learners to design plant protection messages using print and electronic media |
Our lives today Grade 3 page 107-108 Sample of plants Video Cut outs |
Observing the messages created by the pupils. |
|
|
|
2 |
Social Environment |
Ways of protecting plants |
By the end of the sub strand, the learner should be able to: in group of two Learners to discuss and create plant protection messages. |
Ways of protecting plants |
Learners to discuss and create plant protection messages. Learners to design plant protection messages using print and electronic media |
Our lives today Grade 3 page 107-108 Sample of plants Video Cut outs |
Observing the messages created by the pupils |
|
|
|
3 |
Social Environment |
Messages on plant protection |
By the end of the sub strand, the learner should be able to: create persuasive messages on plants protection in the community
|
Messages on plant protection |
Learners to design plant Protection messages using print and electronic media. Learners to display and peer asses the plant protection messages. |
Our lives today Grade 3 page 109 Sample of plants Video Cut outs |
Observing the messages created by the pupils |
|
|
|
4 |
Social Environment |
Messages on plant protection |
By the end of the sub strand, the learner should be able to: In group of two use the phone and create persuasive messages on plants protection in the community
|
Messages on plant protection |
Learners to design plant protection messages using print and electronic media. Learners to display and peer asses the plant protection messages. |
Our lives today Grade 3 page 109 Sample of plants Video Cut outs |
Observing hoe the pupil on sending message on plant protection |
|
|
|
5 |
Social Environment |
Communicating plant protection messages in the community. |
By the end of the sub strand, the learner should be able to: communicate messages that protect plants in the community Appreciate plant protection in the community. |
Messages on plant protection |
Learners to recite or sing songs on plant protection messages during school assembly. Learners to convey the plant protection messages to the community through print and electronic media. |
Our lives today Grade 3 page 110 Sample of plants Video Cut outs |
Observing how the pupil on sending message on plant protection |
|
|
11 |
END OF TERM ASSESSMEN AND CLOSING |
||||||||