Displaying items by tag: Environmental

Wednesday, 15 February 2023 13:47

Environmental Schemes - Grade 3 Schemes of Work Term 2 2023

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

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:42

Environmental Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub Strand	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	Weather	Exploring unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: Describe unfavorable weather conditions	How could weather conditions be Unfavorable?	Using relevant stimulus materials, learners to discuss the meaning of unfavorable weather conditions (floods and drought)	Our lives today Grade 3 page 2-4 Pictures Video clips Regalia Charts Cut out	Asking the pupils question on weather conditions of the day.
	2	Weather	Exploring unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: Describe unfavorable weather conditions	How could weather conditions be unfavorable?	Using multimedia resources, learners to play relevant educative games on effects of Unfavorable weather conditions.	Our lives today Grade 3 page 3-4 Pictures Video clips Regalia Charts Cut out	Asking the pupils’ oral question on weather conditions of the day Observing the images drawn by the learners.
	3	Weather	Exploring unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: drawing images of unfavorable weather you have encountered	How could weather conditions be unfavorable?	Using multimedia resources, learners to play relevant educative games on effects of Unfavorable weather conditions.	Our lives today Grade 3 page 3-4 Pictures Video clips Regalia Charts Cut out	Observing the images drawn by the pupils unfavorable weather
	4	Weather	Exploring unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: observe the effects of unfavorable weather conditions for safety draw some images on harmful weather	What does harmful weather do?	Learners to listen to stories on unfavorable weather conditions and its effects from elders in the community	Our lives today Grade 3 page 6-7 Pictures Video clips Regalia Charts Cut out	Asking question of the effects of unfavorable weather condition for safety.
	5	Weather	Exploring unfavorable weather conditions	develop curiosity in identifying effects of weather conditions in the environment	What does harmful weather do?	Learners to listen to stories on unfavorable weather conditions and its Effects from elders in the community. Learners gather more information on unfavorable from internet sources, libraries. Then write a paragraph on each unfavorable weather condition Learners share the information	Our lives today Grade 3 page 6-7 Pictures Video clips Regalia Charts Cut out	Listen to different stories that were gathered by the students on unfavorable weather from the community.
2	1	Weather	Exploring favorable weather conditions	By the end of the sub-strand, the learner should be able to: Describe favorable weather conditions	What are favorable weather condition	Using relevant stimulus materials, learners to discuss the meaning of favorable weather conditions i.e. calm weather, sunny day	Our lives today Grade 3 page 6-7 Pictures Video clips Regalia Charts Cut out	Oral question on favorable weather Conditions Observing images drawn
	2	Weather	Exploring favorable weather conditions	By the end of the sub-strand, the learner should be able to: Describe favorable weather conditions	What are favorable weather condition	In groups, learners share experiences on how to keep safe from favorable weather conditions	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts Cut out	Asking the pupils question on whether condition of the day Observing the images of favorable weather
	3	Weather	Keeping safe from unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: Identify ways of keeping safe from unfavorable weather conditions	How could we keep safe from unfavorable weather conditions?	using age appropriate stimulus, learners could be guided to identify ways of keeping safe from unfavorable weather conditions (floods, drought)	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts Cut out	Asking the pupils some of question on favorable weather condition
	4	Weather	Keeping safe from unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: keep safe from unfavorable weather conditions	How could we keep safe from unfavorable weather conditions	In groups, learners share experiences on how to keep safe from unfavorable weather conditions	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts Cut out	Asking the pupils some of question on keep safe from unfavorable weather conditions
	5	Weather	Keeping safe from unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: demonstrate knowledge of keeping safe from unfavorable weather condition.	How could we keep safe from unfavorable weather conditions	Learners to simulate how to keep safe from unfavorable weather conditions Learners to gather information from parents or guardians on how to keep safe during unfavorable weather conditions and report back.	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts Cut out	Asking the pupils some of question on keep safe from unfavorable weather conditions
3	1	Weather	Keeping safe from unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: working in groups of 3 demonstrate knowledge of keeping safe from unfavorable weather Condition.	How could we keep safe from unfavorable weather conditions	Learners to simulate how to keep safe from unfavorable weather conditions Learners to gather information from parents or guardians on how to keep safe during unfavorable weather conditions and report back.	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts Cut out	Asking the pupils some of question on keep safe from unfavorable weather conditions
	2	Water	Making water safe for use	By the end of the sub-strand, the learner should be able to: identify ways of making water clean and safe for use in the home	How could we make water clean and safe for use in the home?	Learners to listen and respond to case story on the need to use clean and safe water.	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts	Asking pupils question on how to make water safe for drinking at home
	3	Water	Making water safe for use	By the end of the sub-strand, the learner should be able to: make water clean and safe using different methods	How could we make water clean and safe for use in the home	Learners to share experiences on how to make water clean and safe for use in the home	Our lives today Grade 3 page 8-9 Pictures	Asking pupils question on how to make water safe for drinking at home
	4	Water	Making water safe for use	By the end of the sub-strand, the learner should be able to: construct a simple water filter for cleaning water at home	How could we make water clean and safe for use in the home	Learners to observe a sample of dirty water and discuss how the water could be made clean and safe for use (decantation)	Our lives today Grade 3 page 8-9 Pictures	Asking pupils question on how to make water safe for drinking at home
	5	Water	Making water safe for use	By the end of the sub-strand, the learner should be able to: construct a simple water filter for cleaning water at home	How could we make water clean and safe for use in the home	Learners to observe a sample of dirty water and discuss how the water could be made clean and safe for use (filtering, boiling)	Our lives today Grade 3 page 8-9 Pictures	Asking pupils question on how to make water safe for drinking at home
4	1	Water	Making water safe for use	By the end of the sub-strand, the learner should be able to: Appreciate clean and safe water for use to reduce health risks.	How could we make water clean and safe for use in the home	Learners to make a simple water filter using locally available materials Learners to decant filter and boil water to make it clean and safe for use.	Our lives today Grade 3 page 8-9 Pictures	Oral questions, observe as they work in Groups, written questions, project work on making water filter. Asking pupils question on how to make water safe for drinking at home
	2	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to: differentiate soils by texture from provided soil samples	What are the different types of soils	Learners to explore the environment and collect different soil samples (sand, loam and clay)	Our lives today Grade 3 page 20 Pictures Soil sand, loam and clay)	Checking the answers given by students of types of soils Observing
	3	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; In groups of two identify different type of soils found near the school compound.	What are the different types of soils	Learners to explore the environment and collect different soil samples (sand, loam and clay)	Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)	Observing the different types of soils given by students
	4	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; differentiate soils by size of soil particles from provided soil samples	What the different texture of soils?	In groups, learners to feel between their fingers the different soil samples and record findings (course medium, fine)	Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)	Observing the pupils answer on soil sample Asking question on soil samples
	5	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; differentiate soils by size of soil particles from provided soil samples	What the different texture of soils?	In groups, learners to feel between their fingers the different soil samples and record findings (course, medium, fine)	Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)	Observing the pupils answer on soil sample Asking question on soil samples
5	1	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; In groups of two, Make a soil display differentiate types of soil near the school compound using tins and sheets of paper	How to make soil display.	Learners to share their experiences on how different samples of soils feel between their fingers Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)	Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)	Observing how the student are identifying the soils Observing the how the pupils are using the tins and paper sheets
	2	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; In groups of two, differentiate types of soil near the school compound using tins and sheets of paper	Identify the size of soil particles	Learners to share their experiences on how different samples of soils feel between their fingers Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)	Our lives today Grade 3 page 21-22 Pictures Soils sand, loam and clay)	Observing how the student are identifying the soils Observing the how the pupils are using the tins and paper sheets
	3	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; name the three types of soils based on their characteristics	Identify the soils based on the characteristics	Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles.	Our lives today Grade 3 page 21-22 Pictures Soils sand, loam and clay)	Checking answers given by pupils on types of soils
	4	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; develop interest in characteristics of soils as an environmental resource	Identify the soils based on the characteristics	Learners to mount (using glue) the different soil samples on a chart. Learners to display the chart in the learning corner.	Our lives today Grade 3 page 23-25 Pictures Soils sand, loam and clay)	Oral question on characteristics of soils as an environmental resource
	5	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; develop interest in characteristics of soils as an environmental resource discuss with your parent what soils are found in your home area	How to make a soil display	Learners to mount (using glue) the different soil samples on a chart. Learners to display the chart in the learning corner. Learners find out from parents or guardians on the types of soils found in their locality and report back.	Our lives today Grade 3 page 23-25 Pictures Soils sand, loam and clay)	Oral question on characteristics of soils as an environmental resource listening to answers given by pupils
6	1	Plants	Categorizing plants.	By the end of the sub-strand, the learner should be able to: Describe safe ways of handling different plants	Identify different types of plants	Learners to carry out a nature walk to observe and identify the plants	Our lives today Grade 3 page 26 Pictures Maize Tomatoes, mango plant etc.	Observing how the pupils are identifying the plants.
	2	Plants	Categorizing plants.	By the end of the sub-strand, the learner should be able to: In groups of two and the teacher, take nature walk around the school compound and identify different types of plants, take photographs and list them.	Identify different types of plants	Learners to carry out a nature walk to observe and identify the plants	Our lives today Grade 3 page 27 Pictures Maize Tomatoes, mango plant etc. Camera	Observing how the pupils are identifying the plants
	3	Plants	Categorizing plants.	By the end of the sub-strand, the learner should be able to: categorize plants in the immediate environment according to specified features i.e. edible and non- edible Define edible and non-edible.	Identify different types of plants	Using relevant stimulus materials, learners to be guided to categorize plants according to specified features (edible/non-edible	Our lives today Grade 3 page 27 Pictures avocado Orange Cabbage, Sodom apple, carrot, pea plant Tomatoes, mango plant etc. Camera	Observing how the pupils are identifying the plants. Checking the list given on edible and non-edible plants
	4	Plants	Categorizing plants.	By the end of the sub-strand, the learner should be able to: I categorize plants in the immediate environment according to specified features i.e. poisonous/non-poisonous) Define poisonous/non-poisonous).	Identify different types of plants	Using relevant stimulus materials, learners to be guided to categorize plants according to specified features (poisonous/nonpoisonous)	Our lives today Grade 3 page 29 Pictures Bittersweet nightshade, Datura Sodom apple fruit Camera	Observing how the pupils are identifying the plants. Checking the list given on poisonous/non-poisonous)
	5	Plants	Categorizing plants.	By the end of the sub-strand, the learner should be able to: categorize plants in the immediate environment according to specified features i.e. thorny/non-thorny Define thorny/non-thorny appreciate the rich diversity in plants	Identify different types of plants	Using relevant stimulus materials, learners to be guided to categorize plants according to specified features thorny/non-thorny	Our lives today Grade 3 page 31 Pictures Rose flower plants, cactus Camera	Observing how the pupils are identifying the plants. Checking the list given on thorny/non-thorny
7	1	Plants	Safety when handling plants	By the end of the sub-strand, the learner should be able to: describe safe ways of handling different plants use glove, hold the stem, use a y- stick	How could we handle plants safely?	Learners to watch video clips or pictures or posters on safety when handling plants	Our lives today Grade 3 page 33 Pictures Sample of plants Outdoor activities	Observing how the people are handling plants.
	2	Plants	Safety when handling plants	By the end of the sub-strand, the learner should be able to: in group of two, collect different types of plants and describe safe ways of handling plants.	How could we handle plants safely?	Learners to watch video clips or pictures or posters on safety when handling plants	Our lives today Grade 3 page 33 Pictures Sample of plants Outdoor activities	Observing how the people are handling plants.
	3	Plants	Safety when handling plants	By the end of the sub-strand, the learner should be able to: observe safety when handling different plants in the immediate environment.	How could we handle plants safely?	Learners to watch video clips or pictures or posters on safety when handling plants	Our lives today Grade 3 page 33 Pictures Sample of plants Outdoor activities	Observing how the people are handling plants.
	4	Plants	Safety when handling plants	By the end of the sub-strand, the learner should be able to: appreciate the need to handle plants Responsibly to reduce health risks.	How could we handle plants safely?	Learners to share information on how to handle different plants Learners to simulate safety when handling plants	Our lives today Grade 3 page 34-35 Pictures Sample of plants Outdoor activities	Observing how the people are handling plants.
	5	Animals	Types of animals found in the environment	By the end of the sub-strand, the learner should be able to: identify types of animals near the school compound	What animals do you see?	Learners to identify type of animals found in the school compound	Our lives today Grade 3 page 34-35 Pictures Cow Goat Dog Monkey Chicken	Observing the images of animals drawn by the pupils Oral question on about the animals found in the school compound
8	1	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: State different uses of animals to people	What are the uses of animals to people	Learners to use stimulus materials to identify the different uses of animals to people (source of food, security, companionship, manure, animal power, sports, tourist attraction)	Our lives today Grade 3 page 37 Pictures Cow Goat Dog Monkey	Oral question on the uses of animals by people at home and in school
	2	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: identify different animals that provide food products	What food do we get from animals	Learners discuss the different food products people get from animals (meat, milk, eggs, honey)	Our lives today Grade 3 page 37-38 Pictures Honey, meat, milk, sausage, cheese Chicken	Oral question on the uses of animals by people at home and in school Observing the posters made on importance of animals
	3	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: In groups of two categories different Foods that are provided by animals at home and near the school compound.	What food do we get from animals	Learners discuss the different food products people get from animals (meat, milk, eggs, honey	Our lives today Grade 3 page 37-38 Pictures Honey, meat, milk, sausage, cheese , Chicken	Oral question on the food that animals provide Observing the food brought by the pupils as animals products
	4	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: Identify animals found in the wilderness	What the animals found in the wilderness	Learners to identify animals found outside the forest	Our lives today Grade 3 page 37-38 Pictures Monkey Lion Elephant Cheetah Antelopes	Oral question on the animals found in the wilderness Observing images drawn on wild animal.
	5	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: Discuss the importance of animals found in the wild	Importance of animals found in the wild.	Learners to identify Importance of animals found in the wild	Our lives today Grade 3 page 37-38 Pictures Skin Attract visitors in the country Meat	Oral question on the importance of wild animals
9	1	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: In groups of two categories different Wild animals and state their importance.	Importance of animals found in the wild.	Learners to identify Importance of animals found in the wild	Our lives today Grade 3 page 37-38 Pictures Skin Attract visitors in the country Meat	Oral question on the importance of wild animals
	2	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: Appreciate the importance of animals to the people	Importance of animals found in the wild.	Learners to identify Importance of animals found in the wild	Our lives today Grade 3 page 37-38 Pictures Skin Attract visitors in the country Meat	Observe the manner in which the pupils appreciate the knowledge on animals
	3	Energy: Heat	Sources of Heat	By the end of the sub-strand, the learner should be able to: define heat identify sources of heat in the environment	What are the sources of heat?	Using relevant stimulus materials, learners to identify sources of heat in the environment (sun, gas cooker,	Our lives today Grade 3 page 45 Pictures Sun, fire	Observe the source of heat identified by the pupil
	4	Energy: Heat	Sources of Heat	By the end of the sub-strand, the learner should be able to: Match different sources of heat to their fuels in the environment.	What are the sources of heat	Learners to think, pair and share their experiences on sources of heat at home and community	Our lives today Grade 3 page 45 Pictures electric cooker, charcoal burner, traditional jiko stove sun gas cooker	Observe how the pupils have categories the source of heat Oral question on source of heat
	5	Energy: Heat	Sources of Heat	By the end of the sub-strand, the learner should be able to: appreciate the different sources of heat in the community	What are the sources of heat	Learners interact with parents or guardians to appreciate the types of fuels used in the community and report back.	Our lives today Grade 3 page 45 Pictures electric cooker, charcoal burner, traditional jiko stove sun gas cooker	Observing how the pupil shows appreciation on the lesson on sources of heat. Take away quiz on the sources of heat
10	1	Energy: Heat	Uses of heat in the environment	By the end of the sub-strand, the learner should be able to: identify uses of heat energy in the environment	How is heat energy used in daily life?	Learners to discuss uses of heat energy (warming, cooking, ironing, drying)	Our lives today Grade 3 page 50-51 Fire Electricity Gas Sun	Oral question on uses of heat energy.
	2	Energy: Heat	Uses of heat in the environment	By the end of the sub-strand, the learner should be able to: use heat energy responsibly to promote conservation and safety	How is heat energy used in daily life?	Learners to discuss uses of heat energy (warming, cooking, ironing, drying) Learners to use multimedia resources to find out uses on heat energy in daily life	Our lives today Grade 3 page 52-53 Fire Electricity Gas Sun	Observing how the pupils are using heat energy to promote safety and conservation
	3	Energy: Heat	Uses of heat in the environment	By the end of the sub-strand, the learner should be able to: appreciate conservation of heat energy in daily life	How do we use heat energy properly	In groups, learners to share experiences on appropriate use of energy in the environment to conserve heat energy (when warming, ironing, cooking, drying)	Our lives today Grade 3 page 52-53 Fire Electricity Gas Sun	Observing responsible behavior for conservation of heat Oral question on heat energy responsibly to promote conservation and safety
	4	Energy: Heat	Dangers of heat energy	By the end of the sub-strand, the learner should be able to: identify materials that can start fire in the house	What are the dangers of heat energy?	Learners to identify materials that could start a fire at home (match box, petrol, kerosene, gas, electricity)	Our lives today Grade 3 page 56 Fire Electricity Gas Sun match box petrol	Oral question what causes fire
	5	Energy: Heat	Dangers of heat energy	By the end of the sub-strand, the learner should be able to: demonstrate an understanding of safe ways of moving from the house in case of a fire outbreak	How should we safely move away in case of a fire outbreak in the house?	More information on fires and safety procedures. Learners to develop “Dos” and “Don’ts “list during fire outbreaks. The list should be shared at school and at home	Our lives today Grade 3 page 57 Electricity Gas Sun match box petrol	Observing how the pupils do the fire demo

Published in Grade 3 Schemes of Work Term 1 2023

Tagged under

Wednesday, 15 February 2023 07:54

Environmental Schemes - Grade 2 Schemes of Work Term 3 2023

Week	Lesson	Strand / Theme	Sub-Strand	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	Care for the environment	Caring for plants	By the end of the sub-strand, the learner should be able to: recognize appropriate messages on plant protection in school	What messages could be used to communicate plant protection?	Learners observe pictures, photographs, and video clips of areas where plants have been destroyed. In groups, learners to outline messages on plant protection	Our lives today Grade 2 page 110- Poster Video clip Pictures	Observing the messages made by the pupils
	2	Care for the environment	Caring for plants	By the end of the sub-strand, the learner should be able to: create appropriate plant protection messages to promote conservation	What messages could be used to communicate plant protection	Learners display and peers assess the plant protection messages developed	Our lives today Grade 2 page 12 Poster Video clip Pictures	Observing the messages made by the pupils
	3	Care for the environment	Caring for plants	By the end of the sub-strand, the learner should be able to: In group of two create appropriate plant protection messages to promote conservation	What messages could be used to communicate plant protection	Learners display and peers assess the plant protection messages developed	Our lives today Grade 2 page 112	Observing the messages made by the pupils
	4	Care for the environment	Caring for plants	By the end of the sub-strand, the learner should be able to: appreciate plant protection for environmental sustainability	What messages could be used to communicate plant protection	In groups, learners create plant protection messages using hand scripts, electronic and print resources Learners share selected plant protection messages with the school community	Our lives today Grade 2 page 112 Poster Video clip Pictures	Observing the messages made by the pupils
	5	Care for the environment	Caring for plants	By the end of the sub-strand, the learner should be able to: appreciate plant protection for environmental sustainability	What messages could be used to communicate plant protection	In groups, learners create plant protection messages using hand scripts, electronic and print resources Learners share selected plant protection messages with the school community	Our lives today Grade 2 page 114 Poster Video clip Pictures	Observing the messages made by the pupils
2	1	Care for the environment	Keeping an animal shelter clean and secure	By the end of the sub-strand, the learner should be able to: identify ways of keeping an animal shelter clean at home and school	How could we keep an animal shelter clean?	Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog’s kennel, rabbit hutch and cow shed). Learners to shoot photographs at home of clean animal shelter and share with others.	Our lives today Grade 2 page 117 Poster Phones Video clip Pictures	Oral question on keeping animals the house
	2	Care for the environment	Keeping an animal shelter clean and secure	By the end of the sub-strand, the learner should be able to: In group of two identify ways of keeping an animal shelter clean at home and school	How could we keep an animal shelter clean?	Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog’s kennel, rabbit hutch and cow shed). Learners to shoot photographs at home of clean animal shelter and share with others.	Our lives today Grade 2 page 117 Poster Phones Video clip Pictures	Oral question on keeping animals the house
	3	Care for the environment	Keeping an animal shelter clean and secure	By the end of the sub-strand, the learner should be able to: participate in keeping an animal shelter clean at home and school	How could we keep an animal shelter clean?	In groups, learners to discuss ways of keeping an animal shelter clean	Our lives today Grade 2 page 117 Rabbits Poster Phones Video clip Pictures	Observing how the pupils are keeping animals in the house and school
	4	Care for the environment	Keeping an animal shelter clean and secure	By the end of the sub-strand, the learner should be able to: suggest ways of making an animal shelter secure at home and school	How could we make an animal shelter secure?	In groups, learners discuss how to make animals shelter secure	Our lives today Grade 2 page 117 Rabbits Poster Phones Video clip Pictures	Observing how the pupils are keeping animals in the house and school
	5	Care for the environment	Keeping an animal shelter clean and secure	By the end of the sub-strand, the learner should be able to: appreciate clean and secure animal shelter to reduce risk to the animals	How could we make an animal shelter secure?	In groups, learners discuss how to make animals shelter secure Learners sing or tell stories about clean and secure animal shelters	Our lives today Grade 2 page 118-119 Poster Phones Video clip Pictures	Observing how the pupils are keeping animals in the house and school
3	1	Care for the environment	Managing waste Types of waste in school	By the end of the sub-strand, the learner should be able to: identify types of waste in the school environment	What types of waste are found in our school environment?	In groups, learners to identify different types of waste in the school environment In groups or pairs, learners to share their experiences on different types of waste in school	Our lives today Grade 2 page 125 Poster Phones Video clip Pictures	Observing the waste found in the school
	2	Care for the environment	Managing waste Types of waste in school	By the end of the sub-strand, the learner should be able to: identify types of waste in the school environment	What types of waste are found in our school environment?	In groups, learners to identify different types of waste in the school environment In groups or pairs, learners to share their experiences on different types of waste in school	Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures	Observing the waste found in the school
	3	Care for the environment	Managing waste Types of waste in school	By the end of the sub-strand, the learner should be able to: sort out different types of waste in the school environment for safe disposal	What types of waste are found in our school environment?	Using videos, pictures and photographs, learners to identify different types of waste. Using appropriate educative multimedia games, learners to sort out different types of wastes	Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures	Observing the waste found in the school
	4	Care for the environment	Managing waste Types of waste in school	By the end of the sub-strand, the learner should be able to: appreciate a clean school environment for health and safety.	What types of waste are found in our school environment?	In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal.	Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures	Observing the waste found in the school
	5	Care for the environment	Managing waste Types of waste in school	By the end of the sub-strand, the learner should be able to: appreciate a clean school environment for health and safety.	What types of waste are found in our school environment?	In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal.	Our lives today Grade 2 page 126127 Poster Phones Video clip Pictures	Observing the waste found in the school
4	1	Care for the environment	Safety in handling wastes	By the end of the sub-strand, the learner should be able to identify dangers when handling waste in school	What dangers are we likely to face when handling different types of waste in school?	Through probing questions, learners to identify dangers when handling wastes in school. Using multimedia resources, learners to outline safety measures in handling wastes in school	Our lives today Grade 2 page 128 Poster Phones Video clip Pictures	Observing how the pupils are handling the waste in school
	2	Care for the environment	Safety in handling wastes	By the end of the sub-strand, the learner should be able to Discussing how to handle waste safely in school	What dangers are we likely to face when handling different types of waste in school?	Through probing questions, learners to identify dangers when handling wastes in school. Using multimedia resources, learners to outline safety measures in handling wastes in school	Our lives today Grade 2 page 129 Poster Phones Video clip Pictures	Observing how the pupils are handling the waste in school
	3	Care for the environment	Safety in handling wastes	By the end of the sub-strand, the learner should be able to practice safety measures when handling wastes in school	How should we safely handle different types of waste in school?	Using multimedia resources, learners to outline safety measures in handling wastes in school. Learners listen to a resource person talking on dangers and safety measures when handling wastes in school	Our lives today Grade 2 page 129 Poster Phones Video clip Pictures	Observing how the pupils are handling the waste in school
	4	Care for the environment	Safety in handling wastes	By the end of the sub-strand, the learner should be able to communicate safety measures when handling waste in school	How should we safely handle different types of waste in school?	Learners simulate safety measures when handling waste in school	Our lives today Grade 2 page 129 Poster Phones Video clip Pictures	Observing how the pupils are handling the waste in school
	5	Care for the environment	Safety in handling wastes	By the end of the sub-strand, the learner should be able to appreciate the need of safety in handling waste in school to limit risks to self, others and the environment	How should we safely handle different types of waste in school?	Learners to participate in activities that promote safe disposal of waste in school. Activities to include promoting knowledge and passing messages to the school community	Our lives today Grade 2 page 129 Poster Phones Video clip Pictures	Observing how the pupils are handling the waste in school
5	1	Care for the environment	Caring for water Keeping stored water safe	By the end of the sub-strand, the learner should be able to: state the importance of keeping water safe for human and animal use at home and school	How could we keep stored water safe for use?	Learners to take an excursion around the neighborhood to identify safely stored or unsafely stored water. Then in groups, learners to discuss the importance of keeping stored water safe.	Our lives today Grade 2 page 133 Poster Phones Video clip Pictures	Oral question on how to keep stored water safe
	2	Care for the environment	Keeping stored water safe	By the end of the sub-strand, the learner should be able to: participate in keeping stored water safe at home and school	How could we keep stored water safe for use?	In groups, learners share experiences on what makes water unsafe in the home and school	Our lives today Grade 2 page 133 Poster Phones Video clip Pictures	Oral question on how to keep stored water safe
	3	Care for the environment	Keeping stored water safe	By the end of the sub-strand, the learner should be able to: in group of two participate in keeping stored water safe at home and school	How could we keep stored water safe for use?	In groups, learners share experiences on what makes water unsafe in the home and school	Our lives today Grade 2 page 133 Poster Phones Video clip Pictures	Oral question on how to keep stored water safe
	4	Care for the environment	Keeping stored water safe	By the end of the sub-strand, the learner should be able to: appreciate the importance of keeping stored water safe for human and animal use	How could we keep stored water safe for use?	Using multimedia resources, learners identify ways of keeping stored water safe. Learners observe demonstrations on methods of keeping stored water safe at home and in school.	Our lives today Grade 2 page 133 Poster Phones Video clip Pictures	Oral question on how to keep stored water safe
	5	Care for the environment	Keeping stored water safe	By the end of the sub-strand, the learner should be able to: appreciate the importance of keeping stored water safe for human and animal use	How could we keep stored water safe for use?	Using multimedia resources, learners identify ways of keeping stored water safe. Learners observe demonstrations on methods of keeping stored water safe at home and in school.	Our lives today Grade 2 page 134135 Poster Phones Video clip Pictures	Oral question on how to keep stored water safe
6	1	Care for the environment	Re-using water	By the end of the sub-strand, the learner should be able to: suggest how water could be reused at home and school	How could we re-use water in the home and school?	In groups, learners discuss how water could be re-used in the home and school. Using video clips, videos, pictures and photographs, learners to observe various ways of re-using water	Our lives today Grade 2 page 139- 140 Poster Phones Video clip Pictures	Oral question on how the pupil reuse water
	2	Care for the environment	Re-using water	By the end of the sub-strand, the learner should be able to participate in reusing water to reduce wastage at home and school	How could we re-use water in the home and school?	Learners to visit the community to find out how water is re-used to reduce wastage.	Our lives today Grade 2 page 139140 Poster Phones Video clip Pictures	Oral question on how the pupil reuse water
	3	Care for the environment	Re-using water	By the end of the sub-strand, the learner should be able to participate in re-using water to reduce wastage at home and school	How could we re-use water in the home and school?	Learners to visit the community to find out how water is reused to reduce wastage.	Our lives today Grade 2 page 139140 Poster Phones Video clip Pictures	Oral question on how the pupil reuse water
	4	Care for the environment	Re-using water	By the end of the sub-strand, the learner should be able to appreciate re-using water as a way of conserving it.	How could we re-use water in the home and school?	Learners to visit the community to find out how water is reused to reduce wastage. Learners to suggest how they could participate in re-using water to reduce wastage at home and school.	Our lives today Grade 2 page 141 Poster Phones Video clip Pictures	Oral question on how the pupil reuse water
	5	Care for the environment	Conservation of Energy Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to: recognize appropriate messages on energy conservation	What messages could be used to communicate conservation of energy?	Through probing questions, learners discuss reasons for conserving energy	Our lives today Grade 2 page 143 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
7	1	Care for the environment	Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to: create energy conservation messages to promote awareness at and home and school	What messages could be used to communicate conservation of energy	Using video clips, internet sources, newspaper cuttings and brochures, learners identify simple messages on conserving energy	Our lives today Grade 2 page 144145 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
	2	Care for the environment	Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to: display energy conservation messages to create awareness in school	What messages could be used to communicate conservation of energy	In pairs, learners to create simple persuasive energy conservation messages	Our lives today Grade 2 page 146 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
	3	Care for the environment	Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to: making posters	What messages could be used to communicate conservation of energy	In pairs, learners to create simple persuasive energy conservation messages	Our lives today Grade 2 page 146 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
	4	Care for the environment	Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to demonstrate interest in energy conservation for conservation for improvement and protection of the environment	What messages could be used to communicate conservation of energy	Learners display and peer assesses the energy conservation messages. In groups, learners are guided to read aloud the energy conservation messages they develop.	Our lives today Grade 2 page 147 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
	5	Care for the environment	Communicating energy conservation messages.	By the end of the sub-strand, the learner should be able to demonstrate interest in energy conservation for conservation for improvement and protection of the environment	What messages could be used to communicate conservation of energy	Learners display and peer assesses the energy conservation messages. In groups, learners are guided to read aloud the energy conservation messages they develop.	Our lives today Grade 2 page 147 Poster Phones Video clip Pictures	Oral question on how pupils conserve energy
8	REVISION ON THE WORK COVERED IN THIRD TERM
9	ASSESSMENT

Published in Grade 2 Schemes of Work Term 3 2023

Tagged under

Thursday, 02 February 2023 13:58

Environmental Schemes - Grade 2 Schemes of Work Term 2 2023

Week	Lesson	Strand / Theme	Sub Strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	Environment and its resources	Precautions when using light energy	By the end of the sub-strand, the learner should be able to: identify practices in which light energy could harm eyes	How could light energy harm us?	Learners to identify practices that in which light energy could harm the eyes (reading in dim light, looking directly at bright light with bare eyes, long exposure to bright light from electronic devices)	MTP Grade 2 page 38 Torch Sun Lamp matchbox	Oral questions
	2	Environment and its resources	Precautions when using Light energy	By the end of the sub-strand, the learner should be able to: take safety measure against harmful light energy to reduce risk to self and others	How could we protect ourselves from harmful light energy?	In groups, learners discuss safety precautions in protecting self and others from harmful light energy Learners create messages on awareness of harmful effects of light energy	MTP Grade 2 page 38 Torch Sun Lamp matchbox	Oral question on measure to be taken to protect us from lights
	3	Environment and its resources	Precautions when using light energy	By the end of the sub-strand, the learner should be able to: make poster to educate people be aware of precaution of using light in the community	How could we protect ourselves from harmful light energy?	In groups, learners discuss safety precautions in protecting self and others from harmful light energy Learners create messages on awareness of harmful effects of light energy	MTP Grade 2 page 38 Torch Sun Lamp matchbox	Observing posters made by pupils
	4	Environment and its resources	Precautions when using light energy	By the end of the sub-strand, the learner should be able to appreciate safety precautions when using light energy	How could we protect ourselves from harmful light energy?	Learners create messages on awareness of harmful effects of light energy Learners to share messages on harmful effects of light and safety precautions.	MTP Grade 2 page 38 Torch Sun Lamp matchbox	Oral question on measure to be taken to protect us from lights
	5	Social environment	School environment and its neighborhood Locating places using key features.	By the end of the sub-strand, the learner should be able to: finding place near the school compound	What are the main features between your home and school?	Learners to discuss the main features between home and school (physical and build-up features such as rivers, hills, valleys, forest, bridges, roads, railway line, buildings)	MTP Grade 2 page 40-41 rivers, hills, valleys, forest, bridges, roads, railway line, buildings	oral question of finding places
2	1	Social environment	School environment and its neighborhood Locating places using key features.	By the end of the sub-strand, the learner should be able to: locate places using main features between home and school	What are the main features between your home and school?	In a nature walk, learners to point out the main features between home and school Using video clips, pictures and photographs, learners to identify the main features between home and school	MTP Grade 2 page 40-41 rivers, hills, valleys, forest, bridges, roads, railway line, buildings	oral question of finding places
	2	Social environment	School environment and its neighborhood Locating places using key features.	By the end of the sub-strand, the learner should be able to: Discuss how to find place	How do we tell where a place is?	Learners to locate main features between their homes and school (relative location)	MTP Grade 2 page 41-40 rivers, hills, valleys, forest, bridges, roads, railway line, buildings	oral question of finding places
	3	Social environment	School environment and its neighborhood Locating places using key features.	By the end of the sub-strand, the learner should be able to: In pairs when going home from school identify things next to your home. appreciate the significance of locating places using key features	How do we tell where a place is?	Learners to locate main features between their homes and school (relative location)	MTP Grade 2 page 42 rivers, hills, valleys, forest, bridges, roads, railway line, buildings	oral question of finding places
	4	Social environment	Keeping the school environment clean	By the end of the sub-strand, the learner should be able to: state ways of keeping the school environment clean	How could we keep the school	Learners discuss what makes the school environment dirty	MTP Grade 2 page 45 Poster Video clip Brooms Dust pin Dust pans	Observing how the pupils are cleaning the classroom
	5	Social environment	Keeping the school environment clean	By the end of the sub-strand, the learner should be able to: in pairs demonstrate ways of keeping the school environment clean	How could we keep the school	Learners discuss what makes the school environment dirty	MTP Grade 2 page 45 Poster Video clip Brooms Dust pin Dust pans	Observing how the pupils are cleaning the school classroom.
3	1	Social environment	Keeping the school environment clean	By the end of the sub-strand, the learner should be able to: ways of keeping the school environment clean	How could we keep the school	Learners discuss what makes the school environment dirty	MTP Grade 2 page 45 Poster Video clip Brooms Dust pin Dust pans	Observing how the pupils are cleaning the school compound
	2	Social environment	Keeping the school environment clean	Discussing ways of cleaning the school	How could we keep the school	Using video clips and pictures, learners discuss ways of keeping the school environment clean	MTP Grade 2 page 45 Poster Video clip Brooms Dust pin Dust pans	Observing how the pupils are cleaning the school compound
	3	Social environment	Keeping the school environment clean	By the end of the sub-strand, the learner should be able to: outline the importance of a clean school environment	Why should we keep the school environment clean	In groups learners discuss importance of keeping the school environment clean. Learners practice keeping the school environment clean	MTP Grade 2 page 45 Poster Video clip Brooms Dust pin Dust pans	Observing how the pupils are cleaning the school compound
	4	Social environment	Keeping Safe and Secure in School	By the end of the sub-strand, the learner should be able to: identify possible dangers in the school	What are the danger in schools	Learners walk around the school compound to identify what could expose them to danger in the school.	MTP Grade 2 page 46 Poster Video clip Brooms Dust pin Dust pans	Oral questions on how to keep the school safe and secure
	5	Social environment	Keeping Safe and Secure in School	By the end of the sub-strand, the learner should be able to: identify in pairs the things that cause harm in school	What are the danger in schools	Using video clips and pictures, learners discuss ways of keeping the school environment clean	MTP Grade 2 page 50	Oral questions on how to keep the school safe and secure
5	1	Social environment	Keeping Safe and Secure in School	By the end of the sub-strand, the learner should be able to: suggest ways of keeping safe and secure in school	How could we keep safe and secure in school?	Using video clips and pictures, learners discuss ways of keeping the school environment clean	MTP Grade 2 page 50 Poster Video clip Brooms Dust pin Dust pans	Oral questions on how to keep the school safe and secure
	2	Social environment	Keeping Safe and Secure in School	By the end of the sub-strand, the learner should be able to: suggest ways of keeping safe and secure in school	How could we keep safe and secure in school?	Using video clips and pictures, learners discuss ways of keeping the school environment clean	MTP Grade 2 page 50	Oral questions on how to keep the school safe and secure
	3	Social environment	Keeping Safe and Secure in School	By the end of the sub-strand, the learner should be able to develop habits that will keep one safe and secure in school	How could we keep safe and secure in school?	In groups, learners identify possible dangers in the school. (by drawing or writing) Using video clips, photographs and pictures, learners identify how to keep safe and secure in school	MTP Grade 2 page 53 Poster Video clip Brooms Dust pin Dust pans	Oral questions on how to keep the school safe and secure
	4	Social environment	Keeping Safe and Secure in School	By the end of the sub-strand, the learner should be able to in groups discuss the importance of keeping the school safe	How could we keep safe and secure in school?	In groups, learners to discuss the importance of keeping safe and secure at school Learners develop rules on keeping safe and secure at school Learners to find out more on keeping safe and secure in school from parents and guardians.	MTP Grade 2 page 53 Poster Video clip Brooms Dust pin Dust pans	Oral questions on how to keep the school safe and secure
	5	Social environment	Keeping Safe and Secure in School	By the end of the sub-strand, the learner should be able to In pairs make video about safety in school	How could we keep safe and secure in school?	Learners to find out more on keeping safe and secure in school from parents and guardians	MTP Grade 2 page 74-75 Poster Video clip Brooms Dust pin Dust pans	Oral questions on how to keep the school safe and secure
6	1	Social environment	Keeping Safe and Secure in School	By the end of the sub-strand, the learner should be able to Make posters on school safety rules	How could we keep safe and secure in school?	Learners to find out more on keeping safe and secure in school from parents and guardians	MTP Grade 2 page 53 Poster Video clip Brooms Dust pin Dust pans	Oral questions on how to keep the school safe and secure
	2	Social environment	Keeping Safe and Secure in School	By the end of the sub-strand, the learner should be able to Make posters on school safety rules	How could we keep safe and secure in school?	Learners to find out more on keeping safe and secure in school from parents and guardians	MTP Grade 2 page 53	Oral questions on how to keep the school safe and secure
	3	Social environment	The National flag of Kenya	By the end of the sub-strand, the learner should be able to: identify colors of the Kenya National flag as a National symbol	What are the colors of the Kenya National flag?	Using the Kenya National flag, learners to identify its colors	MTP Grade 2 page 48 Picture flags	Oral question on the colors of the national flags
	4	Social environment	The National flag of Kenya	By the end of the sub-strand, the learner should be able to: identify colors of the Kenya National flag as a National symbol	What are the colors of the Kenya National flag?	Using the Kenya National flag, learners to identify its colors	MTP Grade 2 page 48 Picture flags	Oral question on the colors of the national flags
	5	Social environment	The National flag of Kenya	By the end of the sub-strand, the learner should be able to: demonstrate respect for the Kenya national flag as a National symbol	How could we demonstrate respect for the Kenya National flag?	Learners to observe and describe the expected behaviour (stand at attention and show respect) when raising and lowering the National Flag	MTP Grade 2 page 50 Picture flags	observing the colors of the national flags
7	1	Social environment	The National flag of Kenya	By the end of the sub-strand, the learner should be able to: Appreciate the National flag as a symbol for national unity.	Appreciate the National flag as a symbol for national unity	Learners to draw and color the Kenya National Flag Learners to find out from parents or guardians the importance of the National flag of Kenya	MTP Grade 2 page 50 Picture Flags	observing the colors of the national flags
	2	Social environment	The National Anthem of Kenya	By the end of the sub-strand, the learner should be able to: identify occasions when the Kenya National Anthem is sung	On what occasions do we sing the Kenya National Anthem?	In groups, learners to sing the National Anthem. Learners to demonstrate the expected conduct when singing the Kenya National Anthem.	MTP Grade 2 page 51 National anthem	observing the colors of the national flags
	3	Social environment	The National Anthem of Kenya	By the end of the sub-strand, the learner should be able to: explaining the importance of national anthem	On what occasions do we sing the Kenya National Anthem?	In groups, learners to sing the National Anthem. Learners to demonstrate the expected conduct when singing the Kenya National Anthem.	MTP Grade 2 page 51 National anthem	observing the colors of the national flags
	4	Social environment	The National Anthem of Kenya	By the end of the sub-strand, the learner should be able to: demonstrate etiquette when singing the Kenya National Anthem	On what occasions do we sing the Kenya National Anthem?	Learners to demonstrate the expected conduct when singing the Kenya National Anthem. Using audio recording and pictures, learners to identify occasions when the Kenya National Anthem is sung.	MTP Grade 2 page 52 National anthem	Observing how the pupils are singing the national anthem
	5	Social environment	The National Anthem of Kenya	By the end of the sub-strand, the learner should be able to: demonstrate etiquette when singing the Kenya National Anthem	On what occasions do we sing the Kenya National Anthem?	Learners to demonstrate the expected conduct when singing the Kenya National Anthem. Using audio recording and pictures, learners to identify occasions when the Kenya National Anthem is sung.	MTP Grade 2 page 52 National anthem	Observing how the pupils are singing the national anthem
8	1	Social environment	The National Anthem of Kenya	By the end of the sub-strand, the learner should be able to: appreciate the importance of National Anthem as a national symbol of unity.	On what occasions do we sing the Kenya National Anthem?	Learners to find out from parents or guardians on the importance of National Anthem of Kenya	MTP Grade 2 page 52 National anthem	Observing how the pupils are singing the national anthem
	2	Social environment	Child Rights and responsibilities	By the end of the sub-strand, the learner should be able to: outline Child Rights and responsibilities in the school	What are the basic Child Rights?	Learners identify Child Rights and responsibilities using age appropriate stories (parental care, health care, protection from exploitation and cruelty)	MTP Grade 2 page 52 Poster Video clip	Oral question about responsibilities in the school
	3	Social environment	Child Rights and responsibilities	By the end of the sub-strand, the learner should be able to: outline responsibilities of the child in school	What are the responsibilities of the child in school	Learners discuss some of the responsibilities of children in school	MTP Grade 2 page 55 Poster Video clip	Oral questions of responsibilities of children
	4	Social environment	Child Rights and responsibilities	Discussing how children are treated badly in school and in the community	How are children treated badly	Learners to discuss ways in which children treated badly	MTP Grade 2 page 56-57 Poster Video clip	Oral question on how the children are treated
	5	Social environment	Child Rights and responsibilities	By the end of the sub-strand, the learner should be able to: demonstrate responsibilities of a child in school	What are the responsibilities of the child in school	In pairs, learners simulate responsibilities of children in school	MTP Grade 2 page 58 Poster Video clip	Observing how the pupils treat each other
8	1	Social environment	Child Rights and responsibilities	By the end of the sub-strand, the learner should be able to: appreciate child rights and responsibilities for attainment of social justice.	What are the responsibilities of the child in school	Learners to use multi- media resources to explore responsibilities of children in school.	MTP Grade 2 page 59 Poster Video clip	Oral question and observing
	2	Social environment	Child Rights and responsibilities	By the end of the sub-strand, the learner should be able to: Make poster on right of children.	What are the responsibilities of the child in school	Learners to use multi- media resources to explore responsibilities of children in school.	MTP Grade 2 page 59 Poster Video clip	Oral question and observing
	3	Social environment	School rules	By the end of the sub-strand, the learner should be able to: outline the rules that guide conduct in school state the importance of school rules	What are the school rules?	Using probing question learners discuss the importance of school rules.	MTP Grade 2 page 60 Poster Video clip	Oral question on school rules
	4	Social environment	School rules	By the end of the sub-strand, the learner should be able to: participate in making school rules	What is the importance of school rules?	Learners to think pair and share their experiences on what happen when school rules not observed	MTP Grade 2 page 62	Oral question on school rules
	5	Social environment	School rules	Listing the leaders in the class Discussing the importance of class leaders	What is the importance of school rules?	Learners to think pair and share their experiences on what happen when school rules not observed	MTP Grade 2 page 62 Poster Video clip	Oral question on school rules
9	1	Social environment	School rules	By the end of the sub-strand, the learner should be able to: Discussing the importance of school rules	What is the importance of school rules	Learners to be guided to debate on importance of school rules	MTP Grade 2 page 63 Poster Video clip	Oral question on school rules
	2	Social environment	School rules	By the end of the sub-strand, the learner should be able to: making poster on school rules	What is the importance of school rules	Learners to be guided to Develop a poster for the school rules	MTP Grade 2 page 64 Poster Video clip	Observing posters made by the pupils
	3	Social environment	Class Leadership	By the end of the sub-strand, the learner should be able to: describe a good class leader	Who is a good class leader?	Learners to listen to narrative of inspirational stories of child leaders, heroes or heroines	MTP Grade 2 page 65 Poster Video clip	Oral question on school leaders
	4	Social environment	Class Leadership	By the end of the sub-strand, the learner should be able to: outline the work of a good class leader	What is the work of a class leader?	Learners to discuss “who is a good class leader”? Learners to discuss the work a class leader	MTP Grade 2 page 65 Poster Video clip	Oral question on school leaders
	5	Social environment	Class Leadership	By the end of the sub-strand, the learner should be able to: appreciate good class leadership for harmonious living.	What is the work of a class leader?	Learners to find out from parents or guardians about good leaders in the community and report back	MTP Grade 2 page 65 Poster Video clip	Oral question on school leaders
10	1	Social environment	The school community	By the end of the sub-strand, the learner should be able to: identify members of the school community	Who are the members of the school community?	In groups, learners to identify members of the school community (Head teacher, teachers, nonteaching staff and learners)	MTP Grade 2 page 66-67 Poster Video clip	Oral question on school community
	2	Social environment	The school community	By the end of the sub-strand, the learner should be able to: outline the importance of the school community	What do the people in the school do?	Learners to outline the general importance of members of the school community	MTP Grade 2 page 66 Poster Video clip	Oral question on school community
	3	Social environment	The school community	By the end of the sub-strand, the learner should be able to: In pairs discuss what we do in school	What do we in school	Learners to discuss their roles as members of the school community Learners to skit different work of members of the school community	MTP Grade 2 page 66 Poster Video clip	Oral question on school community
	4	Social environment	The school community	By the end of the sub-strand, the learner should be able to: work together with members of the school community	What do we in school	Learners to discuss their roles as members of the school community Learners to skit different work of members of the school community	MTP Grade 2 page 66 Poster Video clip	Oral question on school community
	5	Social environment	The school community	By the end of the sub-strand, the learner should be able to: appreciate working together with the school community for sustainable interactions	What do we in school	Learners to discuss their roles as members of the school community Learners to skit different work of members of the school community.	MTP Grade 2 page 66 Poster Video clip	What do we in school
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 2 Schemes of Work Term 2 2023

Tagged under

Thursday, 26 January 2023 09:12

Environmental Schemes - Grade 1 Schemes of Work Term 3 2023

WEEK	LESSON	Strand/Theme	Sub-strand/Subtheme	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: identify types of waste in the classroom;	What types of waste are found in the classroom?	Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics).	Our lives today grade 1 page 116-118	Oral question on type of waste in the classroom
	2	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: in groups of two, take a walk in the school compound and identify types of waste in the classroom;	What types of waste are found in the classroom?	Learners could be guided to brainstorm types of waste from the classroom (Plastic and non-plastics).	Our lives today grade 1 page 119	observing on type of waste in the school compound
	3	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: safely sort out waste in the in the classroom for appropriate disposal;	How could we dispose of classroom waste responsibly	Learners could be guided to record types of waste (by writing or drawing	Our lives today grade 1 page 120	observing on type of waste in the school compound
	4	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment;	How could we dispose of classroom waste responsibly	Learners cold safely sort out waste from the classroom.	Our lives today grade 1 page 121	observing on type of waste in the school compound
	5	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: dispose of waste responsibly to limit risks to self, others and environment;	How could we dispose of classroom waste responsibly	Learners cold safely sort out waste from the classroom.	Our lives today grade 1 page 121	observing on type of waste in the school compound
2	1	Care for the environment	Managing waste responsibly	By the end of the sub-strand, the learner should be able to: appreciate a clean classroom environment for good health	How could we dispose of classroom waste responsibly	Learners could be guided to develop a schedule for cleaning the classroom	Our lives today grade 1 page 122	observing on type of waste in the school compound
	2	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: Safety in handling waste in the home.	What types of waste are found in the classroom?	Learners could identify types of waste found in the home.	Our lives today grade 1 page 122	Oral question on how safe the school is
	3	Care for the environment	Safety in Handling waste in the home.	By the end of the sub-strand, the learner should be able to: Identifying waste that are found at home	What types of waste are found in the classroom?	Learners could identify types of waste found in the home..	Our lives today grade 1 page 124	Oral question on Identifying waste that are found at home
	4	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: In group I categories and Identifying waste that are found at home	What types of waste are found in the classroom?	Learners could identify types of waste found in the home.	Our lives today grade 1 page 124	Oral question on Identifying waste that are found at home Observing waste found at home
	5	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: Discussing how to handle waste safely	How do we handle waste safely	Learners could watch video clips on safe managing of wastes.	Our lives today grade 1 page 126	Observing waste found at home
3	1	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: sort out waste in the for safe and effective disposal	How could we safely dispose of waste at home?	Learners could be guided to identify safe ways of managing wastes in the home.	Our lives today grade 1 page 127	Oral question on safety in handling waste in the home
	2	Care for the environment	Safety in handling waste in the home.	By the end of the sub-strand, the learner should be able to: In group of two sort out waste in the for safe and effective disposal	How could we safely dispose of waste at home?	Learners could be guided to identify safe ways of managing wastes in the home.	Our lives today grade 1 page 127	Oral question on safety in handling waste in the home
	3	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at home	How is water wasted at home and school?	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways in which water is wasted at home and at school
	4	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identify ways in which water is wasted at school;	How is water wasted at home and school?	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways in which water is wasted at home and at school
	5	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home.	How can we save water	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways of saving water
4	1	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: explaining ways of saving water at school.	How can we save water	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways of saving water
	2	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: explaining ways of saving water at home	How can we save water	Learners could be guided to identify ways of using water sparingly at home and school	Our lives today grade 1 page 130-131	Oral question on ways of saving water
	3	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identify ways of using water sparingly to reduce wastage	How could we reduce water wastage at home and school?	Learners could explore various ways in which water is used sparingly.	Our lives today grade 1 page 132-133	Oral question on ways of saving water
	4	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: use water sparingly at home	How could we reduce water wastage at home and school?	In groups, learners could be guided to demonstrate the different practices of careful use of water.	Our lives today grade 1 page 132-133	Observing how to use water sparingly at home and school
	5	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: use water sparingly at school.	How could we reduce water wastage at home and school?	In groups, learners could be guided to demonstrate the different practices of careful use of water.	Our lives today grade 1 page 132-133	Observing how to use water sparingly at home and school
5	1	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: identifying way of utilizing water well in the community	How could we reduce water wastage at home and school?	Learners could be guided to identify common practices that lead to wastage of water at home and school.	Our lives today grade 1 page 132-133	Observing how to use water sparingly at home and school
	2	Caring for water	Using water sparingly	By the end of the sub-strand, the learner should be able to: demonstrate willingness to use water sparingly	How could we reduce water wastage at home and school?	Learners could be organized to participate in school water day to share experiences on careful use of water.	Our lives today grade 1 page 132-133 water containers, video clips on using water, photographs, local environment.	Observing how to use water sparingly at home and school
	3	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: State sources of light at home i.e. sun, lamb, candle, torch and moon	How could we save light energy at home and school?	Learners could be guided to discuss ways of saving light energy in the home and school.	Our lives today grade 1 page 136	Oral question on types of sources of light
	4	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: State sources of light at school i.e. sun, lamb, candle, torch and moon	How could we save light energy at home and school?	Learners could be guided to discuss ways of saving light energy in the home and school.	Our lives today grade 1 page 136	Oral question on types of sources of light
	5	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at home	How could we save light energy at home	Learners could be guided to discuss ways of saving light energy	Our lives today grade 1 page 136-	Oral question on types of sources of light
6	1	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: state correct ways of using light energy at school	How could we save light energy at school?	Learners could be guided to discuss ways of saving light energy	Our lives today grade 1 page 136-	Oral question on types of sources of light
	2	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at home	How could we save light energy at school?	Learners could be guided to formulate rules on conserving light energy at home and school	Our lives today grade 1 page 137	Oral question on types of sources of light
	3	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: demonstrate correct ways of using light energy at school	How could we save light energy at school?	Learners could be guided to formulate rules on conserving light energy at home and school	Our lives today grade 1 page 137	Oral question on types of sources of light
	4	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to: use light energy sparingly and responsibly at home and school to conserve Energy.	How could we save light energy at school?	Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school	Our lives today grade 1 page 138-139	Oral question on types of sources of light
	5	Care for the environment	Conserving Light Energy at Home and School	By the end of the sub-strand, the learner should be able to Making poster on saving energy	How could we save light energy at school?	Learners could color Designed stickers and display them. The stickers to contain messages on conserving light energy at home and school	Our lives today grade 1 page 138-139	Observing the poster and message made by the pupils on saving energy.
7&8	Revision
9	ASSESSMENT TEST

Published in Grade 1 Schemes of Work Term 3 2023

Tagged under

Thursday, 26 January 2023 09:09

Environmental Schemes - Grade 1 Schemes of Work Term 2 2023

Week	Lesson	Strand Theme	Sub Strand	Special Learning Outcomes	Key Inquiry Questions	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	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 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	MTP grade 1 page 39-40	observe and identify animals found near the school
	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	MTP grade 1 page 39-40	observe and identify animals found near the school
	3	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	MTP grade 1 page 41-45	observe and identify animals found near the school
	4	Energy	Producing sounds	By the end of the sub strand, the learner should be able to: recognize sounds in the immediate environment	What makes sounds	Learners take a sound walk in the immediate environment	MTP grade 1 page 46-47	Observe pupils listening the different sounds in the immediate environment
	5	Energy	Producing sounds	By the end of the sub strand, the learner should be able to: identifying what makes sound near the school compound	What makes sounds	Learners take a mention things that make sound in the immediate environment	MTP grade 1 page 48 Chicken Cows Dogs	Observe what that the pupil has identified from the school compound.
2	1	Energy	Producing sounds	By the end of the sub strand, the learner should be able to: drawing animals that make sounds from the school compound	What makes sounds	Learners take a mention things that make sound in the immediate environment	MTP grade 1 page 48 Chicken Cows Dogs	Observe what that the pupil has drawn from the school compound.
	2	Energy	Producing sounds	By the end of the sub strand, the learner should be able to: identifying how we make sound using our body parts	How We make sounds?	Learners take a mention how to make sound using body part Learners to make sounds using body part	MTP grade 1 page 49 Handclapping Mouth-shout whistles Foot Laugh.	Observe pupil making sounds using body parts
	3	Energy	Producing sounds	By the end of the sub strand, the learner should be able to: identifying animals that make sounds	Animals makes sounds	Learners take a mention how to make sound using body part Learners to make sounds using body part	MTP grade 1 page 50-51	Observe pupil making sounds using body parts
	4	Energy	Producing sounds	By the end of the sub strand, the learner should be able to: recognize sounds made by machines in the immediate environment	How machines make sound	Learners take a sound walk in the immediate environment	MTP grade 1 page 52-53	Observe pupils listening the different sounds made by machines in the immediate environment
	5	Energy	Producing sounds	By the end of the sub strand, the learner should be able to identify ways of producing sounds and vibrations from different objects;	How could we produce sounds	Learners could identify ways of creating sound using the body, objects and voice	MTP grade 1 page 54 Bottles Spoons drum	Observe how the pupils are making sound using object found in the school environment Check the items collected by pupils to be sued in making different sounds
3	1	Energy	Producing sounds	By the end of the sub strand, the learner should be able to create sounds and vibrations from a variety of sources for enjoyment;	How could we produce sounds by shaking things	Learners could identify ways of creating sound using the body, objects and voice	MTP grade 1 page 55 Bottles Spoons Drum Bottle with stones Hand shakers Kayamba	Observe how the pupils are making sound using object found in the school environment
	2	Energy	Producing sounds	create sounds and vibrations from a variety of sources for enjoyment	How could we produce sounds by plucking strings	Learners could identify ways of creating sound using the body, objects and voice	MTP grade 1 page 51 rubber bands and a tin Guitar Nyatiti	Observe how the pupils are making sound using object found in the school environment
	3	Energy	Producing sounds	By the end of the sub strand, the learner should be able to create sounds and vibrations from a variety of sources for enjoyment	How to make sounds by blowing air into things to make sounds	Learners could identify ways of creating sound using the body, objects and voice	MTP grade 1 page 52-53 Horn, flute, whistle, vuvuzela Empty bottle	Observe how the pupils are making sound using object found in the school environment
	4	Energy	Producing sounds	By the end of the sub strand, the learner should be able to develop curiosity in producing sounds and vibrations from different objects	How to make sounds by blowing air into things to make sounds	Learners could identify ways of creating sound using the body, objects and voice	MTP grade 1 page 52-53 Horn, flute, whistle, vuvuzela Empty bottle	Observe how the pupils are making sound using object found in the school environment
	5	Energy	Sounds and vibrations that alert us on dangers	By the end of the sub strand, the learner should be able to: identify sounds and vibrations that alert us on dangers in the immediate environment	What sounds alert on danger	Learners could come up with different sounds and vibrations that alert us on dangers.	MTP grade 1 page 54 A dog barks Car hoots An ambulance	Checking the name of sounds that warns us.
4	1	Energy	Sounds and vibrations that alert us on dangers	By the end of the sub strand, the learner should be able to: explaining the dangers of loud sound	What are the dangers of loud sounds	Learners identify the sound that are dangerous and where they come from	MTP grade 1 page 56 Speaker Screaming Posh mill Factory	Observing the name of the items that make loud sound
	2	Energy	Sounds and vibrations that alert us on dangers	By the end of the sub strand, the learner should be able to: discriminate sounds and vibrations and vibrations that alert us on dangers for appropriate response;	What are the dangers of loud sounds	Learners could identify sounds and vibrations that alert us on dangerous situations	MTP grade 1 page 56	Observing the name of the items that make loud sound
	3	Energy	Sounds and vibrations that alert us on dangers	By the end of the sub strand, the learner should be able to: appreciate different sounds and vibrations that alerts on dangers	How could we respond appropriately to various sounds?	Learners could practice appropriate response to sounds and vibrations that alert us on dangers.	MTP grade 1 page 56	Observing the name of the items that make loud sound
	4	Energy	Sounds and vibrations that alert us on dangers	By the end of the sub strand, the learner should be able to: appreciate different sounds and vibrations that alerts on dangers	How could we respond appropriately to various sounds?	Learners to ask parents or guardians how to appropriately respond to sounds and vibrations that alert people on dangers in the community	MTP grade 1 page 56	Observing the name of the items that make loud sound
	5	Energy	Dangers of loud sounds	By the end of the sub strand, the learner should be able to: identify sources of loud sounds in the immediate environment	What are the sources loud sounds?	Learners could explore sources of loud sound in the immediate environment	MTP grade 1 page 57 Car Human being Animals	Observing the name of the items that make loud sound
5	1	Energy	Dangers of loud sounds	By the end of the sub strand, the learner should be able to: explain the effects of loud sounds on health and safety	What are the sources loud sounds?	Learners could discuss effects of loud sounds on their wellbeing	MTP grade 1 page 58 Musical instruments, flash cards, pictures, video clips Immediate environment.	written questions on effects of loud sounds
	2	Energy	Dangers of loud sounds	By the end of the sub strand, the learner should be able to: observe practices that protect us from effects of loud sounds;	How could loud sound affect us?	Learners could identify ways of avoiding loud sound	MTP grade 1 page 58 Musical instruments, flash cards, pictures, video clips Immediate environment	Oral questions on how to protect ourselves from effects of loud sounds;
	3	Energy	Dangers of loud sounds	By the end of the sub strand, the learner should be able to: demonstrate willingness to limit dangers from loud sounds to self and others	How could we avoid loud sound?	Learners could pantomime on dangers of loud sounds.	MTP grade 1 page 58 Musical instruments, flash cards, pictures, video clips Immediate environment	Oral questions on how to protect ourselves from effects of loud sounds
	4	Social environment	Home Environment: Caring for things found in the home	By the end of the sub strand, the learner should be able to sign the various things found in the home;	What things are found in the home?	Learners could identify and sign things found in the home (utensils and furniture).	MTP grade 1 page 59 Cups sufuria Spoons Kettle Plates\jug Cooking sticks	Observe the items given by the pupils Observe diagrams make by the pupils.
	5	Social environment	Home Environment: Caring for things found in the home	By the end of the sub strand, the learner should be able to Explain how to care for things found in the home;	How could we care for things found in the home?	Learners could identify ways of caring for things found in the home (washing and dusting	MTP grade 1 page 60 Picture cut outs, Natural Environment Charts Video Clips Photographs Utensils, Furniture Electronic Gadgets,	Oral question on how to take care of things found at home.
6	1	Social environment	Keeping home environment clean	By the end of the sub strand, the learner should be able to sign things that make the home environment dirty	What makes our home environment dirty?	Learners could sign things that make the home environment dirty	MTP grade 1 page 60 Picture cut outs, Natural Environment Charts Video Clips Photographs Brooms Mops Dusters Dust Bins Rakes, Spade	Oral question on how to clean things found at home
	2	Social environment	Keeping home environment clean	By the end of the sub strand, the learner should be able to participate actively in making the home environment clean	How to clean home environment dirty?	Learners could demonstrate cleaning of home	MTP grade 1 page 61-62 Picture cut outs, Natural Environment Charts Video Clips Photographs Utensils, Brooms Mops Dusters Dust Bins Rakes, Spade	Oral question on how to clean things found at home Observing how the pupils are cleaning the school environment.
	3	Social environment	Keeping home environment clean	By the end of the sub strand, the learner should be able to demonstrate willingness to keep the home environment clean.	How could we keep our home environment clean?	Learners could demonstrate cleaning of home environment using relevant cleaning activities. Learners could visit a nearby home, if possible of an elderly person, and clean the home environment.	MTP grade 1 page 63 Picture cut outs, Natural Environment Charts Video Clips Photographs Brooms Mops Dusters Dust Bins Rakes, Spade	Observing how the pupils are cleaning the school environment
	4	Social environment	Keeping safe and secure in the home	By the end of the sub strand, the learner should be able to identify common risks at home;	What are some of the possible risks in the home?	Learners could listen or observe signed stories on possible risks in the home	MTP grade 1 page 64-65	Oral question on how to keep the school compound safe.
	5	Social environment	Keeping safe and secure in the home	By the end of the sub strand, the learner should be able to observe safety and security in the home environment to avoid risk to self and others	How could we keep safe and secure in the home?	Learners could identify common risks in the home	MTP grade 1 page 64-65	Oral question on how to keep the school compound safe
7	1	Social environment	Keeping safe and secure in the home	By the end of the sub strand, the learner should be able to demonstrate responsibility towards own safety and security in the home environment.	Learners How could we keep safe and secure in the home?	Learners could demonstrate ways of keeping safe and secure in the home	MTP grade 1 page 66-67	Oral question on how to keep the school compound safe
	2	Social environment	Child Rights and responsibilities in the family	By the end of the sub strand, the learner should be able to identify rights of a child in a family	What are the rights of a child in the family?	Learners could identify child rights in a family (right to a name, nutrition, shelter, schooling and play).	MTP grade 1 page 66-69	Oral questions on child rights and responsibilities.
	3	Social environment	Child Rights and responsibilities in the family	By the end of the sub strand, the learner should be able to perform the responsibilities of a child in a family;	What are the responsibilities of a child in the family?	Learners could identify responsibilities of a child in a family	MTP grade 1 page 70	Oral questions on child rights and responsibilities
	4	Social environment	Child Rights and responsibilities in the family	By the end of the sub strand, the learner should be able to perform the responsibilities of a child in a family;	What are the responsibilities of a child in the family?	Learners could identify responsibilities of a child in a family	MTP grade 1 page 71	Oral questions on child rights and responsibilities
	5	Social environment	Child Rights and responsibilities in the family	By the end of the sub strand, the learner should be able to develop a sense of responsibility for family social cohesion.	What are the responsibilities of a child in the family?	In groups, learners could complete a postcard on responsibilities of a child in a family	MTP grade 1 page 71-74	Oral questions on child rights and responsibilities
8	1	Social environment	Meeting family needs.	By the end of the sub strand, the learner should be able to state basic needs in a family	What are basic family needs?	Learners could state some of the basic family needs (food, water and shelter	MTP grade 1 page 75	Oral questions on basic family needs
	2	Social environment	Meeting family needs.	By the end of the sub strand, the learner should be able to explain ways in which parents or guardians Meeting basic family needs;	How can parents or guardians Meeting basic family needs?	Learners could fill printable age appropriate forms on basic family needs	MTP grade 1 page 75-77	Oral questions on ways in which parents or guardians Meeting basic family needs
	3	Social environment	Meeting family needs.	By the end of the sub strand, the learner should be able to explain ways in which parents or guardians Meeting basic family needs;	How can parents or guardians Meeting basic family needs?	Learners could identify how parents or guardians Meeting basic family needs (farming, employment and business).	MTP grade 1 page 78-79	Oral questions on ways in which parents or guardians Meeting basic family needs
	4	Social environment	Meeting family needs.	By the end of the sub strand, the learner should be able to appreciate the efforts of parents or guardians in Meeting family needs.	How can parents or guardians Meeting basic family needs?	Learners could sign or sing songs and recite poems or rhymes on how parents or guardians Meeting basic family needs.	MTP grade 1 page 78-79	Oral questions on ways in which parents or guardians Meeting basic family needs
	5	Social environment	Enterprise Projects: Ways of generating money in the family.	By the end of the sub strand, the learner should be able to Identifying forms of money	How could we make money rightfully?	Learners to state forms of money	MTP grade 1 page 80-81 Money( notes and coins)	Oral question on forms of money
9	1	Social environment	Ways of generating money in the family.	By the end of the sub strand, the learner should be able to identify ways of generating money rightfully in the family;	How could we make money rightfully?	Learners could be guided to identify how families generate money.	MTP grade 1 page 82 Money( notes and coins)	Oral question on identify ways of generating money rightfully in the family;
	2	Social environment	Ways of generating money in the family.	By the end of the sub strand, the learner should be able to Identifying thing that are at home that can be used to generate income.	Making money from things found in the home	Learners could be guided to identify how families generate money.	MTP grade 1 page 83 Money( notes and coins)	Oral question on identify ways of generating money rightfully in the family;
	3	Social environment	Ways of generating money in the family.	By the end of the sub strand, the learner should be able to demonstrate awareness of rightful ways of generating money to promote good citizenship	Making money from things found in the home	In groups, learners could discuss rightful ways of generating money. Using case stories, learners could identify various ways of generate money rightfully.	MTP grade 1 page 84 Money( notes and coins)	Oral question on identify ways of generating money rightfully in the family;
	4	Social environment	Ways of generating money in the family.	By the end of the sub strand, the learner should be able to Appreciate genuine ways of generating money as good citizens.	Making money from things found in the home	Learners could be guided to find out more from parents or guardians on rightful ways of earning money.	MTP grade 1 page 85 Money( notes and coins)	Oral question on identify ways of generating money rightfully in the family;
	5	Social environment	Exploring the environment for appropriate income generating activities	By the end of the sub strand, the learner should be able to identify income generating activities for the family;	What activities could generate income for the family?	Learners could suggest an income generating activity at home.	MTP grade 1 page 85 Money( notes and coins)	Oral question on identify ways of generating money rightfully in the family;
10-11	END TERM ASSESSMENT AND CLOSING

Published in Grade 1 Schemes of Work Term 2 2023

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