adeleadmin
Environment Schemes - Grade 2 Schemes of Work Term 1 2023
|
WEEK |
LESSON |
STRANDS |
SUB STANDS |
SPECIFIC LEARING OUT COMES |
KEY INQURY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REF |
||
|
1 |
|
|
|
|
|
|
|
|
|
||
|
2 |
1-5 |
1.0 Environment and its resources |
Weather |
By the end of the topic, the learner should be able to: state different weather conditions state ways of responding to different weather conditions Respond appropriately to different weather conditions to limit risks to self, others and the environment Appreciate differences in weather conditions |
What are the different weather conditions? How could we respond to different weather conditions |
Learners to observe and discuss prevailing weather conditions, as an outdoor activity Learners to think, pair and share experiences on how they could respond to different weather conditions (hot, cold, rainy) Using pictures, video clips, learners identify ways of responding to |
Video clips Weather charts |
Observation Oral questions Written questions |
|
||
|
3 |
1-5 |
Environment and its resources |
Recording weather conditions |
By the end of the sub-strand, the learner should be able to: describe weather conditions at different times of the day draw weather symbols to represent different weather conditions create a weather record using symbols for a period of one week |
How is the weather today? What symbols are used to record different weather conditions? How could we record weather conditions? |
Learners to observe the weather at different times of the day as an outdoor activity Learners to describe different weather conditions (sunny, windy, cloudy, calm, rainy) Learners identify weather symbols from charts and other learning resources |
Video clips Weather charts |
Observation Oral questions Written question |
|
||
|
4 |
1-5 |
|
Interpreting weather messages |
By the end of the sub-strand, the learner should be able to: interpret weather charts correctly communicate weather messages accurately develop interest in interpreting and communicating |
How could we use symbols to communicate weather messages How could we communicate weather messages to others? |
Learners to use weather charts to interpret different weather symbols In pairs, learners practice using weather symbols to interpret weather messages In a class contest, learners to compete narrating weather occurrences for a past week weather chart recording Learners to gather more information on weather from parents or guardians |
Video clips Weather charts |
Observation Oral questions Written questions |
|
||
|
5 |
1-5 |
Environment and its resources |
Storing water |
By the end of the sub-strand, the learner should be able to: state the importance of storing water at home and school identify ways of storing water in the home and school store water appropriately in the home and school appreciate safe water storage to prevent health risks to self and others. |
Why do we store water at home and school? How could we store water at home and school? |
Learners to explore and observe various ways of storing water at home and in the school In groups, learners to share their experiences on why water is stored at homes and school. In groups, learners to share their experiences on how water is stored at homes and school. Learners to use video clips, Pictures and photographs to identify appropriate ways of storing water at home and school Learners to gather more information on ways of storing water in the at home and report back |
Regalia charts |
Observation Oral questions Written questions |
|
||
|
6 |
1-5 |
Environment and its resources |
Transporting Water |
By the end of the sub-strand, the learner should be able to: identify different ways of transporting water at home and school demonstrate suitable ways of carrying small quantities of water at home and school Appreciate different means of transporting water at home and school. |
How is water transported at home and school |
In groups, learners share experiences on various ways in which water is transported at home and school Using pictures and video clips, learners to identify ways of transporting water Learners read, tell, or listen to stories about transporting water Using age-appropriate containers, learners to carry and store water for personal use Learners to find out how water is transported and stored. |
Regalia Charts |
Observation Oral questions Written questions |
|
||
|
7 |
1-5 |
Environment and its resources |
Soil |
By the end of the sub-strand, the learner should be able to: a) model objects with different types of soil |
What objects could we make with soil? Which type of soil make good ribbons |
model objects (balls, ribbons, pots) with different types of soils (clay, loam, sand) |
Regalia Charts |
Observation Oral questions Written questions |
|
||
|
8 |
1-5 |
Environment and its resources |
Exploring the soil |
By the end of the sub-strand, the learner should be able to: determine the soil that makes long smooth ribbons |
What objects could we make with soil? Which type of soil make good ribbons |
In groups, learners to model soil ribbons using the soil samples provided (clay, loam, sand). Learners to observe to find out which soil samples make smooth long ribbons |
Regalia charts |
Observation Oral questions Written questions |
|
||
|
9 |
1-5 |
Environment and its resources |
|
By the end of the sub-strand, the learner should be able to: ) appreciate different types of soil in the immediate environment |
What objects could we make with soil? Which type of soil make good ribbons |
Learners to visit the school neighborhood to observe or take pictures of different types of soils and their uses (sand for construction, clay for modeling, loam for farming |
Regalia Charts |
Observation Oral questions Written questions |
|
||
|
10 |
1-5 |
Environment and its resources |
Exploring parts Of plant |
By the end of the sub-strand, the learner should be able to: Identify parts of a plant draw different parts of a plant from the immediate environment show interest in parts of a plant for learning and enjoyment. |
What are the different parts of a plant? |
In a nature walk, learners to explore different plants in the immediate environment. Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants What are the different parts of a plant? Learners draw or take photographs of parts of a plant. Learners are guided to display their work for further learning and peer |
Regalia Charts |
Observation Oral questions Written questions |
|
||
|
11 |
1-5 |
Environment and its resources |
Exploring parts of plant |
By the end of the sub-strand, the learner should be able to: ) draw different parts of a plant from the immediate environment |
What are the different parts of a plant? |
In a nature walk, learners to explore different plants in the immediate environment. Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants What are the different parts of a plant? Learners draw or take photographs of parts of a plant. Learners are guided to display their work for further learning and peer |
Regalia charts |
Observation Oral questions Written questions |
|
||
|
12 |
1- 5 |
Environment and its resources |
Exploring parts Of plant |
By the end of the sub-strand, the learner should be able to: show interest in parts of a plant for learning and enjoyment. |
What are the different parts of a plant |
In a nature walk, learners to explore different plants in the immediate environment. Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants What are the different parts of a plant? |
Regalia Charts |
Observation Oral questions Written questions |
|
||
|
13 & 14 |
|
|
|
|
|
|
|
|
|
||
English Schemes - Grade 2 Schemes of Work Term 1 2023
|
WEEK |
LESSON |
STRAND THEME |
SUB STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUIRY QUESTIONS |
LEARNER EXPERIENCE |
LEARNING RESOURCES |
ASSESSMENT METHODS |
REFLECTION |
|
1 |
1-2 |
SCHOOL |
Language structure and function The verb “to be” |
By the end of the sub strand the learner should be able to use past forms of The verb “to be” correctly to construct simple sentences about things in the past. |
As you were coming to school how many did you see? |
Learners to be describe their own and other constructed action using was and were |
Flash cards Regalia |
Written exercises |
|
|
|
3 |
SCHOOL |
Language structure and function |
By the end of the sub strand the learner should be able to use past forms of The verb “to be” in the sentences. |
What are they doing? |
In small groups learners describe how people using the past form of the verb “to be” |
Models of verb using “was “and “were” |
Written exercises Oral questions |
|
|
2 |
1-3 |
SCHOOL |
Language structure The verb “to be” |
By the end of the sub strand the learner should be able to use past forms of The verb “to be” in their day to day conversations. |
What are other things did you see? |
Learners take part in role play and language games that allow them to take part in various actions |
Dialogue |
Written exercises Oral questions |
|
|
3 |
1-3 |
Activities at home subject verb agreement “was” and “were” |
Language structure The verb “to be” |
By the end of the sub strand the learner should be able to correct use of subject in agreement sentences |
What is Sarah holding? What are the girls holding |
Learners to construct correct sentences based on pictures showing singular and plural subjects |
Pictures |
Oral questions |
|
|
4 |
1-2 |
Activities at home subject verb agreement “was” and “were” |
Language structure and function |
The learner should be able to construct simple sentences about activities at home |
What was she doing? |
In small groups/ pairs learners to construct on demonstrated actions by one r more learners. Construct sentences using displayed regalia representing singular and plural |
Regalia |
Written exercises |
|
|
4
|
3
|
Activities at home subject verb agreement “was” and “were” |
Language structure and function |
The learner should be able to construct correct sentences in conversation for effective communication |
What were they holding? |
The learner should be able to construct correct sentences with subject verb agreement in conversation for effective communication |
Pictures Dialogue on subject verb agreement |
Oral questions |
|
|
5 |
1-2 |
Transport |
Objective him, her, them and you, us, me |
The learner should be able to use objective pronoun correctly to construct simple sentences about transport |
What do you use to come to school? |
Learners to work in pairs to construct sentences using objective pronouns |
Pictures Dialogue |
Oral questions |
|
|
|
3 |
Transport |
Objective him, her, them and you, us, me |
The learner should be able to pick out objective pronoun to improve oral communication |
What does your mother use to go to the market? |
Learners to construct sentences on the means of transport using locally available and the objective pronounce. This car belongs to Amina. This car belongs to her. |
Regalia Pictures |
Oral questions Written exercise |
|
|
6 |
1-3 |
Transport |
Objective him, her, them and you, us, me |
The learner should be able to use objective pronoun for effective communication in a story, poem or conversation |
What use to visit your aunt and uncle? |
Learners to listen to a story, poem or conversation on communication |
Story books Pictures |
Oral questions |
|
|
7 |
1-3 |
Time and months of the year |
The verb to have
|
The learner should be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication |
How many months does a year have? |
Learners to work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have |
chart |
Oral questions |
|
|
8 |
1-3 |
Time and months of the year |
The verb to have
|
The learner should be able to recognize correct use of the verb in different contexts |
How many fingers do you have? |
Learners construct sentences on their body parts |
Body parts |
Oral questions |
|
|
9 |
1-3 |
Time and months of the year |
The verb to have
|
The learner should be use the verb to have for effective communication |
Can you name some of the things you see at home? |
Learners to construct sentences on the things they have at home and at school |
Regalia |
Oral questions Written exercises |
|
|
|
1-2 |
Shopping Things w buy |
Plurals of irregular nouns (-ies, -ves) |
The learner should be able to distinguish between singular and plural nouns including irregular nouns for clear communications |
How do we change irregular nouns to plural? |
Learners in groups to construct sentences about the market, shop, supermarket and shopping list using plural of irregular nouns |
Regalia |
Oral questions Written exercises |
|
|
10 |
3 |
Shopping Things w buy |
Plurals of irregular nouns (-ies, -ves) |
The learner should be able to construct sentences based on pictures of nouns that take plural of irregular nouns ies, -ves) |
What can you see in the picture? |
Learners in groups to construct sentences about based on pictures of nouns that take the taught form |
Pictures |
Oral questions Written exercises |
|
|
11 |
1-2 |
The garden |
Present continuous tense |
The learner should be able to use Present continuous tense to talk about food we eat/ health and nutrition for effective communications |
What are you doing? |
Learners construct sentences from ongoing demonstrations Construct sentences based on pictures |
Pictures |
Oral questions Written exercises |
|
|
|
3- |
The garden |
Present continuous tense |
The learner should be able to use Present continuous tense a given context |
What is the teacher doing? |
Learners compete in groups in changing verbs from Present continuous tense |
Pictures |
Oral questions Written exercises |
|
|
12 |
1-3 |
The garden |
Present continuous tense |
The learner should be able to demonstrate by asking and answering questions using Present continuous tense |
What are you doing? |
Learners to take part in demonstrations , ask and answer questions using Present continuous tense |
Pictures |
Oral questions |
|
|
13 |
1-2 |
Accidents |
Past continuous tense |
The learner should be able to describe actions using past continuous tense for effective communications |
What was your parent doing when you got home? |
Learners to construct sentences using past continuous tense |
Pictures |
Oral questions |
|
|
|
3 |
Accidents |
Past continuous tense |
The learner should be able to change verbs from present simple continuous to enhance communication past continuous tense about hygiene, simple injuries and first aid |
What were you doing yesterday when it rained? |
In groups Learners to take part in changing verbs from simple present to questions using past continuous tense past continuous tense |
Flash cards |
Oral questions Written exercises |
|
|
14 |
1-3 |
Accidents |
Past continuous tense |
The learner should be able to respond to questions using |
What was she doing? |
Learners to respond to simple |
Workbook |
Oral questions Written |
|
CRE Schemes - Grade 2 Schemes of Work Term 1 2023
|
WEEK |
LESSON |
STRAND THEME |
SUB-STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUIRY QUESTIONS |
LEARNING EXPERIENCE |
LEARNING RESOURCES |
ASSESSMENT METHODS |
REFLECTION |
|
1 |
1 |
Creation |
Self awareness (Myself) |
By the end of the sub strand the learner should be able to state what they like about themselves as God’s creation |
What is your name? Are you a boy or a girl? |
Learners to mention what they like about themselves |
Learners |
Oral questions |
|
|
|
2 |
Creation |
Learners similarities and differences |
By the end of the sub strand the learner should be able to state the similarities and differences among themselves |
How many are short? How many are tall? |
Learners to state their similarities and differences |
Learners |
Observation Oral questions |
|
|
|
3 |
Creation |
Chores done at home as service to God |
By the end of the sub strand the learner should be able to state different chores done at home as service to God |
Which chores do you perform home at? |
Learner to state different chores they do at home as service to God |
Pictures |
Oral questions |
|
|
2 |
1 |
Creation |
Role play (chores done at home) |
By the end of the sub strand the learner should be able to role play different chores they do at home as service to God |
Which chores do you perform at home? |
Learners to role play chores they do at home as service to God |
Realia (broom utensils mop) |
Observation Oral questions |
|
|
|
2 |
Creation |
My family Members of a nuclear family |
By the end of the sub strand the learner should be able to name members of the nuclear family |
Whom do you live with? |
Learners to name members of a nuclear family |
Pictures |
Drawing Oral questions |
|
|
|
3 |
Creation |
My relatives (extended family) |
By the end of the sub strand the learner should be able to identify members of an extended family to enhance a sense of belonging |
Who are your relatives? |
Learners to name members of an extended family Draw members of an extended family |
Pictures |
Drawing Oral questions |
|
|
3 |
1 |
Creation |
Items shared at home |
By the end of the sub strand the learner should be able to state items shared at home for family unity |
What do we share at home? Why do we share at home? |
Learners to state items shared at home for family unity |
Realias Fruits |
Drawing Oral questions |
|
|
|
2 |
Creation |
Items that are not shared at home |
The learner to state items that are not shared at home for healthy living |
Which are some of the things we cannot share at home |
Learners to state items that are not shared at home |
Realia Handkerchief Socks Comb |
Drawing Oral questions |
|
|
|
3 |
Creation |
Creation of the sky, moon and the stars Observing the sky |
The learner should be able to state heavenly bodies created by God |
Who created the sky, moon and stars? |
Learners to observe the sky and the heavenly bodies Learners to state who created the heavenly bodies |
The sky |
Observation Oral questions |
|
|
4 |
1 |
Creation |
Drawing and colouring heavenly bodies |
The learner should be able to draw the heavenly bodies created by God in their work books |
What are the heavenly bodies that God created? |
Learners to draw and colour heavenly bodies created by God |
Pictures on the chart |
Observation Drawing |
|
|
|
2 |
Creation |
Making cut outs and mount heavenly bodies in their work book |
The learner to make cut outs of heavenly bodies and mount them in their books |
What is the shape of the sun? |
Learners to make cutouts of heavenly bodies and mount them in their books |
Manila papers Pair of scissors Glue |
Observation Oral questions |
|
|
|
3 |
Creation |
Order of creation |
State the order of creation from day one to day six |
Who created everything? |
Learners to state the order of creation State the creator of everything |
Surrounding environment |
Oral questions |
|
|
5 |
1 |
The Holy Bible |
The Bible as a guide in daily lives (reasons for reading the Bible) |
By the end of the sub strand the learner should be able to identify reasons for reading the Bible to Strengthen their faith in God |
Why do you read the bible? |
Learners to identify reasons for reading the Bible |
Bible |
Oral questions |
|
|
|
2 |
The Holy Bible |
Listening to a video clip |
Appreciate the Bible as a guide to Christian living |
Why do you read the Bible |
Learners to watch a clip of children reading the Bible |
Laptops |
Observation Oral questions |
|
|
|
3 |
The Holy Bible |
Memory verse |
Recite a memory verse from 119:105 about the Bible |
Why do we read the Bible? |
Learners to sing a song about the Bible Recite a memory verse about the Bible |
Bible |
Oral questions |
|
|
6 |
1-2 |
The Holy Bible |
Divisions of the Bible |
By the end of the sub strand the learner should be able to state the number of books in the old testament |
Why do we read the Bible? |
Learners to state the number of books in the old testament |
Bible |
Oral questions |
|
|
|
3 |
The Holy Bible |
First books of the old testament (law books) |
Identify the first two books of the old testament to be familiar with the Bible |
Which is the first book of the Bible? |
Learners to identify the first two books of the Bible Make flash cards on the first two books of the Bible |
Flash cards Bible |
Observation Oral questions |
|
|
7 |
1 |
The Holy Bible |
Role play (number of book in the old testament) |
By the end of the sub strand the learner should be able to state the names of the books of the old testament to be familiar with the Bible |
Which are the first books of the old testament? |
Learners to state the names of the books of the old testament |
Flash cards |
Observation Oral questions |
|
|
|
2 |
The Holy Bible |
Bible story the call of Samuel |
Describe the call of Samuel and relate it to their daily lives |
Who called Samuel? |
Learn to describe the call the call of Samuel and relate it to their daily lives by obeying God |
Bible |
Oral questions |
|
|
|
3 |
The Holy Bible |
The call of Samuel |
Describe the call of Samuel according to what they watched |
How many times was Samuel called? |
Learners to watch a video clip on the call of Samuel |
Bible |
Oral questions |
|
|
8 |
1 |
The Holy Bible |
The call of Samuel |
By the end of the sub strand the learner should be able to describe the call of Samuel after role playing |
How many times was Samuel called? |
Learners to role play a skit on the call of Samuel |
Bible |
Observation Oral questions |
|
|
|
2 |
The Holy Bible |
Reasons why God chose Noah |
The learner should be able to state reasons why God chose Noah to build the ark. |
Why did God choose Noah to build the ark. |
Learners to state reasons why God chose Noah to build the ark. |
Bible |
Oral questions Written quizzes |
|
|
|
3 |
The Holy Bible |
The story of Noah and the ark |
Narrate the story of Noah and the ark and relate it to their lives by obeying God and their parents. |
Who built the ark? |
Learners to narrate the story of Noah and the ark |
Bible |
Written quizzes Listening |
|
|
9 |
1 |
The Holy Bible |
Importance of obeying parents |
By the end of the sub strand the learner should be able to state the importance of obeying parents at home. |
Why do you obey parents? |
Learners to state the importance of obeying parents |
Bible |
Oral questions |
|
|
|
2 |
The Holy Bible |
Noah and the ark (Role play) |
Narrate the story od Noah and relate it to their lives by obeying God and parents |
How did Noah respond to God? |
Learners to role play the story of Noah and the ark. |
Picture cut out of the ark |
Observation check list |
|
|
|
3 |
The Holy Bible |
Daniel prays to God |
Mention number of times Daniel prayed to God and relate it to their lives |
How many times did Daniel pray in a day? |
Learners to mention number of times Daniel prayed to God |
Bible |
Oral questions |
|
|
10 |
1 |
The Holy Bible |
Daniel in the den of lions |
By the end of the sub strand the learner should be able to narrate the story of Daniel in the den od lions |
Why was Daniel thrown in the den of lions? |
Learners to listen and answer questions from the story |
Pictures |
Oral questions |
|
|
|
2 |
The Holy Bible |
Watch a video clip |
Watching a video clip about Daniel in the den and how he was rescued |
How did God save Daniel from the den of lions? |
Learners to watch a video on story of Daniel in the den of lions |
Video clips |
Oral questions |
|
|
|
3 |
The Holy Bible |
Daniel is rescued from the den of lions |
Role play the story of Daniel |
Who rescued Daniel from the den of lions |
Learners to role play Daniel in the den of lions and how he is rescued |
Bible |
Observation |
|
|
11 |
1-2 |
The Holy Bible |
The widow of Zarephath |
By the end of the sub strand the learner should be able to narrate the story of the widow of Zarephath |
Why did Elijah go to Zarephath |
Learners to narrate the story of the widow of Zarephath |
Pictures |
Oral questions |
|
|
|
3 |
The Holy Bible |
Drawing and colouring |
To draw and colour a loaf of bread in the workbook |
Who fed Elijah while at Zarephath |
Learners to draw and colour a loaf of bread |
Bread |
Observation |
|
|
12 |
1 |
The Holy Bible |
Role play |
By the end of the sub strand the learner should be able to role play the story of Elijah and widow of Zarephath |
How did the widow get enough flour? |
Learners to role play the story of Elijah and the widow of Zarephath |
Flour jars |
Observation Oral questions |
|
|
|
2 |
The early life of Jesus Christ |
Kidness of the wisement |
Narrate how they celebrate their birthday |
How do we celebrate birthdays? |
Learners to narrate how they celebrate birthday |
Pictures |
Oral questions |
|
|
|
3 |
The early life of Jesus Christ |
The birth of Jesus Christ |
Narrate the birth of Jesus Christ |
Who announced the birth of Jesus Christ |
Learners to narrate the birth of Christ |
Pictures showing baby Jesus Christ |
Oral questions |
|
|
13 |
1 |
The early life of Jesus Christ |
Visitors who visited baby Jesus |
By the end of the sub strand the learner should be able to name people who visited baby Jesus and where they came from |
Who visited baby Jesus? |
Learners to name the people who visited baby Jesus |
Pictures |
Oral questions |
|
|
|
2 |
The early life of Jesus Christ |
The gifts brought to baby Jesus |
To name the gifts brought to baby Jesus |
Which gifts were brought to baby Jesus? |
Learners to list gifts given to baby Jesus and develop the value of sharing |
Pictures |
Oral questions |
|
|
|
3 |
The early life of Jesus Christ |
Jesus Christ worked |
Name some of the simple chores done at school home, church and school |
What do you do during school holidays? |
Learners to name some of the simple chores done at school, home and church |
Pictures |
Oral questions |
|
|
14 |
1 |
The early life of Jesus Christ |
Joseph the father of Jesus |
By the end of the sub strand the learner should be able to discuss the type of work Joseph the father of Jesus did |
What type of work did Jesus’ father do? |
Learners to discuss the type of work Joseph the father of Jesus did |
Pictures showing Joseph doing some work |
Oral questions |
|
|
|
2 |
The early life of Jesus Christ |
Jesus helps his father Joseph |
To list how Jesus helped his father Joseph |
How did Jesus help his father? |
Learners in a group to list how Jesus helped his father. |
Pictures |
Oral questions Observation |
|
|
|
3 |
The early life of Jesus |
Poem about Jesus |
To write and say a poem about “Jesus worked” |
How did Jesus work? |
Learners to write a poem on how Jesus worked |
Pictures |
Observation |
|
Art and Craft Schemes - Grade 2 Schemes of Work Term 1 2023
|
Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Learning experiences |
Key inquiry question |
Learning resources |
Assessment |
Remarks |
|
1 |
1 |
DRAWING |
Forms |
By the end of the sub strand, the learner should be able to: Identify forms in the environment to use in drawing |
In groups learners be taken for environmental walks and or digital tours to identify forms Individually, draw and caption variety of forms observed using colored pencils to express themselves |
What types of forms are found in the environment? |
Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg17-18 |
Signed questions, portfolio, observations |
|
|
|
2 |
DRAWING |
Forms |
By the end of the sub strand, the learner should be able to: draw simple forms using colored pencils or digital tools for self-expression |
Individually draw and caption a variety of forms observed 4using ICT tools for therapeutic purposes |
What type simple forms can be drawn? |
Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg20-21 |
Signed questions, portfolio, observations |
|
|
2 |
1 |
DRAWING |
Forms |
By the end of the sub strand, the learner should be able to: have fun as they draw simple forms. |
Learners to display and talk about own and others work |
How do learners react when using the media used in drawing? |
Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg20-21 |
Signed questions, portfolio, observations |
|
|
|
2 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to: Identify forms in the environment and or digital media to motivate them in creating texture drawing |
In groups learners to be taken for environmental walks and or digital tours to identify types of texture Individually create a variety of textural effects through rubbings by colored pencils |
What types of textures are found in the environment? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg23-24 |
Signed questions, portfolio, observations |
|
|
3 |
1 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to create simple textural effects in drawings for self-expression |
In groups learners to be taken for environmental walks and or digital tours to identify types of texture Individually create a variety of textural effects through rubbings by colored pencils |
What types of textures are found in the environment? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 24-25 |
Signed questions, portfolio, observations |
|
|
|
2 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to create simple textural effects in drawings for self-expression |
Individually create a variety of textural effects using ICT tools Learners to display and talk about own and others work |
How do learners react to and appreciate textures used in drawing? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg25-26 |
Signed questions, portfolio, observations |
|
|
4 |
1 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to enjoy creating texture on drawn forms. |
Individually create a variety of textural effects using ICT tools Learners to display and talk about own and others work |
How do learners react to and appreciate textures used in drawing? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg26-27 |
Signed questions, portfolio, observations |
|
|
|
2 |
PAINT AND COLOUR |
Paint shapes from observation |
By the end of the sub strand, the learner should be able to; identify and name materials used for painting; mix and paint correctly and paint simple shapes for self-expression |
Class discussion on tools and materials used for painting Learners could be guided to paint organic and geometric shapes using painting tools and materials |
What tools and materials do we use for painting? |
Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 29-30 |
Signed questions, portfolio, observations |
|
|
5 |
1 |
PAINT AND COLOUR |
Paint shapes from observation |
By the end of the sub strand, the learner should be able to; identify and name materials used for painting; mix and paint correctly and paint simple shapes for self- expression |
Class discussion on tools and materials used for painting Learners could be guided to paint organic and geometric shapes using painting tools and materials |
How can one mix water based paint? |
Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg29-30 |
Signed questions, portfolio, observations |
|
|
|
2 |
PAINT AND COLOUR |
Paint shapes from observation |
By the end of the sub strand, the learner should be able to draw and paint the national flag to appreciate the symbolism of the colors |
Paint shapes and explore color using digital tools Individually learner to be guided in drawing and painting the national flag to appreciate the symbolism of the colors |
How do learners react when mixing paint? |
Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg30-31 |
Signed questions, portfolio, observations |
|
|
6 |
1 |
PAINT AND COLOUR |
Paint shapes from observation |
By the end of the sub strand, the learner should be able to paint simple shapes using digital tools for self-expression; have fun as they paint and explore shapes and color |
Paint shapes and explore color using digital tools Individually learner to be guided in drawing and painting the national flag to appreciate the symbolism of the colors Learners to display and sign on own and others work |
What organic and geometric shapes can learners paint? |
Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 32-33 |
Signed questions, portfolio, observations |
|
|
|
2 |
PATTERN MAKING |
Texture pattern |
By the end of the sub strand, the learner should be able to; Observe texture in the environment and or digital media to motivate them in creating texture patterns |
Class discussion on types of texture and patterns seen in their immediate environment and those available on digital media. Individually, learners to create texture patterns in color using texture rubbings over different surfaces |
How do we create patterns with texture? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg35-36 |
Signed questions, portfolio, observations |
|
|
7 |
1 |
PATTERN MAKING |
Texture pattern |
By the end of the sub strand, the learner should be able to Create simple texture patterns for self-expression simple forms for self-expression |
Individually, learners to freely explore patterns in color using ICT tools to express their ideas Learners to display and talk about own and others part |
How do learners react and appreciate use of color in pattern making? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 36-37 |
Signed questions, portfolio, observations |
|
|
|
2 |
PATTERN MAKING |
Texture pattern |
By the end of the sub strand, the learner should be able to Enjoy creating texture patterns |
Individually, learners to freely explore patterns in color using ICT tools to express their ideas Learners to display and talk about own and others’ part |
How do learners react and appreciate use of color in pattern making? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg38-39 |
Signed questions, portfolio, observations |
|
|
8 |
1 |
PATTERN MAKING |
|
By the end of the sub strand, the learner should be able to: Observe letters in the environment and or digital media to motivate them in creating letter patterns |
Class discussion on types of letter seen in their immediate environment and those available on digital media. Individually, learners to create letter patterns in color. |
How do we create patterns with letters? |
Digital tools, pencils, paper, sample varied shapes. Longhorn Art and Craft Activities teachers guide Bk 2 Pg40-41 |
Signed questions, portfolio, observations |
|
|
|
2 |
Pattern Making |
Letter pattern |
By the end of the sub strand, the learner should be able to: Create simple letter patterns freehand or using ICT tools for self-expression Enjoy creating letter patterns |
Individually, learners to freely explore letter patterns in color or ICT tools to express their ideas. Learners to display and talk about own and others patterns |
Which types of letters can be used in creating patterns? |
Digital tools, pencils, paper, sample varied shapes. Longhorn Art and Craft Activities teachers guide Bk 2 pg. 41-43 |
Signed questions, portfolio, observations |
|
|
9 |
1 |
Mounting Techniques |
Collage |
By the end of the sub strand, the learner should be able to; Collect material from the environment that can be used to create collage Create simple pictures in collage using locally available materials. |
In groups learners could be taken for environmental walks to collect materials that can be used to create collage e.g. natural materials stones / pebbles, dried fallen leaves, feathers, grass), colored papers, fabric, small plastics etc. |
How do we identify materials used to create collage? |
Adhesives, paper, fibers, print media Adhesives, paper, fibers, print media Longhorn Art and Craft Activities teachers guide Bk 2 pg. 43-44 |
Signed questions, portfolio, observations |
|
|
|
2 |
Mounting Techniques |
Collage |
By the end of the sub strand, the learner should be able to: Have fun while creating simple pictures in collage |
Individually create simple pictures using collage Learners to display and sign about their own and others work. |
How do we create collage? |
Adhesives, paper, fibers, print media Longhorn Art and Craft Activities teachers guide Bk 2 pg. 48-50 |
Signed questions, portfolio, observations |
|
|
10 |
1 |
Mounting |
Decorating egg shells |
By the end of the sub strand, the learner should be able to: Observe teacher samples of decorated egg shells; |
In groups learners could observe teacher samples of decorated egg shells |
How do we decorate egg shells? |
Adhesives, paper, paint, brushes, egg shells, masking tape, cello tape Longhorn Art and Craft Activities teachers guide Bk 2 pg. 51-53 |
Signed questions, portfolio, observations |
|
|
|
2 |
Mounting |
Decorating egg shells |
By the end of the sub strand, the learner should be able to: Decorate egg shells by painting and pasting colored paper for self-expression Have fun while decorating egg shells by painting and pasting colored paper |
Individually learner to decorate egg shells by painting and pasting colored paper |
What materials are needed for decoration of egg shells? |
Adhesives, paper, paint, brushes, egg shells, masking tape, cello tape Longhorn Art and Craft Activities teachers guide Bk 2 pg. 54-55 |
Signed questions, portfolio, observations |
|
Mathematics Schemes - Grade 1 Schemes of Work Term 3 2023
|
Week |
Lesson |
Strand |
Sub-strand |
Suggested outcomes |
Key inquiry question(s) |
Learning experiences |
Learning resources |
Assessment |
Reflection |
|
|
1 |
1 |
Measurement |
Capacity (how much a container can hold) |
By the end of the sub-strand the learners should be able to: measure how many count the number of small containers to fill big containers |
How many of the small containers can fill the big container? |
Learners demonstrate and talk about filling containers |
Containers of different sizes Grade one book page 58 Number chart |
The teacher to check the work of the learners |
|
|
|
|
2 |
Measurement |
Capacity(how much a container can hold) |
By the end of the sub-strand the learners should be able to: collect cans from the environment and measure their capacity |
Which cans hold more or less? |
Learners demonstrate filling and emptying small and large Containers using water, sand |
Grade one book page 58 Containers of different sizes |
The teacher to observe the containers |
|
|
|
|
3 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: observe the pictures |
What can you see in picture 1 and 2? |
Guide learners to observe and talk about the pictures |
Grade one book page 59 Clock face pictures |
The teacher to listen to the answers of the learners |
|
|
|
|
4 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: tell time in according to the pictures |
What is the time in picture 1 and 2? |
Guide the learners to talk about time |
Grade one book page 59 Clock face |
The teacher to observe the work of learners |
|
|
|
|
5 |
Measurement |
Time(daily routines) |
By the end of the topic the learners should be able to: identify at least 3 daily routine activities they do before going to school |
What do we do when we wake up in the morning before you come to school? |
A few learners identify and talk about morning routines activities in an appropriate manner |
Clock face Grade one book page 59 pictures |
The teacher to listen to learners |
|
|
|
2 |
1 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: identify vocabulary related to time(today, yesterday, tomorrow) |
How the things you do are different from what your mother and father does in the morning? |
Guide learners to talk about activities related to time(today, tomorrow, yesterday) |
Grade one book page 59 Clock face Picture cut outs |
The teacher to observe the work of the learners |
|
|
|
|
2 |
Measurement |
Time(daily routines) |
By the end of the sub- strand the learners should be able to: demonstrate ability to manage time well when doing activities |
What do you do when you arrive in school? |
Learners sing songs on daily routines |
Grade one book page 59 Clock face pictures |
The teacher to observe the learners activities |
|
|
|
|
3 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: appreciate what everybody does on a daily activity |
What does your mother do when you wake up? |
In groups or pairs, learners arrange pictures with various daily routine activities in a logical order |
Grade one book page 59 Picture charts |
The teacher to observe the learners |
|
|
|
|
4 |
Measurement |
Time(daily routines) |
By the end of the lesson the learners should be able to: arrange pictures with various daily routine activities |
What activities do you do when you wake up? |
Individually the learners to arrange pictures of daily routine logically |
Grade one book page 60 Picture cut out Clock face |
The teacher to observe the learners |
|
|
|
|
5 |
Measurement |
Time(daily routines) |
By the end of the topic the learners should be able to: observe the pictures and color |
What do you do when you wake up in the morning? What do you see in the pictures |
Learners to sing songs about routines |
Grade one book page 60 Picture cut outs Picture chart |
The teacher to observe the work of the learners |
|
|
|
3 |
1 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: observe the pictures and tell time |
What activity do you see in the pictures? |
Learners to identify and talk about the activities |
Grade one book page 60 Picture cut outs Clock face |
The teacher to observe the learners work |
|
|
|
|
2 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: observe and tell when certain activities take place |
What do we do when we wake up? What activities do you do when you arrive in school? |
Learners to watch a video on activities of the daily routine |
Grade one book 60 Clock face Digital devices like DVDS Picture cut outs |
The teacher to observe the work of learners |
|
|
|
|
3
|
Measurement
|
Money(Kenyan currency) Coins and notes |
By the end of the sub-topic the learners should be able to: observe and talk about the pictures |
What can you see from the pictures?
|
Guide learners to look and talk about the activities in the pictures |
Grade one book page 61 Shop corner |
The teacher to observe the work of the learners |
|
|
|
|
4 |
Measurement |
Money (Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: talk about different currencies that we use |
What do we use money for? |
Guide the learners to look and talk about different sample currencies |
Grade one book page 61 Coins and notes |
The teacher to observe the learners |
|
|
|
|
5 |
Measurement |
Money (Kenyan currency) Coins and notes |
By the end of the sub-strand the learners should be able to: identify different sample coins |
What can you see on the coin? What do we use money for? |
Guide the learners to look and talk about different sample coins |
Grade one book page 62 Coins |
The teacher to observe the learners |
|
|
|
4 |
1 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: identify Kenyan currency from samples given |
What can you see on the coins? What do we use money for? |
A few learners identify Kenyan coins and notes |
Grade one book page 62 Coins Shop Corner Tins |
The teacher to observe the coins |
|
|
|
|
2 |
Measurement |
Money(Kenya Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: buy items using Kenyan coins |
What can you see on the coin? |
In groups, pairs ,learners role play buying and selling from a shop corner |
Grade one book page 62 Coins Shop Corner Tins |
The teacher to observe the learners activities |
|
|
|
|
3 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub- strand the learners should be able to: trace and shade the coins |
What can you see on the coin? What do we use money for? |
A few learners to identify the traced coins |
Grade one book page 63 Tins Coins |
The teacher to observe the coins |
|
|
|
|
4 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub- strand the learners should be able to: match the coins that are the same |
Which coins can you see? Which coins look the same? |
Learners to match and pair Kenyan currency |
Grade one book page 62 Coins Shop corner Tins |
The teacher to observe the coins |
|
|
|
|
5 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: make a simple budget basing on(coins and notes) |
Which coins can you see? What can you buy with the coin from the pictures? |
Learners to role play buying and selling from the shop corner |
Grade one book page 64 Coins Shop Corner Tins Boxes |
The teacher to observe the learners |
|
|
|
5 |
1 |
Measurement |
Money (Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: appreciate the use of Kenyan currency(coins and notes) in their daily life |
What can you see on the note? |
Learners to watch a video on role playing buying and selling |
Grade one book page 65 Coins Shop corner Tins Boxes Digital devices |
Teacher to observe the learners |
|
|
|
|
2 |
Measurement |
Money (Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: match notes that are the same |
What can we do with extra money(balance) |
Learners to match and pair Kenyan currency- coins and notes using ICT devices |
Grade one book page 65 Coins Shop corner Digital devices like computers |
Teacher to observe the learners |
|
|
|
|
3 |
Measurement |
Area (surface of objects) |
By the end of the sub-strand the learners should be able to: count and write the number of books that cover the surface |
How many items can cover this surface? |
learners in pairs count the items on the surface |
Tables Books Hands Grade one book page 66 |
Teacher to observe the learners |
|
|
|
|
4 |
Measurement |
Area (surface of objects) |
By the end of the sub-strand the learners should be able to: identify surfaces of different objects in the environment |
How many items can cover this surface? |
learners are guided to observe and identify different surfaces of objects in the environment |
Tables Books Hands Grade one book page 66 |
The teacher to observe the learners |
|
|
|
|
5 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: cover the area of different surfaces of objects using smaller objects? |
What else can we use to cover these surfaces? How many small items can cover these surface? |
Demonstrate covering surfaces using small objects from the environment |
Tables Books Hands Grade one book page 67 Feet |
The teacher to observe the learners |
|
|
|
6 |
1 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: appreciate different surfaces in the environment |
Which surface is smaller or bigger? What else can we use to cover these surfaces? |
In groups learners compare different surfaces in the environment |
Tables Books Hands Grade one book page 66 and 67 Feet |
The teacher to observe the learners |
|
|
|
2 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: cover the area of different surfaces of objects using bigger objects |
What else can we use to cover these surfaces? |
demonstrate covering surfaces using big objects in the environment |
Tables Books Hands Grade one book page 66 and 67 Feet |
The teacher to observe the learners |
|
|
|
3 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: identify surfaces of 3 objects in the environment |
How many objects can be used to cover the surface? Which surface is smaller or bigger? |
Learners cover surfaces of different sizes |
Tables Books Hands Grade one book page 66 and 67 Feet |
The teacher to observe the learners |
|
|
|
4 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: differentiate Big and small surface by coloring |
Which is the small/big surface? |
Learners to shade or color surfaces of different objects |
Tables Books Hands Grade one book page 66 and 67 |
The teacher to observe the learners |
|
|
|
5 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: learn different surfaces using ICT devices |
Which is the small/big surface? How many objects can be used to cover the surface? |
Guide learners on using the devices |
Tables Books Hands Grade one book page 66 and 67 Digital devices like DVDs |
The teacher to observe the learners |
|
|
7 |
1 |
Measurement |
Area(surface of objects) |
By the end of the sub- strand the learners should be able to: group 3 different surfaces according to size |
How many objects can be used to cover the surface? |
Learners demonstrate surfaces according to sizes(big ,small) |
Tables Books Hands Grade one book page 66 and 67 |
the teacher to observe the learners |
|
|
|
2 |
Measurement |
Area(surface of objects) |
By the end of the sub- strand the learners should be able to: identify and shade big surfaces |
How many objects can be used to cover the surface? |
Learners to shade or color surface using the ICT devices |
Tables Books Hands Grade one book page 66 and 67 |
the teacher to observe the learners |
|
|
|
3 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: work out different questions on measurement
|
Which objects are heavy or light?
|
Learners discuss in groups compare different mass of objects |
Grade one book page 54 and 55 Pictures stones Sand water chairs
|
The teacher to observe the learners
|
|
|
|
4 |
Measurement |
Time(daily routine) |
By the end of the sub- strand the learners should be able to: answer different questions on time |
What do you do when you wake up before you come to school? |
Learners role play activities depending on time |
Grade one book page 59 and 60 Past papers |
The teacher to observe the learners |
|
|
|
5. |
Numbers |
Sorting and grouping objects according to shape |
By the end of the sub- strand the learners should be able to: sort different objects by shape |
Which shapes can you see? How many shapes can you see? |
Learners to name the shapes in the pictures |
Grade one book page 7 |
The teacher to observe the learners |
|
|
8 |
ASSESSMENT |
||||||||
Music Schemes - Grade 1 Schemes of Work Term 3 2023
|
WEEK |
LESSON |
STRAND |
SUB-STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUARY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REFLECTION |
|
1 |
|
CREATING/ COMPOSIN G MUSIC |
Melody |
By the end of the lesson the learner should be able to: identify melodic sounds from the environment for aural discrimination |
Which animals in the environment make melodic sounds |
Learners listen to sounds in the environment (live or recoded) and are guided to identify rhythmic and melodic sounds |
Regalia charts |
Observation Oral questions |
|
|
2 |
|
CREATING/ COMPOSIN G MUSIC |
Melody |
By the end of the lesson the learner should be able to identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition |
Which animals in the environment make melodic sounds |
Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane |
Regalia charts |
Observation Oral questions |
|
|
3 |
|
CREATING/ COMPOSIN G MUSIC |
Melody |
By the end of the lesson the learner should be able to: identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition |
What is the difference between these sounds |
Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane |
Regalia charts |
Observation Oral questions |
|
|
4 |
|
CREATING/ COMPOSIN G MUSIC |
Melody |
By the end of the lesson the learner should be able to: create simple melodic variations in familiar tunes as a basis for composition and for enjoyment |
What is the difference between these sounds |
Learners are guided in groups and individually to sing familiar tunes, introducing melodic variations |
Regalia charts |
Observation Oral questions |
|
|
5 |
|
LISTENING AND RESPONDIN G |
Elements of Music |
By the end of the lesson the learner should be able to: listen and identify sounds in the local environment for aural discrimination |
When you listen to the music, how does it make you feel? |
Learners take a nature walk and are guided in listening and identifying sounds in the environment |
Regalia charts |
Observation Oral questions |
|
|
6 |
|
LISTENING AND RESPONDIN G |
Elements of Music |
By the end of the lesson the learner should be able to: respond imaginatively to sounds in the environment through movement or imitation for enjoyment |
When you listen to the music, how does it make you feel? |
Learners listen and respond to sounds in the environment through; movement, vocalization, imitation and discussions |
Regalia charts |
Observation Oral questions |
|
|
7 |
|
LISTENING AND RESPONDING |
Elements of Music |
By the end of the lesson the learner should be able to: identify the character of musical pieces for emotional expression |
When you listen to the music, how does it make you feel? |
Learners are guided in identifying and describing the character of selected pieces of music as either sad or happy |
Regalia charts |
Observation Oral questions |
|
|
8 |
|
LISTENING AND RESPONDING |
Elements of Music |
By the end of the lesson the learner should be able to: imitate rhythmic and melodic patterns of music to enhance listening skills, |
When you listen to the music, how does it make you feel? |
describe the elements of music used using music terminology: loud/ soft (dynamics), fast/ slow (Tempo), high/ low (Pitch), long /short |
Regalia charts |
Observation Oral questions |
|
|
9&10 |
|
ASSESSMENT |
|
ASSESSMENT |
ASSESSMENT |
ASSESSMENT |
ASSESSMENT |
ASSESSMENT |
|
Movement Schemes - Grade 1 Schemes of Work Term 3 2023
|
WEEK |
LESSON |
STRAND |
SUB STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUARY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REFLECTION |
|
1 |
1 |
Swimming |
Basic swimming skills |
By the end of the lessons, the learner should be able to: name the organ used to see in water while swimming for body awareness |
Discuss why it important to open the eyes hen swimming |
Learners could be shown video clips of other learners swimming |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: watch a video clip of people playing games in water for digital literacy |
Discuss why it important to open the eyes hen swimming |
Learners could be shown video clips of other learners swimming |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: acquire the ability to see in water for safety, personal and general space awareness |
Discuss why it important to open the eyes hen swimming |
Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: establish relationships while seeing in water for critical thinking and problem solving |
Discuss why it important to open the eyes hen swimming |
Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination |
Discuss why it important to open the eyes hen swimming |
Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water |
Regalia charts |
Observation Oral questions |
|
|
2 |
1 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: watch a video clip of people floating in water for digital literacy |
Name things that may float in water? |
Learner to watch video clips of people floating on water using the mushroom float |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: acquire the ability to float in water using the mushroom float technique for survival and water safety |
Name things that may float in water? |
Practiced floating on water using the mushroom float. |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: demonstrate the ability to float in water using the mushroom float technique for survival |
Name things that may float in water? |
hold onto side of the pool hands shoulder width apart at the shallow end ii. Step back and straightening the arms and lock the elbows |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: establish relationships while floating in water for critical thinking and problem solving |
Name things that may float in water? |
float with the face fully immersed in water with eyes open, Slowly Lift the head and bring the body to a standing position |
Regalia charts |
Observation Oral questions |
|
|
3 |
5 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: appreciate floating in water for self-esteem and survival |
Name things that may float in water? |
Learner to cooperate with others and play simple water games while using the mushroom float technique |
Regalia charts |
Observation Oral questions |
|
|
|
1-2 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination |
Why it is important to know how to float in water |
Learner to cooperate with others and play simple water games while using the mushroom float technique |
Regalia charts |
Observation Oral questions |
|
|
5 |
3-4 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: play simple water games for creativity, enjoyment and peaceful coexistence |
Why it is important to know how to float in water |
Learner to cooperate with others and play simple water games while using the mushroom float technique |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
|
By the end of the lessons, the learner should be able to: observe rules when playing simple games for own and others safety. |
Why it is important to know how to float in water |
Learners to observe pool safety |
Regalia charts |
Observation Oral questions |
|
|
4 |
1-2 |
|
Sculling water |
By the end of the lessons, the learner should be able to: explore the different ways of sculling water |
name any floating technique you know |
Learners to watch a video clip of other learners sculling water (standing position) |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Sculling water |
By the end of the lessons, the learner should be able to: watch video clips of people sculling in water for digital literacy |
name any floating technique you know |
Learners to watch a video clip of other learners sculling water (standing position) |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Sculling water |
By the end of the lessons, the learner should be able to: acquire the ability to scull in water for survival and water safety, |
name any floating technique you know |
Learners practice sculling in water by: at the shallow end of the pool the learner to extend the arms directly out in front, |
Regalia charts |
Observation Oral questions |
|
|
5 |
1-2 |
|
Sculling water |
By the end of the lessons, the learner should be able to: demonstrate the ability to scull water for self- confidence |
Why is it important to scull water? |
the learner’s feet stand on the pool floor and the body in a sitting arm |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Sculling water |
By the end of the lessons, the learner should be able to: establish relationships while sculling water for critical thinking and problem solving |
Why is it important to scull water? |
Learners cooperates with others to play simple games while sculling water |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Sculling water |
By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination |
Why is it important to scull water? |
Learners to observe safety while playing water games |
Regalia charts |
Observation Oral questions |
|
|
6 |
1 |
Gymnastics |
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: name the parts of the body that are used in Single leg balance for body awareness |
Name some body balances you know |
Learners to name the parts of the body in use when performing the Single leg balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: watch video clips on ballet dance for digital literacy |
Name some body balances you know |
Learners to watch video clips of gymnastic displays |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: perform the single leg balance for coordination, balance, strength and space awareness |
Name some body balances you know |
Learners to be guided on how to perform Single leg balance |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: practice performing the single leg balance for coordination, balance, and strength |
Name some body balances you know |
Learners to practice the Single leg balance |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: observe rules for own and others safety. |
Name some body balances you know |
Observe rules while performing the Single leg balance for own and others safety |
Regalia charts |
Observation Oral questions |
|
|
7 |
1 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to name the parts of the body in use during T- balance performance for body awareness |
Name the body parts used in T- balance |
Learners to name the parts of the body in use when performing the in T-balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to watch video clips of T- balance for digital literacy |
Name the body parts used in T- balance |
Learners to watch video clips of other learners performing the T-balance |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to perform the T-balance for strength, coordination, balance, and space awareness, |
Name the body parts used in T- balance |
Learners to practice the T-balance individually and with others. |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to practice performing the T-balance for coordination, balance and strength |
Name the body parts used in T- balance |
Learners to play games |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to appreciate performing the T-balance for self- esteem, |
Name the body parts used in T- balance |
Learners to practice the T-balance individually and with others |
Regalia charts |
Observation Oral questions |
|
|
8 |
1 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to name the parts of the body that are in use during the performance of star balance for body awareness |
Name the body parts used in Star balance? |
Learners to answer questions on the parts of the body in use when performing the Star balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to watch video clips of star balance for digital literacy |
Name the body parts used in Star balance? |
Learners to watch the video clips of other learners performing the Star balance |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to perform the star balance for coordination, balance, strength and space awareness |
Name the body parts used in Star balance? |
Learners to practice the Star balance individually and with others |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to practice performing the star balance for coordination, balance, and strength |
Name the body parts used in Star balance? |
Learners to collaborate with others and participate in activities using the star balance |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to observe rules while performing balances for own and others safety. |
Name the body parts used in Star balance? |
Observe rules when performing the star balance activities for own and others safety. |
Regalia charts |
Observation Oral questions |
|
|
9&10 |
|
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
|
Kiswahili Schemes - Grade 1 Schemes of Work Term 3 2023
|
WIKI |
KIPINDI |
MADA |
MADA NDOGO |
MATOKEO MAALUM YANAYOTOKEA |
MASWALI DADISI |
MAPENDEKEZO YA SHUGLI ZA UFUNZAJI |
KAZI YA ZIADA |
NYEZO |
MAONI |
|
1 |
Kwanza |
Kusoma: |
Hadithi |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati uliotumiwa katika hadithi ili kuimarisha mawasilian |
Je, ni nini maana ya usafi gani? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusoma na kusomewa hadithi. |
Mwalimu asikize sentensi za wanafunzi wanapotunga. |
Wanafunzi Uk 91 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Kusoma: |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze kusikiliza hadithi zikisomwa na mwalimu zinazohusu usafi wa mwili katika kujenga stadi ya kusoma |
Je, ni matayarisho yapi unayofanya kabla ya kuja shuleni? |
Mwanafunzi asome hadithi baada ya mwalimu, kisha pamoja na mwalimu na baadaye akiwa peke yake au wawili wawili |
Fanya zoezi la kwanza ukurasa 93 |
Tarakilishi Uk 92-93 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Tatu |
Kusoma: |
hadithi |
Kufikia mwisho wa mada mwanafunzi aweze kusoma hadithi zinazohusu usafi wa mwili katika kujenga stadi ya kusoma |
Unafikiri ni nini kitakachotokea katika hadithi hii? |
Mwanafunzi aeleze maana na matumizi ya msamiati uliotumika kwenye hadithi |
Mwalimu asahihishe zoezi la mwanafunzi. |
Wanafunzi Uk 93 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
2 |
Kwanza |
Sarufi: |
Matumizi ya huyu na hawa |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya huyu na hawa katika mawasiliano kusoma sentensi zinazojumuisha huyu na hawa ili kuimarisha mawasiliano |
Je, unajua ni kwa nini tunatumia huyu na hawa |
Mwanafunzi atunge sentensi zenye matumizi ya huyu na hawa k.m. Huyu anakata kucha - Hawa wanakata kucha; Huyu anachana nywele - Hawa wanachana nywele. Mwanafunzi aandike sentensi zinazojumuisha matumizi ya huyu na hawa |
Mwalimu asikize wanafunzi wakisoma. |
Tarakilishi Uk94 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Sarufi: |
Matumizi ya huyu na hawa |
Kufikia mwisho wa mada mwanafunzi aweze kuandika sentensi kwa kutumia huyu na hawa katika kuimarisha stadi ya kuandika kuthamini utunzi wa sentensi sanifu katika mawasiliano. |
Je, utatumia neno lipi kuonyesha kwamba mtu ni mmoja? Watu wakiwa wengi unaonyesha vipi? |
Mwanafunzi aweza kujaza mapengo kwenye tarakilishi kupitia mchezo wa kuburura na kutia kapuni. |
Mwalimu asikize majibu wa mwanafunzi kuhusu maswali aliyowapa. |
Uk 95-96 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 Wanafuzi |
|
|
|
Tatu |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada, mwanafunzi aweze: kutamka sauti nne za herufi moja katika kuimarisha stadi ya kuzungumza |
Ni sauti zipi unazoweza kutamka? |
Mwanafunzi atambue sauti lengwa /s/, /b/, /y/ na /z/ katika maneno. Mwanafunzi asikilize mwalimu akitamka sauti lengwa, kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili na kama darasa. |
Mwalimu asikize sauti ambazo mwanafunzi anaweza tamka. |
Wanafunzi Uk97-98 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 Wanafunzi |
|
|
3 |
Kwanza |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kutambua sauti za herufi moja zilizofunzwa katika maneno katika kuimarisha stadi ya kuzungumza |
Unajua kusoma herufi na maneno yapi? |
Mwanafunzi atumie teknolojia (papaya) kutamkia sauti. Mwanafunzi atambue herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi |
Mwalimu asikilize mwanafunzi akisoma. |
Wanafunzi Uk 98 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kutambua majina ya herufi zinazowakilisha sauti lengwa katika kuimarisha stadi ya kusoma |
Unajua kusoma herufi na maneno yapi? |
Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa. Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno. |
Mwalimu atazame mwanafunzi akisoma silabi katika uk 99 kisha utunge maneno. |
Wanafunzi Uk 98-99 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Tatu |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kusoma herufi za sauti moja katika kuimarisha stadi ya kusoma |
Unajua kusoma herufi na maneno yapi? |
Wanafunzi waweza kushirikishwa kusikiliza mgeni mwalikwa mwenye umahiri wa kutamka sauti lengwa. Mwanafunzi aweza kufinyanga maumbo ya herufi inayowakilisha sauti iliyofunzwa. |
Mwalimu aanaglie mwanafunzi akifanya zoezi. |
Wanafunzi Uk99-100 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
4 |
Kwanza |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa katika kuimarisha stadi ya kusoma |
Unajua kuandika herufi na maneno yapi? |
Mwanafunzi aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni. |
Mwalimu atazame mwanafunzi akiandika maneno. |
Wanafunzi Uk 101 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kusoma vifungu vilivyo na maneno yaliyo na sauti lengwa katika kuimarisha stadi ya kusoma |
Unajua kuandika herufi na maneno yapi? |
Mwanafunzi asome maneno kwa kutumia silabi au kwa kugawa maneno marefu katika sehemu ndogo ndogo ili kuyasoma kwa urahisi. |
Mwalimu aangalie mwanafunzi anapoandika herufi anazojua. |
Tarakilishi Uk 102 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Tatu |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kuandika maumbo ya herufi yanayowakilisha sauti lengwa |
Unajua kuandika herufi na maneno yapi? |
Mwanafunzi aandike maumbo ya herufi za sauti alizosoma hewani na vitabuni |
Mwalimu atazame maumbo ambayo mwanafunzi anachora. |
Wanafunzi Uk103 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
5 |
Kwanza |
Vyakula vya kiasilia |
Sauti na majina ya herufi za Kiswahili |
Kufikia mwisho wa mada mwanafunzi aweze kuchangamkia kutumia maneno yanayojumuisha sauti lengwa katika mawasiliano ya kila siku. |
Unajua kuandika herufi na maneno yapi? |
Wanafunzi wasome hadithi zilizo na maneno yanayobeba sauti lengwa kama darasa au wawili wawili |
Mwalimu atazame kazi ambayo mwanafunzi anachora. |
Wanafunzi Uk103 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Msamiati |
Msamiati |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua vyakula vya kiasili ili kuimarisha lishe bora kusoma majina ya vyakula mbalimbali ili kuimarisha stadi ya kusoma |
Unapenda waweza kutaja chakula kipi? |
Mwanafunzi atambue vyakula mbalimbali vya kiasili kwa kutumia vyakula halisi, picha na michoro kama vile mihogo, viazi, mahindi, maharagwe, mboga na matunda. Mwanafunzi atumie msamiati aliyofunzwa kutunga sentensi. |
Mwalimu asahihishe sentensi ambazo mwanafunzi anaandika. |
Wanafunzi Uk 104 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
tatu |
Msamiati |
Msamiati |
Kufikia mwisho wa mada mwanafunzi aweze kuandika majina ya vyakula katika kuimarisha stadi ya Kuandika kutumia majina ya vyakula katika sentensi sahihi |
Vyakula vipi hukuzwa shambani? |
Mwanafunzi aweza kupewa kadi za majina ya vyakula vya kiasili asome kwa sauti. Wanafunzi waweza kuambatanisha majina ya vyakula halisi au michoro na majina yavyo. |
Mwalimu asikize baadhi ya chakula vinazokuzwa shambani. |
Wanafunzi Uk 105-106 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
6 |
kwanza |
Kusikiliza na Kuzungu mza |
Masimulizi |
Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza masimulizi kuhusu vyakula vya kiasili katika kuimarisha stadi ya kusikiliza |
Kwa nini tunakula chakula? |
Mwanafunzi asimulie hadithi kuhusu vyakula vya kiasili. Wanafunzi wajadiliane kuhusu umuhimu wa vyakula vya kiasili. Wanafunzi wasimuliane visa kuhusu vyakula vya kiasili.wanafunzi |
Mwalimu asikilize mwanafunzi akieleza umuhimu wa chakula. |
Tarakilishi Uk 107 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
Kusikiliza na Kuzungu mza |
Masimulizi |
Kufikia mwisho wa mada mwanafunzi aweze kufahamu masimulizi aliyosikiliza katika kuimarisha stadi ya kusikiliza kufurahia vyakula vya kiasili katika maisha ya kila siku. |
Je, umuhimu wa vyakula vya kiasili ni upi? |
Mwanafunzi aweza kuhusishwa katika kuimba nyimbo na kukariri mashairi kuhusu vyakula vya kiasili. Mwanafunzi aweza kusikiliza nyimbo na mashairi yaliyorekodiwa kwenye vifaa vya kiteknolojia kuhusu vyakula vya kiasili. |
Mwalimu atazame mwanafunzi akifanya zoezi. |
Tarakilishi Uk107-108 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
tatu |
Kusoma: |
Hadithi |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati uliotumiwa katika hadithi aliyosoma au kusomewa ili kuimarisha mawasiliano |
Je, unaona nini katika picha? |
Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenywae hadithi.wanafunzi |
Mwalimu asikize mwanafunzi akisimulia kis a chochote. |
Wanafunzi Uk 110 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
7 |
Kwanza |
Kusoma: |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze kusikiliza hadithi zikisomwa na mwalimu kuhusu vyakula vya kiasili ili kuimarisha stadi ya kusoma |
Unadhani ni nini kitakachotokea katika hadithi |
Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wawili wawili au katika vikundi. |
Mwalimu asikize mwanafunzi akisoma hadithi. |
Wanafunzi Uk 110-111 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
Pili |
kusoma |
Hadithi |
Kufikia mwisho wa mada mwanafunzi aweze kufurahia vyakula vya kiasili maishani. |
Unakumbuka hadithi gani uliyoisoma? |
Mwanafunzi asikilize hadithi ya mwalimu au hadithi iliyorekodiwa kuhusu vyakula vya kiasili. |
Mwalimu asahihishe kazi ya mwanafunzi. |
Tarakilishi Uk112 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
|
tatu |
Sarufi |
Matumizi na –angu na –etu |
Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya –angu na – etu katika mawasiliano kutumia –angu na – etu katika sentensi ili kuimarisha mawasiliano |
Je, ni maneno gani tunayotumia kuonyesha kuwa kitu ni chako au ni chenu? |
Mwanafunzi atunge sentensi zenye matumizi ya -angu na –etu. Mwanafunzi aandike sentensi zenye kuhusisha-angu na –etu. |
Mwalimu asikilize mwanafunzi akitunga sentensi. |
Wanafunzi Uk 113 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
8 |
Kwanza |
Sarufi |
Matumizi na – angu na –etu |
Kufikia mwisho wa mada mwanafunzi aweze kufurahia kutumia –angu na –etu katika mawasiliano. |
Je, ni maneno gani tunayotumia kuonyesha kuwa kitu ni chako au ni chenu? |
Mwanafunzi atunge sentensi zenye matumizi ya -angu na –etu. Mwanafunzi aandike sentensi zenye kuhusisha -angu na –etu. |
Mwalimu asikilize mwanafunzi akitumia angu na etu katika kutunga sentensi. |
Tarakilishi 114-15 Oxford Kiswahili Dadisi mazoezi ya lugha gredi 1 |
|
|
9 |
marudio |
||||||||
Literacy Schemes - Grade 1 Schemes of Work Term 3 2023
|
Week |
Lesson |
Strand/Theme |
Sub-Strand/Sub theme |
Specific Learning Outcomes |
Key Inquiry Question(S) |
Learning Experience |
Learning Resources |
Assessment |
Remarks |
|
|
1 |
1 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners are assisted in reading and predicting the meaning of new words Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency. |
Charts KLB Visionary English Literacy Activities Grade 1 pg. 177-179 |
Read short words and phrases |
|
|
|
|
2 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners are assisted in reading and predicting the meaning of new words Learners re-arrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency. |
Charts KLB Visionary English Literacy Activities Grade 1 pg. 180-182 |
Read short words and phrases |
|
|
|
|
3 |
WRITING |
Spelling instruction |
By the end of the sub-strand, the learner should be able to: Apply the knowledge of blending and segmenting to write words. Use proper letter formation with correct spacing to write words correctly Develop an interest in spelling and writing new words. |
Why is it Important to spell words correctly? |
Learners make new words by playing spelling games (spelling bee, flash cards) in pairs and groups Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence) Learners are guided to use various forms of media to spell and write words. Learners write dictated words correctly. |
Picture cards, computer, flash cards, containing words, pencils, stencils, reading charts KLB Visionary English Literacy Activities Grade 1 pg.183 |
Dictation, spelling competition |
|
|
|
|
4 |
WRITING
|
Spelling instruction |
By the end of the sub-strand, the learner should be able to: Apply the knowledge of blending and segmenting to write words. Use proper letter formation with correct spacing to write words correctly Develop an interest in spelling and writing new words. |
Why is it Important to spell words correctly? |
Learners make new words by playing spelling games (spelling bee, flash cards) in pairs and groups Learners practice formation and spelling of new words by using various strategies (onset and rime, letter-sound correspondence) Learners are guided to use various forms of media to spell and write words. Learners write dictated words correctly. |
Picture cards, computer, flash cards, containing words, pencils, stencils, reading charts KLB Visionary English Literacy Activities Grade 1 pg.184 |
Dictation, spelling competition |
|
|
|
|
5 |
LISTENING |
Story Telling |
By the end of the sub-strand, the learner should be able to: Listen attentively and confidently respond to stories Use a variety of thematic vocabulary Develop an interest in listening to oral stories. |
What do stories teach us? |
Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories Learners respond to oral questions related to the story learned or orally recreate a story |
Props for storytelling, picture cards, story books, audio and video-recorded stories, resource person KLB Visionary English Literacy Activities Grade 1 pg.185 |
Retelling stories, question and answer |
|
|
|
2 |
1 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Use acquired vocabulary to talk about self appropriately Identify themselves with people, objects and places in their environment. |
Who/what do you like? |
Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups. |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.186 |
Oral presentations, question/answer |
|
|
|
|
2 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency. Learners participate in reading games (lucky dip, fishing game), in pairs and groups. Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.187-189 |
read short words and phrases |
|
|
|
|
3 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency. Learners participate in reading games (lucky dip, fishing game), in pairs and groups. Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.190-192 |
read short words and phrases |
|
|
|
|
4 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Learn from oral and reading activities to enrich their written words. |
Why do we write? |
Learners create stories from pictures provided (picture spark) Learners are guided to write key words in the story |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons. KLB Visionary English Literacy Activities Grade 1 pg.193 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
|
5 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Apply knowledge of writing organizer to write a coherent story. Apply knowledge of writing conventions to aid meaning and presentation. |
What do we write? |
Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and Meaning. |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons. KLB Visionary English Literacy Activities Grade 1 pg.193 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
3 |
1 |
LISTENING |
Story Telling |
By the end of the sub-strand, the learner should be able to: Listen attentively and confidently respond to stories. Use a variety of thematic vocabulary. Empathize with familiar people in stories. |
Who tells us Stories? |
Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories. Learners respond to oral questions related to the story learned or orally recreate a story. |
Props for storytelling, picture cards, story books, audio and video-recorded stories, resource person KLB Visionary English Literacy Activities Grade 1 pg.194 |
Retelling stories, question and answer |
|
|
|
|
2 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment Express personal emotions, feelings, and opinions about people, places, and objects |
Who/what do you like? |
Interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups. |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.195 |
Oral presentations, question/answer |
|
|
|
|
3 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment. Express personal emotions, feelings, and opinions about people, places, and objects. |
Why do you like him/her/it? |
Learners observe the teacher modelling effective speaking skills Learners record their speech and listen as teacher observes |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.196 |
Oral presentations, question/answer |
|
|
|
|
4 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.197-198 |
read short words and phrases |
|
|
|
|
5 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.199-200 |
read short words and phrases |
|
|
|
4 |
1 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Apply knowledge of writing organizer to write a coherent story. |
What do we write? |
Learners are guided to write key words in the story. Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.201 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
|
2 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Learn from oral and reading activities to enrich their written words. Apply knowledge of writing conventions to aid meaning and presentation.
|
Why do we write?
|
Learners create stories from pictures provided (picture spark) Learners are guided to write key words in the story. Learners are guided to construct simple sentences for fluency and meaning |
Learners organize pictures in sequence to tell a story and write words to caption the pictures KLB Visionary English Literacy Activities Grade 1 pg.202 |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons |
|
|
|
|
3 |
LISTENING |
Effective Communication |
By the end of the sub-strand, the learner should be able to: Acquire a variety of vocabulary to talk about own and others’ experiences. Show appreciation of others’ feelings as they share their experiences |
What makes us happy? |
Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class Learners are guided to ask and respond to questions to clarify information on experiences. |
Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills) KLB Visionary English Literacy Activities Grade 1 pg.203 |
audio-recording devices, learners |
|
|
|
|
4 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Use acquired vocabulary to talk about self appropriately Identify themselves with people, objects and places in their environment. |
Why do you like him/her/it? |
Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups, |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.204 |
Oral presentations, question/answer |
|
|
|
|
5 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment Express personal emotions, feelings, and opinions about people, places, and objects |
Who/what do you like? |
Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups, |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.205 |
Oral presentations, question/answer |
|
|
|
5 |
1 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners are assisted in reading and predicting the meaning of new words Learners rearrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency |
Charts KLB Visionary English Literacy Activities Grade 1 pg.206 |
Read short words and phrases |
|
|
|
|
2 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners are assisted in reading and predicting the meaning of new words Learners rearrange jumbled words to make meaningful sentences Learners should be exposed to a variety of reading materials to practice reading for fluency |
Charts KLB Visionary English Literacy Activities Grade 1 pg.207 |
Read short words and phrases |
|
|
|
|
3 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Apply knowledge of writing organizer to write a coherent story. Apply knowledge of writing conventions to aid meaning and presentation. |
What do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.208 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
|
4 |
LISTENING |
Effective Communication |
By the end of the sub-strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences Show appreciation of others’ feelings as they share their experiences. |
How do we respond when someone is sad? |
Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class Learners listen to songs and poems related to feelings |
audio-recording devices, learners KLB Visionary English Literacy Activities Grade 1 pg.209 |
Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills |
|
|
|
|
5 |
LISTENING |
Effective Communication |
By the end of the sub-strand, the learner should be able to: Use non-verbal cues in oral communication to express feelings and experiences Use non-verbal cues in oral communication to express feelings and experiences. |
How do we respond when someone is sad? |
Learners share their experiences and feelings (texts on health and hygiene), in pairs, groups and whole class Learners listen to songs and poems related to feelings |
audio-recording devices, learners KLB Visionary English Literacy Activities Grade 1 pg.209 |
Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills |
|
|
|
6 |
1 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Demonstrate interest to use names of people, places, and objects within the environment Express personal emotions, feelings, and opinions about people, places, and objects |
Who/what do you like? |
Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups, |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.210 |
Oral presentations, question/answer |
|
|
|
|
2 |
SPEAKING |
Talk About |
By the end of the sub-strand, the learner should be able to: Use acquired vocabulary to talk about self appropriately Identify themselves with people, objects and places in their environment. |
Why do you like him/her/it? |
Learners practice rules on social interactions (turn taking, respecting others opinions) Learners engage in conversations to talk about self (name, class, age and gender), home, and community, in pairs and groups, |
Audio-visual aids (recorders), Charts bearing names of people, places, and objects KLB Visionary English Literacy Activities Grade 1 pg.211 |
Oral presentations, question/answer |
|
|
|
|
3 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.212 |
Read short words and phrases |
|
|
|
|
4 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas Learn from oral and reading activities to enrich their written words. |
Why do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning. |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.213 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
|
5 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Apply knowledge of writing organizer to write a coherent story Apply knowledge of writing conventions to aid meaning and presentation |
Why do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning. |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.214 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
7 |
1 |
LISTENING |
Conversation |
By the end of the sub-strand, the learner should be able to: Listen attentively and actively participate in conversations in different contexts. Appreciate taking turns while engaged in collaborative conversations. |
What do we talk about? |
Learners associate the keywords displayed with those in the conversation listened to? Learners record audios of conversations and listen to them. Learners watch videos of different conversations. |
Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Literacy Activities Grade 1 pg.215-216 |
Question and answer, role play, dramatization |
|
|
|
|
2 |
LISTENING |
Conversation |
By the end of the sub-strand, the learner should be able to: Recognize and use vocabulary related to the themes myself, my family, my school, and my home Appreciate taking turns while engaged in collaborative conversations. |
What do we talk about? |
Learners associate the keywords displayed with those in the conversation listened to? Learners record audios of conversations and listen to them. Learners watch videos of different conversations. |
Audio tapes, videos on conversations related to theme, Phones KLB Visionary English Literacy Activities Grade 1 pg.217 |
Question and answer, role play, dramatization |
|
|
|
|
3 |
SPEAKING |
Presentation skills |
By the end of the sub-strand, the learner should be able to: Use a variety of vocabulary to express self appropriately. Use appropriate tonal variation, articulation and stress to express self confidently Appreciate the use of transition words to sequence events. |
What does a good presenter do? |
Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups. Learners attempt to respond to questions related to sequencing of activities for each day of the week (before, after, then) Learners sing songs, rhymes and recite poems related to routine activities |
Story maps (graphic organizers), list of transition (signal words), Fairy tales and fables, charts, calendar about events KLB Visionary English Literacy Activities Grade 1 pg.218 |
Narration (check use of signal words), question/answer |
|
|
|
|
4 |
SPEAKING |
Presentation skills |
By the end of the sub-strand, the learner should be able to: Use a variety of vocabulary to express self appropriately. Use appropriate tonal variation, articulation and stress to express self confidently Appreciate the use of transition words to sequence events. |
What does a good presenter do? |
Learners are guided to brainstorm on activities for each day of the week, individually, in pairs and groups. Learners attempt to respond to questions related to sequencing of activities for each day of the week (before, after, then) Learners sing songs, rhymes and recite poems related to routine activities |
Story maps (graphic organizers), list of transition (signal words), Fairy tales and fables, charts, calendar about events KLB Visionary English Literacy Activities Grade 1 pg.219-220 |
Narration (check use of signal words), question/answer |
|
|
|
|
5 |
READING |
Reading comprehension |
By the end of the sub-strand, the learner should be able to: Read simple texts fluently and with understanding Read aloud short texts and stories accurately |
Why is it important to understand what you read? |
Learners are exposed to a variety of texts for reading Learners are guided to read sentences aloud for meaning Learners ask and answer simple questions related to materials read |
Reading materials, flashcards, library, readers KLB Visionary English Literacy Activities Grade 1 pg.221 |
Listening, Question/Answer |
|
|
|
8 |
1 |
READING |
Reading comprehension |
By the end of the sub-strand, the learner should be able to: Read at an appropriate speed for enjoyment. Develop an interest in reading short stories with comprehension. |
Why is it important to understand what you read? |
Learners are prompted to predict meaning from pictures Learners use learned vocabulary to construct simple sentences Learners identify and name characters from pictures |
Reading materials, flashcards, library, readers KLB Visionary English Literacy Activities Grade 1 pg.221 |
Listening, Question/Answer |
|
|
|
|
2 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Apply knowledge of writing organizer to write a coherent story Apply knowledge of writing conventions to aid meaning and presentation. |
What do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons KLB Visionary English Literacy Activities Grade 1 pg.222 |
Learners organize pictures in sequence to tell a story and write words to caption the pictures |
|
|
|
|
3 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Learn from oral and reading activities to enrich their written words. Apply knowledge of writing organizer to write a coherent story. |
Why do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning. |
Learners organize pictures in sequence to tell a story and write words to caption the pictures KLB Visionary English Literacy Activities Grade 1 pg.222 |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons |
|
|
|
|
4 |
WRITING |
Creative Writing |
By the end of the sub-strand, the learner should be able to: Plan and organize ideas. Learn from oral and reading activities to enrich their written words. Apply knowledge of writing organizer to write a coherent story. |
Why do we write? |
Learners are guided to write key words in the story Learners are guided to develop a storyline by filling in blanks or sequencing jumbled sentences (on the themes myself, my family or my home) in pairs and groups Learners are guided to construct simple sentences for fluency and meaning. |
Learners organize pictures in sequence to tell a story and write words to caption the pictures KLB Visionary English Literacy Activities Grade 1 pg.222 |
Pencils, organizers, reading cards, pictures, newspaper cuttings, story books, stencil, crayons |
|
|
|
|
5 |
READING |
Reading phrases and sentences |
By the end of the sub-strand, the learner should be able to: Read aloud short phrases and sentences accurately. Read unfamiliar words based on phonic knowledge Develop an interest in reading new words, phrases and sentences. |
Why is it important to read? |
Learners should be exposed to a variety of reading materials to practice reading for fluency Learners participate in reading games (lucky dip, fishing game), in pairs and groups Learners mimic words and phrases to produce right intonation. |
Charts KLB Visionary English Literacy Activities Grade 1 pg.212 |
Read short words and phrases |
|
|
|
|
ASSESMENT |
|
||||||||
Hygiene and Nutrition Schemes - Grade 1 Schemes of Work Term 3 2023
|
Week |
Lesson |
Strand |
Sub-strand |
Specific Learning Outcome |
Key Inquiry Question |
Learning Experiences |
Learning Resources |
Assessment |
Reflection |
||
|
1 |
1 |
Safety education |
Common accidents at home - Drowning |
By the end of the sub-strand, the learner should be able to: Describe drowning. Mention causes of drowning at home. Identify ways of preventing drowning at home. |
What causes drowning at home? How can we prevent drowning at home? |
Learners are guided to identify drowning at home. Learners are guided to state the causes of drowning at home such as swimming alone. Learners to tell stories of their experiences of drowning at home Learners to identify ways of preventing drowning at home such as swimming under supervision. Learner to view pictures and video clips on causes of drowning at the home and share them in class. |
Pictures of children drowning and their causes such as swimming alone. Pictures and video clips on drowning and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. and 77 |
Ask learners oral questions on drowning. |
|
||
|
|
2 |
|
Common accidents at home - Electric shock |
By the end of the sub-strand, the learner should be able to: Describe an electric shock. Mention causes of electric shock at home. Identify ways of preventing electric shocks at home. |
What causes electric shock at home? How can we prevent electric shock at home? |
Learners are guided to describe an electric shock. Learners are guided to state the causes of electric shock at home such as naked electricity sockets, touching naked wires and inserting metal objects into the sockets. Learners to tell stories of their experiences of electricity sockets at home Learners identify ways of preventing electricity sockets at home keeping naked flame and water out of reach Learners to view pictures and video clips on causes of electric shocks at the home and share them in class. |
Naked wires Naked sockets Pictures of Children inserting metals into the sockets Pictures and video clips on electric shocks and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 71&74 |
Ask learners oral questions on electric shocks. |
|
||
|
2 |
1 |
|
Common accidents at home - Choking |
By the end of the sub-strand, the learner should be able to: Describe choking. Mention causes of choking at home. Identify ways of preventing choking at home. |
What causes choking at home? How can we prevent choking at home? |
Learners are guided to identify choking at home from a variety of pictures on common accidents that occur at home. Learners are guided to state the causes of choking at home such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food. Learners to tell stories of their experiences of choking at home Learners to identify ways of preventing choking at home like chewing food completely before swallowing, swallowing small pieces of food and not to speak or laugh while swallowing food. Learners to view pictures and video clips on causes of choking at the home and share them in class. |
Pictures of children who have been choked and their causes such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food. Pictures and video clips on choking and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 68&71 |
Ask learners oral questions on choking. |
|
||
|
|
2 |
|
Common accidents at home - Suffocation |
By the end of the sub-strand, the learner should be able to: Describe suffocation. Mention causes of suffocation at home. Identify ways of preventing suffocation at home. |
What causes suffocation at home? How can we prevent suffocation at home? |
Learners are guided to identify suffocation from a variety of pictures on common accidents that occur at home. Learners are guided to state the causes of suffocation at home such as placing paper bags over their heads. Learners to tell stories of their experiences of suffocation at home Learners identify ways of preventing suffocation at home such as proper disposal of paper bags. Learners to view pictures and video clips on causes of suffocation at the home and share them in class. |
Pictures of children with paper bags over their heads. Pictures and video clips on suffocation and how to prevent them. |
Ask learners oral questions on suffocation. |
|
||
|
3 |
1 |
|
Importance of preventing accidents at home |
By the end of the sub-strand, the learner should be able to: State common accidents that occur at home Mention causes of accidents at home, Appreciate the importance of preventing accidents at home. |
What are some of the accidents at home? What causes accidents at home? How can we prevent accidents at home? |
Learners are guided to identify accidents at home like falls, cuts, drowning, suffocation, choking electrocution, burns. Learners are guided to state the causes of accidents at home such as sharp edges, slippery floors, vegetable/fruit peelings, broken glass, uncovered pits, rough floors, poorly arranged furniture, electricity sockets and the naked flame Learners identify ways of preventing accidents at home (wiping spills, arranging furniture properly, disposing off waste appropriately, covering open pits, proper handling of tools like knives and forks) |
Pictures of common accidents at home. Video clips on how to prevent common accidents that occur at home. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 67-79 |
Ask learners oral questions on common accidents that occur at home |
|
||
|
|
2 |
Safety education |
Dangerous chemicals at home |
By the end of the sub-strand, the learner should be able to: Name some dangerous chemicals found at home and where they are used. |
Which are some of the dangerous chemicals used at home? |
Guide learners to identify dangerous chemicals used at home (detergents and cleaning agents, kerosene, pesticides, insecticides) In groups, learners to mention dangerous chemicals found in their homes |
Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80 |
Ask learners oral questions on dangerous chemicals found in their homes |
|
||
|
4 |
1 |
|
Dangers chemicals cause at home |
By the end of the sub-strand, the learner should be able to: Mention the dangers caused by chemicals used at home, |
What are some of dangers caused by these household chemical s? |
Guide learners to mention the dangers caused by chemicals used at home. |
Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80 |
Ask learners oral questions on dangers of chemicals found in their homes |
|
||
|
|
2 |
|
Dangers chemicals cause at home |
By the end of the sub-strand, the learner should be able to: Embrace the need to avoid handling dangerous chemicals used at home to ensure safety. |
Which are some of the dangerous chemicals used at home? What are some of dangers caused by these household chemical s? |
Let learners listen to stories or watch a video on dangers caused by dangerous chemicals used at home. |
Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 83 |
Ask learners oral questions on dangers chemicals of found in their homes |
|
||
|
5 |
1 |
|
Dangers chemicals cause at home |
By the end of the sub-strand, the learner should be able to: Mention the dangers caused by chemicals used at home, Embrace the need to avoid handling dangerous chemicals used at home to ensure safety. |
Which are some of the dangerous chemicals used at home? What are some of dangers caused by these household chemicals? Which dangerous chemicals found at home can you draw? |
Learners can draw and color some of the dangerous chemicals at home using pencils, colors, crayons and computing devices |
Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Pencils Crayons/Colors Drawing books Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80-83 |
Ask learners oral questions on dangers of chemicals found in their homes |
|
||
|
|
2 |
Simple first aid |
What is first aid? |
By the end of the sub-strand, the learner should be able to: Know what first aid is Define first aid |
Which accident has ever happened to you? What was done to you after the accident? Why did they do first aid to you? |
Guide learners in telling stories on when an accident happened to them and what was done to them after the accident. Guide learners to read pictures on first aid. |
First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 85 |
Ask learners oral questions to what first aid is. |
|
||
|
6 |
1 |
|
Why do we do first aid? |
By the end of the sub-strand, the learner should be able to: State reasons for carrying out First Aid to an injured person. |
Why do we do First Aid on an injured person? |
Let learners listen to a story on First Aid and answer questions asked. Guide learners to mention reasons for carrying out First Aid on an injured person. |
First aid kit Charts on First Aid Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 86 |
Ask learners oral questions on why we do first aid. |
|
||
|
|
2 |
|
The first aid kit |
By the end of the sub-strand, the learner should be able to: Identify a First Aid kit. Draw and color a First Aid kit. |
What is a First Aid kit? |
Let learners observe a first aid kit. Guide learners in telling where they saw the item (First Aid kit) Learners to mention where they do see the First Aid kit Guide learners to draw a First Aid kit and color it. |
First aid kit A chart/picture with a First Aid kit Pencils Drawing books Colors/crayons Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 87 |
|
|
||
|
7 |
1 |
|
Things found in the First Aid kit (Bandage, Scissors and Gloves) |
By the end of the sub-strand, the learner should be able to: Identify contents of a First Aid kit Know the use of the First Aid kit contents. |
Which contents are found in the First Aid kit? How are the contents used? |
Guide learners to identify contents of a First Aid kit (Bandage, Scissors and Gloves) and how they are used. Learners to draw and color First Aid kit contents (Bandage, Scissors and Gloves. |
First Aid kit Bandage Scissors Gloves Pencils Drawing books Crayons/Colors Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88 |
Ask learners oral questions on First Aid kit contents and how they ae used. |
|
||
|
|
2 |
|
Things found in the First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins) |
By the end of the sub-strand, the learner should be able to: Identify contents of a First Aid kit Know the use of the First Aid kit |
Which contents are found in the First Aid kit? How are the contents used? |
Guide learners to identify contents of a First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins)) and how they are used. Learners to draw and color First Aid kit contents (Cotton wool, Tweezer and Safety pins) |
First Aid kit Bandage Scissors Gloves Cotton wool Tweezer Safety pins Pencils Drawing books Crayons/Colors First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88-89 |
Ask learners oral questions on First Aid kit contents and how they ae used. |
|
||
|
8 |
1 |
|
First aid for cuts |
By the end of the sub-strand, the learner should be able to: Practice simple First Aid for minor cuts |
What First Aid is done for cuts? |
In groups, guide learners to share experiences on what was done to them when they had a cut. Show learners video clips, pictures, charts on First Aid for cuts. Guide learners to role play on simple First Aid for cuts. |
First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for cuts Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90 |
Observe learners as they role play on dressing a cut |
|
||
|
|
2 |
|
First aid for wounds |
By the end of the sub-strand, the learner should be able to: Practice simple First Aid for wounds |
What First Aid is done for wounds? |
In groups, guide learners to share experiences on what was done to them when they had wounds. Show learners video clips, pictures, charts on First Aid for wounds. Guide learners to role play on simple First Aid for wounds. |
First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for wounds Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90 |
Observe learners as they role play on dressing a wound |
|
||