Social Environment.

Our Living Environment.(things used as beddings)

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

Identify locally available materials used as beddings at home or school.
Use digital or print resources to search for clips and pictures of materials used as beddings at home or school.
Appreciate the uses of the materials used as beddings at home or school.

In groups or pairs,learners are guided to:
explain the meaning of beddings.
observe pictures or clips of different materials used as beddings at home or school.
mention the various materials used as beddings at home or school.
discuss the uses of the different materials used as beddings at home or school.

What are beddings?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .1-3
Design.
Lesson notes.
Pictures.
Digital devices.
Pencils, Drawing books, colours.

Oral questions. Written tests. Observation. Checklists. Drawing.

Social Environment.

Our Living Environment.(carrying out hygiene practices in sleeping areas)

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

Identify hygiene practices in the sleeping areas for a healthy environment.
Demonstrate how to Carry out hygiene practices in sleeping areas for a healthy environment.
Embrace hygiene practices in sleeping areas for a healthy environment.

In groups or pairs,learners are guided to;
brainstorm and present hygiene practices in the sleeping areas.
identify and discuss the hygiene practices in sleeping areas for a healthy environment.
role play how to care for the sleeping area by taking turns cleaning and organizing a sleeping area.

Which hygiene practices are carried out in sleeping areas? Why should you clean sleeping area?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .4-6
Design.
Lesson notes.
Improvised sleeping area.

Role play. Assessment rubrics. Checklists. Oral questions. Oral discussion.

Social Environment.

Our Living Environment.(causes of bed wetting)

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

Identify the causes of bed wetting .
Discuss the causes of bed wetting.
Acknowledge the causes of bed wetting.

In groups,learners are guided to;
brainstorm and present the meaning of bed wetting.
listen to a resource person on the causes of bed wetting.
identify and discuss the causes of bed wetting.

What are the causes of bed wetting?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .6-9
Design.
Lesson notes.
Resource person.

Oral questions. Oral discussion. Checklists. Written tests.

Social Environment.

Our Living Environment.

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

Identify the hygiene practices to observe during bedwetting.
Use digital or print resources to search on hygiene practices to observe during bed wetting.
Appreciate the hygiene practices observed during bed wetting.

In groups or pairs,learners are guided to;
brainstorm and present on hygiene practices to observe during bed wetting.
use digital or print resources to find out hygiene practices to observe during bed wetting.
identify and discuss the hygiene practices to observe during bed wetting.

Which hygiene practices should one observe during bed wetting?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .10
Design.
Flashcards.
Environmental Activities Bk 3.
Lesson notes.
Digital resources.

Oral questions. Checklists. Oral discussion. Written tests. Assessment rubrics.

Social Environment.

Our Living Environment.(activities to be done after be wetting)

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

Outline the effects of bed wetting.
Outline things to do after bed wetting to avoid bad stench.
Discuss effects of be wetting as seen on learners book.
Acknowledge the effects of bed wetting.

In groups or pairs, learners are guided to share ideas on the effects of bed wetting.
use digital or print media to find out the effects of bed wetting.
write flashcards showing the effects of bed wetting.
identify and discuss the effects of bed wetting.

What are the effects of bed wetting?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .11-13
Design.
Lesson notes.
Flashcards.
Digital resources.

Oral questions. Checklists Written tests. Assessment rubrics.

Social Environment.

Our Living Environment.(activities to be done after bed wetting)

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

Identify the problems related to bed wetting.
Use digital devices or print media to search for more information on problems related to bed wetting.
Develop digital citizenship while observing safety precautions and practices when using digital devices to search on problems related to bed wetting..

In groups,learners are guided to;
use digital or print media to search for more information on problems related to bed wetting.
identify and discuss their findings on the problems related to bed wetting.
share their findings in class.

Which problems are related to bed wetting?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .11-13
Design.
Lesson notes.
Digital resources.

Oral questions. Written tests. Oral discussion. Checklists.

Social Environment.

Our Living Environment.(importance of observing hygiene)

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

State the importance of observing hygiene in sleeping places.
Discuss the importance of observing hygiene in sleeping places.
Advocate for the importance of observing hygiene in sleeping places.

In groups,learners are guided to;
brainstorm and present on the importance of observing hygiene in sleeping places.
use digital or print resources to find out the importance of observing hygiene in sleeping places.
discuss the importance of observing hygiene in sleeping places.

Why is personal hygiene important in your sleeping area?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .13-14
Design.
Lesson notes.
Digital resources.

Written tests. Oral questions. Oral discussion. Checklists Assessment rubrics.

Social Environment.

Family Needs.(how people express feelings)

By the end of the lesson, the learner should be able to:
lesson,
Identify the basic emotions people express in real life situations.
Describe situations that make them feel certain emotions.
Appreciate the importance of recognizing emotions.

In groups,learners are guided to;
define the term emotion.
study flashcards or pictures with different facial expressions.
match pictures with the emotions expressed.
identify the common emotions expressed by people from the pictures.
discuss the situations that makes people feel the identified emotions.
share experiences on when they felt the different emotions.

How do you express your feelings? Which common emotions do people express in real life situations?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .15-17
Design.
Lesson notes.
Pictures.
Flashcards with facial emotions.

Oral questions. Checklists. Oral discussion. Written tests.

Social Environment.

Family Needs.(how people express feelings and emotions)

By the end of the lesson, the learner should be able to:
lesson,
Mention ways people express different feelings in real life.
Use digital devices to watch clips or pictures of people expressing various emotions.
Appreciate the value of expressing feelings appropriately.

In groups,learners are guided to;
watch clips or observe pictures of people expressing various emotions and share with peers.
identify and discuss the different ways people expressed different feelings.
role play the different ways of expressing the different feelings.

How do people express how they feel?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .15-17
Design.
Lesson notes.
Digital resources.
Video clips.
Pictures.

Checklists. Role play. Observation. Peer Assessment. Oral questions.

Social Environment.

Family Needs.(how people express emotions)

By the end of the lesson, the learner should be able to:
lesson,
Identify ways in which people express emotions in real life situations.
Draw and colour images showing various ways of expressing emotions.
Appreciate own and other's drawings on ways of expressing emotions.

In groups,learners are guided to;
observe pictures of ways in which people express emotions in real life situations.
draw and colour images showing various ways of expressing emotions.
display their drawings in class.

How do we express emotions in real life situations?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .15-17
Design.
Pictures.
Digital resources.
Charts, drawing papers, pencils, colours and erasers.

Drawing Activities. Checklists. Peer Assessment.

Social Environment.

Family Needs.(how people express emotions)

By the end of the lesson, the learner should be able to:
lesson,
Identify ways in which people express emotions in real life situations.
Draw and colour images showing various ways of expressing emotions.
Appreciate own and other's drawings on ways of expressing emotions.

In groups,learners are guided to;
observe pictures of ways in which people express emotions in real life situations.
draw and colour images showing various ways of expressing emotions.
display their drawings in class.

How do we express emotions in real life situations?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .15-17
Design.
Pictures.
Digital resources.
Charts, drawing papers, pencils, colours and erasers.

Drawing Activities. Checklists. Peer Assessment.

Social Environment.

Family Needs.(ways of meeting feelings and needs)

By the end of the lesson, the learner should be able to:
lesson,
Identify ways in which emotional needs are met in real life situation.
Use digital or print resources to find out the ways in which emotional needs are met in real life situation.
Appreciate the different ways in which emotional needs are met.

In groups,learners are guided to;
study pictures of ways in which emotional needs are met in real life situation.
identify the different ways in which emotional needs are met from the pictures.
discuss how various emotional needs are met in real life situations.

How are emotional needs met in real life situation?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .17-19
Design.
Pictures.
Digital devices.
Lesson notes.
Environmental Activities Bk 3.

Oral questions. Oral discussion. Checklists. Written tests.

Social Environment.

Family Needs.(ways of meeting feelings and needs)

By the end of the lesson, the learner should be able to:
lesson,
Identify situations in which emotional needs are met in real life situation.
Mimic ways in which emotional needs are met in real life situations.
Enjoy mimicking ways in which emotional needs are met .

As a class,learners are guided through situations or scenarios in which emotional needs are met in real life situations.
in groups, collaborate in role playing how various emotional needs are expressed and met .
share their stories on when they felt loved, supported or encouraged.

When did you feel loved,encouraged or supported at school or home?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .17-19
Design.
Digital resources.
Open space.
Pictures.

Role playing. Checklists. Portfolios.

Social Environment.

Family Needs.(identifying feelings and needs)

By the end of the lesson, the learner should be able to:
lesson,
State ways of identifying feelings and needs.
Role play given feelings and needs appropriately.
Have fun singing a song about feelings on learners book .

As a class,learners are guided to express feelings and needs depicted on the book.
Individually learners to outline ways of identifying feelings and needs.

How do you identify feelings and needs?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .19-20
Design.
Digital resources.
Open space.
Pictures.

Role playing. Checklists. Portfolios.

Social Environment.

Family Needs.(labeling emotions)

By the end of the lesson, the learner should be able to:
lesson,
Describe given emotions and say if they express good or bad feelings.
Demonstrate given emotions correctly.
Appreciate expressing emotions .

As a class,learners are guided to Describe given emotions and say if they express good or bad feelings.
Demonstrate given emotions correctly.
.

How do you tell wether given feelings are sad or happy?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .21
Design.
Digital resources.
Open space.
Pictures.

Role playing. Checklists. Portfolios.

Social Environment.

Family Needs.(how to express feelings and needs)

By the end of the lesson, the learner should be able to:
lesson,
Match given feelings with their expressions.
Explain the meaning of each feeling.
Have fun expressing different feelings.

As a class,learners are guided to Match given feelings with their expressions.
Explain the meaning of each feeling.

How do you express feelings?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .22
Design.
Digital resources.
Open space.
Pictures.

Role playing. Checklists. Portfolios.

Social Environment.

Family Needs.(drawing emotions)

By the end of the lesson, the learner should be able to:
lesson,
Draw and colour different emotions.
Make a wheel chart of emotions and play a game of spin and and expressing emotions
Have fun playing the game of spin and express.
Discus importance of labeling emotions.

As a class,learners are guided make a wheel chart about emotions.
As a group learners draw and colour different emotions.

Spotlight Grade 3 Environmental activities .Bk 3, Pg .23-24
Design.
Digital resources.
Open space.
Pictures.

Role playing. Checklists. Portfolios.

Social Environment.

Family Needs.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the importance of meeting emotional needs in character formation.
Listen to a resource person on the importance of meeting emotional needs in character formation.
Acknowledge the need for meeting emotional needs in character formation.

As a class,learners are guided to:
listen to a resource person as he/she talks about the importance of meeting emotional needs in character formation.
in groups,learners to collaborate in identifying the importance of meeting emotional needs in character formation from the talk.
discuss the importance of meeting emotional needs in character formation.

Why is it important to meet emotional needs of individuals in the society?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .24-25
Design.
Resource person.
Lesson notes.

Checklists Oral questions. Oral discussion.

Social Environment.

Food in Our Environment.(common food items found in the environment)

By the end of the lesson, the learner should be able to:
lesson,
Identify the common food items found in the immediate environment.
Use digital devices or print media to search for information on various food found in the locality.
Appreciate the different food items found in the environment.

In groups,learners are guided to think and share on different foods found in the locality.
use books and digital resources to search for information and observe pictures on different food items found in the locality.
prepare flashcards showing different food items found in the immediate environment.

Which common food items do you know?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .26-27
Design.
Pictures.
Flashcards.
Marker pens.

Assessment rubrics. Checklists. Oral questions. Written tests.

Social Environment.

Food in Our Environment.(classifying food items into three food groups)

By the end of the lesson, the learner should be able to:
lesson,
Identify the three groups of food.
Sort food items into the energy giving group.
Acknowledge the importance of energy giving foods in daily activities.

In groups,learners are guided to:
identify the three groups of food.
explain the meaning of energy giving foods and give examples.
study pictures of different food items.
collaborate in sorting the different food items into the energy giving group.
write down their findings in books and flashcards and display in class.

What is the importance of energy giving food?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .28
Design.
Pictures of food items.
Flashcards.
Lesson notes.
Digital resources.

Assessment rubrics. Written tests. Checklists. Observation. Class Activities.

Social Environment.

Food in Our Environment.(grouping food items)

By the end of the lesson, the learner should be able to:
lesson,
Identify the body building foods.
Sort food items into the body building group.
Value eating body building foods for healthy growth.

In groups or pairs,learners are guided to:
define the term body building foods and give examples.
state the importance of body building foods.
study pictures of different food items.
collaborate in sorting the food items into body building group and write down in books, charts or flashcards.
present their findings in class.

What is the importance of body building food? Which body building food do you know?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .29-31
Design.
Pictures.
Environmental Activities Bk 3.
Digital resources.
Flashcards and charts.
Marker pens

Assessment rubrics. Checklists. Oral questions. Written tests.

Social Environment.

Food in Our Environment.

By the end of the lesson, the learner should be able to:
lesson,
Identify the protective food.
Sort food items into protective food group.
Appreciate the role of fruits and vegetables in keeping the body healthy.

In groups,learners are guided to;
define protective food and give examples.
outline the importance of protective food in our bodies.
study pictures of food items.
collaborate in sorting the food items into protective food group and write on flashcards or charts.
display their flashcards and charts in class.

Which protective food do you know?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .29-31
Design.
Pictures.
Flashcards.
Charts.
Digital devices.
Marker pens.

Assessment rubrics. Checklists. Oral questions. Written tests.

Social Environment.

Food in Our Environment.(table manners)

By the end of the lesson, the learner should be able to:
lesson,
Describe table manners during meals.
Use digital devices or print media to search for information on table manners.
Acknowledge the different table manners during meals.

In groups,learners are guided to:
explain the meaning of table manners during meals.
brainstorm on the different table manners during meals.
use digital devices or print media to search for information on table manners and share with others.
describe the table manners during meals.
prepare flashcards showing the good table manners during meals.

How should we behave when eating?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .31-33
Design.
Lesson notes.
Environmental Activities Bk 3.
Digital devices.
Flashcards.

Assessment rubrics. Checklists. Written tests. Oral discussion.

Social Environment.

Food in Our Environment.(table manners)

By the end of the lesson, the learner should be able to:
lesson,
Identify table manners during meals.
Role play on how to observe good table manners when taking meals.
Embrace good table manners during meals.

In groups,learners are guided to:.
identify good table manners during meals from video clips.
collaborate in role playing on how to observe good table manners when taking meals.

Why are good table manners important?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .31-33
Design.
Lesson notes.
Digital devices.
Open area.

Role play. Checklists. Observation. Assessment rubrics.

Social Environment.

Food in Our Environment.(why people eat too much or too little)

By the end of the lesson, the learner should be able to:
lesson,
Identify reasons why people eat too much food.
Use digital or print resources to search for information on why people eat too much food.
Acknowledge reasons why people eat too much food.

In groups,learners are guided to;
brainstorm and present on why people eat too much food.
use digital or print resources to find out why people eat too much food.
discuss reasons why people eat too much food.

Why do people eat too much food?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .34-36
Design.
Lesson notes.
Digital resources.
Environmental Activities Bk 3.
charts.

Assessment rubrics. Checklists. Written tests. Oral discussion. Oral questions.

Social Environment.

Food in Our Environment.(why people eat too much or too little)

By the end of the lesson, the learner should be able to:
lesson,
Identify reasons why people eat too little food.
Use digital or print resources to search for reasons why people eat too little food.
Acknowledge reasons why people eat too little food.

In groups or pairs,learners are guided to:
think and share the reasons why people eat too little food.
use digital or print media to find out reasons why people eat too little food.
discuss the reasons why people eat too little food.

Why do people eat too little food?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .34-36
Design.
Lesson notes.
Digital resources.

Assessment rubrics. Checklists. Written tests. Oral discussion. Oral questions.

Social Environment.

Food in Our Environment.(why we should not eat too much food)

By the end of the lesson, the learner should be able to:
lesson,
Identify problems associated with eating too much food.
Use digital or print media to find out the problems associated with eating too much food.
Acknowledge problems associated with eating too much food.

In groups or pairs,learners are guided to;
think and share problems associated with eating too much food.
use video clips or print media to find out the problems associated with eating too much food.
identify and discuss problems associated with eating too much food.

What problems are associated with eating too much food?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .36-37
Design.
Lesson notes.
Digital resources.
Resource person.
Environmental Activities Bk 3.

Assessment rubrics. Checklists. Oral discussion. Oral questions. Written tests.

Social Environment.

Food in Our Environment.(why we should not eat too little food)

By the end of the lesson, the learner should be able to:
lesson,
Identify problems associated with eating too little food.
Use digital or print media to find out problems associated with eating too little food.
Acknowledge the problems associated with eating too little food.

In groups,learners are guided to;
think and share problems associated with eating too little food.
use video clips or print media or age appropriate case stories to find out the problems associated with eating too little food.
identify and discuss the problems associated with eating too little food.

What problems are caused by eating too little food?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .37-38
Design.
Lesson notes.
Digital resources.
Resource person.
Video clips.
Environmental Activities Bk 3.
Stories .

Assessment rubrics. Checklists. Oral questions. Oral discussion.

Social Environment.

Food in Our Environment.(importance of good eating habit)

By the end of the lesson, the learner should be able to:
lesson,
State the importance of good eating habits.
Create a simple plate representation of a balanced meal.
Show interest in adopting good eating habits for better health.

In groups,learners are guided to:
think and share the importance of good eating habits.
discuss the benefits of balanced meals and regular eating times.
draw and colour a simple plate representation of a balanced meal.

What are the benefits of good eating habits?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .39-40
Design.
Environmental Activities Bk 3.
Lesson notes.
Digital resources.
Flashcards.
Drawing materials.

Drawing.. Oral questions. Oral discussion. checklists.

Social Environment.

Our Community.(ways of keeping safe in the community)

By the end of the lesson, the learner should be able to:
lesson,
Identify ways of keeping safe in the community.
Listen to a resource person on different ways of keeping safe in the community.
Embrace the different ways of keeping safe in the community.

In groups or pairs,learners are guided to;
talk about experiences regarding safety in the community.
listen to a story on the different ways of keeping safe in the community from a resource person.
mention ways of keeping safe in the community from the story.
discuss how to keep safe in the community.

How do we keep safe in the community?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .41-43
Design.
Resource person.
Digital resource.
Lesson notes.

Oral questions Listening. Oral discussion. Checklists. Assessment rubrics.

Social Environment.

Our Community.(ways of keeping safe in the community)

By the end of the lesson, the learner should be able to:
lesson,
Identify ways of keeping safe in the community.
Listen to a resource person on different ways of keeping safe in the community.
Embrace the different ways of keeping safe in the community.

In groups or pairs,learners are guided to;
talk about experiences regarding safety in the community.
listen to a story on the different ways of keeping safe in the community from a resource person.
mention ways of keeping safe in the community from the story.
discuss how to keep safe in the community.

How do we keep safe in the community?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .41-43
Design.
Resource person.
Digital resource.
Lesson notes.

Oral questions Listening. Oral discussion. Checklists. Assessment rubrics.

Social Environment.

Our Community.(safe and unsafe places)

By the end of the lesson, the learner should be able to:
lesson,
Identify safe places in the community.
Use pictures or flashcards to sort out the safe places in the community.
Acknowledge the different safe places in the community.

In groups, learners are guided to:
define the term safe place.
study pictures and flashcards of the different places.
identify and sort out the safe places in the community from pictures and flashcards provided.
present their findings in class.

Which safe places in the community do you know?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .44-46
Design.
Lesson notes.
Pictures.
Flashcards.

Sorting. Oral questions. Written tests. Oral discussion. Checklists.

Social Environment.

Our Community.(safe and unsafe places)

By the end of the lesson, the learner should be able to:
lesson,
Identify unsafe places in the community from pictures or flashcards.
Sort out the unsafe places in the community from pictures and flashcards.
Acknowledge the unsafe places in the community.

In groups or pairs,learners are guided to:
think and share the meaning of unsafe places in the community.
study pictures or flashcards showing different places.
identify and sort out the unsafe places in the community from the pictures and flashcards.

Which unsafe places in the community do you know?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .44-46
Design.
Pictures.
Flashcards.
Lesson notes.

Oral questions Oral discussion. Checklists. Assessment rubrics.

Social Environment.

Our Community.(dangerous places in the community)

By the end of the lesson, the learner should be able to:
lesson,
Identify dangerous places in the community.
Use digital or print resources to observe pictures or clips of the dangerous places in the community.
Acknowledge the dangerous places in the community.

In groups or pairs,learners are guided to:
think and share the meaning of dangerous places.
observe pictures or clips of the different dangerous places.
identify by name the different dangerous places in the community from the pictures or clips.
discuss the dangerous places in the community.
draw and colour the different dangerous places in the community (rivers,roads,dams, forests )

Which dangerous places in the community do you know?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .47
Design.
Lesson notes.
Pictures.
Video clips.
Drawing materials.

Oral questions. Drawing. Oral discussion. Checklists. Written tests. Assessment rubrics.

Social Environment.

Our Community.(behaviors that expose one to danger)

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify behaviours that expose one to danger.
Use digital or print resources to find out behaviours that expose one to danger.
Acknowledge the behaviours that expose one to danger.

In groups or pairs,learners are guided to:
think and share on behaviours that expose one to danger.
use digital or print resources to search for information and observe pictures showing different behaviours.
identify the behaviours that expose one to danger.
discuss the behaviours that expose one to danger.

Which behaviour expose one to danger?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .48-49
Design.
Environmental Activities Bk 3.
Lesson notes.
Pictures.
Digital resources.

Oral questions. Oral discussion. Checklists. Assessment rubrics.

Social Environment.

Our Community.(responding to child safety tips)

By the end of the lesson, the learner should be able to:
lesson,
Identify ways of responding to strangers.
Listen to resource person or recorded story on how to respond to strangers.
Embrace the different ways of responding to strangers.

In pairs or groups,learners are guided to think and share on ways of responding to strangers.
As a class, learners are guided to:
listen to a recorded story or resource person on how to respond to strangers and other child safety tips.
identify and discuss the different ways of responding to strangers

Who is a stranger? How should we respond to strangers?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .49-51
Design.
Lesson notes.
Resource person.
Digital resources.
Recorded story.

Oral questions. Oral discussion. Checklists. Written tests. Assessment rubrics.

Social Environment.

Our Community.(basic road signs)

By the end of the lesson, the learner should be able to:
lesson,
Identify the basic road safety signs.
Use digital or print resources to find out the basic road safety signs.
Acknowledge the basic road safety signs.

In groups,learners are guided to:
think and share on the road safety signs that they know.
study pictures from textbooks or watch clips on the basic road safety signs.
identify the basic road safety signs from the pictures and clips.
discuss the meaning of the identified basic road safety signs.
draw and colour the different basic road safety signs on charts and books.

Which basic road safety signs do you know?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .51-54
Design.
Digital resources.
Pictures of basic road safety signs.
Video clips of basic road safety signs.
Drawing materials.

Drawing activities. Oral questions. Checklists. Assessment rubrics. Oral discussion.

Social Environment.

Our Community.(basic road signs)

By the end of the lesson, the learner should be able to:
lesson,
Identify the basic road signs and their meaning.
Role play on how to use the basic road signs for personal safety.
Desire to observe the basic road signs for personal safety.

In groups,learners are guided to;
identify the basic road signs together with their meaning.
prepare the road safety signs.
collaborate in role playing how to use basic road signs for personal safety and record using digital devices.

Why should we observe the road safety signs?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .51-54
Design.
Toy cars.
Improvised road signs.
Digital resources.
Outside class environment.

Practical Activities. Role playing. Checklists. Assessment rubrics. Portfolios.

Social Environment.

Our Community.(importance of keeping safe in the community)

By the end of the lesson, the learner should be able to:
lesson,
State the importance of keeping safe in the environment.
Prepare flashcards or posters on importance of keeping safe in the environment.
Acknowledge the importance of keeping safe in the environment.

In groups or pairs,learners are guided to;
think and share the importance of keeping safe in the environment.
discuss the importance of keeping safe in the environment.
collaborate in preparing posters and flashcards on importance of keeping safe in the environment.
display their posters in class.

What is the importance of keeping safe in the environment?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .55
Design.
Lesson notes.
Posters and flashcards.
Digital resources.

Oral questions. Oral discussion. Checklists. Assessment rubrics. Portfolios.

Social Environment.

Our Community.(importance of keeping safe in the community)

By the end of the lesson, the learner should be able to:
lesson,
State the importance of keeping safe in the environment.
Prepare flashcards or posters on importance of keeping safe in the environment.
Acknowledge the importance of keeping safe in the environment.

In groups or pairs,learners are guided to;
think and share the importance of keeping safe in the environment.
discuss the importance of keeping safe in the environment.
collaborate in preparing posters and flashcards on importance of keeping safe in the environment.
display their posters in class.

What is the importance of keeping safe in the environment?

Spotlight Grade 3 Environmental activities .Bk 3, Pg .55
Design.
Lesson notes.
Posters and flashcards.
Digital resources.

Oral questions. Oral discussion. Checklists. Assessment rubrics. Portfolios.