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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Social Environment
|
Cleaning My Body - Materials used to clean different parts of the body
|
By the end of the
lesson, the learner
should be able to:
-Identify materials used to clean different parts of the body -Demonstrate proper use of materials for body cleaning -Appreciate the importance of using appropriate materials to clean the body |
-Name the parts of the body -Discuss how to clean different parts of the body -Identify materials for cleaning different parts of the body from pictures -Match materials with the parts of the body they clean |
How do you clean the parts of your body?
|
Mentor Environmental Activities Learner's Book pg. 1
-Soap, toothbrush, toothpaste, comb, face towel -Charts showing cleaning materials Mentor Environmental Activities Learner's Book pg. 2 -Actual cleaning materials -Digital resources -Charts |
-Observation
-Oral questions
-Practical activities
|
|
| 2 | 2 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Identify materials used for cleaning the face -Demonstrate proper face washing techniques -Show interest in face cleanliness and hygiene |
-Discuss how to wash the face -Identify materials used to clean the face -Observe demonstrations of face washing -Practice face washing techniques |
How do you wash your face?
|
Mentor Environmental Activities Learner's Book pg. 3
-Soap, water, face towel -Demonstration materials Mentor Environmental Activities Learner's Book pg. 4 -Face washing materials -Water source -Clean towels |
-Observation
-Practical activities
-Oral questions
|
|
| 2 | 3 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Identify materials used for cleaning teeth -Demonstrate proper teeth brushing techniques -Show interest in dental hygiene |
-Discuss how to clean teeth -Identify materials used to clean teeth -Observe demonstration of teeth brushing -Practice teeth brushing techniques |
How do you clean your teeth?
|
Mentor Environmental Activities Learner's Book pg. 5
-Toothbrush, toothpaste, water -Plant fiber stick -Demonstration materials |
-Observation
-Practical activities
-Oral questions
|
|
| 2 | 4 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Follow proper steps for brushing teeth -Use appropriate materials for teeth cleaning -Value importance of dental hygiene |
-Learn and practice steps to clean teeth -Use toothbrush and toothpaste to clean teeth -Self-evaluate teeth brushing techniques |
What steps do you follow when cleaning your teeth?
|
Mentor Environmental Activities Learner's Book pg. 6
-Teeth cleaning materials -Clean water -Demonstration aids Mentor Environmental Activities Learner's Book pg. 7 -Pictures showing teeth problems -Charts on dental care -Poster making materials |
-Observation
-Self-assessment
-Practical activities
|
|
| 3 | 1 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Identify materials for washing hands -Demonstrate proper hand washing techniques -Show interest in hand hygiene |
-Identify materials used to clean hands -Discuss how materials can be used to clean hands -Observe demonstration of hand washing -Practice hand washing techniques |
How do you wash your hands?
|
Mentor Environmental Activities Learner's Book pg. 8
-Soap, water, clean towel -Hand washing station -Demonstration materials Mentor Environmental Activities Learner's Book pg. 9 -Hand washing materials -Clean water -Hand washing song chart |
-Observation
-Practical activities
-Oral questions
|
|
| 3 | 2 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Identify materials for cleaning feet -Demonstrate proper feet cleaning techniques -Show interest in feet hygiene |
-Identify materials used to clean feet -Discuss how materials can be used to clean feet -Observe demonstration of feet cleaning -Practice feet cleaning techniques |
How do you clean your feet?
|
Mentor Environmental Activities Learner's Book pg. 10
-Soap, water, pumice stone -Clean towel -Demonstration materials |
-Observation
-Practical activities
-Oral questions
|
|
| 3 | 3 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Identify materials for cleaning feet -Demonstrate proper feet cleaning techniques -Show interest in feet hygiene |
-Identify materials used to clean feet -Discuss how materials can be used to clean feet -Observe demonstration of feet cleaning -Practice feet cleaning techniques |
How do you clean your feet?
|
Mentor Environmental Activities Learner's Book pg. 10
-Soap, water, pumice stone -Clean towel -Demonstration materials |
-Observation
-Practical activities
-Oral questions
|
|
| 3 | 4 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Follow proper steps for cleaning feet -Use appropriate materials for feet cleaning -Appreciate importance of feet hygiene |
-Learn and practice steps to clean feet -Use soap, water, and pumice stone to clean feet -Self-evaluate feet cleaning techniques |
What steps do you follow when cleaning your feet?
|
Mentor Environmental Activities Learner's Book pg. 11
-Feet cleaning materials -Clean water -Basin -Clean towel |
-Observation
-Self-assessment
-Practical activities
|
|
| 4 | 1 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Identify materials for cleaning hair -Demonstrate proper hair cleaning techniques -Show interest in hair hygiene |
-Identify materials used to clean hair -Discuss how materials can be used to clean hair -Observe demonstration of hair cleaning -Practice hair cleaning techniques |
How do you clean your hair?
|
Mentor Environmental Activities Learner's Book pg. 12
-Soap, water, comb -Clean towel -Demonstration materials |
-Observation
-Practical activities
-Oral questions
|
|
| 4 | 2 |
Social Environment
|
Cleaning My Body - Washing face, teeth, hands, feet and hair
|
By the end of the
lesson, the learner
should be able to:
-Follow proper steps for cleaning hair -Use appropriate materials for hair cleaning -Appreciate importance of hair hygiene |
-Learn and practice steps to clean hair -Use soap, water, and comb to clean hair -Self-evaluate hair cleaning techniques |
What steps do you follow when cleaning your hair?
|
Mentor Environmental Activities Learner's Book pg. 13
-Hair cleaning materials -Clean water -Basin -Clean towel -Comb/brush |
-Observation
-Self-assessment
-Practical activities
|
|
| 4 | 3 |
Social Environment
|
Our Home - Common accidents at home
|
By the end of the
lesson, the learner
should be able to:
-Identify common accidents at home -Explain how accidents happen at home -Show concern for safety at home |
-Discuss common accidents at home -Identify causes of accidents from pictures -Role play how accidents happen at home |
What causes accidents at home?
|
Mentor Environmental Activities Learner's Book pg. 25
-Pictures of home accidents -Safety charts -Digital resources |
-Observation
-Oral questions
-Role play assessment
|
|
| 4 | 4 |
Social Environment
|
Our Home - Common accidents at home
|
By the end of the
lesson, the learner
should be able to:
-Name things that can cause accidents at home -Explain how things on the floor can cause falls -Show concern for safety at home |
-Identify hazards that can cause falls -Discuss how wet floors and peels can cause accidents -Role play avoiding accidents at home |
How can slippery floors cause accidents?
|
Mentor Environmental Activities Learner's Book pg. 26
-Pictures of hazards -Safety charts -Digital resources |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 1 |
Social Environment
|
Our Home - Common accidents at home
|
By the end of the
lesson, the learner
should be able to:
-Identify sharp objects that can cause accidents -Explain how sharp objects can cause injuries -Show concern for personal safety |
-Identify sharp objects that can cause injuries -Discuss how sharp objects can cause accidents -Learn safe handling of sharp objects |
How can sharp objects injure you at home?
|
Mentor Environmental Activities Learner's Book pg. 27
-Pictures of sharp objects -Safety charts -Digital resources |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 2 |
Social Environment
|
Our Home - Common accidents at home
|
By the end of the
lesson, the learner
should be able to:
-Identify sharp objects that can cause accidents -Explain how sharp objects can cause injuries -Show concern for personal safety |
-Identify sharp objects that can cause injuries -Discuss how sharp objects can cause accidents -Learn safe handling of sharp objects |
How can sharp objects injure you at home?
|
Mentor Environmental Activities Learner's Book pg. 27
-Pictures of sharp objects -Safety charts -Digital resources |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 3 |
Social Environment
|
Our Home - Preventing accidents at home
|
By the end of the
lesson, the learner
should be able to:
-Identify ways to prevent accidents at home -Demonstrate safety practices at home -Show responsibility in preventing accidents |
-Discuss ways to prevent accidents at home -Identify safety practices from pictures -Role play preventing accidents at home |
How can we prevent accidents at home?
|
Mentor Environmental Activities Learner's Book pg. 28
-Pictures of safety practices -Safety charts -Digital resources |
-Observation
-Oral questions
-Role play assessment
|
|
| 5 | 4 |
Social Environment
|
Our Home - Preventing accidents at home
|
By the end of the
lesson, the learner
should be able to:
-List safety measures at home -Distinguish between safe and unsafe practices -Value safety practices at home |
-Identify safe and unsafe practices -Sort activities into safe and unsafe -Create safety rules for home |
What safety measures should we observe at home?
|
Mentor Environmental Activities Learner's Book pg. 29
-Pictures of safety practices -Safety charts -Digital resources |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 1 |
Social Environment
|
Our Home - Carrying out activities that ensure cleanliness at home
|
By the end of the
lesson, the learner
should be able to:
-Identify activities that ensure home cleanliness -Explain importance of home cleanliness -Show responsibility in maintaining cleanliness |
-Discuss activities that ensure home cleanliness -Identify cleaning activities from pictures -Role play home cleaning activities |
What should the children do to make this room clean?
|
Mentor Environmental Activities Learner's Book pg. 30
-Pictures of cleaning activities -Cleaning materials -Digital resources |
-Observation
-Oral questions
-Role play assessment
|
|
| 6 | 2 |
Social Environment
|
Our Home - Carrying out activities that ensure cleanliness at home
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate home cleaning activities -Use appropriate materials for cleaning -Value cleanliness at home |
-Identify cleaning activities and materials -Practice cleaning activities -Discuss benefits of a clean home |
How do you keep your home clean?
|
Mentor Environmental Activities Learner's Book pg. 31
-Cleaning materials -Pictures of cleaning activities -Digital resources |
-Observation
-Practical activities
-Oral questions
|
|
| 6 | 3 |
Social Environment
|
Our Home - Carrying out activities that ensure cleanliness at home
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate home cleaning activities -Use appropriate materials for cleaning -Value cleanliness at home |
-Identify cleaning activities and materials -Practice cleaning activities -Discuss benefits of a clean home |
How do you keep your home clean?
|
Mentor Environmental Activities Learner's Book pg. 31
-Cleaning materials -Pictures of cleaning activities -Digital resources |
-Observation
-Practical activities
-Oral questions
|
|
| 6 | 4 |
Social Environment
|
Our Home - Carrying out activities that ensure cleanliness at home
|
By the end of the
lesson, the learner
should be able to:
-Identify materials used to clean home -Match cleaning materials with their uses -Appreciate the importance of using appropriate cleaning materials |
-Identify cleaning materials -Match cleaning materials with their uses -Draw and color cleaning materials |
How are these materials used to clean our homes?
|
Mentor Environmental Activities Learner's Book pg. 32
-Cleaning materials -Pictures of cleaning materials -Digital resources |
-Observation
-Oral questions
-Drawing assessment
|
|
| 7 | 1 |
Social Environment
|
Family Needs - Basic needs in the family
|
By the end of the
lesson, the learner
should be able to:
-Identify basic needs in the family -Distinguish between needs and wants -Appreciate the importance of basic needs |
-Discuss things families cannot live without -Identify basic needs from pictures -Sort items into needs and wants |
What things can you not live without at home?
|
Mentor Environmental Activities Learner's Book pg. 33
-Pictures of basic needs -Charts -Digital resources |
-Observation
-Oral questions
-Sorting activities
|
|
| 7 | 2 |
Social Environment
|
Family Needs - Basic needs in the family
|
By the end of the
lesson, the learner
should be able to:
-Group basic needs in the family -Categorize things found at home -Show interest in understanding basic needs |
-Group basic needs into categories -Sort items into food, clothing, and shelter -Discuss importance of each category |
How can we group the basic needs in a family?
|
Mentor Environmental Activities Learner's Book pg. 34
-Pictures of basic needs -Charts -Sorting materials |
-Observation
-Written assignments
-Sorting activities
|
|
| 7 | 3 |
Social Environment
|
Family Needs - Food from plants and animals
|
By the end of the
lesson, the learner
should be able to:
-Identify food from plants -Name examples of food from plants -Show interest in plant-based foods |
-Identify foods from plants in pictures -Categorize food items from plants -Draw and color food from plants |
What food do we get from plants?
|
Mentor Environmental Activities Learner's Book pg. 35
-Pictures of plant foods -Real food samples -Digital resources |
-Observation
-Oral questions
-Drawing assessment
|
|
| 7 | 4 |
Social Environment
|
Family Needs - Food from plants and animals
|
By the end of the
lesson, the learner
should be able to:
-Identify food from plants -Name examples of food from plants -Show interest in plant-based foods |
-Identify foods from plants in pictures -Categorize food items from plants -Draw and color food from plants |
What food do we get from plants?
|
Mentor Environmental Activities Learner's Book pg. 35
-Pictures of plant foods -Real food samples -Digital resources |
-Observation
-Oral questions
-Drawing assessment
|
|
| 8 | 1 |
Social Environment
|
Family Needs - Food from plants and animals
|
By the end of the
lesson, the learner
should be able to:
-Identify food from animals -Name examples of food from animals -Show interest in animal-based foods |
-Identify foods from animals in pictures -Categorize food items from animals -Draw and color food from animals |
What food do we get from animals?
|
Mentor Environmental Activities Learner's Book pg. 36
-Pictures of animal foods -Real food samples -Digital resources |
-Observation
-Oral questions
-Drawing assessment
|
|
| 8 | 2 |
Social Environment
|
Family Needs - Food for a healthy body
|
By the end of the
lesson, the learner
should be able to:
-Identify healthy foods -Explain importance of healthy eating -Show interest in healthy foods |
-Identify healthy foods from pictures -Discuss benefits of healthy foods -Sort foods into healthy and unhealthy |
What healthy foods do you eat?
|
Mentor Environmental Activities Learner's Book pg. 37
-Pictures of healthy foods -Real food samples -Digital resources |
-Observation
-Oral questions
-Sorting activities
|
|
| 8 | 3 |
Social Environment
|
Family Needs - Food for a healthy body
|
By the end of the
lesson, the learner
should be able to:
-Select healthy food options -Make healthy food choices -Value importance of eating healthy foods |
-Identify healthy food choices in activities -Follow pathways to healthy foods -Create a healthy food chart |
How do you choose healthy foods?
|
Mentor Environmental Activities Learner's Book pg. 38
-Pictures of healthy foods -Food choice activities -Digital resources |
-Observation
-Oral questions
-Written assignments
|
|
| 8 | 4 |
Social Environment
|
Family Needs - Grouping food items according to how they taste
|
By the end of the
lesson, the learner
should be able to:
-Identify different food tastes -Group foods by taste -Show interest in different food tastes |
-Identify foods with different tastes -Categorize foods by taste -Sort foods into sweet, bitter, and sour |
How do these foods taste?
|
Mentor Environmental Activities Learner's Book pg. 39
-Food samples with different tastes -Pictures of foods -Digital resources |
-Observation
-Oral questions
-Sorting activities
|
|
| 9 | 1 |
Social Environment
|
Family Needs - Grouping food items according to how they taste
|
By the end of the
lesson, the learner
should be able to:
-Identify salty foods -Explain how food becomes salty -Appreciate variety in food tastes |
-Identify salty foods -Discuss how salt makes food salty -Group foods into taste categories |
What makes food taste salty?
|
Mentor Environmental Activities Learner's Book pg. 40
-Salty food samples -Salt -Pictures of salty foods |
-Observation
-Oral questions
-Grouping activities
|
|
| 9 | 2 |
Social Environment
|
Family Needs - Grouping food items according to how they taste
|
By the end of the
lesson, the learner
should be able to:
-Identify salty foods -Explain how food becomes salty -Appreciate variety in food tastes |
-Identify salty foods -Discuss how salt makes food salty -Group foods into taste categories |
What makes food taste salty?
|
Mentor Environmental Activities Learner's Book pg. 40
-Salty food samples -Salt -Pictures of salty foods |
-Observation
-Oral questions
-Grouping activities
|
|
| 9 | 3 |
Social Environment
|
Family Needs - Grouping food items according to how they taste
|
By the end of the
lesson, the learner
should be able to:
-Group foods by taste categories -Sort local foods by taste -Show appreciation for food diversity |
-Collect local foods -Group foods into taste categories -Create a taste chart |
How can we group foods based on taste?
|
Mentor Environmental Activities Learner's Book pg. 41
-Local food samples -Taste chart template -Digital resources |
-Observation
-Practical activities
-Chart assessment
|
|
| 9 | 4 |
Social Environment
|
Family Needs - Grouping food items according to how they taste
|
By the end of the
lesson, the learner
should be able to:
-Record foods eaten throughout the week -Identify diverse food choices -Show interest in balanced diet |
-Create a weekly food diary -Record foods eaten each day -Discuss healthy food choices |
What healthy foods do you eat during the week?
|
Mentor Environmental Activities Learner's Book pg. 42
-Weekly food chart -Pictures of foods -Digital resources |
-Observation
-Chart completion
-Oral presentation
|
|
| 10 | 1 |
Social Environment
|
Family Needs - Importance of basic needs
|
By the end of the
lesson, the learner
should be able to:
-Explain importance of healthy food -Describe benefits of healthy eating -Appreciate importance of healthy food |
-Discuss importance of healthy foods -Identify benefits of healthy eating -Create cards about healthy foods |
Why is it important to eat healthy foods?
|
Mentor Environmental Activities Learner's Book pg. 43
-Pictures of healthy foods -Card making materials -Digital resources |
-Observation
-Oral questions
-Card assessment
|
|
| 10 | 2 |
Social Environment
|
Family Needs - Importance of basic needs
|
By the end of the
lesson, the learner
should be able to:
-Create cards about basic needs -Explain importance of clothes -Value basic needs |
-Create cards about clothes -Discuss importance of clothes -Sing songs about healthy foods |
Why are clothes important to us?
|
Mentor Environmental Activities Learner's Book pg. 44
-Card making materials -Pictures of clothes -Song charts |
-Observation
-Card assessment
-Singing assessment
|
|
| 10 | 3 |
Social Environment
|
Family Needs - Importance of basic needs
|
By the end of the
lesson, the learner
should be able to:
-Create a nature corner with food items -Group different foods -Show interest in food diversity |
-Collect various food items -Create a nature corner display -Group foods by origin or taste |
How can we display different food items?
|
Mentor Environmental Activities Learner's Book pg. 45
-Various food items -Display materials -Digital resources |
-Observation
-Nature corner assessment
-Oral presentation
|
|
| 10 | 4 |
Social Environment
|
Family Needs - Importance of basic needs
|
By the end of the
lesson, the learner
should be able to:
-Create a nature corner with food items -Group different foods -Show interest in food diversity |
-Collect various food items -Create a nature corner display -Group foods by origin or taste |
How can we display different food items?
|
Mentor Environmental Activities Learner's Book pg. 45
-Various food items -Display materials -Digital resources |
-Observation
-Nature corner assessment
-Oral presentation
|
|
| 11 | 1 |
Social Environment
|
Our School - Things found between home and school
|
By the end of the
lesson, the learner
should be able to:
-Identify things found between home and school -Name features along the way to school -Show interest in the environment |
-Discuss the journey to school -Identify features seen on the way to school -Share experiences about the journey |
What do you see on your way to school?
|
Mentor Environmental Activities Learner's Book pg. 48
-Pictures of common features -Charts -Digital resources |
-Observation
-Oral questions
-Discussions
|
|
| 11 | 2 |
Social Environment
|
Our School - Things found between home and school
|
By the end of the
lesson, the learner
should be able to:
-Name main features between home and school -Identify landmarks on the way to school -Appreciate environment awareness |
-Identify main features from pictures -Discuss landmarks seen on the way to school -Share observations with classmates |
What main features do you see between home and school?
|
Mentor Environmental Activities Learner's Book pg. 49
-Pictures of landmarks -Charts -Digital resources |
-Observation
-Oral questions
-Discussions
|
|
| 11 | 3 |
Social Environment
|
Our School - Drawing the main things found between home and school
|
By the end of the
lesson, the learner
should be able to:
-Draw main features seen between home and school -Identify important landmarks -Show interest in environmental awareness |
-Take a walk around school -Identify main features seen -Draw features in exercise books |
What main features can you draw?
|
Mentor Environmental Activities Learner's Book pg. 50
-Drawing materials -Pictures of landmarks -Digital resources |
-Observation
-Drawing assessment
-Oral presentation
|
|
| 11 | 4 |
Social Environment
|
Our School - Drawing the main things found between home and school
|
By the end of the
lesson, the learner
should be able to:
-Draw and color main features -Create visual representations of landmarks -Show creativity in artistic expression |
-Draw main features in drawing books -Color drawings appropriately -Create a portfolio of drawings |
How can you represent features through drawing?
|
Mentor Environmental Activities Learner's Book pg. 51
-Drawing and coloring materials -Portfolio folders -Digital resources |
-Observation
-Drawing assessment
-Portfolio review
|
|
| 12 | 1 |
Social Environment
|
Our School - Personal safety on the way to school
|
By the end of the
lesson, the learner
should be able to:
-Identify safety measures on the way to school -Demonstrate road safety practices -Show concern for personal safety |
-Discuss safety measures when going to school -Identify safe practices from pictures -Role play safety behaviors |
How do you keep safe on your way to school?
|
Mentor Environmental Activities Learner's Book pg. 52
-Safety charts -Pictures of safe practices -Digital resources |
-Observation
-Oral questions
-Role play assessment
|
|
| 12 | 2 |
Social Environment
|
Our School - Personal safety on the way to school
|
By the end of the
lesson, the learner
should be able to:
-Identify safety measures on the way to school -Demonstrate road safety practices -Show concern for personal safety |
-Discuss safety measures when going to school -Identify safe practices from pictures -Role play safety behaviors |
How do you keep safe on your way to school?
|
Mentor Environmental Activities Learner's Book pg. 52
-Safety charts -Pictures of safe practices -Digital resources |
-Observation
-Oral questions
-Role play assessment
|
|
| 12 | 3 |
Social Environment
|
Our School - Personal safety on the way to school
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate safety from strangers -Explain how to respond to strangers -Value personal safety |
-Discuss safety from strangers -Role play responses to strangers -Create safety rules |
How do you keep safe from strangers?
|
Mentor Environmental Activities Learner's Book pg. 53
-Safety charts -Role play scenarios -Digital resources |
-Observation
-Role play assessment
-Oral questions
|
|
| 12 | 4 |
Social Environment
|
Our School - Personal safety on the way to school
|
By the end of the
lesson, the learner
should be able to:
-List safety measures on the way to school -Apply safety practices -Show responsibility for personal safety |
-Identify safety measures from pictures -Discuss traffic signs and signals -Create safety posters |
What safety measures should you observe on your way to school?
|
Mentor Environmental Activities Learner's Book pg. 54
-Traffic sign charts -Safety pictures -Digital resources |
-Observation
-Oral questions
-Poster assessment
|
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