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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Social Environment
|
Our School - Features found between home and school
Our School - Locating features |
By the end of the
lesson, the learner
should be able to:
- Identify main physical features between home and school - Describe features seen on the way to school - Appreciate features in the environment |
- Observe pictures of main features (river, hill, road, etc.)
- Name features seen on the way to school - Watch a video on features in the environment - Discuss features around the school |
What features do you see on your way to school?
|
Highland Environmental Activities Grade 1 pg. 45
- Pictures of physical features - Digital devices - Charts - Flashcards Highland Environmental Activities Grade 1 pg. 46 - Pictures of features - Charts with position words |
- Observation
- Oral questions
- Written work
|
|
| 1 | 2 |
Social Environment
|
Our School - Features around school
|
By the end of the
lesson, the learner
should be able to:
- Identify features around the school - Use vocabulary related to features - Value the features around school |
- Go outside the classroom
- Observe features around the school - Name the features seen - Describe where the school is located |
What features do you see around your school?
|
Highland Environmental Activities Grade 1 pg. 46
- School compound - Charts - Digital devices - Drawing materials |
- Observation
- Oral questions
- Field assessment
|
|
| 1 | 3 |
Social Environment
|
Our School - Drawing features
|
By the end of the
lesson, the learner
should be able to:
- Draw features seen on the way to school - Label drawn features - Show creativity in drawing features |
- Observe pictures of features
- Draw and color features seen on way to school - Write names of features - Share drawings with classmates |
How can you draw the features you see?
|
Highland Environmental Activities Grade 1 pg. 47
- Pictures of features - Drawing materials - Exercise books - Crayons |
- Observation
- Drawing assessment
- Peer assessment
|
|
| 2 | 1 |
Social Environment
|
Our School - Safety on the way to school
Our School - Safe and unsafe practices |
By the end of the
lesson, the learner
should be able to:
- Explain meaning of safety - Identify safety measures on the way to school - Value personal safety |
- Discuss meaning of safety and strangers
- Share ideas on keeping safe on the way to school - Role play safety practices - Sing songs about safety |
How can you be safe on your way to school?
|
Highland Environmental Activities Grade 1 pg. 48
- Pictures showing safety - Charts - Digital devices - Safety songs Highland Environmental Activities Grade 1 pg. 49 - Pictures of safe and unsafe actions - Safety posters |
- Observation
- Oral questions
- Role play assessment
|
|
| 2 | 2 |
Social Environment
|
Our School - People who help in the community
|
By the end of the
lesson, the learner
should be able to:
- Identify people who can help in the community - Explain how community helpers can assist - Appreciate community helpers |
- Observe pictures of community helpers
- Name the people in the pictures - Discuss how these people can help - Role play seeking help from community helpers |
Who can help you when you are in danger?
|
Highland Environmental Activities Grade 1 pg. 50
- Pictures of community helpers - Charts - Digital devices - Role play materials |
- Observation
- Oral questions
- Role play assessment
|
|
| 2 | 3 |
Social Environment
|
Our School - Self check
|
By the end of the
lesson, the learner
should be able to:
- Identify features using location words - Name people who help in the community - Value safety on the way to school |
- Answer questions about locations of features
- Name people who can help when in danger - Discuss safety measures - Complete self-check activities |
How do you find your way safely to school?
|
Highland Environmental Activities Grade 1 pg. 51
- Self-check questions - Pictures - Charts - Exercise books |
- Observation
- Oral questions
- Written work
|
|
| 3 | 1 |
Social Environment
|
Our Market - Market scene
Our Market - People found in a market |
By the end of the
lesson, the learner
should be able to:
- Identify things found in a market - Describe activities in a market - Appreciate the importance of markets |
- Observe a picture of a market
- Identify things seen in the market - Discuss what people are doing in the market - Draw a market scene |
What do you see at the market?
|
Highland Environmental Activities Grade 1 pg. 52
- Pictures of a market - Digital devices - Drawing materials - Charts Highland Environmental Activities Grade 1 pg. 53 - Pictures of market people - Role play materials |
- Observation
- Oral questions
- Drawing assessment
|
|
| 3 | 2 |
Social Environment
|
Our Market - Food found in a market
|
By the end of the
lesson, the learner
should be able to:
- Identify food items found in a market - Draw food items found in a market - Appreciate variety of food in the market |
- Observe pictures of food sold in the market
- Name the food in the pictures - Draw and color food from the market - Discuss food found in local markets |
What food do you find at the market?
|
Highland Environmental Activities Grade 1 pg. 54
- Pictures of market food - Drawing materials - Charts - Digital devices |
- Observation
- Oral questions
- Drawing assessment
|
|
| 3 | 3 |
Social Environment
|
Our Market - Types of food: Fruits
|
By the end of the
lesson, the learner
should be able to:
- Identify fruits found in a market - Name different types of fruits - Value fruits as healthy food |
- Observe pictures of fruits
- Name the fruits in the pictures - Match fruits with their names - Discuss fruits found in local markets |
What fruits do you find at the market?
|
Highland Environmental Activities Grade 1 pg. 55
- Pictures of fruits - Flashcards - Charts - Digital devices |
- Observation
- Oral questions
- Matching assessment
|
|
| 4 | 1 |
Social Environment
|
Our Market - Types of food: Vegetables
Our Market - Food collage |
By the end of the
lesson, the learner
should be able to:
- Identify vegetables found in a market - Name different types of vegetables - Appreciate vegetables as healthy food |
- Observe pictures of vegetables
- Name the vegetables in the pictures - Discuss vegetables found in local markets - Draw vegetables |
What vegetables do you find at the market?
|
Highland Environmental Activities Grade 1 pg. 57
- Pictures of vegetables - Drawing materials - Charts - Digital devices Highland Environmental Activities Grade 1 pg. 58 - Old newspapers and magazines - Scissors - Glue - Exercise books |
- Observation
- Oral questions
- Drawing assessment
|
|
| 4 | 2 |
Social Environment
|
Our Market - Poem activity
|
By the end of the
lesson, the learner
should be able to:
- Recite a poem about the market - Identify key elements in the market - Enjoy learning about the market |
- Learn a poem about the market
- Recite the poem - Share the poem with people at home - Discuss elements mentioned in the poem |
How can we describe a market through a poem?
|
Highland Environmental Activities Grade 1 pg. 59
- Poem chart - Pictures - Digital devices - Charts |
- Recitation
- Observation
- Peer assessment
|
|
| 4 | 3 |
Social Environment
|
Our Market - Self check
|
By the end of the
lesson, the learner
should be able to:
- Identify people found in a market - Differentiate between fruits and vegetables - Appreciate activities in a market |
- Answer questions about people in the market
- Name different types of food - Identify fruits and vegetables from pictures - Complete self-check activities |
Why are markets important in our community?
|
Highland Environmental Activities Grade 1 pg. 59
- Self-check questions - Pictures - Charts - Exercise books |
- Observation
- Oral questions
- Written work
|
|
| 5 | 1 |
Social Environment
|
Review - Cleaning my body and our home
Review - Family needs, our school and our market |
By the end of the
lesson, the learner
should be able to:
- Recall materials for cleaning body and home - Identify home safety measures - Appreciate personal and home hygiene |
- Review body cleaning materials and practices
- Discuss home cleaning materials and practices - Review home safety measures - Draw cleaning materials |
Why is keeping our body and home clean important?
|
Highland Environmental Activities Grade 1 pg. 1-28
- Pictures - Charts - Digital devices - Drawing materials Highland Environmental Activities Grade 1 pg. 29-59 - Review questions |
- Observation
- Oral questions
- Drawing assessment
|
|
| 5 | 2 |
Natural Environment
|
Weather and the Sky - The sky during the day
Weather and the Sky - The sky at night |
By the end of the
lesson, the learner
should be able to:
- Observe the appearance of the sky during the day - Identify objects seen in the sky during the day - Appreciate the beauty of the sky during the day |
- Observe the sky outside the classroom and identify what they see
- Discuss objects seen in the sky during the day - Draw and color objects seen in the sky during the day - Manipulate digital devices to watch video clips of the sky during the day |
How does the sky appear during the day?
|
- Highland Environmental Activities Grade 1 pg. 60
- Digital devices - Pictures showing the sky during the day - Highland Environmental Activities Grade 1 pg. 61 - Charts showing the sky during the day - Drawing materials - Highland Environmental Activities Grade 1 pg. 62 - Pictures showing the sky at night |
- Observation
- Oral questions
- Drawing assessment
|
|
| 5 | 3 |
Natural Environment
|
Weather and the Sky - The sky at night
Weather and the Sky - The weather Weather and the Sky - The weather |
By the end of the
lesson, the learner
should be able to:
- Draw objects seen in the sky at night - Compare the sky during the day and at night - Show interest in the night sky |
- Draw and color objects seen in the sky at night
- Discuss the differences between the day sky and night sky - Watch videos showing the sky during day and night - Share their drawings with classmates |
What makes the night sky different from the day sky?
|
- Highland Environmental Activities Grade 1, pg. 63
- Drawing materials - Digital devices - Highland Environmental Activities Grade 1 pg. 64 - Pictures showing different types of weather - Charts - Highland Environmental Activities Grade 1 pg. 65 - Pictures showing weather conditions |
- Observation
- Oral questions
- Drawing assessment
|
|
| 6 | 1 |
Natural Environment
|
Weather and the Sky - Recording the weather
|
By the end of the
lesson, the learner
should be able to:
- Identify the current weather condition - Record the current weather condition - Appreciate changes in weather |
- Observe the current weather outside the classroom
- Identify and name the current weather condition - Record the current weather on a simple chart - Discuss how weather can change during the day |
Why should we record the weather?
|
- Highland Environmental Activities Grade 1 pg. 65
- Weather charts - Drawing materials - Highland Environmental Activities Grade 1 pg. 66 |
- Observation
- Oral questions
- Weather records
|
|
| 6 | 2 |
Natural Environment
|
Weather and the Sky - Recording the weather
|
By the end of the
lesson, the learner
should be able to:
- Name days of the week - Create a weekly weather chart - Develop responsibility in recording daily weather |
- Name the days of the week in sequence
- Create a weekly weather chart - Begin recording daily weather on the weekly chart - Discuss changes in weather through the week |
How does weather change through the week?
|
- Highland Environmental Activities Grade 1 pg. 67
- Weekly weather chart - Drawing materials - Completed weekly weather charts |
- Observation
- Oral questions
- Weather chart assessment
|
|
| 6 | 3 |
Natural Environment
|
Weather and the Sky - Weather role play
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate different weather conditions through movement - Role-play responses to different weather conditions - Enjoy demonstrating weather conditions |
- Demonstrate how to role-play different weather conditions
- Role-play sunny, windy, rainy, cloudy and calm weather - Show appropriate responses to different weather conditions |
How can we show different types of weather using our bodies?
|
- Highland Environmental Activities Grade 1 pg. 67
- Open space for role-play - Props for role-play |
- Observation
- Performance assessment
- Peer assessment
|
|
| 7 | 1 |
Natural Environment
|
Weather and the Sky - Weather and daily activities
|
By the end of the
lesson, the learner
should be able to:
- Identify appropriate activities for different weather conditions - Choose appropriate clothing for different weather conditions - Appreciate how weather affects daily choices |
- Discuss appropriate activities for different weather conditions
- Match clothing items to different weather conditions - Role-play preparing for different weather conditions - Create a poster showing weather-appropriate activities |
How does weather affect what we wear and do?
|
- Highland Environmental Activities Grade 1 pg. 67
- Pictures of different clothing items - Pictures showing different activities |
- Observation
- Oral questions
- Role-play assessment
|
|
| 7 | 2 |
Natural Environment
|
Soil - Playing with soil
|
By the end of the
lesson, the learner
should be able to:
- Identify different ways of playing with soil - Name activities done with soil for enjoyment - Show interest in playing with soil |
- Observe pictures showing children playing with soil
- Discuss different ways of playing with soil - Share experiences of playing with soil |
Why do children enjoy playing with soil?
|
- Highland Environmental Activities Grade 1 pg. 68
- Pictures showing children playing with soil - Digital devices - Highland Environmental Activities Grade 1 pg. 69 - Different soil samples - Drawing materials |
- Observation
- Oral questions
- Discussion assessment
|
|
| 7 | 3 |
Natural Environment
|
Soil - Playing with soil
|
By the end of the
lesson, the learner
should be able to:
- Play with soil in different ways - Fill and empty containers with soil - Appreciate safety when playing with soil |
- Fill and empty containers with soil in turns
- Make shapes in soil - Practice drawing in soil - Observe safety measures when playing with soil |
What fun things can you do with soil?
|
- Highland Environmental Activities Grade 1 pg. 69
- Soil - Containers - Open space |
- Observation
- Practical assessment
- Peer assessment
|
|
| 8 | 1 |
Natural Environment
|
Soil - Playing with soil
Soil - Making models with soil |
By the end of the
lesson, the learner
should be able to:
- Make balls using soil - Draw shapes in soil - Develop creativity when playing with soil |
- Make balls using soil
- Draw different shapes in soil - Create patterns using soil - Observe safety measures when playing with soil |
What shapes can you make with soil?
|
- Highland Environmental Activities Grade 1 pg. 70
- Soil - Open space - Water - Pictures of soil models - Sample models made from soil |
- Observation
- Practical assessment
- Creativity assessment
|
|
| 8 | 2 |
Natural Environment
|
Soil - Making models with soil
|
By the end of the
lesson, the learner
should be able to:
- Prepare soil for modelling - Make simple models using soil - Show creativity in modelling with soil |
- Prepare soil for modelling by adding water
- Demonstrate how to model simple objects - Make simple models like balls using soil |
How do you prepare soil for modelling?
|
- Highland Environmental Activities Grade 1 pg. 71
- Soil - Water - Containers |
- Observation
- Practical assessment
- Models assessment
|
|
| 8-9 |
Halfterm |
||||||||
| 10 | 1 |
Natural Environment
|
Soil - Making models with soil
|
By the end of the
lesson, the learner
should be able to:
- Model different objects using soil - Sing songs while modelling with soil - Enjoy the creative process of modelling |
- Model different objects using soil
- Sing songs while modelling - Display models for peer assessment - Clean up after modelling activities |
What objects can you model with soil?
|
- Highland Environmental Activities Grade 1 pg. 71
- Soil - Water - Modelling tools |
- Observation
- Models assessment
- Peer assessment
|
|
| 10 | 2 |
Natural Environment
|
Soil - Making models with soil
Soil - Playing with soil safely |
By the end of the
lesson, the learner
should be able to:
- Complete soil models - Clean up after modelling activities - Practice hand washing after soil activities |
- Complete making models with soil
- Let models dry - Clean up the working area after modelling - Wash hands with soap and water after modelling |
Why should we wash our hands after playing with soil?
|
- Highland Environmental Activities Grade 1 pg. 72
- Completed soil models - Water - Soap - Charts showing safety when playing with soil |
- Observation
- Models assessment
- Hand washing assessment
|
|
| 10 | 3 |
Natural Environment
|
Soil - Making soil patterns
|
By the end of the
lesson, the learner
should be able to:
- Create patterns using soil and paint - Apply soil art techniques - Show creativity in soil art |
- Observe demonstration on making patterns with soil and paint
- Create various patterns using soil and paint - Display soil art patterns - Clean up after art activities |
What patterns can you make with soil?
|
- Highland Environmental Activities Grade 1 pg. 72
- Soil - Paint - Paper - Water |
- Observation
- Art patterns assessment
- Creativity assessment
|
|
| 11 | 1 |
Natural Environment
|
Sound - Sounds around us
|
By the end of the
lesson, the learner
should be able to:
- Identify sounds in the immediate environment - Listen to sounds in the environment - Appreciate the variety of sounds in the environment |
- Take a sound walk in the immediate environment
- Listen to different sounds around the school - Identify and discuss sounds heard during the sound walk |
What sounds can you hear around you?
|
- Highland Environmental Activities Grade 1 pg. 73
- School environment - Open space |
- Observation
- Oral questions
- Listening assessment
|
|
| 11 | 2 |
Natural Environment
|
Sound - Sounds from people
Sound - Sounds from machines |
By the end of the
lesson, the learner
should be able to:
- Identify sounds made by people - Produce sounds using body parts - Show interest in creating sounds |
- Observe pictures showing people making sounds
- Identify sounds made by people like clapping, snapping, coughing, laughing - Produce different sounds using body parts - Work in groups to create and identify sounds |
What sounds can people make?
|
- Highland Environmental Activities Grade 1 pg. 74
- Pictures showing people making sounds - Audio recordings of human sounds - Highland Environmental Activities Grade 1 pg. 75 - Pictures of machines - Audio recordings of machine sounds |
- Observation
- Sound production assessment
- Group assessment
|
|
| 11 | 3 |
Natural Environment
|
Sound - Sounds from animals
|
By the end of the
lesson, the learner
should be able to:
- Identify sounds made by animals - Imitate sounds made by animals - Show interest in animal sounds |
- Observe pictures of different animals
- Identify sounds made by various animals - Imitate sounds made by domestic animals - Play animal sound guessing games |
How do animals communicate?
|
- Highland Environmental Activities Grade 1 pg. 75
- Pictures of animals - Audio recordings of animal sounds |
- Observation
- Sound imitation assessment
- Game participation assessment
|
|
| 12 | 1 |
Natural Environment
|
Sound - Sounds from natural sources
|
By the end of the
lesson, the learner
should be able to:
- Identify sounds from natural sources - Imitate sounds from natural sources - Appreciate natural sounds in the environment |
- Observe pictures of natural sources of sound
- Identify sounds from natural sources like rivers and thunder - Imitate sounds from natural sources - Discuss other natural sources of sound |
What sounds come from nature?
|
- Highland Environmental Activities Grade 1 pg. 76
- Pictures of natural sources - Audio recordings of natural sounds |
- Observation
- Sound imitation assessment
- Oral questions
|
|
| 12 | 2 |
Natural Environment
|
Sound - Making sound by plucking
Sound - Making sound by hitting |
By the end of the
lesson, the learner
should be able to:
- Create sounds by plucking objects - Identify instruments that make sound by plucking - Show interest in creating sounds by plucking |
- Demonstrate making sounds by plucking a rubber band
- Practice making sounds by plucking various objects - Identify musical instruments that make sound by plucking - Listen to sounds made by plucking instruments |
How can we make sounds by plucking?
|
- Highland Environmental Activities Grade 1 pg. 77
- Rubber bands - Pictures of string instruments - Audio recordings of plucking sounds - Highland Environmental Activities Grade 1 pg. 78 - Objects for hitting - Pictures of percussion instruments - Audio recordings of hitting sounds |
- Observation
- Sound production assessment
- Practical assessment
|
|
| 12 | 3 |
Natural Environment
|
Sound - Making sound by blowing
|
By the end of the
lesson, the learner
should be able to:
- Create sounds by blowing objects - Identify instruments that make sound by blowing - Show interest in creating sounds by blowing |
- Demonstrate making sounds by blowing into bottles
- Practice making sounds by blowing various objects - Identify musical instruments that make sound by blowing - Create simple wind instruments |
How can we make sounds by blowing?
|
- Highland Environmental Activities Grade 1 pg. 79
- Clean bottles - Pictures of wind instruments - Audio recordings of blowing sounds |
- Observation
- Sound production assessment
- Practical assessment
|
|
| 13 | 1 |
Natural Environment
|
Sound - Making sound by shaking
|
By the end of the
lesson, the learner
should be able to:
- Create sounds by shaking objects - Make a simple shaker - Enjoy creating sounds by shaking |
- Demonstrate making sounds by shaking objects
- Make a simple shaker using a tin and small stones - Practice making sounds with shakers - Identify musical instruments that make sound by shaking |
How can we make sounds by shaking?
|
- Highland Environmental Activities Grade 1 pg. 80
- Tins - Small stones - Pictures of shaker instruments |
- Observation
- Shaker making assessment
- Sound production assessment
|
|
| 13 | 2 |
Natural Environment
|
Sound - Warning sounds
Sound - Sources of loud sounds |
By the end of the
lesson, the learner
should be able to:
- Identify warning sounds in the environment - Demonstrate warning sounds - Recognize the importance of warning sounds |
- Observe pictures showing sources of warning sounds
- Identify warning sounds like police sirens, dog barking, whistles - Demonstrate different warning sounds - Discuss the importance of warning sounds |
Why are warning sounds important?
|
- Highland Environmental Activities Grade 1 pg. 82
- Pictures showing warning sounds - Audio recordings of warning sounds - Highland Environmental Activities Grade 1 pg. 84 - Pictures showing sources of loud sounds - Audio recordings of loud sounds |
- Observation
- Oral questions
- Sound identification assessment
|
|
| 13 | 3 |
Natural Environment
|
Sound - Dangers of loud sounds
|
By the end of the
lesson, the learner
should be able to:
- Identify dangers of loud sounds - State ways of keeping safe from loud sounds - Appreciate the need to protect oneself from loud sounds |
- Observe pictures showing dangers of loud sounds
- Identify dangers of loud sounds like headaches and hearing loss - Discuss ways of keeping safe from loud sounds - Demonstrate methods of protecting ears from loud sounds |
How can loud sounds harm us?
|
- Highland Environmental Activities Grade 1 pg. 85
- Pictures showing dangers of loud sounds - Charts on ear protection |
- Observation
- Oral questions
- Discussion assessment
|
|
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