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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
|
Our Market - People found in the market
|
By the end of the
lesson, the learner
should be able to:
-Identify markets near the school -Name things found in markets -Show interest in market activities |
-Discuss markets near school -Identify things found in markets -Share market experiences |
What things are found in the market?
|
Mentor Environmental Activities Learner's Book pg. 55
-Pictures of markets -Charts -Digital resources |
-Observation
-Oral questions
-Discussions
|
|
| 2 | 2 |
Social Environment
|
Our Market - People found in the market
|
By the end of the
lesson, the learner
should be able to:
-Identify people in the market -Explain market activities -Show interest in market operations |
-Identify people in market pictures -Discuss activities in the market -Role play market activities |
What is happening in this market?
|
Mentor Environmental Activities Learner's Book pg. 56
-Pictures of market activities -Charts -Digital resources |
-Observation
-Oral questions
-Role play assessment
|
|
| 2 | 3 |
Social Environment
|
Our Market - People found in the market
|
By the end of the
lesson, the learner
should be able to:
-Distinguish between buyers and sellers -Identify different types of sellers -Appreciate diversity of market roles |
-Identify buyers and sellers in pictures -Discuss roles of different market people -Role play buying and selling |
What do the people in the market do?
|
Mentor Environmental Activities Learner's Book pg. 57
-Pictures of market people -Charts -Digital resources |
-Observation
-Oral questions
-Role play assessment
|
|
| 2 | 4 |
Social Environment
|
Our Market - Food found in the market
|
By the end of the
lesson, the learner
should be able to:
-Identify food sold in markets -Name foods found in groceries -Show interest in market foods |
-Identify foods in market pictures -Discuss foods sold in groceries -Name foods in pictures |
What foods can you see in the grocery?
|
Mentor Environmental Activities Learner's Book pg. 58
-Pictures of market foods -Charts -Digital resources |
-Observation
-Oral questions
-Discussions
|
|
| 3 | 1 |
Social Environment
|
Our Market - Food found in the market
|
By the end of the
lesson, the learner
should be able to:
-Match food pictures with names -Identify common market foods -Show interest in food diversity |
-Follow lines to match foods with names -Identify foods in pictures -Discuss common market foods |
Can you name these foods in the market?
|
Mentor Environmental Activities Learner's Book pg. 59
-Food picture cards -Matching activities -Digital resources |
-Observation
-Matching activities
-Oral questions
|
|
| 3 | 2 |
Social Environment
|
Our Market - Grouping food into fruits and vegetables
|
By the end of the
lesson, the learner
should be able to:
-Identify fruits in the market -Identify vegetables in the market -Show interest in fruits and vegetables |
-Discuss fruits and vegetables -Identify fruits and vegetables in pictures -Sort foods into fruits and vegetables |
What fruits do you know from the market?
|
Mentor Environmental Activities Learner's Book pg. 60
-Pictures of fruits and vegetables -Sorting activities -Digital resources |
-Observation
-Sorting activities
-Oral questions
|
|
| 3 | 3 |
Social Environment
|
Our Market - Grouping food into fruits and vegetables
|
By the end of the
lesson, the learner
should be able to:
-Group foods into fruits and vegetables -Collect and sort food pictures -Appreciate importance of fruits and vegetables |
-Sort pictures into fruits and vegetables -Cut out pictures from newspapers -Create a portfolio of sorted pictures |
How can we sort these foods into groups?
|
Mentor Environmental Activities Learner's Book pg. 61
-Newspapers and magazines -Scissors and glue -Portfolio folders Mentor Environmental Activities Learner's Book pg. 62 -Table templates -Pictures of fruits and vegetables -Digital resources |
-Observation
-Sorting activities
-Portfolio assessment
|
|
| 3 | 4 |
Social Environment
|
Our Market - Grouping food into fruits and vegetables
|
By the end of the
lesson, the learner
should be able to:
-Sing about market traders -Explain importance of traders -Appreciate role of market traders |
-Learn and sing song about traders -Discuss importance of traders -Role play market activities |
How do traders help us?
|
Mentor Environmental Activities Learner's Book pg. 63
-Song charts -Role play materials -Digital resources |
-Observation
-Singing assessment
-Role play assessment
|
|
| 4 | 1 |
Natural Environment
|
Weather and the Sky - The sky during the day
|
By the end of the
lesson, the learner
should be able to:
-Identify objects in the sky during the day -Describe the appearance of the sky during the day -Show interest in observing the sky during the day |
-Go outside to observe the sky -Identify objects visible in the sky during the day -Discuss what they can see in the sky -Draw what they see in the sky |
What can you see in the sky during the day?
|
Mentor Environmental Activities Learner's Book pg. 64
-Charts showing the sky during the day -Drawing materials -Digital resources |
-Observation
-Oral questions
-Drawing assessment
|
|
| 4 | 2 |
Natural Environment
|
Weather and the Sky - The sky during the day
|
By the end of the
lesson, the learner
should be able to:
-Name objects visible in the sky during the day -Draw objects seen in the sky during the day -Appreciate the beauty of the sky |
-Identify objects seen in the sky during the day -Draw objects seen in the sky -Color their drawings -Display their work in class |
What things do we see in the sky during the day?
|
Mentor Environmental Activities Learner's Book pg. 65
-Pictures of daytime sky -Drawing and coloring materials -Digital resources |
-Observation
-Drawing assessment
-Oral questions
|
|
| 4 | 3 |
Natural Environment
|
Weather and the Sky - The sky at night
|
By the end of the
lesson, the learner
should be able to:
-Identify objects in the sky at night -Describe the appearance of the sky at night -Show interest in observing the night sky |
-Look at pictures of the night sky -Identify objects visible in the night sky -Discuss what can be seen in the night sky -Draw objects seen in the night sky |
What can you see in the sky at night?
|
Mentor Environmental Activities Learner's Book pg. 66
-Pictures of night sky -Charts showing night sky -Digital resources |
-Observation
-Oral questions
-Drawing assessment
|
|
| 4 | 4 |
Natural Environment
|
Weather and the Sky - The sky at night
|
By the end of the
lesson, the learner
should be able to:
-Name objects visible in the sky at night -Draw objects seen in the sky at night -Appreciate the beauty of the night sky |
-Identify objects seen in the sky at night -Draw objects seen in the night sky -Color their drawings -Display their work in class |
What things do we see in the sky at night?
|
Mentor Environmental Activities Learner's Book pg. 67
-Pictures of night sky -Drawing and coloring materials -Digital resources |
-Observation
-Drawing assessment
-Oral questions
|
|
| 5 | 1 |
Natural Environment
|
Weather and the Sky - The sky at night
|
By the end of the
lesson, the learner
should be able to:
-Draw and color celestial objects -Identify differences between day and night sky -Show curiosity about the sky |
-Draw and color the moon, stars, and clouds -Create a personal portfolio of sky drawings -Compare day and night sky objects |
How do the sky during the day and at night differ?
|
Mentor Environmental Activities Learner's Book pg. 68
-Drawing and coloring materials -Portfolio folders -Digital resources |
-Observation
-Portfolio assessment
-Oral questions
|
|
| 5 | 2 |
Natural Environment
|
Weather and the Sky - Weather in the locality
|
By the end of the
lesson, the learner
should be able to:
-Identify different types of weather -Name the weather conditions in pictures -Show interest in observing weather |
-Observe weather around the school -Identify different weather types from pictures -Discuss current weather conditions -Draw different weather types |
How is the weather today?
|
Mentor Environmental Activities Learner's Book pg. 69
-Weather charts -Pictures showing different weather -Digital resources |
-Observation
-Oral questions
-Drawing assessment
|
|
| 5 | 3 |
Natural Environment
|
Weather and the Sky - Weather in the locality
|
By the end of the
lesson, the learner
should be able to:
-Describe different weather conditions -Explain characteristics of different weather -Appreciate variations in weather |
-Discuss characteristics of sunny, cloudy, rainy, windy, and calm weather -Identify weather from pictures -Draw symbols for different weather conditions |
How do we describe different types of weather?
|
Mentor Environmental Activities Learner's Book pg. 70
-Weather charts -Pictures showing different weather -Digital resources |
-Observation
-Oral questions
-Drawing assessment
|
|
| 5 | 4 |
Natural Environment
|
Weather and the Sky - Recording weather in the locality
|
By the end of the
lesson, the learner
should be able to:
-Record weather at different times of the day -Use appropriate symbols for weather recording -Value importance of weather recording |
-Observe and record morning and afternoon weather -Create a weather recording chart -Use weather symbols to record observations -Share recorded information |
How can we record the weather?
|
Mentor Environmental Activities Learner's Book pg. 71
-Weather recording charts -Weather symbols -Digital resources |
-Observation
-Chart completion
-Oral questions
|
|
| 6 | 1 |
Natural Environment
|
Weather and the Sky - Recording weather in the locality
|
By the end of the
lesson, the learner
should be able to:
-Make a weather clock -Use the weather clock to show current weather -Show interest in weather instruments |
-Create a weather clock using manila paper -Add weather symbols to the clock -Use the pointer to show current weather -Demonstrate use of the weather clock |
How can we use a weather clock to show the weather?
|
Mentor Environmental Activities Learner's Book pg. 72
-Manila paper -Weather symbols -Scissors and glue -Digital resources |
-Observation
-Weather clock creation
-Demonstration
|
|
| 6 | 2 |
Natural Environment
|
Weather and the Sky - Recording weather in the locality
|
By the end of the
lesson, the learner
should be able to:
-Read a weather chart -Interpret weather information -Show curiosity about weather patterns |
-Read sample weather charts -Answer questions about the chart -Discuss weather patterns shown -Create their own weather chart |
What can a weather chart tell us?
|
Mentor Environmental Activities Learner's Book pg. 73
-Sample weather charts -Chart-making materials -Digital resources |
-Observation
-Oral questions
-Chart interpretation
|
|
| 6 | 3 |
Natural Environment
|
Weather and the Sky - Recording weather in the locality
|
By the end of the
lesson, the learner
should be able to:
-Identify activities for different weather conditions -Match activities to weather conditions -Appreciate the influence of weather on activities |
-Complete a table matching weather to activities -Discuss appropriate activities for different weather -Role play activities for different weather conditions |
What do we do when the weather changes?
|
Mentor Environmental Activities Learner's Book pg. 74
-Activity cards -Weather charts -Digital resources |
-Observation
-Table completion
-Role play assessment
|
|
| 6 | 4 |
Natural Environment
|
Weather and the Sky - Recording weather in the locality
Soil - Playing with soil |
By the end of the
lesson, the learner
should be able to:
-Listen to stories about weather -Relate weather changes to daily activities -Show interest in weather stories |
-Listen to stories about weather -Discuss how weather affects activities -Answer questions about weather stories -Create their own weather stories |
Why should we know the weather of the day?
|
Mentor Environmental Activities Learner's Book pg. 75
-Weather stories -Story charts -Digital resources Mentor Environmental Activities Learner's Book pg. 77 -Pictures of children playing with soil -Clean-up materials |
-Observation
-Oral questions
-Story telling
|
|
| 7 | 1 |
Natural Environment
|
Soil - Playing with soil
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate games played with soil -Write letters and numbers on soil -Appreciate soil for play and learning |
-Discuss different games played with soil -Practice making small hills using soil -Write letters A to Z on soil -Write numbers 1 to 10 on soil |
What games can you play using soil?
|
Mentor Environmental Activities Learner's Book pg. 78
-Area with soil -Sticks for writing -Digital resources |
-Observation
-Practical activities
-Oral questions
|
|
| 7 | 2 |
Natural Environment
|
Soil - Filling and emptying cans with soil
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate filling and emptying cans with soil -Count number of small cans that fill a big can -Show enjoyment in soil activities |
-Observe pictures of children filling cans with soil -Practice filling and emptying cans with soil -Count how many small cans fill a big can -Sing songs while playing with soil |
How can we fill and empty cans with soil?
|
Mentor Environmental Activities Learner's Book pg. 79
-Cans of different sizes -Soil -Song charts -Digital resources |
-Observation
-Practical activities
-Counting assessment
|
|
| 7 | 3 |
Natural Environment
|
Soil - Making patterns using soil
|
By the end of the
lesson, the learner
should be able to:
-Make letters and numbers using soil -Create patterns on soil -Show creativity in soil activities |
-Observe pictures of children making patterns with soil -Practice making letters and numbers on soil -Create their own patterns on soil -Share their creations with classmates |
How can we make letters and numbers using soil?
|
Mentor Environmental Activities Learner's Book pg. 80
-Area with soil -Sticks for patterns -Digital resources |
-Observation
-Pattern-making assessment
-Peer review
|
|
| 7 | 4 |
Natural Environment
|
Soil - Making patterns using soil
|
By the end of the
lesson, the learner
should be able to:
-Make shapes using soil -Create patterns on soil -Show creativity in soil play |
-Observe pictures of children making shapes with soil -Practice making shapes on soil -Create their own patterns -Sing songs while playing with soil |
How can we make shapes and patterns using soil?
|
Mentor Environmental Activities Learner's Book pg. 81
-Area with soil -Sticks for patterns -Song charts -Digital resources |
-Observation
-Shape-making assessment
-Oral presentation
|
|
| 8 | 1 |
Natural Environment
|
Soil - Making paint using soil
|
By the end of the
lesson, the learner
should be able to:
-Make paint using soil -Create patterns using soil paint -Show creativity in using soil paint |
-Observe pictures of making soil paint -Make soil paint using soil and water -Create patterns on paper using soil paint -Display their creations |
How can we make paint using soil?
|
Mentor Environmental Activities Learner's Book pg. 82
-Soil -Water -Containers -Paper -Digital resources |
-Observation
-Practical assessment
-Creative display
|
|
| 8 | 2 |
Natural Environment
|
Soil - Making objects using soil
|
By the end of the
lesson, the learner
should be able to:
-Make objects using soil -Name objects made using soil -Show creativity in modelling with soil |
-Observe pictures of objects made with soil -Identify objects made from soil -Discuss the process of modelling with soil -Practice modelling simple objects |
What objects can we make using soil?
|
Mentor Environmental Activities Learner's Book pg. 83
-Pictures of soil objects -Soil for modelling -Water -Digital resources |
-Observation
-Modelling assessment
-Oral questions
|
|
| 8 | 3 |
Natural Environment
|
Soil - Making objects using soil
|
By the end of the
lesson, the learner
should be able to:
-Model different objects using soil -Demonstrate modelling techniques -Show creativity in soil modelling |
-Observe modelling demonstration -Model bowl, plate, and ball using soil -Create their own objects using soil -Practice cleaning up after modelling |
How do we model objects using soil?
|
Mentor Environmental Activities Learner's Book pg. 84
-Soil for modelling -Water -Modelling tools -Digital resources |
-Observation
-Object creation assessment
-Clean-up assessment
|
|
| 8 | 4 |
Natural Environment
|
Soil - Making objects using soil
|
By the end of the
lesson, the learner
should be able to:
-Model different objects with soil at home -Demonstrate proper clean-up after modelling -Show respect for the environment |
-Discuss modelling different objects at home -Plan modelling activities -Demonstrate clean-up procedures -Share modelling ideas with classmates |
What objects can you model using soil at home?
|
Mentor Environmental Activities Learner's Book pg. 85
-Pictures of modelled objects -Clean-up materials -Digital resources |
-Observation
-Oral presentation
-Planning assessment
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
Natural Environment
|
Soil - Making objects using soil
|
By the end of the
lesson, the learner
should be able to:
-Create nature corners with soil projects -Display soil modelling work -Appreciate soil creativity |
-Create a classroom nature corner -Display modelled objects -Discuss reasons for cleaning after modelling -Share experiences about modelling |
Why should we clean up after modelling with soil?
|
Mentor Environmental Activities Learner's Book pg. 86
-Modelled objects -Display materials -Clean-up materials -Digital resources |
-Observation
-Display assessment
-Oral questions
|
|
| 10 | 2 |
Natural Environment
|
Sound - Sounds in our environment
|
By the end of the
lesson, the learner
should be able to:
-Identify sounds in the environment -Describe different environmental sounds -Show interest in environmental sounds |
-Observe pictures of sound sources -Take a walk to listen to sounds -Identify sources of sounds -Imitate sounds heard |
What sounds do you hear in your environment?
|
Mentor Environmental Activities Learner's Book pg. 87
-Sound charts -Pictures of sound sources -Digital resources |
-Observation
-Sound identification
-Oral imitation
|
|
| 10 | 3 |
Natural Environment
|
Sound - Sounds in our environment
|
By the end of the
lesson, the learner
should be able to:
-Categorize sources of sounds -Identify sounds from people, animals, and machines -Appreciate diversity of sound sources |
-Identify sounds from pictures -Categorize sounds into people, animals, machines, and natural sounds -Imitate different sounds -Create a sound chart |
How can we group different sounds?
|
Mentor Environmental Activities Learner's Book pg. 88
-Sound category charts -Pictures of sound sources -Digital resources |
-Observation
-Categorization assessment
-Sound imitation
|
|
| 10 | 4 |
Natural Environment
|
Sound - Making sounds from objects
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate ways of making sounds -Create sounds using different objects -Show creativity in sound production |
-Observe pictures of children making sounds -Identify different ways of making sounds -Demonstrate making sounds with objects -Create sounds using classroom objects |
How do we make sounds from objects?
|
Mentor Environmental Activities Learner's Book pg. 89
-Sound-making objects -Pictures of sound sources -Digital resources |
-Observation
-Sound creation assessment
-Practical activities
|
|
| 11 | 1 |
Natural Environment
|
Sound - Making sounds from objects
|
By the end of the
lesson, the learner
should be able to:
-Make sounds by different methods -Identify sound-making techniques -Show creativity in sound exploration |
-Watch videos on creating sounds -Practice making sounds with body parts -Practice making sounds with objects -Imitate sounds heard in videos |
What different ways can you make sounds?
|
Mentor Environmental Activities Learner's Book pg. 90
-Sound-making objects -Video resources -Digital resources Mentor Environmental Activities Learner's Book pg. 91 -Demonstration materials |
-Observation
-Sound creation assessment
-Imitation assessment
|
|
| 11 | 2 |
Natural Environment
|
Sound - Making sounds from objects
|
By the end of the
lesson, the learner
should be able to:
-Identify how specific objects make sounds -Match objects with sound-making methods -Show interest in sound production |
-Match sound-making objects with techniques -Demonstrate how specific objects make sounds -Create sounds using different techniques -Create a sound chart |
How do these specific objects make sounds?
|
Mentor Environmental Activities Learner's Book pg. 92
-Various sound-making objects -Chart materials -Digital resources |
-Observation
-Matching assessment
-Sound demonstration
|
|
| 11 | 3 |
Natural Environment
|
Sound - Sounds that alert us on danger
|
By the end of the
lesson, the learner
should be able to:
-Identify sounds that alert on danger -Explain importance of warning sounds -Show awareness of safety sounds |
-Identify warning sounds from pictures -Discuss sounds that alert us to danger -Imitate warning sounds -Role play responses to warning sounds |
What sounds alert us to danger?
|
Mentor Environmental Activities Learner's Book pg. 93
-Pictures of warning sound sources -Sound clips -Digital resources |
-Observation
-Sound identification
-Role play assessment
|
|
| 11 | 4 |
Natural Environment
|
Sound - Sounds that alert us on danger
|
By the end of the
lesson, the learner
should be able to:
-Explain meaning of warning sounds -Respond appropriately to warning sounds -Show concern for safety |
-Complete sentences about warning sounds -Discuss appropriate responses to warning sounds -Role play reacting to warning sounds -Create safety posters |
What should we do when we hear warning sounds?
|
Mentor Environmental Activities Learner's Book pg. 94
-Warning sound charts -Safety poster materials -Digital resources |
-Observation
-Sentence completion
-Poster assessment
|
|
| 12 | 1 |
Natural Environment
|
Sound - Sounds that alert us on danger
|
By the end of the
lesson, the learner
should be able to:
-Create safety posters about sounds -Communicate safety messages -Value importance of warning sounds |
-Create safety posters about warning sounds -Display posters in classroom -Discuss importance of warning sounds -Share safety ideas with classmates |
How can we use posters to communicate about warning sounds?
|
Mentor Environmental Activities Learner's Book pg. 95
-Poster materials -Display area -Digital resources |
-Observation
-Poster creation
-Oral presentation
|
|
| 12 | 2 |
Natural Environment
|
Sound - Loud Sound
|
By the end of the
lesson, the learner
should be able to:
-Identify sources of loud sounds -Describe reactions to loud sounds -Show awareness of loud sound effects |
-Discuss things that make loud sounds -Identify loud sound sources from pictures -Discuss reactions to loud sounds -Sort sounds into loud and not loud |
What things make loud sounds?
|
Mentor Environmental Activities Learner's Book pg. 96
-Pictures of loud sound sources -Sorting materials -Digital resources |
-Observation
-Sound identification
-Sorting assessment
|
|
| 12 | 3 |
Natural Environment
|
Sound - Loud Sound
|
By the end of the
lesson, the learner
should be able to:
-Identify loud sounds in locality -Create picture collections of loud sounds -Show awareness of local sound environment |
-Identify loud sound sources in locality -Collect pictures of loud sound sources -Create a collage of loud sound sources -Draw objects that produce loud sounds |
What objects in your area make loud sounds?
|
Mentor Environmental Activities Learner's Book pg. 97
-Magazines and newspapers -Scissors and glue -Drawing materials -Digital resources |
-Observation
-Collage assessment
-Drawing assessment
|
|
| 12 | 4 |
Natural Environment
|
Sound - Effects of loud sound
|
By the end of the
lesson, the learner
should be able to:
-Identify effects of loud sounds -Explain how loud sounds can harm -Show concern about loud sound exposure |
-Observe pictures of loud sound sources -Discuss effects of loud sounds on people -Identify feelings when exposed to loud sounds -Role play reactions to loud sounds |
How do you feel when you hear a loud sound?
|
Mentor Environmental Activities Learner's Book pg. 98
-Pictures showing effects of loud sounds -Role play materials -Digital resources |
-Observation
-Oral responses
-Role play assessment
|
|
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