GRADE ONE ENVIRONMENTAL GRADE ONE TERM TWO

WEEK LESSON STRAND SUB-STRAND SPECIFIC LEARNING KEY ENQUIRY LEARNING LEARNING ASSESSMENT REFLECTION
OUTCOMES QUESTIONS EXPERIENCE RESOURC METHOD
ES
1 PREPARATION
2 1 Environment Animals By the end of the sub- What animals are Using stimulus Realia Observation
and its resources Exploring strand, the learner should be found in the materials, learners Charts Oral
animals in the able to: immediate in groups observe Question
immediate a) observe different animals environment? and identify Written
environment. in the immediate different animals Question
environment

2 Environment Animals By the end of the sub- What animals are Using stimulus Realia Observation
and its resources Exploring strand, the learner should be found in the materials, learners Charts Oral
animals in the able to: immediate in groups observe Question
immediate a) observe different animals environment? and identify Written
environment. in the immediate different animals Question
environment

3 Environment Animals By the end of the sub- What animals are Using stimulus Realia Observation
and its resources Exploring strand, the learner should be found in the materials, learners Charts Oral
animals in the able to: immediate in groups draw Question
immediate a) draw different animals in environment? and identify Written
environment. the immediate environment different animals Question

4 Environment Animals By the end of the sub- What animals are Using stimulus Realia Observation
and its resources Exploring strand, the learner should be found in the materials, learners Charts Oral
animals in the able to: immediate in groups name Question
immediate a) Name different animals environment? and identify Written
environment. in the immediate different animals Question
environment

5 Environment Animals By the end of the sub- What animals are Using stimulus Realia Observation
and its resources Exploring strand, the learner should be found in the materials, learners Charts Oral
animals in the able to: immediate in groups describe Question
immediate a) Describe different environment? and explain Written
environment. animals in the immediate different animals Question
environment
3 1 Environment Animals By the end of the sub- What animals are Learners to take a Realia Observation
and its resources Exploring strand, the learner should be found in the nature walk to Charts Oral
animals in the able to: immediate observe diversity Question
immediate a) appreciate diversity of environment? in animals. Written
environment. animals in the immediate Question
environment.

2 Environment Animals By the end of the sub- What animals are Learners to share Realia Observation
and its resources Exploring strand, the learner should be found in the their findings on Charts Oral
animals in the able to: immediate animals that they Question
immediate a) appreciate diversity of environment? observed Written
environment. animals in the immediate Question
environment.

3 Environment Animals By the end of the sub- What animals are Learners listen to Realia Observation
and its resources Exploring strand, the learner should be found in the case stories on Charts Oral
animals in the able to: immediate animals for Question
immediate a) appreciate diversity of environment? enjoyment Written
environment. animals in the immediate Question
environment.

4 Environment Animals By the end of the sub- What animals are Learners listen to Realia Observation
and its resources Exploring strand, the learner should be found in the case stories on Charts Oral
animals in the able to: immediate animals for Question
immediate a) appreciate diversity of environment? enjoyment Written
environment. animals in the immediate Question
environment.

5 Environment Animals By the end of the sub- What animals are Learners to gather Realia Observation
and its resources Exploring strand, the learner should be found in the more information Charts Oral
animals in the able to: immediate on animals from Question
immediate a) appreciate diversity of environment? parents or Written
environment. animals in the immediate guardians. Question
environment.
4 1 Environment Energy By the end of the sub- What produces Learners take a Realia Observation
and its resources strand, the learner should be sounds in the sound walk in the Charts Oral
Producing able to: immediate immediate Question
sounds a) recognize sounds in the environment? environment Written
immediate environment Question

2 Environment Energy By the end of the sub- Realia Observation

and its resources strand, the learner should be How could we Learners think, Charts Oral
Producing able to: produce sounds? pair and share the Question
sounds a) identify ways of sounds they heard Written
producing sounds from Learners to imitate Question
different objects sounds from
humans, animals,
machines or that
which is natural
such as thunder)

3 Environment Energy By the end of the sub- Realia Observation

and its resources strand, the learner should be How could we Learners to Charts Oral
Producing able to: produce sounds? identity ways of Question
sounds a) create sounds from a creating sound Written
variety of sources for using the body, Question
enjoyment objects and voice
(plucking, hitting,
blowing, shaking
snapping, tapping
and clicking)

4 Environment Energy By the end of the sub- Realia Observation

and its resources strand, the learner should be How could we Learners to listen Charts Oral
Producing able to: produce sounds? to different sounds Question
sounds a) develop curiosity in from common Written
producing sounds from instruments using Question
different objects. multimedia
resources.

5 Environment Energy By the end of the sub- Learners to come Realia Observation
and its resources strand, the learner should be What sounds alert up with different Charts Oral
Sounds that able to: on danger? sounds that alert Question
alert us on a) identify sounds that alert us on dangers Written
 dangers us on dangers in the Question
immediate environment

5 1 Environment Energy By the end of the sub- In groups, learners Realia Observation
and its resources strand, the learner should be 1. What sounds to match different Charts Oral
Sounds that able to: alert on danger? sound alerts with Question
alert us on a) discriminate sounds that 2. How could we correct danger Written
dangers alert us on dangers for respond Question
appropriate response appropriately to Organize learners
b) appreciate different various sounds? to practice
sounds that alerts on appropriate
dangers. response to sounds
that alert us on
dangers

Learners to ask
parents or
guardians how to
appropriately
respond to sounds
that alert people
on dangers in the
community

2 Environment By the end of the sub- Realia Observation

and its resources Harmful strand, the learner should be What are the Learners to Charts Oral
effects of loud able to: sources loud explore sources of Question
sounds a) identify sources of loud sounds? loud sound in the Written
sounds in the immediate immediate Question
environment environment

3 Environment By the end of the sub- How could loud Realia Observation
and its resources Harmful strand, the learner should be sound harm us? Learners to be Charts Oral
effects of loud able to: aware of effects of Question
sounds a) recognize harmful effects How could we loud sounds on Written
of loud sound to health and avoid loud sound? their wellbeing Question
safety

4 Environment By the end of the sub- How could loud Realia Observation
and its resources Harmful strand, the learner should be sound harm us? Learners to Charts Oral
 effects of loud able to: identify ways of Question
sounds a) observe practices that How could we avoiding loud Written
limit harmful effects of loud avoid loud sound? sound Question
sounds

5 Environment By the end of the sub- How could we Realia Observation

and its resources Harmful strand, the learner should be avoid loud sound? Learners to recite Charts Oral
effects of loud able to: a poem on limiting Question
sounds a)demonstrate willingness harmful effects of Written
to limit harmful effects of loud sounds. Question
loud sounds to self and
others.

6 1 Social Home By the end of the sub- What things are Learners to Realia Observation
environment Environment strand, the learner should be found in the home? identify and name Charts Oral
able to: things found in the Question
Caring for a) name various things home (utensils and Written
things found found in the home furniture) Question
in the home

2&3 Social Home By the end of the sub- How could we care Learners to Realia Observation
environment Environment strand, the learner should be for things found in identify ways of Charts Oral
able to: the home? caring for things Question
Caring for b) care for things found in found in the home Written
things found the home (cleaning and Question
in the home dusting)

4 Social Home By the end of the sub- How could we care Learners to Realia Observation
environment Environment strand, the learner should be for things found in demonstrate ways Charts Oral
able to: the home? of caring for Question
Caring for a) develop positive attitude things found in the Written
things found towards caring for things in home. Question
in the home the home.

5 Social Home By the end of the sub- Realia Observation

environment Environment strand, the learner should be What makes our Learners find out Charts Oral
able to: home environment what makes the Question
Keeping home dirty? home environment Written
environment a) identify what t makes the 2. How could we dirty Question
 clean home environment dirty keep our home
environment clean?

7 1&2 Social Home By the end of the sub- How could we keep Learners to visit a Realia Observation
environment Environment strand, the learner should be our home nearby home, if Charts Oral
able to: environment clean? possible of an Question
Keeping home a) participate actively in elderly person, Written
environment making the home and clean the Question
clean environment clean home
environment.

3 Social Home By the end of the sub- How could we Learners to Realia Observation
environment Environment strand, the learner should be keep our home demonstrate Charts Oral
able to: environment clean? cleaning of home Question
Keeping home a) demonstrate willingness environment using Written
environment to keep the home relevant cleaning Question
clean environment clean. activities

Learners to visit a
nearby home, if
possible of an
elderly person,
and clean the
home
environment.

4 Social Home By the end of the sub- 1. What are some Learners to listen Realia Observation
environment Environment strand, the learner should be of the possible to case story on Charts Oral
able to: risks in the home? possible risks in Question
Keeping safe a) recognize common risks the home Written
and secure in at home Question
the home

5 Social Home By the end of the sub- How could we Learners to Realia Observation
environment Environment strand, the learner should be keep safe and recognize Charts Oral
able to: secure in the common risks in Question
Keeping safe a) observe safety and home? the home Written
and secure in security in the home Question
the home environment to avoid risk to
self and others
8 1&2 Social Home By the end of the sub- 1. What are some Using supporting Realia Observation
environment Environment strand, the learner should be of the possible stimulus, learners Charts Oral
able to: risks in the home? demonstrate ways Question
Keeping safe of keeping safe Written
and secure in a) demonstrate 2. How could we and secure in the Question
the home responsibility towards own keep safe and home
safety and security in the secure in the
home environment. home? Learners to talk
with parents or
guardians and
report back on
keeping safe and
secure in the
home.

3 Social Home By the end of the sub- Using stimulus Realia Observation
environment Environment strand, the learner should be 1.What are the materials, learners Charts Oral
able to: rights of a child in to identify child Question
Child Rights a) identify Child Rights in the family? rights in the Written
and the family family (right to a Question
responsibilitie name, nutrition,
s in the shelter, schooling
family. and play)

4&5 Social Home By the end of the sub- 2. What are the Using stimulus Realia Observation
environment Environment strand, the learner should be responsibilities of a materials, learners Charts Oral
able to: child in the family? to identify Question
Child Rights a) demonstrate responsibilities of Written
and responsibilities of a child in a child in the Question
responsibilitie the family family
s in the
family.

9 1 Social Home By the end of the sub- What are the In groups, learners Realia Observation
environment Environment strand, the learner should be responsibilities of a to complete a Charts Oral
able to: child in the family? postcard on Question
Child Rights a) develop a sense of responsibilities of Written
and responsibility for family a child in the Question
responsibilitie social cohesion. family.
s in the
 family.

2 Social Home By the end of the sub- Using probing Realia Observation
environment Environment strand, the learner should be What are basic questions learners Charts Oral
able to: family needs? to state some of Question
Meeting a) Recognize basic needs in the basic family Written
family needs. the family needs (food, water Question
and shelter)
Learners to fill
printable age
appropriate forms
on basic family
needs

3&4 Social Home By the end of the sub- Using age Realia Observation
environment Environment strand, the learner should be How could parents appropriate Charts Oral
able to: or guardians meet stimulus materials, Question
Meeting basic family needs? learners to identify Written
family needs. a) identify ways in which how parents or Question
parents or guardians meets guardians meet
basic family needs basic family needs
(farming,
employment and
business)

5 Social Home By the end of the sub- Realia Observation

environment Environment strand, the learner should be How could parents Learners to sing Charts Oral
able to: or guardians meet songs and recite Question
Meeting a) appreciate the efforts of basic family needs? poems or rhymes Written
family needs. parents or guardians in on how parents or Question
meeting family needs. guardians meet
basic family
needs.

10 1&2 Social Enterprise By the end of the sub- How could the Learners are Realia Observation
environment projects strand, the learner should be family make guided through Charts Oral
able to: money rightfully? probing questions Question
Ways of a) identify ways of making to identify how Written
making money rightfully in the families make Question
money in the family money
 family
3&4 Social Enterprise By the end of the sub- How could the Learners are Realia Observation
environment projects strand, the learner should be family make guided through Charts Oral
able to: money rightfully? probing questions Question
Ways of a) identify ways of making to identify how Written
making money rightfully in the families make Question
money in the family money
family
5 Social Enterprise By the end of the sub- How could the In groups, learners Realia Observation
environment projects strand, the learner should be family make to discuss rightful Charts Oral
able to: money rightfully? ways of making Question
Ways of a) identify ways of making money. Written
making money rightfully in the Question
money in the family
family
11 1&2 Social Enterprise By the end of the sub- How could the In groups, learners Realia Observation
environment projects strand, the learner should be family make to discuss rightful Charts Oral
able to: money rightfully? ways of making Question
Ways of a)demonstrate awareness of money. Written
making rightful ways of making Question
money in the money to promote good
family citizenship

3&4 Social Enterprise By the end of the sub- How could the Using case stories, Realia Observation
environment projects strand, the learner should be family make learners to identify Charts Oral
able to: money rightfully? different ways of Question
Ways of a)demonstrate awareness of making money Written
making rightful ways of making rightfully Question
money in the money to promote good
family citizenship

5 Social Enterprise By the end of the sub- How could the Using case stories, Realia Observation
environment projects strand, the learner should be family make learners to identify Charts Oral
able to: money rightfully? different ways of Question
Ways of a)demonstrate awareness of making money Written
making rightful ways of making rightfully Question
money in the money to promote good
family citizenship

12 1&2 Social Enterprise By the end of the sub- How could the Realia Observation
 environment projects strand, the learner should be family make Learners to find Charts Oral
able to: money rightfully? out more from Question
Ways of a)appreciate genuine ways parents or Written
making of making money as good guardians on Question
money in the citizens. rightful ways of
earning money
family

3&4 Social Enterprise By the end of the sub- How could the Realia Observation
environment projects strand, the learner should be family make Learners to find Charts Oral
able to: money rightfully? out more from Question
Ways of a)appreciate genuine ways parents or Written
making of making money as good guardians on Question
money in the citizens. rightful ways of
family earning money

5 Social Enterprise By the end of the sub- How could the Realia Observation
environment projects strand, the learner should be family make Learners to find Charts Oral
able to: money rightfully? out more from Question
Ways of a)appreciate genuine ways parents or Written
making of making money as good guardians on Question
money in the citizens. rightful ways of
family earning money

13 & C.A.T
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