1
Strand 1.0
1.0 Environment and its resources
10 Sub-strands79 Lessons
1.1 1.1 Weather 1.1.1 Responding to different weather conditions.
Term 115 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- state different weather conditions
- state ways of responding to different weather conditions
- Respond appropriately to different weather conditions to limit risks to self, others and the environment
- Appreciate differences in weather conditions.
Key Inquiry Questions (KIQs)
- What are the different weather conditions?
- How could we respond to different weather conditions?
Suggested Experiences
- Learners to observe and discuss prevailing weather conditions, as an outdoor activity
- Learners to think, pair and share experiences on how they could respond to different weather conditions (hot, cold, rainy)
- Using pictures, video clips, learners identify ways of responding to various weather conditions
- Learners to perform a skit on ways of responding to various weather conditions
- Learners to read or listen to stories about responding appropriately to adverse weather conditions
- Learners to find out from parents, guardians or community members on how to respond to different weather conditions and report back.
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.2 1.1.2 Recording weather conditions
Term 11 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe weather conditions at different times of the day
- draw weather symbols to represent different weather conditions
- create a weather record using symbols for a period of one week
Key Inquiry Questions (KIQs)
- How is the weather today?
- What symbols are used to record different weather conditions?
- How could we record weather conditions?
Suggested Experiences
- Learners to observe the weather at different times of the day as an outdoor activity
- Learners to describe different weather conditions (sunny, windy, cloudy, calm, rainy)
- Learners identify weather symbols from charts and other learning resources
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.3 1.2 Water 1.2.1 Storing water
Term 110 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- state the importance of storing water at home and school
- identify ways of storing water in the home and school
- store water appropriately in the home and school
- appreciate safe water storage to prevent health risks to self and others.
Key Inquiry Questions (KIQs)
- Why do we store water at home and school?
- How could we store water at home and school?
Suggested Experiences
- Learners to explore and observe various ways of storing water at home and in the school
- In groups, learners to share their experiences on why water is stored at homes and school.
- In groups, learners to share their experiences on how water is stored at homes and school.
- Learners to use video clips, pictures and photographs to identify appropriate ways of storing water at home and school
- Learners to gather more information on ways of storing water in the at home and report back
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.4 1.2.2 Transporting Water
Term 11 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify different ways of transporting water at home and school
- demonstrate suitable ways of carrying small quantities of water at home and school
- appreciate different means of transporting water at home and school.
Key Inquiry Questions (KIQs)
- In groups, learners share experiences on various ways in which water is transported at home and school Using pictures and video clips, learners to identify ways of transporting water Learners read, tell, or listen to stories about transporting water Using age-appropriate containers, learners to carry and store water for personal use Learners to find out how water is transported and stored.?
Suggested Experiences
- Links values: Responsibility
- out from parents how they transport water.
- transporting water.
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.5 1.3 Soil 1.3.1 Exploring soil
Term 115 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- model objects with different types of soil
- determine the soil that makes long smooth ribbons
- appreciate different types of soil in the immediate environment.
Suggested Experiences
- model objects (balls, ribbons, pots) with different types of soils (clay, loam, sand)
- In groups, learners to model soil ribbons using the soil samples provided (clay, loam, sand). Learners to observe to find out which soil samples make smooth long ribbons
- Learners to observe how ball from different soils crumble into small fragments. The balls to be displayed for the class to observe how balls from the different soil samples break up.
- Learners to visit the school neighbourhood to observe or take pictures of different types of soils and their uses (sand for construction, clay for modeling, loam for farming).
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.6 1. 4 Plants 1.4.1 Exploring parts plants
Term 115 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify parts of a plant
- draw different parts of a plant from the immediate environment
- show interest in parts of a plant for learning and enjoyment.
Suggested Experiences
- In a nature walk, learners to explore different plants in the immediate environment. Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants
- Using video clip, pictures and photographs learners to identify different parts of a plant.
- In groups, learners talk about parts of a plant.
- Learners draw or take photographs of parts of a plant.
- Learners are guided to display their work for further learning and peer- assessment.
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recognize animals in the immediate environment
- categorize different animals in the environment
- appreciate different animals in the environment.
Key Inquiry Questions (KIQs)
- What animals are found in the immediate environment?
- How could we categorize animals in the immediate environment?
Suggested Experiences
- In nature walk, learners to observe and identify animals in the environment
- In groups, and referring from appropriate references learners categorize animals using the provided criteria: (domestic/wild, harmful/non- harmful, large/small)
- In groups, learners use papiermache, clay or plasticine to model different animals.
- Learners sing song related to different animals.
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.8 1.6 Safety when handling animals.
Term 21 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify possible dangers when handling animals.
- practice safety measures when handling animals.
- appreciate importance of safety when dealing with animals to avoid risk to self others and the animal
Key Inquiry Questions (KIQs)
- How could we protect ourselves from harm when handling animals?
Suggested Experiences
- Learners to share their experiences on handling animals
- In groups, learners discuss possible dangers that may occur when handling animals
- Learners to watch video clips, pictures or photographs of safe handling of animals
- Learners to observe a demonstrate from a guest speaker on safety when handling of animals
- Learners practice /simulate safe ways of handling animals to avoid harm to self others and the animal.
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.9 Sub-Strand
Term 21 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Learning Outcomes
Key Inquiry Questions (KIQs)
- Key inquiry question(s)?
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.10 1.7 Energy: Light 1.7.1 Sources of light
Term 210 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify different sources of light in the environment
- produce light using different objects for enjoyment
- develop interest in different sources of light energy.
Key Inquiry Questions (KIQs)
- What are the sources of light?
Suggested Experiences
- Learners to identify and name sources of light
- Using relevant pictures and realia, learners to identify sources of light energy (sun, stars, oil lamps, candles, fire flies, electric bulb, torch and fire)
- In groups, learners to discuss different sources of light used in the home
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.