| 1 | 1 | Living Things and Environment | Sub-strand 14 | - | 1. How are plants classified? | - use print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Living Things and Environment | Sub-strand 14 | - | 1. How are plants classified? | - use print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Living Things and Environment | Sub-strand 14 | - | 1. How are plants classified? | - pnnt materials to search for images of flowering and non-flowering plants and share | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Living Things and Environment | Sub-strand 14 | - | 1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in? | - take a walk in their locality to observe, identify and categorise plants into flowering and nonflowering, draw a flower and label parts, discuss functions ofparts of a flower and share with peers, discuss the importance Of flowers in nature with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Living Things and Environment | Sub-strand 14 | - | 1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in? | - take a walk in their locality to observe, identify and categorise plants into flowering and nonflowering, draw a flower and label parts, discuss functions ofparts of a flower and share with peers, discuss the importance Of flowers in nature with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Living Things and Environment | Sub-strand 14 | - | 1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in? | - use digital applications to draw, paint and label flowers. Note: Learners are guided on precautions to take when handling plants as they study flowering and nonoweri lants_ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Living Things and Environment | Sub-strand 14 | - | 1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in? | - use digital applications to draw, paint and label flowers. Note: Learners are guided on precautions to take when handling plants as they study flowering and nonoweri lants_ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Living Things and Environment | Sub-strand 14 | - | 1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in? | - use digital applications to draw, paint and label flowers. Note: Learners are guided on precautions to take when handling plants as they study flowering and nonoweri lants_ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Living Things and Environment | Sub-strand 14 | - | 1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in? | - use digital applications to draw, paint and label flowers. Note: Learners are guided on precautions to take when handling plants as they study flowering and nonoweri lants_ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Living Things and Their Environment | Sub-strand 16 | By the end of the sub strand, the learner should be able to; a) describe general characteristics of vertebrates | 1. What are the key features of vertebrates ? | - Learners is guided to: | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Living Things and Their Environment | Sub-strand 16 | By the end of the sub strand, the learner should be able to; a) describe general characteristics of vertebrates | 1. What are the key features of vertebrates ? | - Learners is guided to: | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Living Things and Their Environment | Sub-strand 16 | By the end of the sub strand, the learner should be able to; a) classify vertebrates into their main | 1. What are the key features of vertebrates ? | - search for information from print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Living Things and Their Environment | Sub-strand 16 | By the end of the sub strand, the learner should be able to; a) classify vertebrates into their main | 1. What are the key features of vertebrates ? | - print material on the general characteristics of vertebrates and share with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Living Things and Their Environment | Sub-strand 16 | By the end of the sub strand, the learner should be able to; a) appreciate the importance of vertebrates in the environment | 1. What are the key features of vertebrates ? | - print material on the general characteristics of vertebrates and share with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Living Things and Their Environment | Sub-strand 16 | By the end of the sub strand, the learner should be able to; a) appreciate the importance of vertebrates in the environment | 1. What are the key features of vertebrates ? | - explore the school compound and adjacent environment to observe and identify characteristics of vertebrates, discuss with peers the characteristics Of different groups of vertebrates, study their main characteristics. Note: The learners are guided to observe safety precautions when handling different animals. Project: making a portfolio of different cate ories of vertebrates in their locali | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
