| 1 | 1 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) identify common fungi env ironment | 1. How is fungi important in nature? | - use print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) identify common fungi env ironment | 1. How is fungi important in nature? | - use print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) identify common fungi env ironment | 1. How is fungi important in nature? | - use print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) identify common fungi env ironment | 1. How is fungi important in nature? | - use print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) describe the importance of fungi in | 1. How is fungi important in nature? | - prmt materials to search for Images of common fungi such and share findings with peers, take a walk in the school compound and the adjacent environment to observe and identify different types of fungi, grow moulds on available food materials, observe and share with peers, use print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) describe the importance of fungi in | 1. How is fungi important in nature? | - prmt materials to search for Images of common fungi such and share findings with peers, take a walk in the school compound and the adjacent environment to observe and identify different types of fungi, grow moulds on available food materials, observe and share with peers, use print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) describe the importance of fungi in | 1. How is fungi important in nature? | - prmt materials to search for Images of common fungi such and share findings with peers, take a walk in the school compound and the adjacent environment to observe and identify different types of fungi, grow moulds on available food materials, observe and share with peers, use print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) describe the importance of fungi in | 1. How is fungi important in nature? | - prmt materials to search for Images of common fungi such and share findings with peers, take a walk in the school compound and the adjacent environment to observe and identify different types of fungi, grow moulds on available food materials, observe and share with peers, use print and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy | 1. How is fungi important in nature? | - print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy | 1. How is fungi important in nature? | - print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy | 1. How is fungi important in nature? | - print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy | 1. How is fungi important in nature? | - print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy | 1. How is fungi important in nature? | - print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Living Things and Their Environment | Fungi | By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy | 1. How is fungi important in nature? | - print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Living Things and Their Environment | Invertebrates | By the end of the sub strand, the learner should be able to; a) identify common invertebrates in the environment | 1. Questi s What are the common features of invertebrates ? | - walk around the school compound, observe and identify common Invertebrates, record and share with use print and non-print material to search for information on common invertebrates and share the findings with peers, discuss with peers the safety precautions applied when handling Invertebrates, use print and non-print materials to search for information on general characteristics of invertebrates, explore the school compound and the adjacent environment to identify different invertebrates and their characteristics | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
