GRADE 1 CREATIVE ARTS SCHEMES OF WORK
NAME OF TEACHER………………. SCHOOL………………….. TERM III
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 1 | 1 | PERFORMING AND DISPLAY | Songs
● Action songs, |
Bytheendofthelesson,thelearnershould be able to:
a. Identifyage-appropriateactionsongs. b. Observetheperformanceofaction songs and imitate c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● watchliveorrecordedperformances of age-appropriate action songs and imitate the performances, |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-54 BookmarkCreativeAct. Gr 1 P.B pg. 76-77 |
Checklist
Oralquestions observation |
|
| 2 | Songs
● Action songs, |
Bytheendofthelesson,thelearnershould be able to:
a. Identifyage-appropriateactionsongs. b. Observetheperformanceofaction songs and imitate c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● watchliveorrecordedperformances of age-appropriate action songs and imitate the performances, |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-54 BookmarkCreativeAct. Gr 1 P.B pg. 76-77 |
Checklist
Oralquestions observation |
|||
| 3 | Songs
● Action songs, |
Bytheendofthelesson,thelearnershould be able to:
a. Identifyage-appropriateactionsongs. b. Demonstratetheperformanceof action songs and imitate c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● watchliveorrecordedperformances of age-appropriate action songs and imitate the performances, |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-54 BookmarkCreativeAct. Gr 1 P.B pg. 76-77 |
Checklist
Oralquestions observation |
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| 4 | ● Messageof action songs | Bytheendofthelesson,thelearnershould be able to:
a. describethemessageinanaction song, b. Analyzethepertinentissuesinaction songs. c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● collaboratively listen to or perform action songs based on pertinent issues andtalkaboutthemessageintheaction songs, |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-54 BookmarkCreativeAct. Gr 1 P.B pg. 76-77 |
Checklist
Oralquestions observation |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 5 | ● Messageof action songs | Bytheendofthelesson,thelearnershould be able to:
a. describethemessageinanaction song, b. Analyzethepertinentissuesinaction songs. c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● collaboratively listen to or perform action songs based on pertinent issues andtalkaboutthemessageintheaction songs, |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-54 BookmarkCreativeAct. Gr 1 P.B pg. 76-77 |
Checklist
Oralquestions observation |
|||
| 6 | ● Performance techniques;-accuracy of tune | Bytheendofthelesson,thelearnershould be able to:
a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● singactionsongsinunisonfocusingon performance techniques; |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 |
Checklist
Oralquestions observation |
|||
| 7 | ● Performance techniques;-rhythm, | Bytheendofthelesson,thelearnershould be able to:
a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● singactionsongsinunisonfocusingon performance techniques; |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 |
Checklist
Oralquestions observation |
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| 2 | 1 | -clarityof words, | Bytheendofthelesson,thelearnershould be able to:
a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● singactionsongsinunisonfocusingon performance techniques; |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 |
Checklist
Oralquestions observation |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 2 | -clarityof words, | Bytheendofthelesson,thelearnershould be able to:
a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● singactionsongsinunisonfocusingon performance techniques; |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 |
Checklist
Oralquestions observation |
|||
| 3 | -actions, gestures | Bytheendofthelesson,thelearnershould be able to:
a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● singactionsongsinunisonfocusingon performance techniques; |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 |
Checklist
Oralquestions observation |
|||
| 4 | -actions, gestures | Bytheendofthelesson,thelearnershould be able to:
a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● singactionsongsinunisonfocusingon performance techniques; |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 |
Checklist
Oralquestions observation |
|||
| 5 | – facial expressions. | Bytheendofthelesson,thelearnershould be able to:
a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● singactionsongsinunisonfocusingon performance techniques; |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 54-56 BookmarkCreativeAct. Gr 1 P.B pg. 79-81 |
Checklist
Oralquestions observation |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 6 | -Enjoysinging action songs for self-expression | Bytheendofthelesson,thelearnershould be able to:
a. describetheperformancetechniques used in action songs b. singactionsongsinunisonapplying performance techniques, c. enjoysingingactionsongsforself-expression. |
Thelearnerisguidedto:
● singactionsongsinunisonfocusingon performance techniques; |
Whydowesing with actions? | Charts,flashcards,digital devices
BookmarkCreativeAct. Gr 1 T.G pg. 57 BookmarkCreativeAct. Gr 1 P.B pg. 82 |
Checklist
Oralquestions observation |
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| 7 | Modelling | Identifying itemsmodelledusing the pinch method | Bytheendofthelesson,thelearnershould be able to:
a. identifyitemsmodelledusingthepinch method, b. observepicturesofitemsmodelled using the pinch method. c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● observeactualorvirtualitems modelledusingthepinchmethod, |
Whatitemsinthe Inquiry Corner, are modelled using the pinch method? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 58 BookmarkCreativeAct. Gr 1 P.B pg. 84 |
Oraltest,peer assessment, practicaltests | ||
| 3 | 1 | Identifying itemsmodelledusing the pinch method | Bytheendofthelesson,thelearnershould be able to:
a. identifyitemsmodelledusingthepinch method, b. observepicturesofitemsmodelled using the pinch method. c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● observeactualorvirtualitems modelledusingthepinchmethod, |
Whatitemsinthe Inquiry Corner, are modelled using the pinch method? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 58 BookmarkCreativeAct. Gr 1 P.B pg. 84 |
Oraltest,peer assessment, practicaltests | ||
| 2 | Identifying itemsmodelledusing the pinch method | Bytheendofthelesson,thelearnershould be able to:
a. Definethetermpinch method. b. observepicturesofitemsmodelled using the pinch method. c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● observeactualorvirtualitems modelledusingthepinchmethod, |
Whatitemsinthe Inquiry Corner, are modelled using the pinch method? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 58 BookmarkCreativeAct. Gr 1 P.B pg. 84 |
Oraltest,peer assessment, practicaltests | |||
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 3 | Exploring materialsand tools used in modelling | Bytheendofthelesson,thelearnershould be able to:
a. identifymaterialsandtoolsusedin modelling, b. Observepicturesofitemsusedin modelling c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● collectmaterialsandtoolsforusein the pinch method modelling. |
Whatmaterials and tools are used for modelling? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 84 |
Oraltest,peer assessment, practicaltests | |||
| 4 | Exploring materialsand tools used in modelling | Bytheendofthelesson,thelearnershould be able to:
a. identifymaterialsandtoolsusedin modelling, b. Observepicturesofitemsusedin modelling c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● collectmaterialsandtoolsforusein the pinch method modelling. |
Whatmaterials and tools are used for modelling? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 84 |
Oraltest,peer assessment, practicaltests | |||
| 5 | Collecting materialsand tools used in modelling | Bytheendofthelesson,thelearnershould be able to:
a. identifymaterialsandtoolsusedin modelling, b. collectmaterialsandtoolsusedin pinch modelling. c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● collectmaterialsandtoolsforusein the pinch method modelling. |
Whatmaterials and tools are used for modelling? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 85 |
Oraltest,peer assessment, practicaltests | |||
| 6 | Collecting materialsand tools used in modelling | Bytheendofthelesson,thelearnershould be able to:
a. identifymaterialsandtoolsusedin modelling, b. collectmaterialsandtoolsusedin pinch modelling. c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● collectmaterialsandtoolsforusein the pinch method modelling. |
Whatmaterials and tools are used for modelling? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 85 |
Oraltest,peer assessment, practicaltests |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 7 | Modelling itemsusing the pinch method modelling | Bytheendofthelesson,thelearnershould be able to:
a. identifymaterialsandtoolsusedin modelling, b. modelitemsusingthe pinch method, c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● modelsimpleobjectsusingthepinch method, |
Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 85 |
Oraltest,peer assessment, practicaltests | |||
| 4 | 1 | Modelling itemsusing the pinch method modelling | Bytheendofthelesson,thelearnershould be able to:
a. identifythestepsinvolvedinpinch method modelling b. modelitemsusingthe pinch method, c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● modelsimpleobjectsusingthepinch method, |
Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 85 |
Oraltest,peer assessment,practicaltests | ||
| 2 | Modelling itemsusing the pinch method modelling | Bytheendofthelesson,thelearnershould be able to:
a. identifythestepsinvolvedinpinch method modelling b. modelitemsusingthe pinch method, c. enjoymodellingitemsusingthepinchmethod. |
Thelearnerisguidedto:
● modelsimpleobjectsusingthepinch method, |
Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 59 BookmarkCreativeAct. Gr 1 P.B pg. 85 |
Oraltest,peer assessment, practicaltests | |||
| 3 | Making a simplepinch pot | Bytheendofthelesson,thelearnershould be able to:
a. Describehowtomakeapotusing pinch method. b. modelasimplepinchpot. c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● modelsimplepinchpotusingthepinch method, |
Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 60 BookmarkCreativeAct. Gr 1 P.B pg. 85-86 |
Oraltest,peerassessment, practicaltests | |||
| 4 | Making a simplepinch pot | Bytheendofthelesson,thelearnershould be able to:
a. Describehowtomakeapotusing pinch method. b. modelasimplepinchpot. c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● modelsimplepinchpotusingthepinch method, |
Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 60 BookmarkCreativeAct. Gr 1 P.B pg. 85-86 |
Oraltest,peer assessment, practicaltests |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 5 | Making a simplepinch pot | Bytheendofthelesson,thelearnershould be able to:
a. Describehowtomakeapotusing pinch method. b. modelasimplepinchpot. c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● modelsimplepinchpotusingthepinch method, |
Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 60 BookmarkCreativeAct. Gr 1 P.B pg. 85-86 |
Oraltest,peer assessment, practicaltests | |||
| 6 | Sharingand discussing | Bytheendofthelesson,thelearnershould be able to:
a. identifyitemsmodelledusingthepinch method, b. Displayandtalkaboutotherswork. c. enjoymodellingitemsusingthepinch method. |
Thelearnerisguidedto:
● showcase,talkabout own andothers’ work. |
Whatitemswould you like tomodel? | Visual aids, clay, tools, worksurface,soapand water
BookmarkCreativeAct. Gr 1 T.G pg. 60 BookmarkCreativeAct. Gr 1 P.B pg. 85-86 |
Oraltest,peer assessment, practicaltests | |||
| 7 | Percussion musical instruments | Identifying musical instruments
● Percussion musical instruments: Shakers, |
Bytheendofthelesson,thelearnershould be able to:
a. identify percussion musical instrumentsfromdiverseindigenous Kenyan communities, b. Observepicturesofdifferent percussion instrument. c. appreciate percussion musical instrumentsfromdiverseKenyan cultural communities. |
Thelearnerisguidedto:
● searchforpercussioninstruments from print and electronic media and identify them by name, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 61-62
BookmarkCreativeAct. Gr 1 P.B pg. 88-89 |
Writtentest,oral presentation, observation, checklist | ||
| 5 | 1 | Identifying musical instruments
● Percussion musical instruments: jingles |
Bytheendofthelesson,thelearnershould be able to:
a. identify percussion musical instrumentsfromdiverseindigenous Kenyan communities, b. Observepicturesofdifferent percussion instrument. c. appreciate percussion musical instrumentsfromdiverseKenyan cultural communities. |
Thelearnerisguidedto:
● searchforpercussioninstruments from print and electronic media and identify them by name, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 61-62
BookmarkCreativeAct. Gr 1 P.B pg. 88-89 |
Writtentest,oral presentation, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearningOutcomes | LearningExperiences | KeyInquiry Question(s) | LearningResources | Assessment Methods | Refl |
| 2 | Identifying musical instruments
● Percussion musical instruments: drums. |
Bytheendofthelesson,thelearnershould be able to:
a. identify percussion musical instrumentsfromdiverseindigenous Kenyan communities, b. Observepicturesofdifferent percussion instrument. c. appreciate percussion musical instrumentsfromdiverseKenyan cultural communities. |
Thelearnerisguidedto:
● searchforpercussioninstruments from print and electronic media and identify them by name, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 61-62
BookmarkCreativeAct. Gr 1 P.B pg. 88-89 |
Writtentest,oral presentation, observation, checklist | |||
| 3 | Identifying musical instruments Materials for makingmusical instruments | Bytheendofthelesson,thelearnershouldbe able to:
a. identifymaterialsthatcanbeusedto improvise a percussion instrument. b. Observepicturesofmaterialsusedin improvisingapercussioninstrument. c. appreciate percussion musical instrumentsfromdiverseKenyancultural communities. |
Thelearnerisguidedto:
● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 62
BookmarkCreativeAct. Gr 1 P.B pg. 90 |
Writtentest,oral presentation, observation, checklist | |||
| 4 | Identifying musical instruments Materials for makingmusical instruments | Bytheendofthelesson,thelearnershouldbe able to:
a. identifymaterialsthatcanbeusedto improvise a percussion instrument. b. Observepicturesofmaterialsusedin improvisingapercussioninstrument. c. appreciate percussion musical instrumentsfromdiverseKenyancultural communities. |
Thelearnerisguidedto:
● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 62
BookmarkCreativeAct. Gr 1 P.B pg. 90 |
Writtentest,oral presentation, observation, checklist | |||
| 5 | Collecting Materials for makingmusical instruments | Bytheendofthelesson,thelearnershould be able to:
a. identifymaterialsthatcanbeusedto improvise a percussion instrument. b. Collectmaterialsusedinimprovisinga percussion instrument. c. appreciatepercussionmusical instrumentsfromdiverseKenyan cultural communities. |
Thelearnerisguidedto:
● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 62
BookmarkCreativeAct. Gr 1 P.B pg. 90 |
Writtentest,oral presentation, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 6 | Collecting Materials for makingmusical instruments | Bytheendofthelesson,thelearnershouldbe able to:
a. identifymaterialsthatcanbeusedto improvise a percussion instrument. b. Collectmaterialsusedinimprovisinga percussion instrument. c. appreciatepercussionmusical instrumentsfromdiverseKenyancultural communities. |
Thelearnerisguidedto:
● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, ● display and positively talk about percussion instruments improvised by peersandselfandstorethemforfuture use, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 62
BookmarkCreativeAct. Gr 1 P.B pg. 90 |
Writtentest,oral presentation, observation, checklist | |||
| 7 | Identifying musical instruments
● Improvising a shaker |
Bytheendofthelesson,thelearnershouldbe able to:
a. identifypercussionmusicalinstruments from diverse indigenous Kenyan communities, b. improviseapercussionmusicalinstrument using locally available materials, c. appreciatepercussionmusicalinstruments from diverseKenyan cultural communities. |
Thelearnerisguidedto:
● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, ● display and positively talk about percussion instruments improvised by peersandselfandstorethemforfuture use, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63
BookmarkCreativeAct. Gr 1 P.B pg. 91 |
Writtentest,oral presentation, observation, checklist | |||
| 6 | 1 | Identifying musical instruments
● Improvising a shaker |
Bytheendofthelesson,thelearnershouldbe able to:
a. identifypercussionmusicalinstruments from diverse indigenous Kenyan communities, b. improvise a percussion musical instrumentusinglocallyavailable materials, c. appreciatepercussionmusical instrumentsfromdiverseKenyancultural communities. |
Thelearnerisguidedto:
● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, ● display and positively talk about percussion instruments improvised by peersandselfandstorethemforfuture use, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63
BookmarkCreativeAct. Gr 1 P.B pg. 91 |
Writtentest,oral presentation, observation, checklist | ||
| 2 | Identifying musical instruments
● Improvising a shaker |
Bytheendofthelesson,thelearnershouldbe able to:
a. identifypercussionmusicalinstruments from diverse indigenous Kenyan communities, b. improvise a percussion musical instrumentusinglocallyavailable materials, c. appreciate percussion musical instrumentsfromdiverseKenyancultural communities. |
Thelearnerisguidedto:
● responsibly collect appropriate availablematerialsandimprovisea shaker or jingle, ● display and positively talk about percussion instruments improvised by peersandselfandstorethemforfuture use, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63
BookmarkCreativeAct. Gr 1 P.B pg. 91 |
Writtentest,oral presentation, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 3 | Playinga musical instrument-shaking | Bytheendofthelesson,thelearnershouldbe able to:
a. identifythemethodsofplayinga percussion instrument b. playapercussionmusicalinstrumentfor enjoyment, c. appreciatepercussionmusical instrumentsfromdiverseKenyancultural communities. |
Thelearnerisguidedto:
● visit actual or virtual sites to watchorobservehowpercussion instruments are played, ● practicethemethodsofplaying shakers, jingles and drums, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63
BookmarkCreativeAct. Gr 1 P.B pg. 92 |
Writtentest,oral presentation, observation, checklist | |||
| 4 | Hitting | Bytheendofthelesson,thelearnershouldbe able to:
a. identifythemethodsofplayinga percussion instrument b. playapercussionmusicalinstrumentfor enjoyment, c. appreciate percussion musical instrumentsfromdiverseKenyancultural communities. |
Thelearnerisguidedto:
● visit actual or virtual sites to watchorobservehowpercussion instruments are played, ● practicethemethodsofplaying shakers, jingles and drums, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63
BookmarkCreativeAct. Gr 1 P.B pg. 92 |
Writtentest,oral presentation, observation, checklist | |||
| 5 | Scrapping | Bytheendofthelesson,thelearnershouldbe able to:
a. identifythemethodsofplayinga percussion instrument b. playapercussionmusicalinstrumentfor enjoyment, c. appreciatepercussionmusical instrumentsfromdiverseKenyancultural communities. |
Thelearnerisguidedto:
● visit actual or virtual sites to watchorobservehowpercussion instruments are played, ● practicethemethodsofplaying shakers, jingles and drums, |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 63
BookmarkCreativeAct. Gr 1 P.B pg. 92 |
Writtentest,oral presentation, observation, checklist | |||
| 6 | Playing musical instrument using body movements | Bytheendofthelesson,thelearnershould be able to:
a. identify percussion musical instrumentsfromdiverseindigenous Kenyan communities, b. playapercussionmusicalinstrument for enjoyment, c. appreciate percussion musical instrumentsfromdiverseKenyan cultural communities. |
Thelearnerisguidedto:
● play a percussion musical instrumenttoaccompanysinging. |
1. Why are percussion musical instruments played?
2. How can percussion instrumentsbe improvised? |
Digital device, music room, plastic tins, tin cans, pebbles, seeds BookmarkCreativeAct. Gr 1 T.G pg. 60
BookmarkCreativeAct. Gr 1 P.B pg. 92 |
Writtentest,oral presentation, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 7 | APPRECIATIO N | Musicalsounds (soundsinthe immediate environment-sources of sounds-Birds, | Bytheendofthelesson,thelearnershould be able to:
a. identify sounds in the local environmentforauraldiscrimination, b. Observeorwatchbirdsmaking sounds. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● keenlylistentosounds(birds,humans, animals, objects) within the school environment and identify their sources, |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 64-65
BookmarkCreativeAct. Gr 1 P.B pg. 93-94 |
Oraltests,aural test, written tests, peer assessment | ||
| 7 | 1 | animals, | Bytheendofthelesson,thelearnershould be able to:
a. identify sounds in the local environmentforauraldiscrimination, b. Observeorwatchanimalsmaking sounds. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● keenlylistentosounds(birds,humans, animals, objects) within the school environment and identify their sources, |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 64-65
BookmarkCreativeAct. Gr 1 P.B pg. 93-94 |
Oraltests,aural test, written tests, peer assessment | ||
| 2 | humans | Bytheendofthelesson,thelearnershould be able to:
a. identify sounds in the local environmentforauraldiscrimination, b. Observeorwatchhumansmaking sounds. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● keenlylistentosounds(birds,humans, animals, objects) within the school environment and identify their sources, |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 64-65
BookmarkCreativeAct. Gr 1 P.B pg. 93-94 |
Oraltests,aural test, written tests, peer assessment | |||
| 3 | objects | Bytheendofthelesson,thelearnershould be able to:
a. identify sounds in the local environmentforauraldiscrimination, b. Observeorwatchobjectsmaking sounds. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● keenlylistentosounds(birds,humans, animals, objects) within the school environment and identify their sources, |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 64-65
BookmarkCreativeAct. Gr 1 P.B pg. 93-94 |
Oraltests,aural test, written tests, peer assessment |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 4 | ● Elementsof music:
– Pitch-High or lowsound |
Bytheendofthelesson,thelearnershould be able to:
a. describetheelementsofmusicas used in a song, b. Listentohighandlowsoundsinthe environment. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● identifyhighandlowsounds from the environment, |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 65
BookmarkCreativeAct. Gr 1 P.B pg. 94-95 |
Oraltests,aural test, written tests, peer assessment | |||
| 5 | ● Elementsof music:
– Pitch-High or lowsound |
Bytheendofthelesson,thelearnershould be able to:
a. describetheelementsofmusicas used in a song, b. Listentohighandlowsoundsinthe environment. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● identifyhighandlowsounds from the environment, ● collaboratively listen to live/recordedmusicanddescribe itspitch,usingappropriateterminology such as;high/ low, |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 65
BookmarkCreativeAct. Gr 1 P.B pg. 94-95 |
Oraltests,aural test, written tests, peer assessment | |||
| 6 | ● Elementsof music:
– Volume-Loud orsoftsound, – |
Bytheendofthelesson,thelearnershould be able to:
a. describetheelementsofmusicas used in a song, b. Describethevolumeofasound listened to. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● collaboratively listen to live/recordedmusicanddescribe itsvolumeusingappropriateterminology such as; loud/soft, |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66
BookmarkCreativeAct. Gr 1 P.B pg. 95 |
Oraltests,aural test, written tests, peer assessment | |||
| 7 | ● Elementsof music:
– Volume-Loud orsoftsound, – |
Bytheendofthelesson,thelearnershould be able to:
a. describetheelementsofmusicas used in a song, b. Describethevolumeofasound listened to. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● collaboratively listen to live/recordedmusicanddescribe itsvolumeusingappropriateterminology such as; loud/soft, |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66
BookmarkCreativeAct. Gr 1 P.B pg. 95 |
Oraltests,aural test, written tests, peer assessment |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 8 | 1 | ● Elementsof music:
-Speed Fast/slow sound |
Bytheendofthelesson,thelearnershould be able to:
a. describetheelementsofmusicas used in a song, b. Describethespeedofasound listened to. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● collaboratively listen to live/recordedmusicanddescribe itsspeedusingappropriateterminology such as; fast/slow |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66
BookmarkCreativeAct. Gr 1 P.B pg. 96 |
Oraltests,aural test, written tests, peer assessment | ||
| 2 | ● Elementsofmusic:
-Speed Fast/slow sound |
Bytheendofthelesson,thelearnershould be able to:
a. describetheelementsofmusicas used in a song, b. Describethespeedofasound listened to. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● collaboratively listen to live/recordedmusicanddescribe itsspeedusingappropriateterminology such as; fast/slow |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66
BookmarkCreativeAct. Gr 1 P.B pg. 97 |
Oraltests,aural test, written tests, peer assessment | |||
| 3 | Imitating soundsinthe environment | Bytheendofthelesson,thelearnershould be able to:
a. identify sounds in the local environmentforauraldiscrimination, b. respondtosoundsintheenvironment for self-expression, c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● listentoandrespondimaginativelyto sounds in the environment through; movement, imitation or talking aboutit, |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66
BookmarkCreativeAct. Gr 1 P.B pg. 97 |
Oraltests,aural test, written tests, peer assessment | |||
| 4 | Mood in the song (happy andsad song) | Bytheendofthelesson,thelearnershould be able to:
a. describethemoodofsongsfor emotional expression, b. Talkaboutthemoodexpressedin various songs. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● talkaboutthemoodofselectedpieces of short music either as happy or sad. |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66-67
BookmarkCreativeAct. Gr 1 P.B pg. 97 |
Oraltests,aural test, written tests, peer assessment |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 5 | Mood in the song (happy andsad song) | Bytheendofthelesson,thelearnershould be able to:
a. describethemoodofsongsfor emotional expression, b. Talkaboutthemoodexpressedin various songs. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● talkaboutthemoodofselectedpieces of short music either as happy or sad. |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 66-67
BookmarkCreativeAct. Gr 1 P.B pg. 97 |
Oraltests,aural test, written tests, peer assessment | |||
| 6 | Mood in the song (happy andsad song) | Bytheendofthelesson,thelearnershould be able to:
a. describethemoodofsongsfor emotional expression, b. Talkaboutthemoodexpressedin various songs. c. enjoylisteningtoandtalkingabout music. |
Thelearnerisguidedto:
● talkaboutthemoodofselectedpieces of short music either as happy or sad. |
1 Why is it importantto listen to music?
2.Howdoes listening to musicmake you feel? |
Outside space, digital devices, pictures of animals,birdsandobjects Bookmark Creative Act. Gr 1 T.G pg. 67-68
BookmarkCreativeAct. Gr 1 P.B pg. 98-99 |
Oraltests,aural test, written tests, peer assessment | |||
| 7 | Water safety awareness
● Water dangers ● Montage |
Waterpoints at home | Bytheendofthelesson,thelearnershould be able to:
a. recognizedifferentwaterpoints around the home environment, b. Identifydifferentwaterpointsat home. c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● observepicturesofdifferentwater points at home and share with peers, |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 69 BookmarkCreativeAct. Gr 1 P.B pg. 100 |
Practicaltests, oral presentations, observation, checklist | ||
| 9 | 1 | Waterpoints at home | Bytheendofthelesson,thelearnershould be able to:
a. recognizedifferentwaterpoints around the home environment, b. Identifydifferentwaterpointsat home. c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● observepicturesofdifferentwater points at home and share with peers, |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make amontage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 69 BookmarkCreativeAct. Gr 1 P.B pg. 100 |
Practicaltests, oral presentations, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 2 | Different waterpoints and bodies | Bytheendofthelesson,thelearnershould be able to:
a. recognizedifferentwaterpoints around the home environment, b. talkaboutdifferentwaterpointsand bodies. c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● observepicturesofdifferentwater points at home and share with peers, ● talkabout waterpointsat home, |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 70 BookmarkCreativeAct. Gr 1 P.B pg. 100-101 |
Practicaltests, oral presentations, observation, checklist | |||
| 3 | Different waterpoints and bodies | Bytheendofthelesson,thelearnershould be able to:
a. recognizedifferentwaterpoints around the home environment, b. talkaboutdifferentwaterpointsand bodies. c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● observepicturesofdifferentwater points at home and share with peers, ● talkabout waterpointsat home, |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 70 BookmarkCreativeAct. Gr 1 P.B pg. 100-101 |
Practicaltests, oral presentations, observation, checklist | |||
| 4 | Dangers of waterpoints at home (drowning,) | Bytheendofthelesson,thelearnershould be able to:
a. identifywaterdangersarisingfrom water points at home, b. Observepicturesofdangersatwater points at home. c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● talkaboutthedangersofwaterpoints at home with peers, . |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 70 BookmarkCreativeAct. Gr 1 P.B pg. 101-102 |
Practicaltests, oral presentations, observation, checklist | |||
| 5 | Dangers of waterpoints at home ( injuries) | Bytheendofthelesson,thelearnershould be able to:
a. identifywaterdangersarisingfrom water points at home, b. Observepicturesofdangersatwater points at home. c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● talkaboutthedangersofwaterpoints at home with peers, . |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 70 BookmarkCreativeAct. Gr 1 P.B pg. 101-102 |
Practicaltests, oral presentations, observation, checklist |
| Wk | LSN | strand | Sub-strand | LessonLearning Outcomes | Learning Experiences | KeyInquiryQuestion(s) | Learning Resources | AssessmentMethods | Refl |
| 6 | Dangers of waterpoints at home (death) | Bytheendofthelesson,thelearnershould be able to:
a. identifywaterdangersarisingfrom water points at home, b. Observepicturesofdangersatwater points at home c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● talkaboutthedangersofwaterpoints at home with peers, . |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 70 BookmarkCreativeAct. Gr 1 P.B pg. 101-102 |
Practicaltests, oral presentations, observation, checklist | |||
| 7 | Collecting pictures of water points | Bytheendofthelesson,thelearnershould be able to:
a. identifypicturesofdifferentwater points. b. Collectpicturesofdifferentwater points c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● collectpicturesoffamiliarwater pointsfrommagazines,newspapers among others, |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 71 BookmarkCreativeAct. Gr 1 P.B pg. 102-103 |
Practicaltests, oral presentations, observation, checklist | |||
| ENDYEARASSESSMENT/CLOSING | |||||||||
| Collecting pictures of water points | Bytheendofthelesson,thelearnershould be able to:
a. identifypicturesofdifferentwater points. b. Collectpicturesofdifferentwater points c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● collectpicturesoffamiliarwater pointsfrommagazines,newspapers among others, |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 71 BookmarkCreativeAct. Gr 1 P.B pg. 102-103 |
Practicaltests, oral presentations, observation, checklist | ||||
| Sortingand cutting out pictures | Bytheendofthelesson,thelearnershould be able to:
a. identifypicturesofdifferentwater points. b. Sortandcutpicturesofdifferent water points c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● sortandcut outthepictures, |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 71 BookmarkCreativeAct. Gr 1 P.B pg. 103-104 |
Practicaltests, oral presentations, observation, checklist | ||||
| Sortingand cutting out pictures | Bytheendofthelesson,thelearnershould be able to:
a. identifypicturesofdifferentwaterpoints. b. Sortandcutpicturesofdifferent water points c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● sortandcut outthepictures, |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 71 BookmarkCreativeAct. Gr 1 P.B pg. 103-104 |
Practicaltests, oral presentations, observation, checklist | ||||
| ● Montage | Bytheendofthelesson,thelearnershould be able to:
a. identifyasinginggametoperform, b. makeamontageofwaterpoints around the home environment, c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto:
● stickusinggluesideby sidethe picturesonastiffpapertomakea simple montage, ● performasinginggameaboutthe dangers of water, |
1. Howcanwater points at home be dangerous?
2. Whatmaterials are used to make a montage? |
Digitaldevice,water sources
BookmarkCreativeAct. Gr 1 T.G pg. 71 BookmarkCreativeAct. Gr 1 P.B pg. 104 |
Practicaltests, oral presentations, observation, checklist |
| ● Montage | Bytheendofthelesson,thelearnershould be able to:
a. identifywaterdangersarisingfrom water points at home, b. makeamontageofwaterpoints around the home environment, c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto: | 1.How canwater | Digitaldevice,water | Practicaltests, | |||||
| sources
BookmarkCreativeAct. Gr 1 T.G pg. 71-72 BookmarkCreativeAct. Gr 1 P.B pg. 105-106 |
||||||||||
| pointsat home
be dangerous? 2.Whatmaterials are used to make a montage? |
oral presentations, observation, checklist | |||||||||
| ● show the montage work and talk aboutwaystobesafearoundwater points at homes, | ||||||||||
| ● Montage | Bytheendofthelesson,thelearnershould be able to:
a. identifywaterdangersarisingfrom water points at home, b. narratewaysofapplyingsafety around water points at home c. appreciatewatersafetyathomefor life skills, |
Thelearnerisguidedto: | 1.How canwater | Digitaldevice,water | Practicaltests, | |||||
| sources
BookmarkCreativeAct. Gr 1 T.G pg. 71-72 BookmarkCreativeAct. Gr 1 P.B pg. 105-106 |
||||||||||
| pointsat home
be dangerous? 2.Whatmaterials are used to make a montage? |
oral presentations, observation, checklist | |||||||||
| ● observesafetymeasuresaroundwater points at home by exercising self-discipline. | ||||||||||
| 3-7 | END YEAR ASSESSMENT/C LOSING | |||||||||