KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

LOWER PRIMARY SCHOOL

CURRICULUM DESIGN FOR ENVIRONMENTAL ACTIVITIES GRADE 2

JANUARY 2024
 First Published in 2017

Revised 2024

All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

ii
TABLE OF CONTENTS

LESSON ALLOCATION AT LOWER PRIMARY ........................................................................................................................................... iv

NATIONAL GOALS OF EDUCATION ............................................................................................................................................................. v
LEVEL LEARNING OUTCOMES.................................................................................................................................................................... vii
ESSENCE STATEMENT ................................................................................................................................................................................. viii
GENERAL LEARNING OUTCOMES............................................................................................................................................................... ix
SUMMARY OF STRANDS AND SUB STRANDS ........................................................................................................................................... x
1.0 SOCIAL ENVIRONMENT ........................................................................................................................................................................... 1
2.0 NATURAL ENVIRONMENT .................................................................................................................................................................... 18
3.0 NATURAL ENVIRONMENT .................................................................................................................................................................... 26
APPENDIX I ..................................................................................................................................................................................................... 33
COMMUNITY SERVE LEARNING AT LOWER PRIMARY..................................................................................................... 33
APPENDIX II .................................................................................................................................................................................. 35
SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES ........................ 35

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LESSON ALLOCATION AT LOWER PRIMARY
S/No Learning Area Number of Lessons
1. Indigenous Language Activities 2
2. Kiswahili Language Activities / Kenya Sign Language Activities 4
3. English Language Activities 5
4. Mathematical Activities 5
5. Religious Education Activities 3
6. Environmental Activities 4
7. Creative Activities 7
8. Pastoral/Religious Instruction Programme 1
Total 31

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NATIONAL GOALS OF EDUCATION

1. Foster nationalism, patriotism, and promote national unity

Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education
should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect for
harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.

a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national development.

b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy. This
should translate into high standards of living for every individual.

c) Technological and Industrial Needs

Education should provide the learner with necessary competences for technological and industrial development in tandem with
changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s
interests, talents and character for positive contribution to the society.

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4 Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing a
self-disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also provide the
learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and
respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to respect,
appreciate and participate in the opportunities within the international community. Education should also facilitate the learner to
operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this
membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal welfare for sustainable development.

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LEVEL LEARNING OUTCOMES
By the end of Primary Education, the learner should be able to:
a) Communicate appropriately using verbal and or non-verbal modes in a variety of contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life
c) Demonstrate social skills, moral and religious values for positive contribution to society
d) Develop one’s interests and talents for personal fulfilment
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development
g) Acquire digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich, diverse cultural heritage for harmonious living

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ESSENCE STATEMENT
Environmental Activities is an integrated learning area comprising both environmental, hygiene and nutrition concepts. The
learning area builds on knowledge, skills, attitudes and values developed in Environmental Activities Grade 1. Skills of
observation, identification, classification, manipulation, recording, interpretation, prediction, environmental conservation,
intrapersonal and interpersonal skills are further developed. Experiential learning will be utilised to enable the learner explore
the environment through hands-on activities for learning and enjoyment. This will enable the learner to develop a sense of
connection and appreciation to the immediate natural environment and its cultural diversity in the endeavour to nurture an
engaged and environmentally aware citizen. The competencies acquired will be up-scaled in upper grades through concepts in
related learning areas.

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GENERAL LEARNING OUTCOMES
By the end of Grade 2, the learner should be able to:
a) acquire appropriate practical skills and values for problem solving in conserving the environment
b) communicate appropriate messages for conserving the environment
c) demonstrate appropriate values, attitudes and practices for sustainable interactions
d) explore the natural resources in the immediate environment for learning and enjoyment
e) practise proper hygiene and good health habits to promote the well-being of self, others and the environment
f) apply acquired competences in solving environmental challenges for sustainable development
g) participate in community service learning to promote environmental and social well-being
h) observe safety precautions to limit risks to self and others while exploring the environment
i) appreciate the country’s rich and diverse cultural heritage for harmonious living in the community

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SUMMARY OF STRANDS AND SUB STRANDS
Strands Sub Strands
1.0 SOCIAL ENVIRONMENT 1.1 Our Home
1.2 Family Needs and Wants
1.3 Our School
1.4 Our National Flag
1.5 Our Rights and Responsibilities
1.6 Our Market
2.0 NATURAL ENVIRONMENT 2.1 Weather
2.2 Soil
2.3 Light
3.0 RESOURCES IN OUR ENVIRONMENT 3.1 Water
3.2 Plants
3.3 Animals

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1.0 SOCIAL ENVIRONMENT
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key Inquiry
Experiences Question(s)
1.0 Social 1.1 Our Home By the end of the Sub Strand, the The learner is guided to: 1. How can we keep
Environment (16 lessons) learner should be able to: ● think, pair and share our home clean?
a) differentiate between information on 2. Why should we
personal and common personal items (combs, keep the home
items used at home, toothbrush, face towel, environment
b) identify materials used for handkerchief, socks clean?
cleaning personal and and shoes, towel, nail
cutter, cotton buds)
common items at home,
and common items
c) clean personal and
(cups, plates, spoons,
common items using bowls, jug) found at
locally available materials, home,
d) advocate for a clean home ● draw and colour
environment for self and personal and common
others’ well-being. items used at home and
display them in class
(combs, toothbrush,
face towel,
handkerchief, socks
and shoes, towel, nail
cutter, cotton buds,
cups, plates, spoons,
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 bowls, jug),
● recite poems or sing
songs on personal
items,
● match personal and
common items at home
with their uses,
● sort and group personal
and common items
found at home
according to their uses,
● observe pictures or
animations of different
materials used for
cleaning personal and
common items
(assorted cleaning
agents, basin, brush,
sponge, assorted
scourers, sisal fibre,
ash, piece of cloth,
assorted cleaning
agents),
● enhance innovative
thinking in
improvising cleaning
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 materials using locally
available resources,
● watch video clips or
demonstrations from a
resource person on
cleaning personal and
common items found
at home,
● use water sparingly to
clean personal items
(handkerchief,
innerwear, socks, tooth
brush, combs) and dry
them in the sun,
● enhance self-drive
when cleaning utensils
(cup, plate, spoon,
bowls, jug) using
suitable soap and soft
material (cloth, sisal,
knitted/crocheted
pads),
● observe safety and
hygiene after handling
● waste materials to
avoid communicable
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 diseases,
● sort and appropriately
dispose of waste after
cleaning personal and
common items.
Core Competency to be developed:
Critical Thinking and Problem Solving: Learner enhances innovative thinking in improvising cleaning materials using locally
available resources.
Values:
Responsibility: Learner enhances self-drive when cleaning utensils at home.
Pertinent and Contemporary Issues:
Learner observes safety and hygiene when washing hands after handling waste materials to avoid communicable diseases.
Link to other Learning Areas:
The skill of sorting draws knowledge learnt in pre-number in Mathematics Activities.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry Question(s)
1.0 Social 1.2 Family By the end of the Sub Strand, the The learner is guided to: How can we meet our
Environment Needs and learner should be able to: ● observe pictures and family needs?
Wants a) identify places within the photographs of different
locality where family needs places where family
(8 lessons) are met, needs are met (farm,
b) classify family needs and grazing places, sources
wants for financial literacy of water, hospital,
market/shopping
awareness,
centres),
c) prioritise family needs over
● draw and colour places
family wants, where family needs are
d) acknowledge different met,
ways of meeting family ● match places or facilities
needs. within the locality where
family needs are met,
● sort and group pictures of
goods and services into
family needs and wants,
● develop family life skills
when sorting and
grouping pictures of
goods and services into
family needs and wants,
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 ● watch video clips/listen
to a resource person on
different ways of meeting
family needs,
● draw and colour different
family needs and wants,
● observe video clips and
pictures of different
meals taken at different
times of the day,
● keep a daily record of
meals eaten at home or
school for one week,
● sort and group different
food items into meals and
snacks,
● draw and colour different
foods that make a
balanced diet in groups,
● portray a caring attitude
when playing a game of
picking out flash
cards/paper
cuttings/pictures that
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 show family needs.
Core Competency to be developed:
Citizenship: Learner develops family life skills when sorting and grouping pictures of goods and services into needs and wants.
Values:
Love: Learner portrays a caring attitude when playing games of picking out flash cards/paper cuttings/pictures that show family
needs in groups.
Pertinent and Contemporary Issues:
Life Skills: Learner develops tolerance when watching video clips of different ways of meeting family needs.
Link to other Learning Areas:
Sorting and grouping pictures of goods and services into family needs and wants relates to the skill of counting, sorting and
grouping in number activities.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
1.0 Social 1.3 Our School By the end of Sub Strand, the The learner is guided to: How can you keep the
Environment learner should be able to: ● use video clips or pictures school environment
(8 lessons) a) name ways of keeping the to find out how to keep the safe?
school environment school environment clean,
clean, ● develop the skill of
b) identify common knowing the school by
accidents at school, walking around the school
compound to find out
c) clean the school
dangerous places and items
environment for the
(fire places, sharp objects,
wellbeing of self and slippery floors, open pits,
others, plastic bags),
d) advocate for a clean and ● take pictures, draw or write
safe school environment. down dangerous places and
items in school,
● enhance cooperation when
cleaning the school
environment, (sweeping,
disposing of waste,
mopping the floor, wiping
the windows and furniture)
in groups,
● recite poems or sing songs
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 about a clean school
environment in groups,
● role play ways of giving
first aid to common
accidents in school
(suffocation, falls, burns,
cuts, choking),
● sort paper waste and
recycle to make papier-
mâché art.
Core Competency to be developed:
Self Efficacy: Learner develops the skill of knowing the school by walking around the school compound to find out dangerous
places and items.
Values:
Unity: Learner enhances cooperation when cleaning the school environment in groups.
Pertinent and Contemporary issues:
Social Economic Issues: Learner develops disaster risk reduction when role playing ways of giving first aid to common
accidents in school.

Link to other Learning Areas:

Paper waste recycling relates to concepts of making papier-mâché in Creative Arts.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key Inquiry
Experiences Question(s)
1.0 Social 1.4 Our By the end of the Sub Strand, the The learner is guided to: How can you show
Environment National Flag learner should be able to: ● watch videos or respect for the Kenya
a) identify colours of the observe pictures with National flag?
(8 lessons) Kenya National flag, colours of the Kenya
b) name events in which National flag in
Kenya National Anthem is groups,
sung, ● draw and colour the
national flag in pairs,
c) conduct raising and
● enhance loyalty when
lowering of the Kenya
rehearsing and singing
National flag with the national anthem,
etiquette, ● develop active
d) appreciate the importance community skills when
of the National Anthem. role playing the
expected behaviour
(stand at attention,
silence, removing
hats/caps, facing the
flag as a sign of
respect) when raising
and lowering the
National Flag,
● watch and listen audio-
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 visual clips or read
print media to identify
occasions when the
Kenya National
Anthem is sung,
● find out from parents
or guardians the
importance of the
National Anthem of
Kenya.
Core Competency to be developed:
Citizenship: Learner develops active community skills when observing the expected behaviour related to the National Flag and
National Anthem.
Values:
Patriotism: Learner enhances loyalty when singing the National Anthem.
Pertinent and Contemporary Issues:
Citizenship: Learner enhances social cohesion and nationalism when singing the Kenya National Anthem.
Link to other Learning Areas:
The National flag can be used when learning colours in creative arts.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
1.0 Social 1.5 Our Rights By the end of the Sub Strand, The learner is guided to: Why are child rights
Environment and the learner should be able to: ● share expectations and and responsibilities
Responsibilities a) outline Child Rights experiences with peers on important at home
and Responsibilities at Child Rights and and school?
(6 lessons) home and in the school, Responsibilities using age
b) carry out appropriate stories (parental
responsibilities of a care, health care, protection
from exploitation and
child at home and in
cruelty),
school,
● listen to a resource person on
c) appreciate child rights Child Rights and
and responsibilities for responsibilities in a home or
attainment of social school.
justice. ● use multimedia resources to
explore responsibilities of
children at home and in
school (keeping peace,
caring for one another,
respect, keeping the
environment clean, caring
for home and school
property),
● develop teamwork when role

12
 playing responsibilities of
children in school,
● enhance social equity when
performing age appropriate
responsibilities at school.
Core Competency to be developed:
Communication and Collaboration: Learner develops teamwork when role playing responsibilities of children in school
Values:
Social Justice: Learner enhances equity when performing age appropriate responsibilities at school.

Pertinent and Contemporary Issues:

Citizenship: Learner enhances child rights awareness when sharing own expectations, experiences, duties and responsibilities at
home or school.
Link to other Learning Areas:
Listening to a resource person on Child Rights and Responsibilities relates to active listening and speaking in Language
Activities.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key Inquiry
Experiences Question(s)
1.0 Social 1.6 Our By the end of Sub Strand, the The learner is guide to: How can you locate your
Environment Market learner should be able to: ● think, pair and share local market?
a) identify physical features physical features on
on the way to the market, the way to the market,
(8 lessons) b) locate the market using ● find out from a parent
physical features, or guardian some of
c) identify activities that take the main physical
place in the market, features found on the
d) value things and people way to the local
found in the market. market,
● draw and colour
physical features
(rivers, bridges,
buildings, worship
places) found on the
way to the local
market,
● model main physical
features found on the
way to the local
market,
● watch video clips,
observe pictures or

14
 listen to a resource
person or an audio
clips on activities that
take place in the
market,
OR
visit the nearest market
to find out activities
that take place (buying,
selling, packaging,
honest and fair
negotiation),
● enhance honest and
fair negotiations when
role playing buying
and selling activities,
● recognise
interdependence and
connections of people
found in the market,
● make a shop corner
using locally available
materials in groups.
Core Competency to be developed:
Citizenship: Learner recognises interdependence and connections of people found in the market.

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Values:
Integrity: Learner enhances honest and fair negotiations when role playing on buying and selling.
Pertinent and Contemporary Issues:
 Citizenship: Learner enhances acknowledgement for self and others when interacting with people found in the market.
 Financial Literacy: Learner develops spending skills when visiting the nearest market to find out activities that take
place.
Link to other Learning Areas:
Buying and selling in the market can be used to learn the concept of money Mathematics Activities.

Assessment Rubric
Level Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Indicator
Ability to locate local Locates local market Locates local market Locates local market by Locates local
market using physical using precise using physical mentioning main physical market using a
features description of all features (ALL) features (2-3) single physical
physical features feature with
prompts
Ability to describe Models activities that Describes activities Mentions activities that Names common
activities that take place in take place in the that take places in the takes place in the market activities that takes
the market market market place in the market
when prompted
Ability to carry out Carries out Carries out Carries out responsibilities Attempts to carry
responsibilities of a child responsibilities of a responsibilities of a of a child both at home and out responsibilities
16
at home and in school child both at home child both at home in school with reminders of a child at home
and in school and in school and in school with
effortlessly prompts
Ability to conduct raising Leads peers in Conducts the raising Conducts the raising and Conducts the raising
and lowering of the Kenya conducting the raising and lowering of the lowering of the Kenya and lowering of the
National flag with and lowering of the Kenya National flag National flag with etiquette Kenya National flag
etiquette, Kenya National flag with etiquette with prompts with constant
with etiquette reminders for
etiquette

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2.0 NATURAL ENVIRONMENT
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key Inquiry
Experiences Question(s)
2.0 Natural 2.1 Weather By the end of the Sub Strand, the The learner is guided to: Why do we need to
Environment learner should be able to: ● discuss weather predict weather?
a) identify weather conditions conditions at different
(12 lessons) at different times of the times of the day in
day, groups,
b) create a weather record, ● draw weather symbols
using weather symbols, to represent different
c) predict weather conditions weather conditions and
at different times of the display them in class,
day, ● observe and record
d) develop curiosity in prevailing weather
weather conditions conditions as an
experienced in the locality. outdoor activity in
collaboration with
peers,
● create a weather record
using weather symbols
for a period of one
week in groups,
● play relevant and
educative computer
games on weather
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 conditions,
● observe pictures, video
clips to identify ways
of responding to
various weather
conditions,
● role play on ways of
responding to various
weather conditions,
● practice using weather
symbols to interpret
weather conditions at
different times of the
day,
● develop effective
communication skills
when participating in a
class contest, on
narrating weather
occurrences for a past
week from weather
chart recording.
Core Competency to be developed:
Digital literacy: Learner interacts with digital technology when playing relevant and educative computer games on weather
conditions.

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Values:
● Unity: Learner develops cooperation when observing and recording prevailing weather conditions as an outdoor activity.
● Integrity: Learner develops honesty when observing and recording weather conditions over a period of one week.

Pertinent and Contemporary Issues:

● Life Skills: Learner develops effective communication skills when participating in a class contest, on narrating weather
occurrences for a past week from weather chart recording.
● Learner Support Programs: Learner develops career guidance skills when creating a weather record using weather
symbols for a period of one week in groups.
Link to other learning areas:
Drawing weather symbols relates to the skill of drawing and colouring in Creative Activities.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
2.0 Natural 2.2 Soil By the end of the sub- The learner is guided to: How can you identify
Environment (8 lessons) strand the learner should be ● develop the skill of learning different types of soil
able to: independently when modelling in our environment?
a) identify types of soil ribbons using soil samples
soil found in the (clay, loam, sand),
locality, ● observe modelled ribbons to find
b) classify types of out which soil sample makes
soil in the locality, smooth long ribbons (use realia or
c) appreciate different digital devices as applicable),
types of soil in the ● develop cooperation skills when
immediate modelling objects (balls, ribbons,
environment. pots) with different types of soil
(clay, loam, sand) in groups,
● clean working area and wash
hands with soap and clean water
after handling soil,
● classify the types of soil
depending on the length of ribbons
made, size of particles and texture,
● walk within the school compound
or visit the school neighbourhood
to observe (see, touch, feel) type(s)
of soil and share parents or
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 guardians
● make paper cuttings or pictures of
different types of soil and create a
portfolio.
Core Competency to be developed:
Learning to learn: Learner develop the skill of learning independently when modelling soil ribbons using soil samples (clay,
loam, sand) and finding out the soil sample that makes smooth long ribbons.
Values:
Unity: learners develop cooperation skills when modelling objects (balls, ribbons, pots) with different types of soil(clay loam,
sand) in groups
Pertinent and Contemporary Issues:
Health promotion issues: Learner develops preventive health skills when cleaning working areas and hands with soap and
water after handling soil to prevent communicable diseases.

Link to other Learning Areas:

Modelling objects using different types of soil draws knowledge in modelling technique in Creative Activities.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry Question(s)
2.0 Natural 2.3 Light By the end of the Sub Strand, the Learners are guided as to: 1. How can we
Environment learner should be able to: ● observe pictures and conserve light
a) identify different sources photographs of different energy in our
(12 lessons) of light in the environment, sources of light in the environment?
b) manipulate objects to form environment in groups, 2. Why should
shadows in the presence of ● develop cooperation we conserve
light for enjoyment, skills when manipulating light energy in
c) describe ways of objects (opaque our
conserving light for materials) to form environment?
sustainable supply of light shadows in the presence
energy, of light for enjoyment in
d) appreciate different sources groups,
of light in the environment. ● practice switching off
lights when not in use
and during day time
(when natural light can
be used)
● create light conservation
messages to promote
awareness at home and
school,
● develop writing skills
when making posters

23
 with simple messages on
conservation of light to
create awareness in
groups,
● type messages on
conservation of light
using digital devices,
● recite poems or sing
songs on conservation of
light energy.
Core Competency to be developed:
Communication and Collaboration: Learner develops writing skills when making posters with simple messages on
conservation of light to create awareness.
Values:
Unity: Learner develops cooperation skills when manipulating objects to form shadows in the presence of light for enjoyment in
groups.
Pertinent and Contemporary Issues:
Social Economic Issues: Learner develops financial skills when making posters with simple messages on conservation of light
to create awareness.
Link to other Learning Areas:
Posters on energy conservation relates to writing skills in Language Activities.

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Assessment Rubric
Level Exceeds Expectation Meets Expectation Approaches Below Expectation
Indicator Expectation
Ability to identify the Identifies the Identifies the Partly identifies the Partly identifies the
importance of taking importance of taking importance of taking importance of taking importance of taking
balanced diet for balanced diet for balanced diet for balanced diet for balanced diet for
healthy living healthy living healthy living healthy living healthy living when
exhaustively given cues
Ability to describe Describes ways of Describes ways of Describes ways of Describes ways of
ways of conserving conserving light from conserving light for conserving light for conserving light for
light for sustainable various sources for sustainable supply of sustainable supply of sustainable supply of
supply of light energy sustainable supply of light energy light energy light energy when
light energy given hints
Ability to classify Classifies needs and Classifies needs and Classifies needs and Classifies needs or
needs and wants for wants for financial wants for financial wants for financial wants for financial
financial literacy literacy awareness with literacy awareness literacy awareness with literacy awareness with
awareness exactness minimal errors many errors
Ability to clean Cleans personal items Cleans personal items Cleans personal items Cleans personal items
personal items to to promote cleanliness to promote cleanliness to promote cleanliness to promote cleanliness
promote cleanliness for for self, most for self for self, less thoroughly for self, less thoroughly
self thoroughly with prompts

25
3.0 NATURAL ENVIRONMENT
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key Inquiry
Experiences Question(s)
3.0 Natural 3.1 Water By the end of the Sub Strand, the The learner is guided to: Why do we store water at
Environment learner should be able to: ● explore various ways home and in school?
(12 lessons) a) identify ways of storing of storing water at
water at home and school, home and school,
b) conserve water at home ● draw items used to
and school for future use, store water at home
c) state the importance of and school (tanks,
keeping water safe for drums, pots),
human and animal use, ● find out ways of
d) appreciate safe water storing water at home
storage to prevent health and share with peers,
risk to self and others. ● enhance hard work
skill when storing
water in bottles and
water cans (500mls - 5
litre containers) for
future use at home and
school,
● watch video clips,
pictures and
photographs on
appropriate ways of
26
 storing water at home
and school,
● share experiences on
why water is stored at
home and school,
● develop teamwork
when making visits in
the neighbourhood to
identify different ways
of storing water in
groups.
Core Competency to be developed:
Communication and collaboration: Learner develops teamwork when walking around the neighbourhood to identify different
ways of storing water in groups.
Values:
● Social Justice: Learner enhances cooperation when making visits in the neighbourhood to identify different ways of
storing water in groups.
● Responsibility: Learner enhances hard work skills when storing water in bottles and water cans (500mls - 5 litre
containers) for future use at home and school.
Pertinent and Contemporary Issues:
Health Promotion Issues: Learner develops preventive health when storing water appropriately at home and school to prevent
communicable diseases.
Link to other Learning Areas:
Drawing items used to store water relates to the skill of drawing and colouring in Creative Activities.

27
Strand Sub Strand, Specific Learning Outcomes Suggested Learning Suggested Key Inquiry
Experiences Question(s)
3.0 Natural 3.2 Plants By the end of the Sub Strand, the The learner is guided to: How can you care for
Environment learner should be able to: ● observe pictures, plants in the
(10 lessons) a) identify ways of caring for photographs or watch environment?
plants using locally video clips of people
available materials, watering, manuring
b) carry out activities for and mulching plants,
caring of plants using ● water, manure and do
locally available materials, mulching for some
c) advocate for plant plants in the school
protection for compound in groups,
environmental ● observe pictures,
sustainability. photographs or video
clips of healthy plants
that have been
conserved, in groups,
● develop self-drive
skills when creating
plant protection
messages using hand
written, electronic or
print resources in
groups,
● recite poems and sing

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 songs on plant
protection.
Core Competency to be developed:
Creativity and Imagination: Learner develops originality when creating plant protection messages using hand writings,
electronic or print resources
Values:
Responsibility: Learner develops self-drive skills when creating plant protection messages using hand written, electronic or
print resources in groups.
Pertinent and Contemporary Issues:
Citizenship: Learner develops environmental education and climate change skills when watering, manuring and mulching plants
in the school compound.
Link to other Learning Areas:
Messages on plant protection relates to writing skills in Language Activities.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key Inquiry
Experiences Question(s)
3.0 Natural 3.3 Animals By the end of the Sub Strand, the The learner is guided to: Why should an animal
Environment (12 lessons) learner should be able to: ● observe pictures and stay in a clean place?
a) identify food items we get photographs of
from animals, different foods we get
b) relate food items with from animals,
respective animals, ● match and group food
c) carry out activities of items from animals and
caring for animals in the display in class,
locality, ● watch pictures, videos
d) advocate for clean and or listen to a resource
secure animal shelters to person on ways of
reduce risk to the animals. caring for animals (fair
treatment, feeding,
cleaning, medical care,
appropriate shelter),
● develop speaking and
listening skills when
discussing importance
of fair treatment of
animals in groups,
● observe videos on
ways of keeping an
animal shelter clean,
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 ● develop empathy skills
when feeding and
cleaning animal shelter
at home or school,
● wash hands with soap
and water after
cleaning animal
shelter,
● dispose of waste
appropriately after
cleaning an animal
shelter.
Core Competency to be developed:
Communication and Collaboration: Learner develops speaking and listening skills when discussing importance of fair
treatment of animals in groups.
Values:
Love: Learner develops empathy skills when feeding and cleaning animal shelter at home or school.

Pertinent and Contemporary Issues:

Social Economic Issues: Learner develops animal welfare awareness when participating in cleaning animal shelters at home or
school.
Link to other Learning Areas:
Matching, sorting and grouping food items from animals draws the skills of sorting and grouping in Mathematics Activities.

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Assessment Rubric
Level Exceeds Expectation Meets Expectation Approaches Below Expectation
Indicator Expectation
Ability to describe Describes ALL types Describes different Describes one type of Describes one type of soil
different types of soil of soil in the locality types of soil in the soil in the locality with in the locality with hints
in the locality with clarity and locality accuracy
accuracy
Ability to carry out Carries out activities Demonstrates care for Describes care for Mentions on how to care
activities for caring of for caring of plants plants in the plants in the for plants in the
plants using locally using locally available environment environment with environment with much
available materials materials effortlessly minimal effort effort
Ability to conserve Conserves water for Conserves water for Conserves water for Conserves water for
water for human and human and animal use human and animal use human and animal use human and animal use
animal use using varied methods with less effort with prompts and much
effortlessly effort
Ability to carry out Carries out activities of Carries out activities of Carries out activities Carries out activities of
activities of caring for caring for animals in caring for animals in of caring for animals caring for animals in the
animals in the locality the locality effortlessly the locality in the locality with locality with much effort
minimal effort

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APPENDIX I
Community Serve Learning at Lower Primary
At this sub-level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities
and the real life experiences. Learners begin to make connections between what they learn and the relevance to their daily life.
CSL is hosted in the Environmental Activities learning area. The class teacher is expected to identify and guide learners to
undertake age-appropriate whole-class integrated CSL activity within the school. The safety of the learners should also be taken
into account when selecting the CSL activity. The following steps for the integrated CSL activity should be staggered across the
school terms:
Steps in carrying out the integrated CSL activity

1) Preparation
 Determine the activity for the learners
 Map out the targeted core competencies, values and specific learning areas skills for the CSL activity
 Identify resources required for the activity (locally available materials)
 Stagger the activities across the term (Set dates and time for the activities)
 Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders in
the school community
 Identify and develop assessment tools

2) Implementation of CSL Activity

 Assigning roles to learners.
 Ensure every learner actively participates in the activity
 Observe learners as they carry out the CSL activity and record feedback.
 Use an appropriate assessment tool to assess both the process and the product (Assess learner’s work from the beginning
to the end product)
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Assess the targeted core competencies, values and subject skills.

3) Reflection on the CSL Activity

Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
 what went well and why?
 what did not go well and why?
 what can be done differently next time?
 what they have learnt.

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity
will be derived from the broader categories of the PCIs and concepts from the various Learning Areas. The teachers are expected
to vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the
skills from the learning areas and the themes.
The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved
(learners, parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the
planning and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL
activity, learners will be expected to participate actively in the whole process.
The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The
teacher is expected to vary the core competencies and values emphasised in the activity yearly.
Assessment of the CSL Activity
Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies developed and values nurtured. Assessment should focus on both the process
and end product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation
schedule, checklist, rating scale or any other appropriate assessment tool.
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APPENDIX II

Suggested learning resources, assessment methods and Non-formal Activities

Suggested learning resources Suggested assessment methods
● Approved curriculum support materials ● Observation
● Resources from the local environment (home and ● Written test
school) ● Oral questions
● Flash cards ● Aural questions
● Pictures, newspapers, magazines, journals ● Peer assessment
● Digital devices ● Self-assessment
● Assorted farm equipment
● Assorted cleaning agents, tools and equipment
● Resource persons
Non-formal Activities that Support Learning
● School routine activities such as cleaning, flag raising, worship activities
● Games and sports
● Clubs and societies

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