BASIC 6
(SCIENCE) WEEK 1 & 2
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B6.3.1.1.1
Performance Indicator Learners can identify the causes and effects of foul body odor on
humans and how it can be prevented
Strand Humans & The Environment
Sub strand Personal Hygiene & Sanitation
Teaching/ Learning Resources Soap, water, dirty clothes
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3:
MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For Learning) (Learner And
Teacher)
TUESDAY Paste a chart on the board Learners, in groups, discuss the causes Have learners to say
showing pictures of personal of body odor. Prepare personal hygiene 10 things about the
hygiene practices for learners to cards/posters for each learner in the lesson. Let learners
observe. group to write one cause of foul body summarize the
odor and how it can be prevented. important points of
Learners pair-share their ideas and the lesson.
present to the whole class.
Give learners task
Assessment: let learners explain the whiles you go round
term personal hygiene to give support.
Let learners talk about the
pictures and relate to them. Find
out from learners which of the
practices they do often and those
they don’t.
WENESDAY Engage learners to sing songs and • Learners, in groups, discuss the Have learners to say
recite rhymes on personal causes of body odor. Prepare personal 10 things about the
hygiene. hygiene cards/posters for each learner lesson. Let learners
After a bath summarize the
in the group to write one cause of foul
After a bath important points of
I try, try, try, body odor and how it can be the lesson.
To wipe myself, prevented. Learners pair-share their
Till I am dry, dry, dry Hands to ideas and present to the whole class Give learners task
wipe, whiles you go round
And fingers and toes, Assessment: Learners demonstrate to give support.
And two wet legs
how washing is done (a learner from
FRIDAY And a shiny nose
each group)
RELIGIOUS & MORAL EDUCATION WEEK 1 & 2
Week Ending
Class Six
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B6. 3.1.1.1.
Performance Indicator Learners can identify the role of children in promoting harmony with
other family members.
Strand The Family, Authority & Obedience
Sub strand Authority & Obedience
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER PHASE 2: MAIN 40MINS PHASE 3:
10 MINS (Preparing (New Learning Including REFLECTION
The Brain Assessment) 10MINS
For Learning) (Learner And Teacher)
MONDAY Create a competition and • Revise with learners the roles they can
Let learners write on a piece
lets learners recite a play to promote harmony in the family: Let of paper the following;
tongue twister without a learners, in pairs or in groups, list roles 3 things they remember in
mistake. the lesson
other family members can play to ensure
Example: Peter Piper
Peter Piper picked a peck harmony in the family: relatives must be 2 questions they would their
of pickled peppers A respectful, obedient, caring, protective, partner to answer.
peck of pickled peppers defensive, humble, etc.
Peter Piper picked; If 1 interesting fact of the
WEDNESDAY Peter Piper picked a peck Ask learners to dramatize or role-play the lesson
of pickled peppers. duties of their grandparents, uncles,
Where's the peck of
cousins, aunts, etc., in molding their
pickled peppers Peter
Piper picked? character.
THURSDAY Engage learners to sing Ask learners to summarize
songs and recite the important points of the
familiar rhymes Ask learners to dramatize or role-play the lesson
duties of their grandparents, uncles,
cousins, aunts, etc., in molding their
character.
BASIC 5
(SCIENCE) WEEK 1 & 2
Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.2.2.1.1
Performance Indicator Learners can know why it is important to wash clothes regularly
Strand Humans & The Environment
Sub strand Personal Hygiene & Sanitation
Teaching/ Learning Resources Soap, water, dirty clothes
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3:
MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For Learning) (Learner And
Teacher)
Wednesday Paste a chart on the board Learners brainstorm in groups and share ideas with Ask learners series
showing pictures of personal the whole class on what they do to maintain of questions to
hygiene practices for learners to personal hygiene. review their
observe. Learners write their ideas on flashcards (ideas may understanding of
include bathing twice daily, cleaning the teeth, the lesson Ask
cutting their finger nails, washing their towels, learners to
sweeping their classrooms, etc.). summarize what
they have learnt
Brainstorm with learners on what will happen if Ask learners to tell
they do not take good care of their bodies. you what they
have learnt Give
Let learners talk about the learners individual
pictures and relate to them. Find or home task
out from learners which of the
practices they do often and those
they don’t.
Thursday Assessment: Learners are assigned to investigate
materials that can be used to enhance personal
hygiene (to brush the teeth, clean the armpit or
bath)
Friday Engage learners to sing songs and Engage learners in groups to discuss among What have we
recite rhymes on personal themselves what items are needed to wash their learnt today?
hygiene. clothes and underwear.
After a bath Groups present their ideas to the whole class.
After a bath Present to learners, real items (soap, water, dirty Ask learners to
I try, try, try, clothes, etc.) needed to wash clothes and summarize the
To wipe myself, underwear and demonstrate how washing is done. important points
Till I am dry, dry, dry Hands to of the lesson
wipe, Assessment: Learners demonstrate how washing is
And fingers and toes, done (a learner from each group)
And two wet legs
And a shiny nose
RELIGIOUS & MORAL EDUCATION WEEK 1 & 2
Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5.2.2.1.1
Performance Indicator Learners can recognize parents as sources of discipline and character
formation.
Strand The Family, Authority & Obedience
Sub strand Authority & Obedience
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER PHASE 2: MAIN 40MINS PHASE 3:
10 MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For Learning) (Learner And Teacher)
MONDAY Create a competition and Revise with learners through questions and What have we learnt
lets learners recite a answers to explain authority. today?
tongue twister without a Learners to identify those in authority at
mistake.
home, school and in their community: Ask learners to summarize
Example: Peter Piper
Peter Piper picked a peck parents, head teachers, teachers, class the main points in the
of pickled peppers A peck prefect, sectional leaders, chiefs, pastors, lesson
WEDNESDA of pickled peppers Peter Imams, etc.
Y Piper picked; If Peter Through questions and answers, let
Piper picked a peck of learners mention how they are disciplined
pickled peppers. Where's by their parents and other elders at home: -
the peck of pickled
scolding,
peppers Peter Piper
picked? - reprimanding,
What have we learnt
- deprivation of gifts and
FRIDAY today?
other interests,
- prayer and worship at home,
Ask learners to summarize
- parents act as role models to the
the main points in the
children/learners, etc.
lesson
Have learners to sing
some religious songs they
are familiar with. Engage
learners in a debate. Ask learners to dramatize or role-play the
Teachers chooses a topic duties of their grandparents, uncles,
or allow learners to fathers, cousins, aunts, etc., in molding
choose their own topic. their character.
e.g. "should fathers
always be the head of the
family?"
BASIC 4
(SCIENCE) WEEK 1 & 2
Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B4.2.2.1.2
Performance Indicator Learners can know how to care for one’s self and the environment
Strand Humans And The Environment
Sub strand Personal Hygiene And Sanitation
Teaching/ Learning Resources Sponge, soaps, tooth brushes and paste, finger nails cutter, towels,
brooms
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3:
MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For Learning) (Learner And Teacher)
TUESDAY Paste a chart on the board Learners brainstorm in groups and What have we learnt
showing pictures of personal share ideas with the whole class on today?
hygiene practices for learners to what they do to maintain personal
observe. hygiene.
Ask learners to summarize
the important points of the
Learners write their ideas on
lesson
flashcards (ideas may include
bathing twice daily, cleaning the
teeth, cutting their finger nails,
washing their towels, sweeping their
classrooms, etc.).
WEDNESDAY Let learners talk about the
pictures and relate to them. Find
out from learners which of the
practices they do often and those
they don’t.
Engage learners to sing songs and Learners brainstorm in groups and What have we learnt
recite rhymes on personal share ideas with the whole class on today?
hygiene. what they do to maintain personal
After a bath hygiene. Learners write their ideas Ask learners to summarize
After a bath on flashcards (ideas may include the important points of the
I try, try, try, bathing twice daily, cleaning the lesson
To wipe myself, teeth, cutting their finger nails,
Till I am dry, dry, dry Hands to
washing their towels, sweeping their
wipe,
classrooms, etc.).
And fingers and toes,
And two wet legs
Assessment: let learners identify
And a shiny nose the item used for personal
hygiene.
FRIDAY
RELIGIOUS & MORAL EDUCATION WEEK 1 & 2
Week Ending
Class Four
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B4 2.1.1.2:
Performance Indicator Learners can explain authority at home, school and in the community.
Strand The Family, Authority and Obedience
Sub strand Authority And Obedience
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER PHASE 2: MAIN 40MINS PHASE 3:
10 MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For Learning) (Learner And
Teacher)
MONDAY Create a competition and Through questions and answers, let learners What have we learnt
lets learners recite a explain authority. With the aid of picture cards, today?
tongue twister without a videos, wall charts, etc., let learners identify
mistake. people in authority in their immediate
Ask learners to
Example: Peter Piper community.
Peter Piper picked a peck In a community, the chief and his elders rule summarize the main
of pickled peppers A peck over the people. They make rules and laws for points in the lesson
of pickled peppers Peter the inhabitants. They punish who ever goes
Piper picked; If Peter contrary to the laws.
WEDNESDAY Piper picked a peck of
pickled peppers. Where's Also, members of parliament, metro, municipal
the peck of pickled and district chief executives are also considered
peppers Peter Piper to have authority in the community. They
picked? represent the President in the community. They
also ensure that government policies are
implemented. Ask learners to
THURSDAY summarize the main
Religious leaders like the pastor, imam and
points in the lesson
traditional priest are also seen as people in
authority in the community. They preside on
their followers and teach them what to do.
Engage learners to sing
songs and recite
familiar rhymes
