MINISTRY OF EDUCATION

ECE LESSON PLAN

School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: Living and Non-living things
SUB-TOPIC: Living things

RATIONALE: This topic is about living things. Living things are

things that grow and breathe. Livings things include plants, animals
and insects. It is important for learners to have knowledge and skills
of identifying living and non-living things. Learners must be exposed
to both living and non-living things in order to develop awareness
and appreciation of them in everyday life. This is the first lesson in
the series of four lessons. Discussion, role play and demonstration
method will be used to present this lesson.

SPECIFIC OUTCOME: Learners to name living things.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge
on the Plants, animals, and insects.
TEACHING AND LEARNING RESOURCES- outside environment, charts
showing plants, animals, insects, model of animals and insects, learner’s
book.
LESSON DEVELOPMENT
Introduction/ starting together
 • Introduce the lesson with a game song “Hands up Zambian, we gone
say, names of living things, no repeating, no hesitation, starting with
the first one…..” (Teacher should start plants. Use any other song
about plants),
• Display a chart showing living things such as plants, animals, and
insects.
• Ask learners in groups to name the living things in the chart/learner’s
book, page 1.
• Ask individual learners to name living things shown in the
chart/learner’s book, page1.
• Emphasise to learners that these are called living things  Sing a
song; “look at the living things, how lovely they are.”
• Praise and thank all learners for their participation.

Activity
• Learners to sing a song “Hands up Zambian…”
• Learners in groups to name the living things in the chart/learner’s
book, page 1.
• Individual learners to name the living things in the chart/learner’s
book, page 1.
• Learners to sing a song “look at the living things, how lovely they
are.”

CONCLUSION/ SHARING TIME: – listen to learners as they name living

things.
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
 MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: Living and Non-living things
SUB-TOPIC: Non-living things

RATIONALE: This topic is about non-living things. Non-living things

are those that do not have life. These include things like toys, dolls,
stones, desks, bricks and a house. It is important for learners to have
knowledge and skills of identifying living and non-living things.
Learners must be exposed to both living and non-living things in
order to develop awareness and appreciation of them in everyday
life. This is the first lesson in the series of four lessons. Discussion,
role play and demonstration method will be used to present this
lesson.
SPECIFIC OUTCOME: Learners to name some non-living things
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior
knowledge on the Stone, toy, cars, dolls, house, desk, and chair.
TEACHING AND LEARNING RESOURCES: Real objects (desk,
chair, toys, dolls, stone)
LESSON DEVELOPMENT
Introduction/ starting together
• Introduce the lesson by singing any familiar song such as the game
song, “Hands up Zambian, we gonna say names of cars” standing in a
circle.
• Display stones, toys, dolls and cars, chair for learners to observe.
• Ask learners in groups to name things displayed.
• Ask individual learners to name things displayed or shown in the
learners’ book page 2.
• Emphasise that the displayed items are non-living things as they have
no life
• Praise and thank all learners for their participation

Activity
 • Learners to sing the game song “Hands up Zambian, we gonna say
names of cars…”
• Learners to observe the displayed items
• Learners in groups to name things displayed
• Individual learners to name things displayed or shown in the learners
book page 2.

CONCLUSION/ SHARING TIME: Listen to learners as they name non-

living things.
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
 MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: The Human Body
SUB-TOPIC: Parts of the body - Mouth, Nose, Ears, and Eyes.

RATIONALE: This topic is about the human body is made of different body
parts. The body parts are divided into external and internal parts. It is
important that learners know different body parts and the functions. At this
level focus will be on external body parts will include the head, nose, eyes,
ears, mouth, arms and legs. When learners know about the external body
parts, this will help create self-awareness. The learners should learn about
the ways of protecting body parts so that they can appreciate them and
promote self-protection and self-esteem. This is the first lesson in the series
of two lessons. Discussion, role play and demonstration method will be used
to present this lesson.
 SPECIFIC OUTCOME: learners to identify external parts of the body.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior

knowledge of the Head, nose, eyes, ears, mouth, hands and legs.
TEACHING AND LEARNING RESOURCES: Learner’s books,
learners, chart depicting external parts of the body.
LESSON DEVELOPMENT
Introduction/ starting together
• Introduce the lesson by singing the song “Head and shoulders,
knees and toes…”
• Ask learners to be in pairs and identify the external parts of the
body a friend has.
• Display a chart/learner’s book, page.. of external body parts for
learners to observe
• Ask the learners in groups to mention the external body parts of a
human body shown in the chart or learners’ book page 3 and 4e.g.
which part of the body you can see in the picture, mouth, nose,
eyes, ears etc.
• Ask individual learners to identify the external parts of body shown
in the chart/learner’s book, page 3 and 4.
• Praise and thank all the learners for their participation.

Activity
• Learners to sing the song “Head and shoulders knees and …”
• In pairs learners identify external parts of the body a friend has.
• Learners in groups to observe the external body parts shown in the
chart/learner’s book, page.
• Individual learners to identify the external parts of the body shown
in the chart/learner’s book, page.

CONCLUSION/ SHARING TIME: observe learners identify mouth, nose,

ears, eyes.
 EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
 Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: The Human Body
SUB-TOPIC: Parts of the body - Hands and Legs.

RATIONALE: This topic is about the human body is made of different body
parts. The body parts are divided into external and internal parts. It is
important that learners know different body parts and the functions. At this
level focus will be on external body parts will include the head, nose, eyes,
ears, mouth, arms and legs. When learners know about the external body
parts, this will help create self-awareness. The learners should learn about
the ways of protecting body parts so that they can appreciate them and
promote self-protection and self-esteem. This is the first lesson in the series
of two lessons. Discussion, role play and demonstration method will be used
to present this lesson.

SPECIFIC OUTCOME: learners to identify external parts of the body.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the Head, nose, eyes, ears, mouth, hands and legs.
TEACHING AND LEARNING RESOURCES: Learner’s books, learners, chart
depicting external parts of the body.

LESSON DEVELOPMENT
Introduction/ starting together
• Start the lesson by revising the previous lesson on external parts of
the body i.e. ears, eyes and mouth using the rhyme “Simon says
touch the ears, eyes and mouth...”  Divide the class in groups as
desired.
• Display a chart/learner’s book, page 3 and 4 and ask learners in
groups to identify the external body parts shown (hand/legs).
 • Ask individual learners to identify the external body parts shown in
the chart/learner’s book, page 3 and 4

• Praise and thank all learners for their participation.

Activity
• Learners to revise the previous lesson through a rhyme “Simon says
touch the arm… etc”.
• Learners in groups to identify the external body parts shown in
learners’ book, page3 and 4 /chart (hands/legs).
• Individual learners to identify the external body parts shown in the
charts/learner’s book, page 3 and 4.

CONCLUSION/ SHARING TIME: Observe learners identify the hand and

leg.
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
 MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: The Human Body
SUB-TOPIC: Parts of the body – Hearing and Seeing.

RATIONALE: This topic is about the human body is made of different body
parts. The body parts are divided into external and internal parts. It is
important that learners know different body parts and the functions. At this
level focus will be on external body parts will include the head, nose, eyes,
ears, mouth, arms and legs. When learners know about the external body
parts, this will help create self-awareness. The learners should learn about
the ways of protecting body parts so that they can appreciate them and
promote self-protection and self-esteem. This is the first lesson in the series
of two lessons. Discussion, role play and demonstration method will be used
to present this lesson.

SPECIFIC OUTCOME: - Learners to mention functions of different external

parts of the body.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the hearing, seeing, walking, and clapping.
TEACHING AND LEARNING RESOURCES: Learners books, learner, chart
depicting functions of the body parts.
LESSON DEVELOPMENT
Introduction/ starting together
• Revise the previous lesson on identification of external body parts
using the rhyme “Simon says touch the eyes, ears, nose etc.”
• Ask learners to sing the song “Head, shoulder, knees and toes (2x)
and eyes and ears and chin and nose, etc.”
• Drop a noisy object on the floor and ask the learners if they heard
any noise.
• Ask the learners which part of the body each one used to hear the
noise.
• Use a blindfolding game to teach the functions of eyes.
• Call for attention from learners and introduce functions of different
parts of the body through a song, “What my ears are for tell me
now (2x) ears are for hearing with tell me now. What eyes are for
tell me now (2x) eyes are for seeing with tell me now (2x) (sing and
show action).
• Emphasise on the functions of the ears for hearing and eyes for
seeing refer to page 5 of learners book.
• Help the learners having difficulties to sing the song then thank and
praise all learners for their participation.

Activity
 • Learners to revise the previous lesson on identification of external
body parts using the rhyme “Simon says touch the eyes, ears, nose
etc.”
• Ask learners to sing the song “Head, shoulder, knees and toes (2x)
and eyes and ears and chin and nose, etc.”
• Learners to say if they heard any noise and say what part of the
body they used to hear the noise.
• Learners to sing the song, “What are my ears for tell me now (2x)
ears are for hearing with tell me now. What are eyes for tell me now
(2x) eyes are for seeing with tell me now (2x)
• Learners to mention functions of the ears and eyes on page 5 of the
learners book.

CONCLUSION/ SHARING TIME: Listen to the learners mention the

functions of the ears and the eyes.
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
 Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: The Human Body
SUB-TOPIC: Parts of the body – Walking and Clapping.

RATIONALE: This topic is about the human body is made of different body
parts. The body parts are divided into external and internal parts. It is
important that learners know different body parts and the functions. At this
level focus will be on external body parts will include the head, nose, eyes,
ears, mouth, arms and legs. When learners know about the external body
parts, this will help create self-awareness. The learners should learn about
the ways of protecting body parts so that they can appreciate them and
promote self-protection and self-esteem. This is the first lesson in the series
of two lessons. Discussion, role play and demonstration method will be used
to present this lesson.

SPECIFIC OUTCOME: - Learners to mention functions of different external

parts of the body.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the hearing, seeing, walking, and clapping.
TEACHING AND LEARNING RESOURCES: Learners books, learner, chart
depicting functions of the body parts.

LESSON DEVELOPMENT
Introduction/ starting together
• Revise the previous lesson on the functions of the eyes and ears
through the song, “What my ears are for tell me now (2x) ears are
 for hearing with tell me now. What are eyes for tell me now (2x)
eyes are for seeing with tell me now (2x)
• Ask learners to stand up and let them walk around the class while
saying “I am walking, I am walking”.
• Ask the learners to stop walking and say what they were doing e.g.
what were you doing? I was walking.
• Ask the learners what part of the body they used for walking e.g.
what were you using for walking? Expected answer – legs.
• Emphasise that legs are used for walking.
• Let the learners sing the song “This is the way we clap our
hands(2x) (repeat the song”)
• Let the learners stop clapping and ask them what they were doing
e.g. what were you doing? I was clapping.
• Ask the learners which part of the body each one used to clap refer
to page 5 and 6.
• Ask the learners to clap while saying “I am clapping” (10 x)
• Ask them to stop clapping and mention the body part that they
used for clapping.
• Thank and praise the learners for their participation.
Activity
• Learners to revise the previous lesson on the functions of the eyes
and ears through the song, “What my ears are for tell me now (2x)
ears are for hearing with tell me now. What eyes are for tell me now
(2x) eyes are for seeing with tell me now (2x).
• Learners to stand up and walk around the class while saying “I am
walking, I am walking”.
• Learners to mention which part of the body they used for walking.
• Learners sing the song “This is the way we clap our hands…”.
• Learners to name the part of the body used for clapping refer to
page 5.
• Learners to clap while saying “I am clapping…”
• Learners to mention the part of the body used for clapping.
CONCLUSION/ SHARING TIME:
• Listen to the learners sing the song
“What are my legs for tell me now (2x) legs are to stand with and
walking with”.
“What are my hands for tell me now (2x) hands are to clap with and eat
with or write with”.
• Observe learners walk or clap around the classroom.
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: The Human Body
SUB-TOPIC: Parts of the body – Eyes, Ears, Mouth, and Nose.
RATIONALE: This topic is about the human body is made of different body
parts. The body parts are divided into external and internal parts. It is
important that learners know different body parts and the functions. At this
level focus will be on external body parts will include the head, nose, eyes,
ears, mouth, arms and legs. When learners know about the external body
parts, this will help create self-awareness. The learners should learn about
the ways of protecting body parts so that they can appreciate them and
promote self-protection and self-esteem. This is the first lesson in the series
of two lessons. Discussion, role play and demonstration method will be used
to present this lesson.

SPECIFIC OUTCOME: - Learners to talk about ways of protecting external

parts of the body.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the eyes, nose, mouth, ears,
TEACHING AND LEARNING RESOURCES: Learner’s books, learners, chart
depicting protection of the external parts of the body.

LESSON DEVELOPMENT
Introduction/ starting together
• Revise the previous lesson on functions of the hands and legs
through a song “What the hands, legs are for tell me now?”
• Display a chart depicting protection of body parts and ask learners
to observe.
• Ask learners in groups to talk about the way they protect their own
eyes, ears, mouth and nose.
• Let individual learners talk about ways of protecting eyes, ears,
nose and mouth
• Ask learners to sing a song while doing the action of protecting the
mentioned body parts. “This is the way we protect our eyes, protect
our eye (repeat) every Monday morning. (Teach the protection of
eyes, ears, mouth and nose in the same way).
 • Help learners finding it difficult to say ways of protecting the eyes,
ears, mouth and nose.
• Emphasise on ways of protecting eyes, ears, mouth and nose e.g.
eyes - by not putting sand in the eyes
• Praise and thank all learners for their participation.

Activity
• Learners to revise the previous lesson by sing the song “What are
my eyes, ears, hands and mouth for tell me now?”
• Learners in groups to talk about ways they protect their own eyes,
ears, mouth and nose.
• Individual learners to talk about ways of protecting the eyes, ears,
mouth and nose.
• Learners to sing the song “This is the way we protect our eyes;
protect our eye (repeat) every Monday morning.

CONCLUSION/ SHARING TIME: Listen to learners as they talk about

ways of protecting the eyes, ears, mouth and nose.
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
 MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: PLANTS
SUB–TOPIC: Plants and fruits in the locality - Trees and Flowers

RATIONALE: This topic is about Plants are found in the environment where
people live. These include grass, trees, crops and flowers. Fruit trees such as
mango, orange etc. are also plants. Plants and fruits have various uses such
as food, medicine, firewood, shelter and beauty. Learners should learn about
plants and fruits and their importance. This knowledge will create awareness
and help learners identify different plants and fruits in their environment.
Learners will also be able to appreciate the aesthetic and nutritional value of
plants and fruits, hence the need to nurture and conserve them. This is the
first lesson in the series of two lessons. Discussion, role play and
demonstration method will be used to present this lesson.

SPECIFIC OUTCOME: - Learners to identify different types of plants in the

locality.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the trees, flowers, grass, crops, fruits.
TEACHING AND LEARNING RESOURCES–Learner’s book, real fruit trees,
chart of different plants, chart of fruits, real plants

LESSON DEVELOPMENT
Introduction/ starting together
• Ask learners to sing a song about plants “mango, mango tree, I
dance under a mango tree, I dance under a mango/orange tree”
• Take learners for nature walk to observe trees and flowers.
• Let learners in groups identify trees and flowers in the locality.
• Ask individual learners identify trees and flowers in the locality.
• Let learners collect some trees and flowers during nature walk
(ensure safety of all learners).
• Let learners go back to the classroom and talk about different trees
and flowers collected during nature walk refer to page 7.
• Thank and praise all learners for their participation.

Activity
• Learners to sing a song about plants “mango, mango tree..., I dance
under a …”.
• Learners to go for a nature walk.
• Learners in groups to identify trees and flowers in the locality. 
Individual learners to identify trees and flowers in the locality.
• Learners to collect trees and flowers during nature walk
• Learners to talk about trees and flowers collected during nature
walk refer to page 7.

CONCLUSION/ SHARING TIME: Listen to learners identify trees and

flowers.
• Observe learners as they identify trees and flowers in the locality.
EVALUATION: SELF:
…………………………………………………………………………………………………
 …………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
 TOPIC: PLANTS
SUB–TOPIC: Plants and fruits in the locality - Grass and Crops

RATIONALE: This topic is about Plants are found in the environment where
people live. These include grass, trees, crops and flowers. Fruit trees such as
mango, orange etc. are also plants. Plants and fruits have various uses such
as food, medicine, firewood, shelter and beauty. Learners should learn about
plants and fruits and their importance. This knowledge will create awareness
and help learners identify different plants and fruits in their environment.
Learners will also be able to appreciate the aesthetic and nutritional value of
plants and fruits, hence the need to nurture and conserve them. This is the
second lesson in the series of two lessons. Discussion, role play and
demonstration method will be used to present this lesson.

SPECIFIC OUTCOME: - Learners to identify different types of plants in the

locality.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the trees, flowers, grass, crops, fruits.
TEACHING AND LEARNING RESOURCES–Learner’s book, real fruit trees,
chart of different plants, chart of fruits, real plants

LESSON DEVELOPMENT
Introduction/ starting together
• Revise the previous lesson through a song, “mango, mango tree, I
sit, under a mango tree, I dance, under a mango tree.”
• Take learners for nature walk e.g. to the garden to observe and
identify the crops and grass(or display a chart/learner’s book, page
7 and ask learners to identify grass and crops shown)
• Let individual learners collect some crops and grass during nature
walk (kapinga, beans)
• Take learners back to the classroom and let them display the plants
collected during nature walk.
• Talk to the learners about the plants (grass and crops) collected.
Refer to page 7of the learners book.
 • Thank and praise all learners for their participation

Activity
• Learners to revise the previous lesson through a song, “mango,
mango tree, I sit, under a mango tree, I dance, under a mango
tree.”.
• Learners to go for nature walk and observe and identify crops and
grass
• Individual learners to collect some crops and grass during the nature
walk
• Learners to talk about crops and grass collected during the nature
walk. refer to page 7

CONCLUSION/ SHARING TIME: Observe learners identify crops and

grass in the locality
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
 MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: PLANTS
SUB–TOPIC: Plants and fruits in the locality - Fruit trees

RATIONALE: This topic is about Plants are found in the environment where
people live. These include grass, trees, crops and flowers. Fruit trees such as
mango, orange etc. are also plants. Plants and fruits have various uses such
as food, medicine, firewood, shelter and beauty. Learners should learn about
plants and fruits and their importance. This knowledge will create awareness
and help learners identify different plants and fruits in their environment.
Learners will also be able to appreciate the aesthetic and nutritional value of
plants and fruits, hence the need to nurture and conserve them. This is the
second lesson in the series of two lessons. Discussion, role play and
demonstration method will be used to present this lesson.

SPECIFIC OUTCOME: - Learners to identify different types of plants in the

locality.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the trees, flowers, grass, crops, fruits.
TEACHING AND LEARNING RESOURCES–Learner’s book, real fruit trees,
chart of different plants, chart of fruits, real plants
LESSON DEVELOPMENT
Introduction/ starting together
• Ask learners to sing a song about plants - “mango, mango tree, I
dance under a mango tree, I dance under a mango/orange tree”
• Display a chart showing different types of fruit trees e.g. mango,
orange etc.
• Ask learners in groups to identify different fruit trees shown in the
chart
• Ask individual learners to identify different fruit trees in the chart
• Thank and praise the learners for their participation

Activity
• Learners to sing a song about plants - “mango, mango tree..., I
dance under a …”
• Learners in groups to identify fruit trees shown in the chart. (Mango,
orange, pawpaw etc.).
• Individual learners to identify different fruit trees shown in the chart.

CONCLUSION/ SHARING TIME:

• Listen to learners identify different fruit trees in the locality
• Observe learners identify different fruit trees in the locality
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
 …………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
 Learning Area: Science
TOPIC: PLANTS
SUB–TOPIC: Plants and fruits in the locality - Food and Medicine

RATIONALE: This topic is about Plants are found in the environment where
people live. These include grass, trees, crops and flowers. Fruit trees such as
mango, orange etc. are also plants. Plants and fruits have various uses such
as food, medicine, firewood, shelter and beauty. Learners should learn about
plants and fruits and their importance. This knowledge will create awareness
and help learners identify different plants and fruits in their environment.
Learners will also be able to appreciate the aesthetic and nutritional value of
plants and fruits, hence the need to nurture and conserve them. This is the
second lesson in the series of two lessons. Discussion, role play and
demonstration method will be used to present this lesson.

SPECIFIC OUTCOME: - Learners to mention the uses of plants.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the food, firewood, medicine, furniture, shelter, beauty,
TEACHING AND LEARNING RESOURCES - Chart showing uses of plants,
real plants, learner’s book
LESSON DEVELOPMENT
Introduction/ starting together
• Revise the previous lesson on fruit trees by singing the song
“mango, mango trees, I sit under, the mango tree, I dance, under
the mango tree”
• Display different types of plants for learners to observe e.g. crops,
grass, trees or use the learner’s book, page 8.
• Ask learners in groups to talk about the uses of plants.
• Emphasise on the plants that are used for food e.g. vegetables and
plant used for medicine
e.g. garlic (use common plants in the locality that are used for
medicine).
• Thank and praise all the learners for their participation.
Activity
• Learners to revise the previous lesson on fruit trees by singing the
song “mango, mango trees, I sit under, the mango tree, I dance,
under the mango tree”
• Learners to observe different plants displayed e.g. crops, grass,
trees
• Learners in groups to talk about uses plants displayed e.g. food,
medicine (refer to page 7)
CONCLUSION/ SHARING TIME: Listen to learners mention the uses of
plants (food and medicine).
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
 MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: PLANTS
SUB–TOPIC: Plants and fruits in the locality - Firewood, Shelter.

RATIONALE: This topic is about Plants are found in the environment where
people live. These include grass, trees, crops and flowers. Fruit trees such as
mango, orange etc. are also plants. Plants and fruits have various uses such
as food, medicine, firewood, shelter and beauty. Learners should learn about
plants and fruits and their importance. This knowledge will create awareness
and help learners identify different plants and fruits in their environment.
Learners will also be able to appreciate the aesthetic and nutritional value of
plants and fruits, hence the need to nurture and conserve them. This is the
second lesson in the series of two lessons. Discussion, role play and
demonstration method will be used to present this lesson.

SPECIFIC OUTCOME: - Learners to mention the uses of plants.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the food, firewood, medicine, furniture, shelter, beauty,
TEACHING AND LEARNING RESOURCES - Chart showing uses of plants,
real plants, learner’s book.

LESSON DEVELOPMENT
Introduction/ starting together
• Revise the previous lesson on the uses of plants through a song,
poem or game.
• Ask learners to stand in a straight line and take them for a nature
walk outside.
• Let learners in groups observe the use of trees as firewood using the
chart/learner’s book, page 9.
• Let individual learners talk about the uses of trees as firewood
• Emphasise that plants can be used as source of firewood
• Take learners on a study tour and show the them a house/hut made
with plants (poles/timber)
• Discuss with learners that plants are used for making shelter(refer
to page 9 of the learners book)
• Take learners to go back to the classroom and thank them for their
participation
Activity
• Learners to revise the previous lesson on the uses of plants through
a song, poem or game.
• Learners to take a nature walk outside.
• Learners in groups to observe the uses of trees as firewood
• Individual learners to talk about the use of trees as firewood.(refer
to page 9 of the learners book)
• Learners to take a study tour to observe a house/hut made with
plants(poles/timber)
• Learners to talk about the use of plants in making shelter. (refer to
page 9 of the learners book)
CONCLUSION/ SHARING TIME: Listen to learners as they mention
the uses of plants (making shelter and for firewood).
 EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
 Learning Area: Science
TOPIC: PLANTS
SUB–TOPIC: Plants and fruits in the locality - Furniture.

RATIONALE: This topic is about Plants are found in the environment where
people live. These include grass, trees, crops and flowers. Fruit trees such as
mango, orange etc. are also plants. Plants and fruits have various uses such
as food, medicine, firewood, shelter and beauty. Learners should learn about
plants and fruits and their importance. This knowledge will create awareness
and help learners identify different plants and fruits in their environment.
Learners will also be able to appreciate the aesthetic and nutritional value of
plants and fruits, hence the need to nurture and conserve them. This is the
second lesson in the series of two lessons. Discussion, role play and
demonstration method will be used to present this lesson.

SPECIFIC OUTCOME: - Learners to mention the uses of plants.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the food, firewood, medicine, furniture, shelter, beauty,
TEACHING AND LEARNING RESOURCES - Chart showing uses of plants,
real plants, learner’s book.

LESSON DEVELOPMENT
Introduction/ starting together
• Revise the previous lesson on uses of plants for firewood and shelter
through a song, poem or game.
• Ask learners in groups to mention furniture found in class made out
of plants (wood) e.g. table, cupboard etc.
• Ask individual learners to mention furniture in the class room made
from plants (wood) e.g. table chair, cupboard etc.
• Display a chart/learner’s books, page 10 and let learners name
different furniture made out of plants e.g. table, chair, cupboard etc.
• Praise all learners for their participation.

Activity
 • Learners to revise the previous lesson on uses of plants for firewood
and shelter through a song, poem or game.
• Learners in groups to mention furniture found in class made out of
plants (wood) e.g. table, cupboard etc.
• Individual learners to mention furniture in the class room made from
plants (wood) e.g. table chair, cupboard etc.
• Learners to name different furniture made out of plants e.g. table,
chair, cupboard etc shown in the chart/learner’s book, page 10.

CONCLUSION/ SHARING TIME: Listen to learners mention uses of plants

(wood) to make furniture.
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
 School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: ANIMALS
SUB-TOPIC: Domestic Animals - Cow, Dog, Goat

RATIONALE: This topic is about Domestic animals are those that we keep
e.g. dog, cat, sheep and goat. It is important for learners to know more about
domestic animals. Certain domestic animals can be eaten by people while
others cannot. These animals may help us in many so ways, such as
provision of food, security, farming, transport and as pets. Pets are animals
that are friends to man such as dog or cat. The knowledge on these animals
will promote awareness in the learners and hence help them develop
appreciation and care for these animals. This is the first lesson in the series
of two lessons. Discussion, role play and demonstration method will be used
to present this lesson.

SPECIFIC OUTCOME: - Learners to identify domestic animals in the locality.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of a
cat, dog, cow, pig, sheep, goat
TEACHING AND LEARNING RESOURCES: chart showing different domestic
animals, learner’s book, domestic animal models
LESSON DEVELOPMENT
Introduction/ starting together
• Introduce the lesson with a song i.e.
 Nyama, nyama, nyama, nyama-nyama
Nyamayang’ombe-
nyama Nyama,yambuzi
–nyama
Nyama, yaimbwa-……….
(Note: Learners to respond “nyama” only when edible animals are
mentioned)
• Put learners in groups as desired
• Ask learners in groups to open learner’s book page11 and 12 to
identify domestic animals.
• Individual learners to identify domestic animals in the learner’s
book, page11 and 12.
• Ask learners in groups to separate edible animals from non-edible
animals (using models or pictures of domestic animals).
• Praise all learners for their participation.

Activity
• Learners to sing the “nyama song…”
• Learners in groups to identify domestic animals shown in the
learner’s book on page 11 and 12.
• Individual learners to identify domestic animals shown in the
learner’s book on page 11 and 12.
• Learners in groups to separate edible animals from non-edible
animals (using models or pictures of domestic animals).

CONCLUSION/ SHARING TIME: Observe learners identify

domestic animals (goat, dog and cow) from the learner’s book.
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
 …………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: ANIMALS
SUB-TOPIC: Domestic Animals - Sheep, Pig, Cat
RATIONALE: This topic is about Domestic animals are those that we keep
e.g. dog, cat, sheep and goat. It is important for learners to know more about
domestic animals. Certain domestic animals can be eaten by people while
others cannot. These animals may help us in many so ways, such as
provision of food, security, farming, transport and as pets. Pets are animals
that are friends to man such as dog or cat. The knowledge on these animals
will promote awareness in the learners and hence help them develop
appreciation and care for these animals. This is the first lesson in the series
of two lessons. Discussion, role play and demonstration method will be used
to present this lesson.

SPECIFIC OUTCOME: - Learners to identify domestic animals in the locality.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of a
cat, dog, cow, pig, sheep, goat
TEACHING AND LEARNING RESOURCES: chart showing different domestic
animals, learner’s book, domestic animal models and learner’s book on
page12 and 13

LESSON DEVELOPMENT
Introduction/ starting together
• Sing with learners “Old McDonald had a farm, eiei, eiei, o”
And on his farm he had some cows, eiei, eiei, o”
• Display a chart of domestic animals
• Ask learners in groups to identify domestic animals (sheep, pig and
cat) shown in the chart.
• Individual learners to identify domestic animals (sheep, pig and cat)
shown in the chart.
• Discuss with learners the pictures of domestic animals shown in the
chart.
• Ask learners to open the learner’s book on page12 and 13.
• Learners in groups to separate animals kept as pets from other
domestic animals (using models or pictures of domestic animals).
• Thank and praise all learners for their participation.

Activity
• Learners to sing the Old MacDonald song.
• Learners in groups to identify domestic animals (sheep, pig and cat)
shown in the chart.
 • Individual learners to identify domestic animals (sheep, pig and cat)
shown in the chart or learners book on page 12 and 13.
• Learners to discuss the pictures of domestic animals shown in the
chart
• Learners in groups to separate animals kept as pets from other
domestic animals (using models or pictures of domestic animals).

CONCLUSION/ SHARING TIME: Observe learners as they identify

domestic animals (sheep, pig and cat).
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
 Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: ANIMALS
SUB-TOPIC: Wild Animals
RATIONALE: This topic is about Wild animals are those that live on their
own. They live in the bush, but sometimes they wonder in areas where
people are found. These animals include elephants, lions, zebras, leopards,
impala and hyenas. Some wild animals are dangerous while others are not.
The dangerous wild animals include elephants, lions, zebras, buffalos and
leopards. Other wild animals are not dangerous and include impala, antelope
and a hare. In this topic it is important for the learners to be aware of
common wild animals. The learners are expected to gain skills of identifying
the wild animals and critical thinking and appreciate and conserve wild life.
This is the first lesson in the series of two lessons. Discussion, role play and
demonstration method will be used to present this lesson.

SPECIFIC OUTCOME: - Learners to identify different wild animals.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the lion, elephant, hyena, Rhino, zebra, buffalo, monkey, giraffe
TEACHING AND LEARNING RESOURCES: chart showing different wild
animals, learner’s book, wild animal models, video or DVD of wild animals
LESSON DEVELOPMENT
Introduction/ starting together
• Introduce the lesson with a song,
“Bankalamubailemukusebainshilabankalamu-
Bailemukusebainshilax2, Bankalamu baile mukuseba inshila (x4)”
 • Display a chart with pictures of wild animals –lion, buffalo, elephant
and giraffe.
• Ask learners in groups to identify lion, buffalo, elephant and giraffe.
• Ask individual learners to identify lion, buffalo, elephant and giraffe
shown in the chart or learners book page 14.
• Praise and thank all learners for their participation.

Activity
• Learners to sing the song, “Bankalamu baile mukuseba …”
• Learners in groups to identify the lion, buffalo, and elephant in the
chart/ or learners book page 14.
• Individual learners to identify the lion, buffalo, and elephant in the
chart / or learners book page 14.

CONCLUSION/ SHARING TIME: Observe learners as they identify the

lion, buffalo, elephant and giraffe
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
 MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: ANIMALS
SUB-TOPIC: Wild Animals - Zebra, Hyena, Rhino and Monkey
RATIONALE: This topic is about Wild animals are those that live on their
own. They live in the bush, but sometimes they wonder in areas where
people are found. These animals include elephants, lions, zebras, leopards,
impala and hyenas. Some wild animals are dangerous while others are not.
The dangerous wild animals include elephants, lions, zebras, buffalos and
leopards. Other wild animals are not dangerous and include impala, antelope
and a hare. In this topic it is important for the learners to be aware of
common wild animals. The learners are expected to gain skills of identifying
the wild animals and critical thinking and appreciate and conserve wild life.
This is the first lesson in the series of two lessons. Discussion, role play and
demonstration method will be used to present this lesson.

SPECIFIC OUTCOME: - Learners to identify different wild animals.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the lion, elephant, hyena, Rhino, zebra, buffalo, monkey, giraffe
TEACHING AND LEARNING RESOURCES: chart showing different wild
animals, learner’s book, wild animal models, video or DVD of wild animals
LESSON DEVELOPMENT
Introduction/ starting together
• Revise the previous lesson on lion, buffalo, elephant and giraffe
through a song, rhyme, poem or game
• Display the chart/learner’s book, page15 and 16 of wild animals(or
use learner’s book, page 15 and 16)
• Ask learners in groups to identify wild animals (zebra, hyena, rhino
and monkey) in the chart/learner’s book.
• Individual learners to identify wild animals (zebra, hyena, rhino and
monkey) in the chart/learner’s book on page 15 and 16.
• Display animal models or toys and let learners play with them. 
Thank and praise all learners for their participation.

Activity
• Learners to revise the previous lesson on lion, buffalo, elephant and
giraffe through a song, rhyme, poem or game
• Learners in groups to identify wild animals (zebra, hyena, rhino and
monkey) in the chart/learner’s book, page 15 and 16.
• Individual learners to identify wild animals (zebra, hyena, rhino and
monkey) in the chart/learner’s book, page 15 and 16.
• Learners to play with animal models or toys displayed

CONCLUSION/ SHARING TIME: Observe learners as they identify wild

animals (zebra, hyena, rhino and monkey)
 EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
 Learning Area: Science
TOPIC: ANIMALS
SUB-TOPIC: Animals that live in water - Snake, Crocodile, Frog
RATIONALE: This topic is about Animals live in different places. In this
topic focus will be on animals that live in water. These are classified as
vertebrate or invertebrate. They include animals such as frog, snake,
crocodile, fish, crabs and hippo. This will help learners to be aware and
appreciate that certain animals live in water. It is therefore important for
them to care and nurture these animals. This is the first lesson in the series
of two lessons. Discussion, role play and demonstration method will be used
to present this lesson.

SPECIFIC OUTCOME: - Learners to identify animals that live in water.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the snake, crocodile, hippo, fish, crab, frog.
TEACHING AND LEARNING RESOURCES: chart of animals that live in
water, animal models, learner’s book, videos and DVDs of animals that live in
water.
LESSON DEVELOPMENT
Introduction/ starting together
• Revise previous lesson on zebra, hyena, rhino and monkey
through a rhyme, song, poem or game.
• Display a chart showing pictures of animals that live in water (or
use the learner’s book, page 17).
• Ask learners in groups to identify animals (snake, crocodile, frog)
that live in water shown in the chart/learner’s book on page 17.
• Ask individual learners to identify animals (snake, crocodile, frog)
that live in water shown in the chart/learner’s book on page 17.
• Display animal models and ask learners in groups to identify
animals that live in water
• Praise and thank all learners for their participation.

Activity
 • Learners to revise previous lesson on zebra, hyena, rhino and
monkey through a rhyme, song, poem or game.
• Learners in groups to identify animals (snake, crocodile, frog)
that live in water shown in the chart/learner’s book on page 17.
• Individual learners to identify animals (snake, crocodile, frog)
that live in water shown in the chart/learner’s book on page 17.
• Learners in groups to identify animals that live in water from the
models displayed

CONCLUSION/ SHARING TIME: Observe learners identity animals

(snake, crocodile, frog) that live in water
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
 MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: ANIMALS
SUB-TOPIC: Animals that live in water - Fish, Hippo.
RATIONALE: This topic is about Animals live in different places. In this
topic focus will be on animals that live in water. These are classified as
vertebrate or invertebrate. They include animals such as frog, snake,
crocodile, fish, crabs and hippo. This will help learners to be aware and
appreciate that certain animals live in water. It is therefore important for
them to care and nurture these animals. This is the first lesson in the series
of two lessons. Discussion, role play and demonstration method will be used
to present this lesson.

SPECIFIC OUTCOME: - Learners to identify animals that live in water.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the snake, crocodile, hippo, fish, crab, frog.
TEACHING AND LEARNING RESOURCES: chart of animals that live in
water, animal models, learner’s book, videos and DVDs of animals that live in
water.
LESSON DEVELOPMENT
Introduction/ starting together
• Introduce the lesson by revising the previous work on snake,
crocodile, frog through a song, rhyme, poem or game
 • Display the chart showing a hippo and a fish (or use the learner’s
book page 18).
• Put learners in groups as desired and ask them to identify
animals (fish, hippo) that live in water shown in the
chart/learner’s book page 18.
• Ask individual learners to identify animals (fish, hippo) that live in
water shown in the chart/learner’s book on page 18.
• Display animal models of fish and hippo and ask learners to play
with them in a dish of water
• Praise and thank all the learners for their participation.

Activity
• Learners to revise the previous lesson on snake, crocodile, frog
through a song, rhyme, poem or game
• Learners in groups to identify animals (fish, hippo) that live in
water shown in the chart/learner’s book, page 18.
• Individual learners to identify animals (fish, hippo) that live in
water shown in the chart/learner’s book page 18.
• Learners to put animal toys in a dish of water and play with
them.

CONCLUSION/ SHARING TIME: Observe learners identify animals that

live in water (fish, hippo)
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
 MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: ANIMALS
SUB-TOPIC: Birds - Chicken, Duck and Eagle.
RATIONALE: This topic is about Birds are animals with feathers e.g. chicken,
peacock, eagle, pigeons, ducks. Some birds can live with people or among
people while others live in the bush. Some birds can be eaten and others
cannot. It is important at this stage for learners to have knowledge about
 birds so that they are aware and are able to appreciate, nurture and
conserve birds. This is the first lesson in the series of two lessons.
Discussion, role play and demonstration method will be used to present this
lesson.

SPECIFIC OUTCOME: - Learners to name familiar birds.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the bird, duck, chicken, peacock, eagle, pigeon, crow.
TEACHING AND LEARNING RESOURCES: chart of familiar birds, learner’s
book, bird models, Videos and DVDs of birds.

LESSON DEVELOPMENT
Introduction/ starting together
• Ask learners to sing a song about birds.
• Display a chart of familiar birds (or use the learner’s book, page 19.
• Ask learners in groups to name familiar birds (chicken, duck, eagle)
shown in the charts/learner’s book Page 19.
• Ask individual learners to name familiar birds (chicken, duck, eagle)
shown in the chart/learner’s book page 19.
• Display the bird models and allow learners to play with them.
• Praise and thank all learners for their participation.

Activity
• Learners to sing a song about birds.
• Learners in groups to name familiar birds (chicken, duck, eagle)
shown in the charts/learner’s book Page 19.
• Individual learners to name familiar birds (chicken, duck, eagle)
shown in the chart/learner’s book Page 19
• Learners to play with displayed bird models

CONCLUSION/ SHARING TIME: Listen to learners as they name familiar

birds(chicken, duck and eagle).
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
 Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: ANIMALS
SUB-TOPIC: Birds - Peacock, Pigeon and Crow.
RATIONALE: This topic is about Birds are animals with feathers e.g.
chicken, peacock, eagle, pigeons, ducks. Some birds can live with people or
among people while others live in the bush. Some birds can be eaten and
others cannot. It is important at this stage for learners to have knowledge
about birds so that they are aware and are able to appreciate, nurture and
conserve birds. This is the first lesson in the series of two lessons.
Discussion, role play and demonstration method will be used to present
this lesson.

SPECIFIC OUTCOME: - Learners to name familiar birds.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the bird, duck, chicken, peacock, eagle, pigeon, crow.
TEACHING AND LEARNING RESOURCES: chart of familiar birds, learner’s
book, bird models, Videos and DVDs of birds.
LESSON DEVELOPMENT
Introduction/ starting together
• Ask learners to sing a song about birds.
• Display a chart of familiar birds.
• Ask learners in groups to name familiar birds (peacock, pigeon and
crow) shown in the charts.
• Ask individual learners to name familiar birds (peacock, pigeon and
crow) shown in the chart book.
• Display the bird models and allow learners to play with them.
• Praise and thank all learners for their participation.
Activity
• Learners to sing a song about birds.
• Learners in groups to name familiar birds (peacock, pigeon and
crow) shown in the charts.
• Individual learners to name familiar birds (peacock, pigeon and
crow) shown in the chart.
• Learners to play with displayed bird models

CONCLUSION/ SHARING TIME: Listen to learners as they name familiar

birds (peacock, pigeon and crow)
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
 MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: ANIMALS
SUB-TOPIC: Insects - Bee, Mosquito and Ant
RATIONALE: This topic is about Insects are creatures that have three body
parts. These parts are the head, thorax and abdomen. Common insects
include flies, grasshoppers, butterflies, cockroaches, bees, fire-flies and
mosquitoes. Some fly while others creep. Some insects are useful while
others are dangerous and may cause diseases. In this topic it is important for
the learners to identify common insects found in the locality. The learner is
expected to be equipped with the skill of identifying the different types of
insects and also develop an appreciation for nature. This is the first lesson in
the series of two lessons. Discussion, role play and demonstration method
will be used to present this lesson.
SPECIFIC OUTCOME: - Learners to identify insects found in the locality.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the bee, mosquito, ant, dragon fly, beetle
TEACHING AND LEARNING RESOURCES: chart showing different insects,
learner’s book, models of insects, video or DVD showing insects.
LESSON DEVELOPMENT
Introduction/ starting together
• Introduce the lesson by singing a song about insects
• Take learners for nature study to observe different insects
• Display a chart showing insects/ learner’s book page20 / specimen
containers with insects.
• Learners in groups to identify common insects (bee, mosquito and
ant) shown in the chart.
• Individual learners to identify the insects shown in the chart/learners
book on page 20 (bee, mosquitoes and ant).
• Praise and thank all learners for their participation.

Activity
• Learners to sing a song about insects.
• Learners to go for nature study
• Learners in groups to identify insects (bee, mosquito and ant) shown
in the chart/ learner’s book page 20.
• Individual learners to identify insects (bee, mosquito and ant) shown
in the chart/ learner’s book page 20.

CONCLUSION/ SHARING TIME: Observe learners as they identify

insects found in the locality (bee, mosquito and ant)
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
 …………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: ANIMALS
 SUB-TOPIC: Insects - Beetle.
RATIONALE: This topic is about Insects are creatures that have three body
parts. These parts are the head, thorax and abdomen. Common insects
include flies, grasshoppers, butterflies, cockroaches, bees, fire-flies and
mosquitoes. Some fly while others creep. Some insects are useful while
others are dangerous and may cause diseases. In this topic it is important for
the learners to identify common insects found in the locality. The learner is
expected to be equipped with the skill of identifying the different types of
insects and also develop an appreciation for nature. This is the first lesson in
the series of two lessons. Discussion, role play and demonstration method
will be used to present this lesson.
SPECIFIC OUTCOME: - Learners to identify insects found in the locality.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the bee, mosquito, ant, dragon fly, beetle
TEACHING AND LEARNING RESOURCES: chart showing different insects,
learner’s book, models of insects, video or DVD showing insects.
LESSON DEVELOPMENT
Introduction/ starting together
• Learners to revise the previous lesson on bee, mosquito and ant
through a song, rhyme, poem or game.
• Take learners for nature study to observe different insects or
• Display a chart showing insects/ learner’s book page 20/ specimen
containers with insects
• Learners in groups to identify common insects (beetle) shown in the
chart.
• Individual learners to identify the insects shown in the chart/learners
book page 20 (beetle).
• Praise and thank all learners for their participation.

Activity
• Learners to revise the previous lesson on bee, mosquito and ant
through a song, rhyme, poem or game.
• Learners to go for nature study observe different insects
 • Learners in groups to identify insects (dragon fly and beetle) shown
in the chart/ learner’s book page20.
• Individual learners to identify insects (dragon fly and beetle) shown
in the chart/ learner’s book page 20.

CONCLUSION/ SHARING TIME: Listen to learners as they identify

insects found in the locality (dragon fly and beetle).
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

MINISTRY OF EDUCATION
ECE LESSON PLAN
School: ……………………………………. Day:
………………………
Teachers Name: ………………………… Date:
……………………..……
Class: ……… Duration:
………………
Age Group: 5 - 6 years Time:
……………………
Total Enrolment ………. Boys ………… Girls ………..
Attendance …………. Boys ………. Girls ……….
Learning Area: Science
TOPIC: ANIMALS
SUB-TOPIC: Insects - Parts of an insect
RATIONALE: This topic is about Insects are creatures that have three body
parts. These parts are the head, thorax and abdomen. Common insects
include flies, grasshoppers, butterflies, cockroaches, bees, fire-flies and
mosquitoes. Some fly while others creep. Some insects are useful while
others are dangerous and may cause diseases. In this topic it is important for
the learners to identify common insects found in the locality. The learner is
expected to be equipped with the skill of identifying the different types of
insects and also develop an appreciation for nature. This is the first lesson in
the series of two lessons. Discussion, role play and demonstration method
will be used to present this lesson.
SPECIFIC OUTCOME: - Learners to name parts of an insect
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge of
the Head, chest, stomach and legs.
TEACHING AND LEARNING RESOURCES:-Chart showing parts of an
insect, learner’s book, model of insects
LESSON DEVELOPMENT
Introduction/ starting together
• Sing a song about insects.
• Display the chart/learner’s book, page 21 showing an insect.
• Discuss with learners parts of an insect.
 • Ask learners in groups to name parts of an insect (head, chest,
stomach and legs) shown in the chart/learner’s book on page 21.
• Ask individual learners to name parts of an insect (head, chest,
stomach, legs) shown in the chart/learner’s book on page 21.
• Ask learners to play with insect models and observe the parts.
• Thank and praise all the learners for their participation.

Activity
• Learners to sing a song about insects.
• Learners to discuss parts of an insect
• Learners in groups to name parts of an insect (head, chest, stomach
and legs) shown in the chart/learner’s book on page 21.
• Individual learners to name parts of an insect (head, chest, stomach,
legs) shown in the chart/learner’s book on page 21.
• Learners to play with insect models and identify the parts.

CONCLUSION/ SHARING TIME: listen to learners as they name parts of

an insect (head, chest, stomach and legs).
EVALUATION: SELF:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………
CLASS:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………