Grade 1: Eco Curriculum
Basic needs – eat / breathe / drink / shelter
Resources to help meet these needs – food / air / water / various building materials (mud, straw, sticks, bricks, IBR sheeting…
Wants – extravagant toys, vehicles, clothes, …
Familiar places – public toilets / parks / shops / industrial areas / mine dumps
Dangers associated with these places and actions to prevent danger like adult supervision or going in a group.
The value people put on these places, for example relaxation or environmental education in a park, buying necessities.
Telling about objects and personal belongings that they value and why these objects are valued (include natural resources)
The learner will be able to use enquiry skills to investigate the past and the present (via retelling, writing sentences, drawing pictures, making models and acting).
E.g. the way the landscape at home appeared before settlers from Europe arrived on the continent.
Historical Knowledge and Understanding
The learner will be able to demonstrate historical knowledge and understanding by discussing other people’s experiences in the past and the present.
E.g. explain how people in our country used to live in ancient cultures / before days of settlers compared to today.
The learner will be able to interpret aspects of history by making comments on stories and experiences of the past and present.
E.g. interprets the changes in environment that took place as the country developed industrially.
Life and Living
Life processes and Healthy Living:
Summery: Animals and humans have similar needs.
Compare human body parts (and their function), human needs (eat/drink/breathe) and their homes with that of various animals.
Interactions in Environments:
Summery: Co-existence between humans, animals and plants involves benefits as well as dangers.
Dangers associated with animals – sicknesses and pests; attack in self-defense
Benefits of animals – food, milk, pets, beauty & variety (reserves)
Plants – edible / non-edible / poisonous / medicinal
Plants – functional: making thatch roofs / arts and crafts / products (paper/tea/…)
If we do not eat sufficient variety of vegetables we become weak and are prone to sickness.
LIFE ORIENTATION SPECIFIC THEME: Take care of your environment; take care of yourself
Sustainable Growth & Development:
Summery: Keep in mind your responsibility to the environment in all your efforts.
• Name ways and the importance of using limited classroom materials without waste.
• Use artistic skills (drawing, cutting, measuring, pasting) to design and use environmentally friendly products that could be sold or exchanged in the community.
Technological processes and skills:
Summery: Realising responsibility towards the environment
• After choosing a suitable material or substance to make a simple product to satisfy a given need and making it, explain own feelings as to how it affects the environment.