KASEMPA DAY SECONDARY
CLASS: Grade 1 NUMBER OF PUPILS IN CLASS: 45
DATE: 2026-06-27 NAME OF TEACHER: Mr Masumba
Subject: Mathematics & Science Topic: 1.1. EXPLORING MY WORLD Subtopic: 1.1.1 Grouping ThingsLESSON DURATION: 80 minutes
LESSON GOAL: By the end of this 80-minute lesson, learners will be able to distinguish groups of things according to their observable characteristics by exploring and collecting various items from their immediate environment. BROAD COMPETENCES: • Communication • Critical Thinking • Collaboration • Analytical Thinking EXPECTED TARGET COMPETENCE: 1.1.1.1 Distinguish groups of things according to their characteristics LESSON COMPETENCIES: COMPETENCE 1: Learners will identify various characteristics of objects found in their environment. COMPETENCE 2: Learners will analyze and compare different objects to determine their shared and distinct features for grouping. COMPETENCE 3: Learners will create a labeled collection of grouped objects based on specified characteristics. METHODOLOGIES, STRATEGIES AND APPROACHES: Approach: Learner-Centered Approach Method: • Discovery Method - Engagement (Introduction), Exploration (Development) • Practical Work Method - Exploration (Development), Synthesis (Continuity and Extension) • Question & Answer Method - Explanation (Conceptualization), Evaluation and Reflection Strategy: • Guided Questioning - Engagement (Introduction), Explanation (Conceptualization), Evaluation and Reflection • Group Work - Exploration (Development), Synthesis (Continuity and Extension) • Use of Charts/Diagrams - Explanation (Conceptualization), Synthesis (Continuity and Extension) ASSESSMENT STRATEGIES: Formative: Observe learners during group activities as they explore and collect items, noting their ability to identify characteristics and sort objects. Provide immediate feedback on their initial grouping attempts. Summative: Evaluate the accuracy and organization of the collected and grouped items presented by each group, specifically assessing if the objects are correctly distinguished by their characteristics as outlined in Competence 3. LEARNING MATERIALS: • Physical Items for Teacher Demonstration: 1 basket of mixed items (e.g., 3 leaves, 2 stones, 4 bottle caps, 5 small sticks, 1 flower). • Physical Items for Learner Activities (Groups of 5): 9 empty containers (e.g., plastic bowls), 9 magnifying glasses, various natural and artificial items collected from the school environment (e.g., different types of leaves, stones, seeds, bottle caps, small plastic toys, pieces of fabric, buttons – enough for each group to have a diverse collection). • Manila chart: Chart 1 — "Ways to Group Things". This chart will have two columns: "Characteristic" and "Examples". Under "Characteristic" it will list: Colour, Size, Shape, Material. Under "Examples" it will show small drawings or labels of items grouped by these characteristics (e.g., red apple, red car; small button, small leaf; round ball, round clock; wooden block, wooden spoon). • Manila chart: Chart 2 — "Our Grouped Collections". This chart will be a blank template with three columns: "Group Name", "Characteristics Used", and "Items Collected". It will have several rows for groups to fill in. • Alternative Materials: Locally available natural items (e.g., different types of soil, sand, water, various plants, fruits, vegetables), recycled materials (e.g., plastic bottles, cardboard pieces, old clothes), drawings on cardboard, use of natural ground for grouping. LEARNING ENVIRONMENT: Natural Environment: School garden and classroom. Alternative: Classroom with brought-in items. PRIOR KNOWLEDGE: • Can identify common objects in their surroundings. • Can differentiate between basic colours. • Can recognize simple shapes like circles and squares. • Can count small numbers of objects. INTERDISCIPLINARY CONNECTIONS: • Literacy: Describing objects using adjectives. • Art: Identifying colours and shapes in artworks. • Social Studies: Grouping people or places by characteristics. • Environmental Studies: Classifying natural and man-made objects. LESSON PROGRESSION: [TABLE_START] Phase|Teacher Activity|Learner Activity|Targeted Competency|Assessment Criteria|Duration Engagement (Introduction)|Display 1 basket of mixed items (e.g., 3 leaves, 2 stones, 4 bottle caps, 5 small sticks, 1 flower) on the demonstration table. Ask: "What do you see in this basket? How are these things similar or different from each other?"|Identify the items in the basket: leaves, stones, bottle caps, sticks, flower. State that some are green (leaves), some are hard (stones), some are small (bottle caps), some are long (sticks), and one is a flower.|Communication, Critical Thinking|Learners accurately identify at least 3 distinct items and describe at least 2 different characteristics.|10 Exploration (Development)|Guide learners to explore different things in the school garden. Distribute 9 empty containers and 9 magnifying glasses to groups. Instruct: "In your groups, explore the garden and collect 10 different items. Then, group these items in your containers based on characteristics like colour, size, or shape." Ask: "What characteristics are you using to group your collected items?"|Explore the school garden, collecting 10 different items such as leaves, small stones, seeds, and twigs. In groups, sort the collected items into the empty containers, for example, all green leaves in one container, all small stones in another. State the characteristics used: "We are grouping by colour (green leaves), by size (small stones), and by type (twigs, seeds)."|Collaboration, Analytical Thinking, Manipulation|Groups successfully collect 10 diverse items and sort them into at least 3 distinct groups based on observable characteristics.|35 Explanation (Conceptualization)|Display Chart 1 — "Ways to Group Things". Introduce terms: "Characteristic" means a feature that helps identify something, and "Grouping" means putting things together based on shared characteristics. Ask: "Based on Chart 1, how did you group your items in the garden? Which characteristics did you use?"|Study Chart 1. Explain that their grouping in the garden used characteristics like colour (e.g., green leaves), size (e.g., small stones), and shape (e.g., round seeds), similar to the examples shown on Chart 1.|Communication, Critical Thinking|Learners correctly define "characteristic" and "grouping" and relate their practical activity to the concepts on Chart 1.|15 Synthesis (Continuity and Extension)|Present a scenario: "Imagine you need to organize all the toys in your classroom. How would you group them so it's easy to find what you need?" Ask: "What characteristics would be most useful for grouping toys?" Provide chart paper for groups to record their grouping plan.|Discuss in groups how to group toys. Create a plan on chart paper with columns: "Toy Category", "Characteristics Used", "Examples of Toys". Sample entries: "Vehicles" (wheels, moves) — cars, trucks; "Animals" (fur, legs) — teddy bears, plastic animals; "Building Blocks" (shape, size) — cubes, cylinders.|Problem Solving, Analytical Thinking, Creativity|Groups develop a logical grouping plan for toys, identifying at least 3 relevant characteristics and providing suitable examples.|15 Evaluation and Reflection|Ask: "Why is it important to group things in our daily lives? What was the most challenging part of grouping the items you collected?" Homework: "Draw 5 different items from your home and group them by colour or size, explaining your choice."|ANSWER Q1: "Grouping helps us organize, find things easily, and understand similarities/differences." ANSWER Q2: "It was challenging to decide which characteristic to use when an item had many features, or when items looked similar but were different." Record homework in books.|Critical Thinking, Communication|Learners articulate at least two benefits of grouping and reflect on one challenge encountered during the activity.|5 [TABLE_END]