LESSON PLAN CRE ACTIVITIES

Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: Self-awareness (Parts of my body)

Specific lesson learning outcome.

By the end of the lesson, the learner should be to:-

a) Recognize God as creator of every part of his/her body to glorify Him.

b) Appreciate himself/herself as created in his image and likeness of God for His glory.

KEY INQUIRY QUESTION (s)

Who made the parts of your body?

In whose image and likeness are you created?

Core competencies Values PCIs

  Respect Self-esteem
Assertiveness
Effective communication

LEARNING RESOURCES

Learners’ tablet.

Teacher’s laptop.

Projector.

Good News Bible.

Learner’s Book 3 page 2-3.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to read Psalms 139:13.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Guide learners through human experience by asking them what they like about themselves and referring
to learner’s image on page 2.

Step 2: Guide learners to discuss who created their body parts.

Step 3: Guide learners to read Psalms 139:13 and Genesis 1:27.

Step 4: Ask learners who created all the parts of their bodies.
SUMMARY

Learners to read short explanation under in the Bible section.

CONCLUSION (Assessment of Learning)

Learners to ask and answer questions.

EXTENSION OF ACTIVITIES

Learners to read the summary notes at home with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: Self-awareness (Parts of my body)

Specific lesson learning outcome.

By the end of the lesson, the learner should be to:-

c) Recognize God as creator of every part of his/her body to glorify Him.

d) Appreciate himself/herself as created in his image and likeness of God for His glory.

KEY INQUIRY QUESTION (s)

Who made the parts of your body?

In whose image and likeness are you created?

Core competencies Values PCIs

  Responsibility Self-esteem
 Self-control Assertiveness
Effective communication

LEARNING RESOURCES

Learners’ tablet.

Teacher’s laptop.

Projector.

Good News Bible.

Learner’s Book 3 page 2-3.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Guide learners through reciting and saying the poem on page 3 of learner’s book.

Step 2: Guide learners to discuss what they understand from the bible verse and what they will do with the verse
they have memorized.
 Step 3: Guide learners in pairs or groups to present the verses recited in front of the class.

SUMMARY

Learners to read short explanation under in the Bible section.

CONCLUSION (Assessment of Learning)

Learners to ask and answer questions and inform them of the next lesson.

EXTENSION OF ACTIVITIES

Learners to read the summary notes at home with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: How I think and feel.

Specific lesson learning outcome.

By the end of the lesson, the learner should be to control his or her thoughts and feelings in daily life.

KEY INQUIRY QUESTION (s)

How can I control my thoughts and feelings?

Core competencies Values PCIs

  Responsibility Life skills

 Self-control Coping with emotions

LEARNING RESOURCES

Crayons.

Pencils.

Flash cards.

Learner’s Book 3 page 4-5.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Guide learners to recall the lessons on body parts.

Step 2: Guide learners to understand the lesson is about their thoughts and feelings.

Step 3: Guide learners through the activity 2 on page 4 and ask them to identify the emotions shown in the
picture.

Step 4: Ask learners to mention places and situations in which it is okay to do these things and when and where
not to.

SUMMARY

Learners to read short explanation under in the Bible section.

CONCLUSION (Assessment of Learning)

Pick a few learners to take turns in reading out loud the summary notes.

EXTENSION OF ACTIVITIES

Learners to read the summary notes at home with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: How I think and feel.

Specific lesson learning outcome.

By the end of the lesson, the learner should be to control his or her thoughts and feelings in daily life.

KEY INQUIRY QUESTION (s)

How can I control my thoughts and feelings?

Core competencies Values PCIs

  Responsibility Life skills

 Self-control Coping with emotions

LEARNING RESOURCES

Crayons.

Pencils.

Flash cards.

Learner’s Book 3 page 4-5.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Guide learners to recall the lessons on body parts.

Step 2: Guide learners to understand the lesson is about their thoughts and feelings.

Step 3: Ask the learners to say some of the things they think about. Write them on the board.

Step 4: Ask learners to point out from the list the good and the bad thoughts.

SUMMARY

Guide learners to stand up and sing the song on the learner’s book

CONCLUSION (Assessment of Learning)

Learners to ask and answer questions.

EXTENSION OF ACTIVITIES

Learners to read the summary notes at home with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: Making the right choices

Specific lesson learning outcome.

By the end of the lesson, the learner should be to make choices that are acceptable to God in their lives.

KEY INQUIRY QUESTION (s)

What happens when you make choices?

Core competencies Values PCIs

 Communication and  Responsibility Decision making

collaboration  Self-control
 Self-efficacy  respect
 Critical thinking and
problem solving

LEARNING RESOURCES

Learner’s Book 3 page 5-6.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Guide learners to the first artwork in activity 5 in the learner’s book page 5.

Step 2: Guide learners to question 2 and ask them what would happen after they make their choice. Take
responses and guide them in conclusion.

Step 3: Repeat step 1 and 2 for the other three scenarios.

Step 4: Ask learners to tell you their thought process in arriving at the right choice.

SUMMARY

Summarize the process of decision making

CONCLUSION (Assessment of Learning)

Display the chart that summarizes the decision making process and take learners through it.
EXTENSION OF ACTIVITIES

Learners to read the summary notes at home with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: Making the right choices

Specific lesson learning outcome.

By the end of the lesson, the learner should be to make choices that are acceptable to God in their lives.

KEY INQUIRY QUESTION (s)

What happens when you make choices?

Core competencies Values PCIs

 Communication and  Responsibility Decision making

collaboration  Self-control
 Self-efficacy  respect
 Critical thinking and
problem solving

LEARNING RESOURCES

Learner’s Book 3 page 5-6.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Guide learners to the first artwork in activity 6 in the learner’s book page.

Step 2: Guide learners in groups or pairs to tackle two questions.

Step 3: Ask the representative of each group to present in front of the class.

Step 4: Guide learners into seeing the need to make the right choices.

SUMMARY

Lead learners to the conclusions that the right choices bring peace and joy while bad may bring them into trouble.

CONCLUSION (Assessment of Learning)

Ask learners what kind of choices they will make going forward.

EXTENSION OF ACTIVITIES
Learners to join and participate in clubs that help to build their strengths, the things they like about themselves.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: My family (the head of the family)

Specific lesson learning outcome.

By the end of the lesson, the learner should be to recognize the head of a family and respect them.

KEY INQUIRY QUESTION (s)

Who is the head of the family?

Core competencies Values PCIs

 learning to learn  unity Critical thinking

 Imagination and  humility Citizenship
creativity  respect Social cohesion
 Critical thinking

LEARNING RESOURCES

Bible.

Pictures of families.

Manila paper.

Learner’s Book 3 page 7-8.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Begin by asking learners questions on who is the head of the school and then head of class.

Step 2: Guide learners in appreciating that the family just like the school or class has a head.

Step 3: Ask the learners to state who is the head of the family.

Step 4: Ask learners what they should do to the head of the family e.g. obey and respect.

SUMMARY

Learners to do activity 2 on page 8 of learner’s book.

CONCLUSION (Assessment of Learning)

Learners to ask and answer questions

EXTENSION OF ACTIVITIES

Learners to show respect to the head of their family at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: My Extended family

Specific lesson learning outcome.

By the end of the lesson, the learner should be to name family members in both nuclear and extended families for
identification.

KEY INQUIRY QUESTION (s)

Who are the people in your extended family?

Core competencies Values PCIs

 learning to learn  unity Interpersonal relationships

 Imagination and  love Friendship formation
creativity  respect
 Critical thinking

LEARNING RESOURCES

Pictures of an extended families.

Learner’s Book 3 page 8-9.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Ask learners to name the members of their nuclear extended families. Ask them if there are other people
in their families.

Step 2: Guide learners through activity 4 on page 9 of the learner’s book.

Step 3: Allow learners to write the names.

Step 4: Guide learners into the realization that the nuclear family is a part of the extended family.

SUMMARY

Learners to do activity 3 on page 8 of learner’s book.

CONCLUSION (Assessment of Learning)

Ask learners to mention the people in their extended families.

EXTENSION OF ACTIVITIES

Learners to make a family tree of their extended family at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: My Family Tree

Specific lesson learning outcome.

By the end of the lesson, the learner should be to draw his/her family tree.

KEY INQUIRY QUESTION (s)

What is a family tree?

Core competencies Values PCIs

 learning to learn  unity Interpersonal relationships

 Imagination and  love Self-awareness
creativity Citizenship
 Self-efficacy

LEARNING RESOURCES

Family tree on a chart.

Flash cards showing names of some members of the family.

Learner’s Book 3 page 9-11.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Ask learners to name the members of the extended families.

Step 2: Guide learners through activity 5 on page 9 of the learner’s book.

Step 3: Explain to the learners that we are related with members of our extended family by blood or marriage.

Step 4: Put up the family tree drawn on a chart for the learners to see as you explain.

SUMMARY

Learners to read out summary notes to complete the explanation

CONCLUSION (Assessment of Learning)

Ask learners to conduct the take home activity at home.

EXTENSION OF ACTIVITIES

Learners to make a family tree of their extended family at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: Adam and Eve

Specific lesson learning outcome.

By the end of the lesson, the learner should be to acknowledge God as the creator of Adam and Eve as our first
parents on earth.

KEY INQUIRY QUESTION (s)

Who were the first people to be created?

Who created Adam and Eve?

Core competencies Values PCIs

 learning to learn  Respect Self-esteem

 Imagination and Self-awareness
creativity Gender awareness

LEARNING RESOURCES

Good news bible.

Learner’s Book 3 page 12-13.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Ask learners to do the first question in Activity 2 on page 13. Guide them through the activity.

Step 2: Guide learners in pairs or groups to present the poem in front of the class.

Step 3: Guide learners to find and read the two bible verses Genesis 2:7, 21.

Step 4: Guide learners to understand that God created Adam in the same way the boy and the girl are creating
models from soil.

SUMMARY

Learners to read out summary notes to complete the explanation

CONCLUSION (Assessment of Learning)

Ask learners to name their first parents’

Inform them of the next lesson.

EXTENSION OF ACTIVITIES

Learners to recite Genesis 2:7 at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: Adam and Eve disobey God

Specific lesson learning outcome.

By the end of the lesson, the learner should be to describe how Adam and Eve disobeyed God in their daily lives.

KEY INQUIRY QUESTION (s)

How did Adam and Eve disobey God?

Core competencies Values PCIs

 Communication and  Obedience and loyalty loyalty

collaboration  Social cohesion
 Imagination and citizenship
creativity

LEARNING RESOURCES

Good news bible.

Learner’s Book 3 page 14-15.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Ask learners to do the first question in Activity 3 on page 14. Guide them through the activity.

Step 2: Guide learners to read Genesis 2:16-17 and Genesis 3:6-7.

Step 3: Ask learners to say how Adam and Eve disobeyed God from the verses.

Step 4: Guide learners through activity 4.

SUMMARY

Learners to read out summary notes to complete the explanation

CONCLUSION (Assessment of Learning)

Learners to ask and answer questions.

Inform them of the next lesson.

EXTENSION OF ACTIVITIES

Learners to practice obedience to God in their lives at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: Adam and Eve are punished

Specific lesson learning outcome.

By the end of the lesson, the learner should be to state the result of disobeying God’s command to avoid sin.

KEY INQUIRY QUESTION (s)

What happened when Adam and Eve disobeyed God?

Core competencies Values PCIs

 Communication and  Obedience and loyalty Conflict resolution

collaboration  respect Decision making
 Imagination and Coping with emotions
creativity

LEARNING RESOURCES

Good news bible.

Felt-tip pens.

Glue, Manila paper.

Learner’s Book 3 page 15-16.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Ask learners to say how Adam and Eve disobeyed God.

Step 2: Guide learners through the activity 5 on page 15 and ask them what they think will happen in each.

Step 3: Guide learners to read the bible verses on what happened when Adam and Eve disobeyed God. Genesis
3:23.

Step 4: Guide learners through activity 6 explain to the learners that God was unhappy when Adam and Eve
disobeyed him.
SUMMARY

Learners to read out summary notes to complete the explanation.

CONCLUSION (Assessment of Learning)

Learners to ask and answer questions.

EXTENSION OF ACTIVITIES

Learners to recite Genesis 3:23 at home before family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN CRE ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

THREE

STRAND/THEME/TOPIC: CREATION

SUBSTRAND/SUB-THEME/SUB-TOPIC: Obeying my parents and teachers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to:-

1. Explain the importance of obeying parents to live harmonious family life.

2. Explain the importance of obeying teachers to promote good relationships at school

KEY INQUIRY QUESTION (s)

Why should I obey my parents and teachers?

Core competencies Values PCIs

 Communication and  Obedience Social cohesion

collaboration  respect Decision making
 Imagination and Citizenship
creativity

LEARNING RESOURCES

Flash card with the memory verse.

Good news bible.

Learner’s Book 3 page 17-19.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Review the previous lesson.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Ask learners to recite Ephesians 6:2.

Step 2: Guide learners to make the cards as per the instructions and example under activity 8.

Step 3: Through questions, guide learners to the understanding that God wants us to respect our parents and
teachers.

Step 4: Guide learners to realize that when they obey their teachers and parents they are praised or rewarded
and they avoid getting into trouble.

SUMMARY
Learners to read out summary notes to complete the explanation

CONCLUSION (Assessment of Learning)

Learners to do the exercise 1 as a class or homework.

EXTENSION OF ACTIVITIES

Learners to recite Ephesians 6:2 at home before family members.

REFLECTION ON THE LESSON/SELF-REMARKS