| Objectives | Students will be able to: (1) name jobs done at home (cooking, cleaning, washing, gardening); (2) explain who does them; (3) draw a home job. |
|---|---|
| Materials | Toy kitchen items, broom, cloth, pictures of home jobs, drawing paper. |
| Key vocabulary | job, home, cook, clean, wash, help |
| Engage (starter) | (10 min) Mime sweeping and cooking; children guess. “These are jobs we do at home. Who does them in your house?” |
| Develop (main) | (35 min) 1. Brainstorm home jobs, list on board. 2. Discuss that everyone in the family can help. 3. Role-play different home jobs. 4. Draw a picture of yourself doing a home job and write a sentence: “I help at home by ____.” 5. Share with a partner and discuss why it’s important to help. |
| Plenary (close) | (10 min) “I Can Help” chant with actions: “I can sweep, I can mop, I can help until I drop!” |
| Assessment | Drawing includes child doing a job and a sentence. |
| Teacher notes | Promote gender equality – boys can cook and clean too. |
| Objectives | Students will be able to: (1) identify school workers (principal, teacher, caretaker, cook, cleaner); (2) explain what each does; (3) create a thank-you card for a school worker. |
|---|---|
| Materials | Pictures of school staff, card-making supplies. |
| Key vocabulary | principal, teacher, caretaker, cook, cleaner |
| Engage (starter) | (10 min) Ask: “Who makes our lunch? Who keeps the school clean? Let’s go on a job hunt!” Walk around school briefly. |
| Develop (main) | (35 min) 1. List school workers and their jobs. 2. Match worker to tool (caretaker-broom, cook-pot). 3. Discuss: what would happen without them? 4. Make a thank-you card for one worker, draw a picture and write (copy) “Thank you for ____.” 5. Deliver cards as a class. |
| Plenary (close) | (10 min) Return to class, share the experience of giving the card. |
| Assessment | Card includes a job-related thank-you; child can name school workers. |
| Teacher notes | Build appreciation for all staff. |
| Objectives | Students will be able to: (1) name community helpers (police, nurse, firefighter, farmer, vendor); (2) match helpers to their workplace; (3) draw a community helper at work. |
|---|---|
| Materials | Community helper cards, workplace cards, drawing paper. |
| Key vocabulary | community, helper, police, nurse, firefighter, farmer |
| Engage (starter) | (10 min) “Who am I?” – teacher gives clues (“I wear a uniform, I keep you safe.”), children guess. |
| Develop (main) | (35 min) 1. Discuss various community helpers and where they work. 2. Match helper to workplace on the floor with cards. 3. Draw a favourite community helper and write “A ____ helps us by ____.” 4. Act out a helper’s job for the class to guess. 5. Discuss why these jobs are important. |
| Plenary (close) | (10 min) “Helper Parade” – children hold up drawings and chant “Helpers, helpers, we love you!” |
| Assessment | Matching correct; drawing and sentence accurate. |
| Teacher notes | Invite a community helper to speak if possible. |
| Objectives | Students will be able to: (1) connect jobs to needs (farmer→food, builder→shelter); (2) create a needs-job chart; (3) appreciate all workers. |
|---|---|
| Materials | Needs cards (food, clothes, house) and job cards, chart paper, glue. |
| Key vocabulary | need, job, connect, appreciate |
| Engage (starter) | (10 min) Hold up a piece of bread. “Who made this possible? The farmer, the baker, the vendor. Many jobs helped!” |
| Develop (main) | (35 min) 1. For each need (food, shelter, clothing), brainstorm the jobs involved. 2. Create a class chart: Need → Jobs. 3. Children draw a line connecting need picture to job picture on a worksheet. 4. Write a sentence: “I am thankful for ____ because they help with my need for ____.” 5. Share with the class. |
| Plenary (close) | (10 min) “Appreciation Circle” – each child says a job and why they’re thankful. |
| Assessment | Worksheet connections correct; sentence shows understanding. |
| Teacher notes | Instil respect for all types of work. |
| Objectives | Students will be able to: (1) recall key learning about needs, food, clothes, and jobs; (2) share their portfolio piece; (3) celebrate learning with a class activity. |
|---|---|
| Materials | Portfolios, certificates, “Term 2 Star” stickers. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Circle time: pass a soft toy, each child says one new thing they learned this term. |
| Develop (main) | (35 min) 1. Look through portfolios, choose a “star piece”. 2. Practise sharing: “I chose this because…” 3. Present to the class in small groups. 4. Class game: “Needs, Jobs, Clothes” – teacher calls category, children name an item. 5. Receive certificate and sticker. |
| Plenary (close) | (10 min) Class cheer and song. Preview Term 3. |
| Assessment | Presentation confident; can answer a simple review question. |
| Teacher notes | Send portfolios home with a positive note. |