Longhorn
Hygiene and Nutrition
Activities
Grade 3
Teacher’s Guide
Purity Ndanu
Millicent Omusikoyo
Rahab Thuguri Ngatunyi
Published by
Longhorn Publishers Ltd.,
Funzi Road, Industrial Area,
P. O. Box 18033-00500,
Nairobi, Kenya.
Longhorn Publishers (Uganda) Ltd.,
Plot 4 Vubyabirenge, Ntinda
P. O. Box 24745
Kampala, Uganda
Longhorn Publishers (Tanzania) Ltd.,
New Bagamoyo/Garden Road
Mikocheni B, Plot No. MKC/MCB/81,
P O Box 1237
Dar es Salaam, Tanzania.
Longhorn Publishers (Rwanda) Ltd.,
Remera opposite COGE Bank
P.O. Box 5910
Kigali, Rwanda
© M. Omusikoyo, P. Ndanu, R. T. Ngatunyi, 2018
e moral rights of the authors have been asserted.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise without the prior written permission of the copyright owner.
First published 2018
ISBN 978 9966 64 0406
Printed by Ramco Printing Works Ltd,
Unit 2, Ramco Industrial Complex,
Before Imara Daima Turn o, Mombasa Road,
P. O. Box 27750 - 00506,
Nairobi, Kenya.
iii
Part 1: Introduction........................................................................1
Part 2: Classroom as a learning/teaching resource
and the teaching process................................................... 15
Part 3: Competence-based assessment......................................... 29
Strand 1: Personal hygiene ............................................................. 34
Care of the body through prevention of common parasites.. 38
Answers to Check your progress 1(a) .........................................44
Personal hygiene aer bed wetting ........................................... 46
Answers to Check your progress 1(b) .........................................49
Bed making .................................................................................. 51
Answers to Check your progress 1(c).......................................... 55
Strand 2: Health practices............................................................... 56
Health habits ................................................................................ 60
Answers to Check your progress 2(a) .........................................62
Oral hygiene................................................................................. 63
Answers to Check your progress 2(b) .........................................67
Cleaning the classroom .............................................................. 67
Answers to Check your progress 2(c).......................................... 71
Cleaning utensils ......................................................................... 71
Answers to Check your progress 2(d) .........................................75
Use and care of toilets, latrines and urinals ............................. 75
Answers to Check your progress 2(e)..........................................79
Proper use and storage of medicine at home........................... 80
Answers to Check your progress 2(f)..........................................82
Making water safe for drinking ................................................. 83
Answers to Check your progress 2(g) .........................................86
Kitchen garden............................................................................. 86
Answers to Check your progress 2(h) .........................................89
Minimising food wastage........................................................... 90
Answers to Check your progress 2(i) ..........................................92
Contents
iv
Strand 3: Foods and Nutrition........................................................ 93
Food and our Senses ................................................................... 97
Answers to Check your progress 3(a) .........................................99
Eating habits and values ........................................................... 100
Answers to Check your progress 3(b) .......................................102
Food etiquette............................................................................ 102
Answers to Check your progress 3(c)........................................105
Meals and meal time................................................................. 106
Answers to Check your progress 3(d) .......................................108
Food groups ............................................................................... 108
Answers to Check your progress 3(e)........................................112
Food Safety................................................................................. 113
Answers to Check your progress 3(f)........................................116
Strand 4: Dietary needs ................................................................ 118
Age groups in a family.............................................................. 121
Answers to Check your progress 4 ............................................125
Strand 5: Food and tness ........................................................... 126
Food and tness......................................................................... 129
Answers to Check your progress 5 ............................................132
Strand 6: Consumer education..................................................... 134
Consumer awareness ................................................................ 137
Answers to Check your progress 6 ............................................141
Strand 7: Safety education ............................................................ 142
Disposal of waste in school...................................................... 145
Answers to Check your progress 7(a) .......................................148
Dangers in the school environment........................................ 149
Answers to Check your progress 7(b) .......................................152
1
Introduction
Part 1
e vision of the basic education curriculum reforms is to enable every Kenyan to
become an engaged, empowered and ethical citizen. is will be achieved by providing
every Kenyan learner with the right standards in the skills and knowledge that they
deserve, and which they need in order to thrive in life. is shall be accomplished
through the provision of excellent teaching, school environments, resources and
a sustainable visionary curriculum that provides every learner with high quality
learning.
In order to do this, teachers must engage the learners in exciting activities that
allow them to use and progressively demonstrate the competencies outlined in the
curriculum.is Teacher’s Guide has been designed to do just that. It places the
learner at the centre of learning. e teacher’s guide provides pathways for identifying
and nurturing the talents and interests of learners early enough to prepare them for the
world of work, career progression and sustainability.
Based on a competency-based curriculum; the guide, as well as the learners’ book
provide methods of assessment, promoting of national values and national cohesion
and their integration into the curriculum.
e teacher should therefore strive to nurture the learner’s potential through the
learning pathways that are provided in this book. is is through recognition of the
learner’s potential, gis and talents. At the end of the day, no child should be labelled
a failure!
1.1 Hygiene and nutrition activities as a subject area
Hygiene and nutrition activities is aimed to equip learners with the basic knowledge,
skills and attitudes that promote a happy and healthy lifestyle. rough the subject
area, the learner is given the ability to take care of their own wellbeing as well as
that of others by learning and adopting healthy habits. rough it, the learner shall
be engaged in practical activities that promote healthy eating habits and adoption
of appropriate hygiene practices. is will enable the country prevent many of the
infections associated with poor hygiene and sanitation practices. Chronic lifestyle
diseases associated with poor eating habits will also be minimised by making sure that
healthy habits are introduced as the children start their education. Other topics to be
covered will include oral and dental health and de-worming.
2
Learning outcomes for hygiene and nutrition
By the end of the course, learners should be able to:
• Practicehygiene,propersanitationandsafetytopromotehealthandwell-being.
• Demonstrategoodhealthhabitsthatpromotethewell-beingofselfandothers.
• Makeappropriatechoicesoffoodsanddrinksthatpromotegoodhealth.
• Demonstrateabilitytoconserveresourcesintheirdailyactivities.
• Practiceappropriateetiquetteforinterpersonalrelationships.
1.2 Background Information on new curriculum
• Basedonthe2012ReportoftheTaskForceontheRe-alignmentoftheEducation
SectortotheKenyaVision2030andConstitutionofKenya2010,theGovernment
developed the Sessional Paper No. 2 of 2015 on “Reforming Education and
TraininginKenya”.eSessionalPaperstatesthattheeducationsectorisguided
by the national philosophy, which places education at the centre stage of the
country’shumanandeconomicdevelopment.eSessionalPaperrecommends
reformingtheEducationandTrainingSectortoprovideforthedevelopmentofthe
individual learner’s potential in a holistic and integrated manner, while producing
intellectually, emotionally and physically balanced citizens. It further recommends
a competency based curriculum; establishment of a national learning assessment
system; early identication and nurturing of talents; the introduction of national
values and national cohesion and their integration into the curriculum; and the
introduction of three learning pathways at senior school level. It is against this
backgroundthattheHygiene&Nutritionactivitiessyllabusatprimarylevelwas
developed among other core competency areas.
• Competency-based learning unlike knowledge – based learning which is the
current practice, refers to systems of instruction, assessment, grading and academic
reporting that are based on students demonstrating that they have acquired and
learned the pre-requisite knowledge, skills and attitudes as they progress through
their education. Apart from being integrative, the newly revised syllabus guides
the interaction between the teacher and the learner in the learning process. It
further puts greater emphasis on skills a learner should acquire during each strand
of learning. As a competency-based syllabus, it elaborates on the three aspects of
knowledge, skills and attitudes change.
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1.3 e Book Structure
is teacher’s guide is organised into two main sections. Part 1 is the general
introduction section detailing pedagogical issues. Part 2 highlights the strands just as
outlined in the learner’s book.
Organisation of the strand
Eachstrandconsistsofthefollowing:-
• Strandsandtitles
• Sub-strandsandtheirtitles
• Suggestedtimeofcoverage(numberoflessons/periods)
• Speciclearningoutcomes
• Keyinquiryquestions
• Corecompetencestobedeveloped
• Linkstopertinentandcontemporaryissues(PCIs)
• Linkstoothersubjects
• Suggestedteaching/learningaids/resources
• Suggestedcommunityservicelearning
• Suggestedassessmentrubric
• Suggestednon-formalactivitytosupportlearningthroughapplication
(a) Strands
eserepresentthemaintopicareas.InGrade3,therearesevenstrandstheseare
• Strand 1–Personalhygiene
• Strand 2–Healthpractices
• Strand 3–Foodsandnutrition
• Strand 4–Dietaryneeds
• Strand 5–Goodeatinghabits
• Strand 6–Consumereducation
• Strand 7–Safetyeducation
e strands are further subdivided into various sub-strand areas covering distinct
topic areas.
e strands are spiral in nature. is means the same are repeated in upper levels of
learning through at a more advanced level.
4
(b) Sub Strands
Each strand is divided into sub-strand areas which indicate the scope of coverage
of what a teacher should teach and learner should learn in line with stated learning
objectives.
(c) Suggested time
ese are number of lessons or periods suggested for each sub strand.
(d) Specic Learning Outcomes
ese are the learning objectives which must be achieved at the end of the sub strand.
ey are accompanied with suggested learning experiences which are a summary of
activities that should be carried out to meet the specic objectives.
(e) Key inquiry questions
ese are comprehensive learning statements presented as a starting point. ey are
questions that are meant to make the learners want to nd out the solutions in the
course of learning. ey form the basis for measuring the level of achievement of the
learning objectives.
(f) Core Competences to be developed
A competency based approach enables meaningful connections within and between
subject areas. e seven core competencies to be achieved by every learner are
• Communicationandcollaboration
• Self-ecacy
• Criticalthinkingandproblemsolving
• Citizenship
• Digitalliteracy
• Learningtolearn
• eyshouldbeachievedoncelearnershavemetallthelearningobjectivesinthe
lesson.
ese will be explained in more details later.
(g) Links to PCIs
eseareinstructionsthatsetoutapproachtoPertinentandcontemporary issues.
Examples are life skills, citizenship skills, animal welfare, environmental education
and many more.
5
(h) Links to other subjects
It is important for learners to gain an understanding of the interconnections between
dierent subjects so that learning in each subject is reinforced across the curriculum.
is platform does exactly that. It prepares the teacher to pass this information to the
learners so that they are aware!
(i) Links to attitudes and values
Values are standards that guide an individual on how to respond or behave in a given
circumstance. e teaching of values will facilitate the achievement of the curriculum
reforms’ vision with respect to moulding ethical citizens. Truly engaging with the
learning, requires appropriate attitudes and values that relate to the lesson or the topic
being taught.
(j) Attention to Special Education Needs
is section provides a way that the teacher can cater for the dierent special education
needs with a consideration to the nature and requirements of the lesson.
(k) Teaching aids
is section lists the teaching aids needed for the strand or sub strand. It also indicates
the alternative teaching aids and materials for learners with special needs and for
schools with limited resources.
(l) Suggested Community Service Learning
e learner is part of a larger community and therefore, education should lead the
youth of the country to accept membership of this community with all the obligations
and responsibilities, rights and benets that this membership entails.
(m) Assessment
is section contains the questions and suggested answers to assess the lesson learning
objective.
(n) Suggested non-formal activities to support through application.
ese are non-formal activities which are aimed at further reinforcing the concepts being
learnt
. ey are given as additional activities to the main activities in the learner’s book.
1.4 Core Competences for basic education and their acquisition
Competencies are statements of the characteristics that students should demonstrate
which indicate they are prepared and have the ability to perform independently in
6
professional practice. e two types of competencies envisaged in this curriculum are:
Sessional Paper No. 2 of 2015 on „Reforming Education and Training in Kenya’
recommends a reformed curriculum that adopts a competency based approach.
is is also recommended by the EAC Curriculum Harmonization Structures and
Framework.Acompetencybasedapproachenablesmeaningfulconnectionswithin
and between subject areas through a focus on competencies. Subjects and Subjects will
continue to be taught and will be the vehicles through which the core competencies
are developed over time. In view of the dierent interpretations of the meaning of a
competencybasedcurriculum,andspecicallyforbasiceducation,theFramework
provides clarity on the concept itself and also how the curriculum will be designed,
implemented and assessed.
InthecontextoftheKenyanCompetencyBasedCurriculum(KCBC),competencywill
beunderstoodas„theabilitytoapplyappropriateknowledgeandskillstosuccessfully
perform a function’. Within this context, the curriculum will be designed to emphasize
the importance of not only developing skills and knowledge but also applying these to
real life situations. e integration of pertinent and contemporary issues and service
learning into the framework will provide the opportunity for learners to develop and
apply their skills and knowledge, or in other words, their competencies.
BasedontheNeedsAssessmentStudycarriedoutbyKICD,andthevisionandmission
oftheBECF, thesevencorecompetenciestobe achieved byeverylearner in basic
education are:
1. Communication and Collaboration
2. Self-ecacy
3. CriticalinkingandProblemSolving
4. Creativity and Imagination
5. Citizenship
6. DigitalLiteracy
7. LearningtoLearn
Communication and Collaboration
Communication is the act of transferring information from one place to another,
whether vocally, visually, or non-verbally. e discipline of communication focuses
on how people use messages to generate meanings within and across various contexts,
cultures, channels, and media. e discipline promotes the eective and ethical
practice of human communication.
7
Spitzberg (1988) denes communication competence as the ability to interact well
with others in terms of accuracy, clarity, comprehensibility, coherence, expertise,
eectivenessandappropriateness.OntheotherhandFriedrich(1994)suggeststhat
communicationcompetenceisbestunderstoodas“asituationalabilitytosetrealistic
and appropriate goals and to maximize their achievement by using knowledge of
self, other, context, and communication theory to generate adaptive communication
performances.” In this respect, it can be argued that being able to communicate
eectively as intended is the most important of all life skills. How well information can
be transmitted and received is a measure of how good our communication skills are.
Developingcommunicationskillshelpsinallaspectsofanindividual’slife.
Parks(1985)maintainsthatcommunicativecompetencecaneectivelybemeasured
by determining if, and to what degree, the goals of interaction are achieved. He
emphasizes three interdependent themes: control, responsibility, and foresight; and
argues that to be competent, learners must not only ‘know’ and ‘know how,’ but rather
they must also ‘do’ and ‘know that we did’. He denes communicative competence
as the degree to which individuals perceive they have satised their goals in a given
social context without jeopardizing their ability or opportunity to pursue their other
subjectively more important goals.
A useful framework for understanding communication competence was designed by
SpitzbergandCupach(1984).eyproposeamodelthatcanbeusedtounderstand
communication referred to as the component model of competence. e model asserts
that communication competence is mutually dened by the interdependency of the
cognitivecomponent(concernedwithknowledgeandunderstanding),thebehavioural
component (concerned with behavioural skills), and the aective component
(concerned with attitudes and feelings about the knowledge and behaviours) by
interactions in an interpersonal encounter within a specic context.
is then implies that education at each level should endeavour to enhance the learner’s
acquisition of eective communication skills through which they can interact and
express themselves during the learning process. In this respect, it would be prudent to
be cautious when deciding on the language to be used as a medium of instruction at
the early year’s education level. It is also important to take cognizance of appropriate
modes of communication for learners with special educational needs.
Collaboration is the process of two or more people or organizations working together
to realize shared goals. Collaboration may require leadership, although this can be
social within decentralized or egalitarian groups or teams that work collaboratively
in relation to gaining greater resources, recognition and motivation. Strategies for
8
eective communication enhance the attainment of greater collaboration among
groups that ultimately increase the success of teams as they engage in collaborative
problem solving. Collaboration is also present in opposing goals exhibiting the
notion of adversarial collaboration, though this is not a common case for using the
word. Collaborative learning is a system in which two or more people co-operate in a
learning experience to share and contribute to each member’s understanding of a topic
and to complete a given task. Collaborative learning is designed to help learners learn
fromeachother andcan beanimportantaspect ofthe school curriculum.Lesson
plans for collaborative learning may vary greatly. Sometimes teachers will build a
lesson designed specically to teach collaborative learning and teamwork. ere are
many team building games and activities that can be done in a classroom that force
learners to work together to complete a task. Other collaborative learning exercises are
designedaroundaparticularschoolsubject.Forinstance,inaspeechclass,ateacher
might put learners up into teams and have them work together to make a presentation
on a subject together. In this scenario, learners can learn just as much as if they were
developing a presentation on their own, but they get the added benet of learning how
to collaborate.
Self-ecacy
Self-ecacy is a person’s belief about his or her capabilities to perform tasks or
assignments that can change and transform his or her life. It determines how the
personfeels,thinks,behavesandmotivatesthemselves.Self-ecacyhasthepotential
to determine four major processes namely cognitive, motivational, aective and
selection processes.
A strong sense of self-ecacy enhances a learner’s accomplishment and personal
well-beinginmanyways.Learnerswithhighassuranceintheircapabilitiesapproach
diculttasksaschallengestobemastered,ratherthanasthreatstobeavoided.Self-
ecacy fosters intrinsic interest and deep engrossment in activities. Learners set
themselves challenging goals and maintain a strong commitment to them.
Self-ecacy as a competence will enable learners to develop and nurture intra-
personal skills and values such as self-awareness, self-esteem, condence and personal
integrity. ese competencies will enhance the learner’s ability to heighten and sustain
eorts in the face of failure and eectively manage stressful situations. A learner with
astrongsenseofself-ecacywillbecourageousandboldenoughtosetandpursue
personal educational, family, community, entrepreneurial, professional, and career
goalsinallformsofemploymentthatwillleadtopersonalaccomplishment(British
Council,2016).Anecaciouslearnerwillbeawareoftheresourcesattheirdisposal
9
and will take personal responsibility for the use, care, management, protection and
preservation of these resources.
Alearnerwithstrongself-ecacywillbeinternallymotivatedtoestablishandmaintain
healthy interpersonal relationships. ey will demonstrate interpersonal relationship
skills such as assertiveness, empathy, eective communication, negotiation skills,
non-violent conict resolution skills and peer pressure resistance skills. Creative and
critical thinking that leads to eective decision making and problem solving is based
onastrongsenseofself-ecacy(BritishCouncil,2016).Capacitybuildingofteachers
and parental engagement are two crucial factors that would determine acquisition of
self-ecacy.eschoolwillbeexpectedtoprovideopportunitiesforparentstobe
empowered and engaged in the aairs and welfare of their children’s education.
Critical inking and Problem Solving
An important outcome of quality education is teaching learners how to think critically.
e British Council (2015) identies three types of thinking: reasoning, making
judgements, and problem solving. It is possible for learners to reason in an uncritical
way. When learners are empowered with critical thinking, they avoid being subjective,
and use logic and evidence to arrive at conclusions. Critical thinking also facilitates
exploringnewwaysofdoingthingsandlearnerautonomy.Learnerslearnthatforevery
issue there are multiple perspectives that they can explore, rather than a rigid recall
and regurgitation of information. Critical thinking is important for lifelong learning. It
helps learners to have an open mind and be ready to listen and appreciate information
and opinions that may sometimes conict with their earlier held beliefs and positions.
Critical thinking and problem solving are useful for learners of all ages and in all the
subjectsanddisciplinesoeredinthebasiceducationcurriculum.Forexample,inthe
sciences learners need to think critically about observations and patterns to develop
ideas on how to solve problems. ese competencies are also important for solving
problems in their lives and communities, and will ultimately help them to full their
potential, which is the vision for the basic education curriculum. is will contribute
to addressing the unemployment challenge in Kenya.
Critical thinking and problem solving will be developed through age appropriate
activities and programmes in the school curriculum. For example, at pre-primary
school level learners can be asked to come up with the best ways of using and keeping
their books, stationery and other personal items safe. At the other end of the basic
education spectrum, learners can be asked to come up with the best ways of addressing
the challenge of scarce resources such as water in the school and community.
10
Creativity and Imagination
Creativity and imagination refers to the ability to form new images and sensations
inthemind,andtoturnthemintoreality(BritishCouncil,2016).Itistheabilityto
imagine things that are not real, to form pictures in the mind of things that one has
not seen or experienced, and turn those pictures into real things. It also refers to the
act or power of forming mental images of things that are not present to the senses,
or that are never wholly perceived in reality, and creating physical representations of
those images. Imagination only exists or happens in the mind, and it remains in the
mind. Creativity and imagination on the other hand, is characterized by the ability to
perceive the world in new ways, to nd hidden patterns, to make connections between
seemingly unrelated phenomena, and to generate solutions. It is a phenomenon
whereby something new and valuable is formed.
In educational terms, creativity and imagination refers to the ability of learners and
their teachers to form images and ideas in their minds, and turn them into real, visible
creations.Learnerswhoareimaginativeandcreativeareabletomakelifeinteresting
for themselves and others around them. ey are able to use the knowledge, skills
and values acquired in the learning process to create new ideas that result in products
that add value to their lives and to the lives of others around them. e competence
based curriculum recognizes this hidden ability in learners. It will therefore, inspire
learners’ imagination by presenting knowledge in ways that encourage learners to
think as individuals. It will create scenarios that help learners to engage in imagination
and encourage them to develop creations steered by the imagination. eir ability
to imagine will be stretched through exposure to challenging situations that help to
expand their thinking and creativity skills. e curriculum will also create room for
innovative ways of teaching as well as creating an environment conducive to learning
that oers all learners opportunities to explore their full potential in and through
creativity and imagination.
Citizenship
Historically, human beings have always formed communities based on a shared
identity. Such identities are forged in response to a variety of human needs, which might
be economic, political, religious or social. As group identities grow stronger, those
who hold them in commonality with others organize themselves into communities,
articulate their shared values, and build governance structures to support their beliefs.
e individuals in these communities identify themselves as citizens.
Citizenship is the state of being vested with the rights, privileges, and duties of a citizen.
It creates a sense of belonging and attachment to one’s nation. A sense of citizenship
11
helps to equip young people to deal with situations of conict and controversy
knowledgeably and tolerantly. ey are able to understand the consequences of their
actions, and those of the adults around them.
Globalcitizenshipisawayoflivingwhichrecognizesthatourworldisanincreasingly
complex web of connections and interdependencies. One in which our choices and
actions may have repercussions for people and communities locally, nationally or
internationally. It nurtures personal respect and respect for others, wherever they live.
It encourages individuals to think deeply and critically about what is equitable and
just, and what will minimize harm to our planet.
Digital Literacy
Digitalliteracycanbedescribedashavingtheknowledge,skillsandbehaviourswhich
are necessary to eectively and safely use a wide range of digital content and devices.
Such devices include mobile phones, smart phones, tablets, laptops and desktops
amongothers.Allthesefallwithinthecategoryofnetworkenableddevices.Digital
literacy focuses mainly on network enabled devices and should not be confused with
computer literacy skills. However, traditional forms of literacy and computer literacy
are enhancers in the acquisition of digital literacy skills.
Individuals are presumed to be digitally literate if they possess a broad range of
digital skills and knowledge, and have a basic understanding of the potential uses
ofcomputingdevices.Digitalliteracyskillsalsoincludebeingabletousecomputer
communication networks, being able to engage in online communication and social
networks, being aware of and adhering to ethical behaviour protocols, being aware
of societal issues raised through digital media, and being able to search, evaluate and
useinformationchannelledthroughdigitalplatforms.Furthermore,thedigitalliterate
individual should also have the ability to safely and securely use technology while
being able to assess the nature of the information acquired in order to support and
enhance the environment (British Council, 2015). Digital literacy as a competence
therefore encompasses knowledge and skills concerning the appropriate application
of a variety of hardware platforms such as computers, tablets and mobile devices, and
their soware including but not limited to web search or internet application soware.
Digitalliteracyisadynamiccompetenceduetothefast-changingworldofinformation
communication technology and the ongoing development of technological devices as
well as their related soware. is is an area in which there is constant innovation and
development as the industry attempts to keep up with a globally increasing demand
for ecient and eective communication technologies.. Currently, digital literacy
is considered as one of the main core competencies for learning and life in the 21st
12
century. It challenges existing thinking and practice while leading to a more innovative,
creative and oen transformational learning.
Learning to Learn
Learningisacontinuousprocessthatbeginsatbirthandcontinuesuntildeath;itis
the process through which we use our experience to deal with new situations and to
develop relationships. As a concept, it involves far more than thinking as it incorporates
thewholepersonality–senses,feelings,intuition,beliefs,valuesandwill.Ifwedonot
have the will to learn, we will not learn and if we have learned, we are actually changed
in some way. If the learning makes no dierence it can have very little signicance
beyond being random ideas that oat through our consciousness.
Learningtolearnistheabilitytopursueandpersistinlearning,toorganiseone’sown
learning by the eective management of time and information, both individually and
in groups. is competence includes awareness of one’s learning process and needs,
identifying available opportunities, and the ability to overcome obstacles in order to
learn successfully. is competence means gaining, processing and assimilating new
knowledgeandskillsaswellasseekingandmakinguseofguidance.Learningtolearn
helps learners to build on prior learning and life experiences in order to use and apply
knowledgeandskillsinavarietyofcontexts.erearefourpillarsoflearning:Learning
to know, learning to do, learning to be and learning to live to live together.
1.5 Pertinent and contemporary Issues (PCIs)
ese are emerging issues which need to be incorporated in the learning process.
EachofthePCIhasitsownimportantprogrammeoflearningreectingkeynational
priorities. is learning is integrated into the syllabuses of subjects across the
curriculum rather than each issue having a dedicated timetable slot of its own. As
a result of this integration, the learning activities in the units of subjects across the
curriculumincorporateallthelearningassociatedwiththePCIs.esixbroadareas
of pertinent and contemporary issues are:
Broad
Area
Pertinent and Contemporary
Issue
1.Global
Citizenship
Peaceeducation,integrity, ethnicand
racial
relations, social cohesion,
patriotism and
good
governance, human rights and
responsibilities,
child’s rights, child care and protection,
gender
issues in
education.
2. Health
Education
HIVandAIDSEducation,alcoholand
drug
abuse prevention, life
style diseases,
and
personal hygiene, and preventive
health,
common
communicable and chronic
diseases.
3.LifeSkillsandValues
Education
Life skills, values, moral educationand
human
sexuality,
etiquette.
13
4.Educationfor
Sustainable
Development
(ECD)
Environmentaleducation,disasterrisk
reduction,
safety and security
education(small
arms,
humantraicking),nancialliteracy,
poverty
eradication, countering terrorism,
extreme
violence and
radicalization, gender issues
and
animal
welfare.
5.Learnersupport
programmes
Guidanceservices,careerguidance,
counselling
services, peer
education, mentorship, learning
to
live together, clubs and societies,
sports
and games.
6. Community Service
Learning
and
Parental
Engagement
Service learning and community
involvement,
parental empowerment
and
engagement.
1.7 Special needs education and inclusivity
All Kenyans have the right to access education regardless of their dierent needs. e
underpinnings of this provision would naturally hold that all citizens benet from the
same menu of educational programs. e possibility of this assumption is the focus
ofspecialneedseducation.ecriticalissueisthat wehavepersons/learnerswho
are totally dierent in their ways of living and learning as opposed to the majority.
e dierence can either be emotional, physical, sensory and intellectual learning
challenges traditionally known as mental retardation. ese learners equally have the
righttobenetfromthefreeandcompulsorybasiceducationinthenearbyordinary/
mainstream schools. erefore, the schools’ role is to enroll them and also set strategies
to provide relevant education to them. e teacher therefore is requested to consider
each learner’s needs during teaching and learning process. Assessment strategies and
conditions should also be standardised to the needs of these learners. Also, ensure that
you include learners with special educational needs in classroom activities as much as
possible.
e special needs children can fall in any of the following common categories:
• Physicaldiculties
• Visualdiculties
• Hearingdiculties
• Mentaldiculties
e teacher should identify such cases and help facilitate the aected learners in
learning.Forexample,learner’swithvisualandhearingdicultiesshouldsitnearthe
teacher’s table for easy supervision and assistance. e following are some suggestions
on how to support special needs children in your class.
(a) Learners with physical diculties
In this group of learners, the aected areas are normally some body parts, especially
the limbs. ere may be partial or total loss of use of the limbs. In case the legs are
14
aected, the learners will need assistance during activities that involve movement. is
could be during a nature walk and other activities that learners have to stand for some
reason. e teacher should organize for the learner’s ease of movement around. e
learner should also be given time to catch up with the others.
In case the hands are aected, the learners should be given more time to nish their
work. In both cases, the learners should not be pressurized to do things that can cause
injury or ridicule.
(b) Learners with visual diculties
ese learners normally have problems with their eyesight. ey should sit in a position
where they are able to see the chalkboard without straining.
(c) Learners with hearing diculties
e aected part in this case is the ear. e learner should have hearing aids. e
teacher should use as many visual aids as possible. ey should also project their voice
and always talk while facing the learners. Use of gestures and signs while talking helps
the learner gure out what the teacher is saying as well.
(d) Learners with speech diculties
A common example in a normal class is the stammerer. ey always speak with a lot
ofdiculties.eteachershouldbepatientwiththemandencouragesuchlearners
to express themselves in their own way. Such learners should be given more written
exercises.
(e) Learners with mental diculties
eteachershouldtrytoidentifythenatureandlevelofthementaldiculty.Learners
with mental dicultiesshouldthen be givenspecialassistanceandattentionatan
individual level. ey can be given special tests or assessments. In general, all the
learnerswithdicultiesshouldbereinforcedpromptly.isencouragesandmotivates
them. e teacher and the rest of the class should never ridicule learners with any
ofthediculties.Notethatgenerally,peoplewithanykindofdisabilitycanbevery
sensitive to any kind of negative comments or criticism.
Remind them that ‘Disability is not inability’.
e teacher should avoid giving privileges where the learners do not deserve them.
Treatthemfairlybutnotwithunduefavours.Inextremecasesitcanberecommended
for the learners to join a special school.
15
Classroom as a learning /
teaching resource and the
teaching process
Part 2
Classroomgenerallyreferstotheplacewherelearningtakesplace.Pupilslearnfrom
everything that happens around them such as the things that they hear, see, touch, taste,
smell and play with. It is therefore important for the teacher to make his classroom an
attractive and stimulating environment. is can be done by:
• Carefullyarrangingthefurnitureanddesks.
• Puttinguplearningandteachingaidsonthewalls.Examplesarewallchartsor
pictures or photographs.
• Displayingmodels
• Providingobjectsforplayforexampletoys.
• Havingadisplaycornerintheclassroomwherelearnersdisplaytheirwork.
• Securingastoragearea
e materials in the classroom should get the learners thinking and asking questions
about what is around them and encourage them to do worthwhile activities.
2.1 Classroom organisation
A well-organised classroom is an asset to good teaching of hygiene & nutrition but
there is no one correct style to suit all classrooms and situations. However, the teacher
should consider the following factors when organising the classroom:
(a) Furnitureshouldbe wellarrangedso
as to allow free movement of learners
and the teacher.
(b)Set a corner for storing materials so
as not to obstruct learners or distract
them.
(c) e number of learners in the class
and their ages.
(d)Learnersshouldbereasonablyspread
out so that they do not interfere with
one another’s activities.
Sample classroom arrangement
16
(e)eseriesoflessonsoractivitiesgoingonforanumberofdaysorweekssuchas
individual or group work or whole class.
(f)Classroomitself,thatis,positionsofwindows,doorssuchthatlearnersfacethe
lighted areas of the room.
(g)Personalpreferences.Buttheseshouldbeintheinterestofthelearnersespecially
where you normally stand, you should be able to communicate with all learners,
and also have a general view of all learners in the class.
Grouping learners for learning
Mostofthehygiene&nutritionactivitiesarecarriedoutingroupsandthereforethe
teachershouldplace2or3desksagainsteachotherandthenhaveagroupoflearners
sitting around those desks.
In certain activities, the teacher may
wish to carry out a demonstration. In
this case, the learners should be sitting
or standing in a semicircle, or arranged
around an empty shape of letter “U”
such that each learner can see what the
teacher is doing clearly and without
obstruction or pushing. If the learners
are involved in individual work, each
learner can work on the oor or on the desk or a portion of the desk if they are sharing.
In this case, they need not face each other.
Groupinglearnersforlearninghasincreasinglybecomepopularinrecentyears.Infact,
the shi from knowledge-based to competence based curriculum will make grouping
thenormintheteachingprocess.Groupinglearnerscanbeinformedbyoneorallof
the following:
(a)Similarabilitygrouping.
(b)Mixedabilitygrouping.
(c)Similarinterestsgrouping.
(d)Needsgrouping.
(e)Friendshipgrouping.
(f)Sexgrouping.
InHygiene&NutritionActivities,groupingsarecommonlythoseoftypes(a),(b),(c)
and(d).Groupinglearnershasseveraladvantagessuchas:
Sample classroom grouping
17
1. e individual learner’s progress and needs can easily be observed.
2. e teacher learner relationship is enhanced.
3. A teacher can easily attend to the needs and problems of a small group.
4. Materialsthatwereinadequateforindividualworkcannoweasilybeshared.
5. Learnerscanlearnfromoneanother.
6. Cooperation among learners can easily be developed.
7. Manylearnersacceptcorrectionfromtheteachermorereadilyandwithoutfeeling
humiliated when they are in a small group rather than the whole class.
8. Learners’creativity,responsibilityandleadershipskillscaneasilybedeveloped.
9. Learnerscanworkattheirownpace.
etypeof“grouping”thatateachermaychoosedependson:
• etopicortasktobetackled.
• ematerialsavailable.
• Abilityoflearnersintheclass(fast,average,slow).
However, the teacher must be exible enough to adjust or change his/her type of
grouping to cope with new situations.
ere is no xed number of learners that a group must have. is again will be dictated
by such factors as the task to be done, the materials, characteristics of learners in your
class, size and the space available. However, groups should on average have between
four to seven learners. You can also resort to pair work depending on the nature of the
content being taught at the time.
ere is no one method or approach to teaching that is appropriate to all lessons.
A teacher should, therefore, choose wisely the method to use or a combination of
methods depending on the nature of the topic or subtopic at hand.
Safety in the classroom
Pupilsinprimaryschoolareextremelyactiveandcurious.Assuch,theyareinclined
to getting harmed and injured. ey should therefore be constantly protected from
sources of injury and harm. e teacher is therefore advised to take strict safety
precautions whenever learners are in class or outside the classroom. Some areas that
need consideration as far as safety is concerned include:
• Duringtastingandsmellingthings
• Whenusingtoolsandequipment
• Duringexperiments,demonstrationsinvolvinguseofreorharmfulchemicals
18
• Whenhandlingglassapparatus
• Whenhandlingsharporpointedobjectslikemachete,pairofscissors,razorblade,
knife, etc.
• Duringnaturewalksandeldvisits.Learnersshouldavoidhandlingpoisonous
plants and harmful animals, etc.
Remember: According to Kenya laws, the teacher is responsible for the safety of the
children during the period he or she is handling them.
2.2 Apparatus and materials
ForlearnerstostudyHygieneandNutritionthroughtheactivitymethod,anumber
of materials and apparatus are required. e important role played by materials in
learning has been felt for centuries. is is noted for instance in the old Chinese
proverb that says:
• WhatIhearIforget
• WhenIseeIremember
• WhenIdoIunderstand
SinceHygieneandNutritionActivitiesislargelyapracticalsubject,materialshelpthe
teachertoconveyhis/herpoints,informationordevelopskills,simplyandclearly,and
to achieve desired results much faster.
MostofthematerialsthatateacherrequiresforHygieneandNutritionActivitiescan
be collected from the local environment.
Many others can be improvised while some will have to be purchased. Whether
collected, improvised or purchased, there are certain materials that are valuable to
have around almost all the time. ese include:
• Tools: Knife, hammer, chisel, screwdriver, saw, magniers, machetes, strings, cloth
etc.
• Containers:Tins,gourds,bottles,coconutshells,jars,shells,calabashesacartons
etc.
• Powders: Salt, sugar, our, soap, powder, ash e.t.c.
• Liquids: Water, kerosene, methylated spirit, used engine oil, cooking oil, ink etc
• Colours: for example, from owers, leaves, roots and stems, charcoal and chalk.
• Soils: Clay, loam, sand and gravel.
Others include pieces of wood and sticks of various sizes, wires, ropes, nails, pins,
thorns, grass stalks, growing plants like peas, beans, maize, seeds and cuttings of
various plants.
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e teacher should organise a place within the school for the proper storage of science
materials and in labelled boxes.
Encouragelearnerstocollectandbringasmanymaterialsandapparatustotheschool
as they can. is will continuously replenish your materials and apparatus collection.
Improvisation
If each learner is to have a chance of experimenting, cheap resources must be made
available. Expensive, complicated apparatus may not always be available in most
schools. Such sophisticated equipment made by commercial manufacturers are usually
expensive and majority of schools cannot aord them. e teacher is therefore advised
to improvise using locally available materials as much as possible. Improvisation should
howevernotberegardedasacheapsubstituteofproperlaboratoryequipment.Many
of the great masters of Science used improvised apparatus and many great discoveries
have been made using improvised equipment.
However,agoodschemeofworkshouldbesucientlyexibletocopewithunexpected
situations and can be altered or modied to suit certain circumstances.
a) Science Kit
A science kit is a special box containing materials, apparatus and equipment necessary
to conduct an array of experiments. e content of the science kit depends on the
curriculumrequirementsperlevel.Mostsciencekitsarecommerciallyavailableand
target particular levels of learners. However, the teacher is encouraged to come up with
a kit based on the syllabus requirements.
b) Resource persons
A resource person refers to anybody with better knowledge on a given topic area.
Examples include health practitioners such as doctors, nurses and laboratory
technologists,agriculturalextensionocers,environmentalspecialistsamongothers.
Dependingonthetopicunderdiscussion,theteachercanorganizetoinvitearesource
person in that area to talk to learners about the topic. e learners should be encouraged
to ask as many questions as possible to help clarify areas where they have problems.
c) Models
A model refers to a three-dimensional representation of an object and is usually much
smallerthantheobject.Severalmodelsareavailablecommerciallyinshops.Examples
include model of the heart, skin, lungs, eye, ears, among others. ese can be purchased
by schools for use during practicals.
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2.3 Teaching methods
ere is a variety of possible ways in which a teacher can help the pupils to learn. ese
include :
• Directexposition
• Discoveryorpracticalactivity
• Group,classorpairdiscussion
• Projectmethod
• Educationalvisit/eldtrips
• Teacherdemonstration
• Experimentation
e particular technique that a teacher may choose to use is inuenced by several
factors such as:
• eparticulargroupoflearnersintheclass
• eskills,attitudesandknowledgetobelearned
• Learningandteachingaidsavailable
• elocalenvironment
• eteacher’spersonalpreference
• eprevailingweather
• erequirementsoftheSciencesyllabus
(a) Direct exposition
is is the traditional way of teaching whereby the teacher explains something while
the learners listen. Aer the teacher has nished, the learners may ask questions.
However, remember that in competence-based curriculum, this technique should be
used very minimally.
(b) Guided Discovery
In this technique, the teacher encourages learners to nd out answers to problems by
themselves. e teacher does this by:
• Givinglearnersspecictaskstodo
• Givinglearnersmaterialstoworkwith
• Askingstructuredorguided questions that lead learners to the desired outcome
Sometimes learners are given a problem to solve and then le to work in an open-
ended manner until they nd out for themselves.
21
With the introduction of the new curriculum, this is the preferred method of teaching.
(c) Group or class discussion or pair work
In this technique, the teacher and learners interact through question and answer
sessions most of the time. e teacher carefully selects his questions so that learners
are prompted to think and express their ideas freely, but along a desired line of thought.
Discussionmethodshouldtakelearnersfromknowntounknowninalogicalsequence;
and works well with small groups of learners. e disadvantage of this method is that
some learners maybe shy or afraid to air their opinions freely in front of the teacher
or their peers. is may give them more condent learners a chance to dominate the
others. However, the method should be embraced as it intends to eliminate the lack of
condenceinlearners.Further,itishopedthatitwillhelpimproveinterpersonaland
communication skills in learners.
(d) Project method
In this approach, the teacher organizes and guides a group of learners or the whole
class to undertake a comprehensive study of something in real life over a period of
time such as a week or several weeks.
Learners using the project method of studying encounter reallife problems which
cannot be realistically brought into a normal classroom situation. A project captures
learners’ enthusiasm, stimulates their initiative and encourages independent enquiry.
e teacher, using the project method, must ensure that the learners understand
the problem to be solved and then provides them with the necessary materials and
guidance to enable them carry out the study. In upper primary, a teacher can use the
project method for topics, which cannot be adequately studied during the normal
time-tabled school lessons.
Disadvantages
If a project is not closely supervised, learners easily get distracted and therefore lose
track of the main objective of their study. Studying by the project method does not
work well with learners who have little or no initiative.
(e) Educational visits and trips/nature walks
is is a lesson conducted outside the school compound during which a teacher and
thelearnersvisitaplacerelevanttotheirtopicofstudy.Aneducationalvisit/nature
walk enables learners to view their surroundings with a broader outlook that cannot be
acquired in a classroom setting. It also allows them to learn practically through rst-
handexperience.Inall“educationalvisit/naturewalklessons”,learnersarelikelyto
22
be highly motivated and the teacher should exploit this in ensuring eective learning.
However, educational visits are time consuming and require a lot of prior preparation
for them to succeed. ey can also be expensive to undertake especially when learners
have to travel far from the school.
(f) Demonstration
In a demonstration, the teacher shows the learners an experiment, an activity or a
procedure to be followed when investigating or explaining a particular problem. e
learners gather around the teacher where each learner can observe what the teacher is
doing. It is necessary to involve the learners in a demonstration, for example by:
• Askingafewlearnerstoassistyouinsettinguptheapparatus.
• Requestingthemtomakeobservations
• Askingthemquestionsasyouprogresswiththedemonstration.
is will help to prevent the demonstration from becoming too teacher-centred.
When is a demonstration necessary?
A teacher may have to use a demonstration, for example when:
• eexperiment/procedureistooadvancedforlearnerstoperform.
• eexperiment/procedureisdangerous
• eapparatusandmaterialsinvolvedaredelicate for learners to handle.
• Apparatusandequipmentaretoofew
2.4 Planning to teach
Teachingiscarriedoutduringlessons.
Organisation of the lessons
A lesson has the following key parts:
• Lessonnumber
• Speciclearningoutcomes
• Teachingaids
• Introductiontothelesson
• Learningactivities
• Lessonassessment
23
Competence-based Assessment
Part 3
Assessment is the process of evaluating the teaching and learning processes through
collecting and interpreting evidence of individual learner’s progress in learning and to
make a judgment about a learner’s achievements measured against dened standards.
Assessment is an integral part of the teaching and learning processes. In the new
competence-based curriculum assessment must also be competence-based; whereby a
learnerisgivenacomplexsituationrelatedtohis/hereverydaylifeandaskedtotryto
overcomethesituationbyapplyingwhathe/shelearned.
Competency-based Assessment
Assessment is the process of evaluating the teaching and learning processes through
collecting and interpreting evidence of individual learner’s progress in learning and to
make a judgement about a learner’s achievements measured against dened standards.
Assessment is an integral part of the teaching and learning processes. In the new
competence-based curriculum, assessment must also be competence-based; whereby
alearnerisgivenacomplexsituationrelatedtohis/hereverydaylifeandaskedtotry
toovercomethesituationbyapplyingwhathe/shelearned.
“An assessment is a machine for reasoning about what students know, can do or
have accomplished based on a handful of things they say, do or make in particular
settings.”(Mislevyetal,2003).Assessmentisnotjustdesigninganassessmenttaskand
producing an assessment score. A good assessment also denes the size and nature of
the learning gap.
3.1 Purposes of assessment
e aim of assessment is to establish the extent to which the learner has acquired the
expected competencies with a view to informing interventions for further acquisition
and mastery of expected competencies. Assessment helps to diagnose and monitor
the progress of a learner, and provides feedback to learners, parents, teachers and
curriculum designers and implementers. It also provides guidance on the selection of
future courses, certication and promotion to the next progression level.
e assessment needs to use a variety of ways to collect information about a learner’s
learning and progress in all subjects. e collection of a learner’s information should
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be a continuous process and should be recorded constantly. e teacher should give
importance to each learner’s way of responding and learning and the span of time he
or she takes to do so. e teacher should provide feedback that will lead to positive
action and help the learner. When a teacher is providing reports on a continuous basis
he or she should be sensitive to every learner’s response.
3.2 Types of assessment
e
two types of assessment that will be employed in the new curriculum is formative
and summative assessment.
a) Formative and continuous assessment (assessment for learning)
Formativeorcontinuousassessmentinvolvesformalandinformalmethodsusedby
schoolstocheckwhetherlearningistakingplace.Whenateacherisplanninghis/her
lesson,he/sheshouldestablishcriteriaforperformanceandbehaviourchangesatthe
beginning of a strand. en at the end of every strand, the teacher should ensure that
all the learners have mastered the stated key unit competences basing on the criteria
stated before going to the next strand. e teacher will assess how well each learner
masters both the subject matter and the generic competences described in the syllabus
and from this, the teacher will gain a picture of the all-round progress of the learner.
e teacher will use one or a combination of the following:
• Observation to judge the extent of skills acquisition
• Written tests
• Oral questions
• Projectwork
• Attitude change – thiscan be doneby asking probing questionsand checking
body language as learners respond to the questions.
b) Summative assessment (assessment of learning)
When assessment is used to record a judgement of a competence or performance
of the learner, it serves a summative purpose. Summative assessment gives a picture
of a learner’s competence or progress at any specic moment. e main purpose of
summative assessment is to evaluate whether learning objectives have been achieved
and to use the results for the ranking or grading of learners, for deciding on progression,
for selection into the next level of education and for certication.
is
assessment
should have an integrative aspect whereby a student must be able to show mastery of all
competences.
25
It can be internal school-based assessment or external assessment in the form of
national examinations. School based summative assessment should take place once
at the end of each term and once at the end of the year. School summative assessment
average scores for each subject will be weighted and included in the nal national
examinations grade. School based assessment average grade will contribute a certain
percentage as teachers gain more experience and condence in assessment techniques,
and in the third year of the implementation of the new curriculum it will contribute
10%ofthenalgrade,butwillbeprogressivelyincreased.Districtswillbesupported
to continue their initiative to organise a common test per class for all the schools to
evaluate the performance and the achievement level of learners in individual schools.
ExternalsummativeassessmentwillbedoneattheendofGrade6.
Proposed Grading System
Mark Range Grade Quality of Grade Competency
80%andabove A Excellent Competent
60-79% B VeryGood
50-59% C Good FairlyCompetent
40-49% D Sucient/Pass
Below40% E NotSucient/Fail NotYetCompetent
Excellent
isisastandardofexcellencelevel.Descriptionsshouldindicatethatallaspectsof
competencies exceed grade level expectations and show exemplary performance or in-
depthunderstanding.Learninggoalsaremetinacomprehensiveway.
Very Good
is is approaching the standard of excellence level. Descriptions should indicate
some aspects of work that exceed grade level expectations and demonstrate solid
performanceorunderstanding.Learninggoalsaremetinapracticalandthorough
way.
Good
is meets acceptable standards. is level should indicate minimal competencies
acceptabletomeetgradelevelexpectations.Learninggoalsaremetinanappropriate
and reasonable way.
26
Sucient
Performanceandunderstandingareemergingordevelopingbuttherearesomeerrors
and mastery is not thorough.
Not sucient (Fail)
is does not yet meet acceptable standards. is level indicates what is not adequate for
grade level expectations and indicates that the student has serious errors, omissions or
misconceptions. e teacher needs to make decisions about appropriate interventions
to help the student improve.
3.3 Item-writing in summative assessment
Before developing a question paper, a plan or specication of what is to be tested or
examined must be elaborated to show the units or topics to be tested on, the number of
questions in each level of Bloom’s taxonomy and the marks allocation for each question.
In a competence-based curriculum, questions from higher levels of Bloom’s taxonomy
should be given more weight than those from knowledge and comprehension level.
Before developing a question paper, the item writer must ensure that the test or
examination questions are tailored towards competency based assessment by doing
the following:
• Identifytopicareastobetestedonfromthesubjectsyllabus.
• Outlinesubjectmattercontenttobeconsideredasthebasisforthetest.
• Identifylearningoutcomestobemeasuredbythetest.
• Prepareatableofspecications.
• Ensure that the verbs used in the formulation of questions do not require
memorization or recall answers only but testing broad competencies as stated in
the syllabus.
3.4 Record Keeping
is is gathering facts and evidence from assessment instruments and using them to
judge the student’s performance by assigning an indicator against the set criteria or
standard. Whatever assessment procedures used shall generate data in the form of
scores which will carefully be recorded and stored in a portfolio because they will
contribute for remedial actions, for alternative instructional strategy and feedback to
the learner and to the parents to check the learning progress and to advice accordingly
or to the nal assessment of the students.
27
isportfolioisafolder(orbinderorevenadigitalcollection)containingthestudent’s
work as well as the student’s evaluation of the strengths and weaknesses of the work.
Portfoliosreectnotonlyworkproduced(suchaspapersandassignments),butalso
it is a record of the activities undertaken over time as part of student learning. e
portfoliooutput(formativeassessment)willbeconsideredonlyasenoughforthree
years of Advanced level. Besides, it will serve as a verication tool for each learner
that he/she attended the whole learning before he/she undergoes the summative
assessment for the subject. e results from the portfolio will contribute 50% on
summative assessment of each year.
3.5 Reporting to parents
e wider range of learning in the new curriculum means that it is necessary to think
againabouthowtosharelearners’progresswithparents.Asinglemarkisnotsucient
to convey the dierent expectations of learning, which are in the learning objectives.
e most helpful reporting is to share what students are doing well and where they
need to improve.
e most important document when planning to teach is the lesson plan. A lesson
plan is a detailed outline of how the teacher intends to carry out a specic lesson.
Important sub-headings of a Lesson Plan
1. Administrative details
Date………… Subject……….
Class…………. Time…………. Roll……….......
2. Topic area
Broad area that is to be studied, taken from the syllabus.
3. Sub-topic area
A smaller topic of the topic about which a lesson will be taught.
4. Key unit competence
isis/arethecompetence(s)thatthelearnerisexpectedtoachieveattheendof
the unit.
5. Learning Objectives
ese represent what the teacher anticipates pupils to achieve by the end of the
28
lesson. Objectives should be clear and specic. ey should also be stated in
behavioural terms, that is, in a way that the outcome can be seen, displayed or
measured. In science, one should distinguish between knowledge, skill and attitude
objectives.
6. Learning/teaching resources
Any materials and apparatus that the pupils and the teacher will use during the
lesson.
7. References
Any resources consulted or used by the teacher to prepare the lesson as well as any
books that the pupils will use during the lesson.
8. Introduction
is is the start of the lesson. e teacher should motivate the pupils by creating
learning situations that interest pupils e.g. posing a problem, telling an amusing but
relevant story or episode, showing an object or picture that arouse their interest.
e introduction should link what the pupils have already learnt with what they
are going to learn.
9. Presentation/lesson development
is should mainly include the activities that pupils and the teacher will perform
in order to achieve the stated objectives; as well as the questions that pupils will
answer as they do the various activities.
It is convenient to distinguish between the pupils’ and teacher’s activities under
two columns.
10. Summary/conclusion: (Consolidation)
is is the step in which the lesson activities are tied up or consolidated to
emphasise the main points, summarize the lessons or make conclusions. e
summary should correspond to the objectives stated for that lesson.
11. Comments/self-evaluation:
Teachershouldwriteremarksonwhethertheobjectiveswereachievedornotand
what he or she intends to do to improve on the weak points noted during the
lesson.
29
3.6 Sample competence – based lesson plan
School Name:LamuGirlsHighSchool Teacher’s name: Angela Kasuku
Ter m Date Subject Class Unit
N
o
Lesson
N
o
Duration Class size
I 15/10/17 Hygiene and
Nutrition
Activities
Grade
3
1 1of9 35minutes 35
TypeofSpecialEducationalNeedstobe
catered for in this lesson and
number of learners in each category
• Learnerswithlowvision(2)
• Learnerswithhearingproblems(3)
• Learnerswithlanguagediculties(4)
• Intellectuallychallengedlearners(5)
• Brightlearners(3)
Unit title Personalhygiene
Key Unit
Competence:
Tobeabletocarryoutpersonalhygienepractisestopreventinfestationof
parasites.
Title of the
lesson
Internal and external parasites and their causes.
Instructional
Objective
By making observations of common parasites and by watching video and
picturesofcommonparasites.Learnersshouldaccuratelydierentiate
between internal and external parasites and what causes them.
Plan for this
Class (location:
in / outside)
• Academictrip(toobservecommonparasites).
• Inside classroom
Learning
Materials (for
ALL learners)
• Common parasites such as ticks, mosquitoes and jiggers.
• Charts showing various parasites.
• Videos on internal and external parasites and what causes them:
• Computers connected to the internet.
• DVDorVCDplayerandTV.
References Hygiene&NutritionActivitiestextbook.Computerwithinternet
connection and any other relevant reference textbook.
Timing for each
step
(5 minutes)
Description of teaching and learning activity
Pertinent and Contemporary
Issues (PCIs) to be addressed
plus a short explanation
Learnersobservevideo,picturesandmodels
of common parasites and causes of infestation.
ereaer they will discuss what they have
observed.
Teacher activities Learner activities
30
Introduction (10
minutes)
Show learners
pictures of both
internal and
external parasites
and ask questions.
Sample questions
1. What are
parasites?
2. Are the parasites
found outside or
inside our bodies?
3.Whichpartofthe
body do we nd
these parasites?
In groups learners look
at the pictures of both
internal and external
parasites.
Answers Sample questions
1. An animal that
depends on other
animals for food.
2. Some are found
outside others inside.
3.Skin,hair,feet,inside
the body.
a) Pertinent and Contemporary
Issues (PCIs)
1. Child care and protection
Letthelearnersknowthatitistheir
right to be provided with medication
in case of parasitic infection and
appropriate toileting facilities by
their parents.
2. Health education
Make the learners understand
the need for a clean environment
and personal hygiene to prevent
contracting diseases.
3. Life skills
is topic should equip the learners
with the skills of prevention of
parasitic attack on the body, care of
toilets and bed making through the
practical activities and procedures
stated in the book. By learning this
unit, learners gain pre-requisite
skills that will come in handy in their
lives if they were to become nurses,
teacher and doctors.
4. Financial literacy
Learners should be meant to
understand that through taking
care of their personal hygiene and
cleanliness of their environment
they prevent diseases. is way they
will able to save on money that could
be used in buying drugs or paying
the doctor.
5. Learner support program
is is achieved by encouraging
learners to join and participate in the
schoolhealthclubs.Learnershould
also to share what they have learnt
in class with their friends and also
family members.
6. Community service
Teach learners stories, poems and
songs to present during school
gatherings, churches and any other
society gathering. Learners should
also participate in deworming and
jigger campaigns.
31
Development of
the lesson (50
minutes)
Providepicturesofboth
internal and external
parasites for Activity 1
in pupils book page 1.
Ask learners to discuss
the pictures of external
parasites from in pupil’s
book page 1.
Leadlearnersin
observing pictures of
internal parasites.
Ask learners to identify
parts of the body they
attack.
Providepicturesof
common parasites for
Funcorneractivityon
page4ofPupilsbook.
Introduce Activity 2 in
Pupilsbookpage5.Ask
learners to identify what
is taking place in each
picture.
Letlearnersdiscuss
among themselves
the causes of parasite
infestation from
observing pictures.
Show learners a video
on the causes of parasite
infestation. ey should
watch it and discuss
the causes of parasite
infestation.
Teachlearnersashort
simple poem or song on
parasite infestation. Use
the fun corner activity in
Pupilsbookpage9.
In groups learners look
at the pictures of both
internal and external
parasites.
Learnersdiscussand
identify the pictures of the
external parasites.
Learnersobserveand
discuss pictures of internal
parasites.
Learnersdiscusspartsof
the body parasites infect
and ll a table.
Sort pictures of internal
and external parasites and
draw them.
Learnersidentifyandsay
whether the picture shown
is a good thing or bad.
Learnersobserveand
discuss what they see in
the pictures and video.
Ask learners to present
the poem or song in the
assembly or during parents
meeting.
a) Core competences to be
covered
1. Communication and
collaboration
In-group discussions and
practical activities the learners
will improve on language use.
is will be noted in the manner
they will be discussing their ideas
and presentations on personal
items tasks. e teacher should
encourage all the learners to take
part in answering questions and
asking question in their respective
groups.
2. Self- ecacy
e learners should be able to
manipulate or apply information
acquired in the unit to perform
tasks or assignments given.
3. Critical thinking and
problem solving
In this unit the learners will
perform practical tasks that they
will be required to do tasks that
will involve logic thinking such
stating procedures for cleaning
latrine, toilet or urinals. e
teacher should guide learners in
proper use of cleaning materials.
4. Creativity and imagination
Learners will be creative and
imaginative when coming up and
reciting poems and songs and
during role play
5. Citizenship
In this unit learners should
understand that infecting others
with diseases through negligence
of personal and environmental
cleanliness of oneself knowingly
is violating other people right to
health.
6. Digital literacy
Task learners to use the Internet
to do research and to search
information in print media and
radio.
32
Conclusion:
(20 minutes)
a) Summary
b)Assessment
Asks a volunteer to
come and summarise
what they have learnt in
this lesson.
Recapsby highlighting
main points and
correcting the learner
who volunteered.
Teachergivesoral
questions to assess
achievement of lesson
objectives. e questions
may include:
Sample questions:
1. What did you
learn in this lesson?
2. Doyouthinkwhat
you have learnt is
important? Why?
3. Namecommon
internal and
external parasites
found at home.
4. What are the causes
of parasites in or on
the body?
Listenstothefellow
learners and takes short
notes.
Listenstotheteacherand
corrects the wrong notes
taken during fellow learner
presentation
Answers to sample
question
1. About common
internal and external
parasite.
2. It is important,
because I can name
some internal and
external parasites and
this and their causes
3. Internal-Tapeworm,
hookworms
external - lice, jigger
4. Internal-drinking
dirty water, eating
dirty food
external - poor
body hygiene, dirty
environment
Teacher self-
evaluation
ere was a power outage therefore I used pictures of parasites instead of a video.
Conclusion
isTeacher’s Book has been writtentohelpyouguide pupils to learnHygiene&
NutritionActivitiesinthemostenjoyableandcaptivatingmanner.Youarereminded
to always arouse the curiosity of learners as you teach. Some things that you may do
before you go for a lesson include:
• Gothroughtheexpectedlearningobjectives–thisshouldhelpguidethemanner
of teaching.
• Readthroughthelessoninadvancetogetanoverviewofthecontenttobecovered.
• Formamentalpictureofthelearningactivitiesandthewaysinwhichyouwill
33
teach.
• Interact with pupils when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
• Insome cases,tryoutthesuggestedactivities/experimentsin advancetoavoid
embarrassmentsliketheequipmentfailingtoworkduringthelesson.Remember:
e suggested teaching activities in this book are just a guide. You may not need
to follow them to the letter! Feel free to incorporate other innovative teaching
methods that will help in delivering the intended content optimally.
Note:
is teacher’s book has been written to help you guide pupils to learn science in
the most enjoyable and captivating manner. You are reminded to always arouse the
curiosity of learners as you teach. Some things that you may do before you go for a
lesson include:
• Gothroughtheexpectedlearningoutcomes–thisshouldhelpguidethemanner
of teaching.
• Readthroughtheunitforthelessoninadvancetogetanoverviewofthecontent
required.
• Formamentalpictureoftheteachingsituationandthewaysinwhichyouwill
interact with pupils when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
• Insome cases,tryoutthesuggestedactivities/experimentsin advancetoavoid
embarrassments like - the experiment failing to work during the lesson.
Remember:
e suggested teaching activities in this book are just a guide. You may not need to
followthemtotheletter!Feelfreetoincorporateotherinnovativeteachingmethods
that will help in delivering the intended content optimally.
34
Personal hygiene
Strand 1
Refer to pupil’s book pages 1- 24
Key Unit Competency
Aer studying this strand, learners should be able to carry out personal hygiene
practices to prevent infestation of parasites.
Strand outline
1.1 Care of the body through prevention of common parasites
1.2 Personal hygiene during bed wetting
1.3 Bed making
Pre-requisite of the strand
is strand is about personal hygiene, in the aspects of taking care of the body through
prevention of parasites infestation, toileting, hygienic practices as well as bed making.
Learners at this level have learnt about parts of the body and how to clean them
in Grades 1 and 2. In this strand the learners are to be taught how to mantain and
enhance personal hygiene through preventing diseases or keeping away parasites that
may result to poor health conditions.
Background information
Good personal hygiene is the rst step to good health. It does not only protects
someone from poor health but also helps those around him or her from suering
contagious illnesses that arise from poor personal hygiene habits.
Pertinent and contemporary issues (PCIs) to be covered
1. Child care and protection
Let the learners know that it is their right to be provided with medication in case
of parasitic infection and appropriate toileting facilities by their parents and the
community.
35
Health education
Make the learners appreciate the need for a clean environment and good personal
hygiene which prevents contracting diseases.
2. Life skills
is strand should equip the learners with the skills on prevention of parasitic attack
on the human body, care of toilets and bed making through the practical activities and
procedures suggested.
3. Financial literacy
Learners should be made to understand that through taking care of their personal
hygiene and cleanliness of their environment they prevent diseases. is way, they
will able to save on money that could have been unneccessary used in buying drugs or
paying medical fees.
4. Learner support program
is is achieved by encouraging learners to join and participate in the school health
clubs. Learners should also be made to share what they have learnt in class with their
friends and also family members.
5. Community service
Teach learners stories, poems and songs to present during school gatherings, churches
and any other social gathering. Learners should also participate in deworming and
ant-jigger campaigns.
Core competencies to be covered
1. Communication and collaboration
In-group discussions and practical activities the learners will improve on language
use. is will be noted in the manner they will be discussing their ideas and class
presentations. e teacher should encourage all the learners to take part in asking and
answering questions.
2. Self- ecacy
e learners should be able to manipulate or apply information acquired in the unit to
perform tasks or assignments given.
3. Critical thinking and problem solving
In this unit, the learners will perform practical tasks that they will be required to do
tasks that will involve logic thinking such stating procedures for cleaning latrine, toilet
36
or urinals. e teacher should guide learners in proper use of cleaning materials as
well.
4. Creativity and imagination
Learners will have to be creative and imaginative when coming up and reciting poems
and songs and during role play.
5. Citizenship
In this strand learners should be made to understand that infecting others with diseases
through negligence of personal and environmental cleanliness of oneself is violating
other people’s right to good health.
6. Digital literacy
Task learners to use the internet to do research and to search information in print
media and radio.
Links to other subjects
e following subjects are related to the content area being studied here:
• Environmentaleducation,activitiesandstudies.
• Literacy-vocabulary
• Movementandcreativity-singsongs,danceandrecitepoemscarryoutphysical
education.
New words in this strand and their meanings
• Host- a living which a parasite lives on.
• Parasite - a living organism, which lives in or on another organism (its host) and
benets by deriving nutrients at the other’s expense.
• Infest - (of insects or animals) be present (in a place or site) in large numbers,
typically so as to cause damage or disease.
• Latrine - a type of toilet used for human waste disposal.
• Environment - everything that is around us our surroundings.
• Infection - e invasion and multiplication of microorganisms such as bacteria,
viruses, and parasites that is not normally present within the body.
• Anaemia - a condition that develops when your blood does not contain enough
healthy red blood cells or haemoglobin.
• Pesticides - chemical compounds that are used to kill pests such as insects, rodents,
fungi and unwanted plants (weeds).
• Hygiene - conditions or practices conducive to maintaining health and preventing
disease, especially through cleanliness.
37
• Habit- a settled or regular practice or behaviour.
• Sores - a raw or painful place on the body.
• Ablution - an act of washing oneself.
• Relieve - used as a formal or euphemistic expression for urination or defecation.
• Pollute - contaminate (water, air, etc.) with harmful or poisonous substances.
• Maggots - a so-bodied legless larva of a y or other insect, found in decaying
matter.
• Breeds - cause (an animal) to produce ospring, especially in a controlled and
organised way.
• Urine - a watery, typically yellowish uid stored in the bladder and discharged
through the urethra.
• Bedding - bedclothes.
• Duvet- a so quilt lled with down, feathers, or a synthetic bre, used instead of
an upper sheet and blankets.
• Comfort - things that contribute to physical ease and well-being.
• Unhygienic – conditions or practices not conducive to maintaining health and
preventing disease, especially through cleanliness.
• Bedsores - a sore developed by an invalid because of pressure caused by lying in
bed in one position.
Attention to special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Peer teaching – engagehigh achievers
to help in understanding of concepts.
• Planremedialteachingfor.
• Allowenoughtimetoslowlearnersto
complete their work.
• Giedlearnerstobegivenheavytasks
requiring more critical thinking while
slow learners are given tasks, which they
can manage such as collecting materials
for use during practicals among others
• Both gied and slow learners to be
given equal opportunity to lead in group
discussions and to do presentations of
group ndings to the rest of the class.
• Ensurealllearnersrespecteachother’s
views irrespective of their shortcomings
or talents.
• Identify the learners with hearing and
visual impairment and have them sit
in front of the class so that proper
attention can be given to them. Also,
large print texts should be given to
visually impaired learners and hearing
aids provided for those with hearing
impairment.
• Arrange the room such that it will
enable easy movement for the physically
challenged learners.
• Assign some students to be in charge
of the physically and visually impaired
learners. For example, carrying their
equipment, showing them around
during the trips, etc.
• Organizebrailleforblindlearners.
38
List of lessons
Lesson number Lesson title Number
of periods
Sub strand 1 Care of the body through prevention of common parasites
1 Internal and external parasites and their causes 1
2 Eectsofparasitesinfestationtothebody 1
3 Prevention of internal and external parasites 1
Sub strand 2 Personal hygiene during bed wetting
4 Bed wetting, its causes and eects 1
5 Hygienic practices aer bed wetting 1
Sub strand 3 Bed making
6 Uses of dierent bedding materials 1
7 Making the bed 1
Sub strand 1: Care of the body through prevention of
common parasites
Refer to pupil’s book page 1-12
Lesson 1: Internal and external parasites and their causes
Refer to the pupil’s book page 1
Specic learning outcomes
By the end of this lesson, the learner should be able to:
a) Name some of the external parasites found on the body.
b) Name some of the common internal parasites found in the body.
c) State the causes of internal and external parasites.
Preparation for the lesson
a) Collect pictures of:
• Commonparasites,bothexternalandinternal.
• Causesofinternalandexternalparasites.
b) Models of parasites if available.
b) Organisetoshowavideooncausesofparasiteinfestation.
c) Come up with simple poems and songs on parasite infestation.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
39
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction of the lesson
1. Ask learners to discuss what is a parasite and how they aect the body.
2. From their responses, correctly explain to them what parasites are. Let them name
common parasites they have encountered at home or in school.
3. Organizelearners into convenient groups according to availability of resources
andclasssize.
4. Let them carry out the activities as outlined in the pupil’s book.
Lesson development
1. Guide learners through the activities in the learner’s book as they discover by
themselves the common parasites and the causes of common parasites as described
in the table below.
Teacher’s activities Learner’s activities
Provide pictures of both internal and
external parasites for Activity 1.
In groups learners look at the pictures of
both internal and external parasites.
Ask learners to discuss the pictures of
external parasites in pupil’s book page 1.
Learners discuss and identify the pictures
of the external parasites.
Lead learners in observing pictures of
internal parasites.
Learners observe and discuss pictures of
internal parasites.
Ask learners to identify parts of the body
they attack.
Learners discuss parts of the body
parasites infect and ll a table.
Assit learners to use the internet to
search for information on external and
internal parasites and their eects, as a
fun activity on page 3 of the pupil’s book.
Use the internet as a fun activity.
Introduce Activity 2 in Pupils book page
3. Ask learners to identify what is taking
place in each picture.
Learners talk about activities that could
lead to parasite infestation and their
causes.
40
Let learners discuss among themselves
the causes of parasite infestation by
observing the pictures.
Show learners a video on the causes of
parasite infestation. ey should watch
it and discuss the causes of parasite
infestation.
Learners observe and discuss what they
see in the pictures and video.
Teach learners a short simple poem or
song on parasite infestation. Use the fun
corner activity in the Pupils book page 5.
Learners to present the poem or song in
the assembly or during parents meeting.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Name common internal and external parasites found at home.
Internal parasites External parasite
Tape worms, hook worms Lice, jiggers
2. Whatarethecausesofparasitesinoronthebody?
Internal parasites External parasite
Drinkingdirtywater
Eatingdirtyfood
Poor body hygiene
Dirtyenvironment
Lesson 2: Eects of parasites infestation the body
Refer to Pupil’s book page 5
Specic learning outcomes
By the end of this lesson, the learner should be able to:
a) Mention the eects of parasite infestation to the body.
41
Preparation for the lesson
Collect pictures and charts on the eects of parasite infestation to the body.
Alternatively you can organise for a video or a resource person to give a talk on the
eects of parasites on the body.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Organiselearnersintogroups;letthemhaveaclassdiscussionontheeectsof
parasite infestation to the body.
2. Show them pictures, videos and if possible arrange to have a resource person give
a talk on the eects of parasite infestation to the body.
Lesson development
Teacher’s activities Learner’s activities
Lead learners to discuss what happens when
parasites infest our bodies, see Let us talk in
Pupils book page 5.
Talk among themselves about the eects of
internal and external parasites.
Lead learners to discuss the pictures of both
the eects of internal and external parasites.
Learners discuss the pictures on eects of
internal and external parasites
Ask probing questions from the on eects
of internal and external parasites.
Answer the probing questions.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
42
Lesson assessment / homework
1. Whataretheeectsofexternalandinternalparasitesonthebody?
Answer
Internal parasites External parasite
Poor health, stunted growth Body irritation, discomfort
Lesson 3: Prevention of internal and external parasites
Refer to Pupil’s book page 6
Specic learning outcomes
By the end of this lesson, the learner should be able to:
a) State the importance of personal hygiene in preventing internal and external
parasites.
b) Practice personal hygiene to prevent parasite infestation.
c) Appreciate the importance of personal hygiene in preventing parasites infestation.
Preparation for the lesson
1. Use pictures provided in the learner’s book.
2. Invite a resource person to give a talk on prevention of internal and external
parasites.
Teaching methodology
• Guided discovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
Teaching and learning activities
Introduction to the lesson
1. Organiselearnersintogroups;letthemhaveaclassdiscussiononwaysofpreventing
parasite infestation on their bodies.
43
Lesson development
Teacher’s activities Learner’s activities
Lead learners to discuss what they can do
to avoid or attract infestation of parasites as
outlined in Let us talk on pages 6 and 8 of
pupil’s book.
Using pictures in the Pupil’s book, compare
and contrast what one can do to avoid
parasite infestation, and what one may fail
todoandattractparasiteinfestation?
Invite a resource person to give a talk on the
prevention methods of internal and external
parasites.
Learners listen to a resource person giving a
talk on prevention methods of internal and
external parasites.Ask questions
Provide pictures on prevention methods of
internal and external methods.
Using pictures provided discuss prevention
methods of internal and external parasites.
Ask learners to role play some hygiene
practices to prevent parasites.
In groups role play, practice some personal
hygiene methods of preventing parasites.
Ask learners to role play hygienic practices
in the fun corner activity.
Learners role play personal hygiene
practices that prevent parasite infestation in
pairs. ey should change roles with their
partners
Instruct learners to write a journal of
personal hygienic practices in Activity 3 in
pupil’s book page 10.
Learners to write a journal of personal
hygienic practices for one week and present
their work to the teacher.
Instruct learners to attempt Check your
progress 1(a) in pupil’s book page 11.
Attempt check your progress 1(a).
Lesson summary
1. Wrap up the lesson by asking probing questions.
2. Let learners write summary notes on what they have learnt.
Lesson assessment / homework
Name personal hygiene practices you should do to avoid parasites infestation.
Answer: Washing hands, cutting ngernails and toe nails, washing raw foods, cooking
food thoroughly.
Pertinent and Contemporary issues (PCIs)
Health education:
• Parasites cause diseases; the lesson should help the learnerin knowinghow to
prevent contracting parasites by observing personal hygiene.
• Emphasise to learners on the need to keep the environment clean to prevent
parasite infestation.
44
Core competence to be covered
Critical thinking:
• Encouragelearnerstoobserveanddescribetheirobservationsaccurately.
• e learners are also exposed to an interactive atmosphere where they make
accurate observations, predictions and proper conclusions.
• elearnersshouldbeengagedinactivitiesthatarethoughtprovoking,suchas
observation, discussion and probing questions.
• Learners should be able to point out what they need to do to avoid parasite
infestation. ey should also carry out personal hygiene practices to avoid
infestation.
Values: Learners should develop respect, self-ecacy and responsibility in preventing
parasite infestation to themselves and others in the community.
Suggested non-formal activity
Invite a resource person to give a talk on care of the body through prevention of
parasites in the body.
Suggested community service
Instructlearnerstoparticipateindewormingandanti-jiggercampaignstosensitize
others on the eect of parasite infestation and how to prevent them.
Answers to Check your progress 1(a)
Refer to Pupil’s book page 11
1. Tapeworm
2. Jiggers
3. a) Worms b) Lice
4. a) True
b) True
c) False
d) False
5. • Propercooking
 • Propersanitation
 • Properwashingoffood
 • Deworming
 • Drinkingboiled/treatedwater
 • Practicegoodhygiene
45
Additional information
Human parasites live in or on our bodies. ey get their nourishment from us. By
denition, parasites cannot live on their own. ey depend on their hosts for survival.
A variety of insects, worms and single-celled organisms cause parasitic infections.
Lice
Licearetinyinsectsthatliveonourhairandfeedonourblood.Dierentspeciesof
lice live on the head, body and pubic region. Pubic lice are commonly called crabs.
Pediculosis is the term for lice infestation of the scalp or body, and phthiriasis
describes a pubic infestation. Lice cause intense itching and are highly contagious.
eyspreadbyclosepersonalcontact;theydonothopory.Liceeggsarecallednits
and appear as tiny white specs adhering to the hair.
Mites
Itch mites are tiny parasites that burrow into the upper layers of the skin to feed,
causing intense itching and a rash. Scabies is the medical term for an itch mite
infestation. Scabies infestations typically occur in areas of the body with skin folds,
such as between the ngers, in the bends of the knees and elbows, the armpits, the
waist,thebuttocksandnearthegenitals.Scabiesishighlycontagious;themitesare
spread by close personal contact.
Pinworms
Pinworms are the most common type of parasitic worm infection. ese are small,
whiteroundworms,roughlyhalfaninchlong;theyaresometimescalledthreadworms.
Pinworms live in the rectum and colon. At night, when the host is asleep, female
pinworms crawl out and deposit eggs on the skin around the anus. is typically
causes intense itching. Pinworms are spread by ingesting the eggs, and commonly
aect young children because this age group can lack good hygiene skills.
Hookworm
It is a type of roundworm, and is transported into the human body from sources like
contaminated water, or even fruits and vegetables. e hookworm’s larvae develop in
the intestines, from which they attach to and suck blood.
Because these worms are essentially draining blood from human beings, they can
cause a condition in some patients called anchylostomiasis,aformofanemia.Other
related symptoms include abdominal pain and weakness.
46
Tapeworms
Tapeworms get their from their name appearance. ey look like a tape measure, and
can measure up to 50 feet.
Tapeworm eggs can be ingested through eating infected meat and sh which are not
properly cooked. e dwarf tapeworm variety can be transmitted through human
beings contact. Tapeworms infestation symptoms include stomach pain and general
weakness,butcanalsoleadtomoreseriouseectssuchasweightloss,dizzinessand
even convulsions.
Sub strand 2: Personal hygiene aer bed wetting
Refer to pupil’s book pages 12 - 17
Lesson 1: Causes of bed wetting
Refer to pupil’s book page 12
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Mention causes of bed wetting.
a) Appriciate bed wetting is normal.
Preparation for the lesson
1. Compose songs and poems on bed wetting.
2. Pictures and video on bed wetting.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
47
Teaching and learning activities
Introduction to the lesson
1. Asklearnersprobingquestionsonbedwetting.eymaybeshyaboutit.Reassure
them that bed wetting is not necessarily a bad thing.
2. When they are comfortable enough let them share experiences in pairs.
Lesson development
Teacher’s activities Learner’s activities
Lead learners into a discussion on bed
wetting in the let us talk activity in pupil’s
book page 12.
Learners share experiences on bed wetting.
Guide the learners as they discuss and
identify the eects of bed wetting in the let
us talk section in the pupils book page 13.
Discussandidentifycausesofbedwetting.
Ask probing questions Using the pictures in the learner’s book,
discussing the causes of bed wetting
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Whatcausesbedwetting?
Answer:Drinkingtoomuchliquid,dreaming,urinarybladderproblems,beingsick
2. Mention the eects of bed wetting.
Answer: bad smell, bedsores, low self esteem, beddings infested with maggots
Lesson 2: Hygienic practices aer bed wetting
Refer to pupil’s book page 14
Specic Learning Outcomes:
By the end of the lesson, the learner should be able to:
a) State the eects of bed wetting.
b) State hygienic practices to observe during bed wetting.
c) Appreciate the importance of personal hygiene during and aer bed wetting.
48
Preparation for the lesson
1. Compose songs and poems on hygienic practices during bed wetting.
2. Collect pictures that show hygienic practices observed during and aer bed
wetting.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Experiments
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Use the outline in the table below to guide learners during the lesson.
Lesson development
Teacher’s Activities Learner’s activities
Guide learners in reciting the poem on
page 14 in Pupil’s book activity 4.
Learners recite and present poems.
Use probing questions on hygienic
practices during bed wetting from the
poem.
Learners answer questions from the poem about
the hygienic practices observed during bed
wetting.
Guide learners in coming up with songs,
poems on hygienic practices during bed
wetting.
Learners come up with poems about hygienic
practices during bed wetting.
Instruct learners to attempt Check your
progress (b) in pupil’s book page 16.
Attempt check your progress 1(b).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
49
Lesson assessment / homework
1. Whatarethehygienicpracticesduringbedwetting?
Answer: Wash bedings daily, bathe everyday, airing of beddings, clean bedrooms, seek
medical attention for persons with malfunction.
2. Name the importance of personal initiative during bed wetting.
Answer: It prevents catching certain diseases.
Pertinent and Contemporary issues (PCIs)
Health education: Ensure that the learners appreciate the need to observe good
personal hygiene practices during bed wetting.
Core competence to be covered
Communication and collaboration
• elearnerwillrecitethepoemandanswerquestionsorallyfromthepoem.
• elearnersshouldengageinstorytelling,discussionsandreadingastheydiscover
the eects of bed wetting.
Values: Learners should develop values of empathy, self awareness and self esteem in
dealing with colleagues still involved in bed wetting. ey should not ridicule anyone
among them who bed wets.
Suggested non-formal activity
Watch animations and tell stories that normalise bed wetting and promote hygiene
practices during bed wetting.
Suggested community service
Organiseavisittoachildren’shome.Prepareleanerstomakepresentations(through
songs, poems and skits )on bed wetting and hygienic practices during bed wetting.
Answers to check your progress 1 (b)
Refer to pupil’s book page 16
1. • Washingorairbeddingsdailytokillgermsandremovebadsmell.
• Bathingeverydaytoavoidbadsmellandinfections.
• Changebeddingswherepossible.
2. All tick.
50
Additional information
Bed wettingcan be a symptom of an underlying disease. ough a large majority of
children who wet the bed do not necessary have underlying disease. Children who wet
bedarenotlazyordoingwillfully.Bedwettingismostoenadevelopmentalissue.
ere are 2 types of bed wetting: primary and secondary.
i) Primary means bed wetting that has been ongoing since early childhood
without a break. A child with primary bed wetting condition has never been
dry at night for any signicant length of time.
ii) Secondary bed wetting is bed wetting that starts up aer the child has been dry
at night for a signicant period of time, at least 6 months.
Primary bed wetting is likely due to one or a combination of the following:
• echildcannotyetholdurinefortheentirenight.
• echildcannottakenoticewhenhisorherbladderisfull.
• echildproducesalargeamountofurineduringtheeveningandnighthours.
• e child has poor day time toilet habits. Many children habitually ignore
the urge to urinate and put o urinating as long as they possibly can. Parents
usually are familiar with the leg crossing, face straining, squirming, squatting,
and groin holding that children use to hold back urine.
Secondary bed wetting can be a sign of an underlying medical or emotional problem. e
child with secondary bed wetting is much more likely to have other symptoms, such as
daytime wetting. Common causes of secondary bed wetting include the following:
• Urinarytractinfection
• Diabetes
• Emotionalproblems
• Neurologicalproblems
• Structuraloranatomicaldisorders
Bed wetting does tend to run in families. Many children who wet the bed have a parent
who did it too. Most of these children stop bed wetting on their own at about the same
age their parent did.
51
Sub strand 3: Bed making
Refer to pupil’s book page 17 - 24
Lesson 1: Uses of dierent bedding materials
Refer to pupil’s book page 17
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Identify the materials used as bedding or for bed making.
b) State the uses of dierent bedding materials.
Preparation for the lesson
• Collectbeddingmaterials
• Identifyabedatschoolorplanonhowtoimproviseone.
• Alternativelyuse lessos (kanga) as bed sheets and table for bed.
• Organiseforavisittoanearbyhome.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Learners are already aware what a bed is. Ask the probing questions such as:
• Wheredotheysleep?
• Whichbeddingmaterialsdotheyuse?
2. Provide learners with pictures, video or use an improvised one to illustrate a bed in
class. Ask learners to discuss how they make their beds in the morning.
52
Lesson development
Teacher’s activities Learner’s activities
Guide a discussion on materials used for
bed making and their uses in Activity 5
in the pupils book page 17.
Discussinpairs,materialsusedtomakeabed
and their uses.
Displayeverybeddingmaterialsorby
show of pictures as the learners discuss
the name and use.
Identify materials used to make a bed shown in
the pictures or video provided.
Guide a discussion on the use of various
materials used for bed making Activity 6
in the pupil’s book page 19.
In groups, discuss the uses of dierent
materials using pictures in learner’s book.
Ask learners to draw and colour bedding
materials.
Drawandcolourbeddingmaterials.
Carry out the activity founnd in the fun
corner.
Take picture of their bed at home and share with
others.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. List each bedding material and state its use.
Answer:
Bedding material Use
Bed A structure where mattress is placed on.
Mattress A so material placed on the bed.
Pillow Supports the neck when sleeping.
Bed sheets Placed on top of the mattress
Pillow case Cover pillows
Blankets Keeping us warm during sleep
Bedcovers/duvet Decoratesthebed/bringwarmth
2. Instruct learners to observe bedding materials they use at home and report back to
you.
53
Lesson 2: Bed making
Refer to pupil’s book page 20
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Make a bed using available bedding.
b) Appreciate the need for a well-made bed.
Preparation for the lesson
• Collectbeddingmaterialsorpicturesofbeddingmaterials.
• Identify a bed at school or plan on how to improvise one for demonstration
purposes.
• Organiseforavisittoanearbyhomeforbedmakingdemonstrationifpossible.
• Availvideosofbedmakingifpossible.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Ask learners probing questions on bed making procedures.
• Howandwhomake(s)theirbedsinthemorningaerwakingupandbefore
they sleep.
• Whoseresponsibilityitisforbedmaking?
1. Rememberthatmostchildrenatthisstageinmosthomesdonotmaketheirbeds.
2. Let them know the value of making their own bed aer waking up.
3. Alternatively ask them to watch at home how a bed is made.
4. Organisetovisitanearhomefordemonstrationpurposes,oraskthemtodoitat
home through assistance of their parents or guardian.
54
Lesson development
Teacher’s activities Learner’s activities
ReviewbedmakinginActivity7,inpupil’s
book page 20.
Learners talk about bed making.
Ask probing questions on bed making. Answer questions on bed making.
Observeaslearnerspeerteachonbed
making.
Peersdemonstrate/outlineonhowtomake
a bed. Learners take turns to make a bed.
Guide the learners in the reciting of the
poem in Activity 8 in pupils book page 22 -
23.
Reciteapoemaboutbedmaking.And
answer questions.
Lead learners into a discussion on the
importance of bed making.
Discusstheimportanceofbedmakingand
answer questions from the poem.
Guide learners in preparing a check list for
bed making
Practice bed making every day for a week
and take record at home.
Instruct learners to sing songs making a bed
as a fun activity.
Play games of bed making.
Instruct learners to attempt Check your
progress 1(c) in pupil’s book page 24.
Attempt check your progress 1(c).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Whatprocedureisfollowedwhenmakingabed?
Answer:Refertopupilsbookpage20
Pertinent and Contemporary issues ( PCIs)
Life skills: learners should develop responsibility to being able to make their bed and
appreciatehowthisimprovesorderness/tidinessintheroom.
Core competence
• Self-ecacy: the learner desires to take responsibility in making his or her own
bed.
• Critical thinking: Ensure learners are able to develop critical thinking in the
presentation of the lesson by allowing them to carry out activities and identify
bedding materials.
55
• Values: Learners should develop respect, self-ecacy and responsibility in
preventing parasite infestation to themselves and others in the society.
Suggested non-formal activity
Watch animations that demonstrate proper bed making procedures.
Suggested community service
Organiseavisittoachildren’shomeandassistinbedmaking.
Answers to check your progress 1(c)
Refer to pupil’s book page 24
1. a) mattress b) sheets c) blankets d) pillow
2. Daily,weeklyorwhendirty
Additional information
A clean, comfortable bed is what everyone desires for a good sleep. A comfortable bed
provides physical relaxation and may also prevent some body complications.
Bed makingis the act of arranging thebed sheetsand otherbeddingon abed, to
prepare it for use.It is a household chore, but is also performed in establishments
including hospitals, hotels, and military or educational residences. Bed making should
be also everyone’s concern and responsibility. Children should be taught from an early
age on how to make their bed.
a) Extended activities / exercises
Remedial exercises for weak learners Additional exercises for bright
learners
1. Jiggers and lice like ________ places.
2. Internal parasites feed on ________.
3. We clean toilets to keep away ________.
1. Whatisbedwetting?
2. Write 3 bedding materials
b) Answers to extended exercises
Remedial exercises for weak
learners
Additional exercises for bright learners
1. Dirty
2. Blood
3. Flies
1. Involuntary wetting of the bed,
2. Any 3 bedding material i.e. bed, mattress,
pillow, pillowcase, sheets and blankets.
56
Health practices
Strand 2
Refer to pupil’s book pages 25 - 73
Key Unit Competency
Aer studying this unit, learners should be able to carry out health practices that
promote their well being.
Strand outline
2.1 Health habits
2.2 Oral hygiene
2.3 Cleaning the classroom
2.4 Cleaning utensils
2.5 Care of toilets, latrines and urinals
2.6 Proper use and storage of medicine at home
2.7 Making water safe for drinking
2.8 Kitchen garden
2.9 Minimising food wastage
Pre-requisite of the unit
is strand is about health practices. It encompasses health habits, oral hygiene,
cleaning classrooms, use of improved materials for cleaning utensils, proper use and
storage of medicine at home, making water safe for drinking, kitchen garden and
minimizing food wastage.
Remember learners at this level have learnt about health practices in Grade 1 and 2.
e concept in this unit is to enable learners practice health habits that promotes their
well being.
Background information
Health practices refer to actions by which individuals undertake to prevent diseases
and promote self-care, cope with challenges, and develop self-reliance, solve problems
and make choices that enhance health. Guide learners to acquire knowledge, skills and
values that sensitize them on health habits that promote their well being.
57
Pertinent and contemporary issues
1. Child care and protection
Learners should know that it is their right to be taught good health habits or practices
by their parents. Emphasise that failure to be guided on health matters is neglect.
2. Health education
Make the learners understand that using dirty classrooms and not observing oral
hygiene could lead to acquiring certain diseases. Medicines and drugs should also be
properly stored and taken.
Sharing of toothbrushes isn not allowed. It can lead to spread of commonly problems
related to teeth.
3. Life skills
is topic should equip the learners with the skills of good health habits through all
the practical activities and procedures stated in the book.
4. Financial literacy
Learners should understand that they can save money through using improvised
cleaning materials when washing utensils, cleaning classrooms. Learners can also save
money by avoiding diseases through observing good health practices.
5. Learner support program
is is achieved by encouraging learners to join and participate in the school health
clubs. Learner should also share what they have learnt in class with their friends and
family members.
6. Community service
Teach learners stories, poems and songs to present during school gatherings, churches
and any other appropriate social gatherings. Visit the elderly and assist in washing of
their utensils.
Core competencies to be covered
1. Communication and collaboration
During group discussions and practical activities learners will improve on language
use. As they discuss their ideas and make presentations. e teacher should encourage
all the learners to take part in answering questions and asking question in their
respective groups.
58
2. Self- ecacy
e learners should be able to manipulate or apply information acquired in the unit to
perform tasks or assignments given.
3. Critical thinking and problem solving
In this unit the learners will perform practical tasks that they will be required to do
tasks that will involve logic thinking such stating procedures for cleaning a classroom.
e teacher should guide learners in proper use of cleaning materials.
4. Creativity and imagination
Learners will have to be creative and imaginative when coming up and reciting poems
and songs and during role play.
5. Citizenship
In this unit learners should be taught to be tolerant to others point of view.
6. Digital literacy
Task learners to use the internet to do research and to search information in print
media and radio.
Links to other subjects
e following subjects are related to the content area being studied here:
• Mathematics when grading classes during assessment of clean class, counting,
sorting measurements, multiplication and repeated addition.
• Movementandcreativitythroughphysical education,songs,danceand poems,
improvising materials.
• Environmental activities – class cleaning, things in the environment, recycling,
water, plants, food conservation.
• Literacy–vocabularies.
New words in this unit and their meanings
• Bodyexercise- activity requiring physical eort, carried out to sustain or improve
health and tness.
• Habit- a settled or regular tendency or practice.
• Meals - any of the regular occasions in a day when a reasonably large amount of
food is eaten.
• Energy - the strength and vitality required for sustained physical or mental activity
• Condent - feeling or showing certainty about something.
• Sores - painful lesson or spot on the body.
59
• Cavities - a decayed part of a tooth.
• Gum–theeshypartofatooth
• Dentist - a qualied medical practictioner who treat diseases and other conditions
related to the teeth and gums.
• Pan-ametalcontainerusedforshallowcookingoryingfood.
• Furniture - movable articles that are used to make a room or building suitable for
living or working in, such as tables, chairs, or desks.
• Unhygienic–notclean
• Garbage - refuse or waste especially domestic or from market places.
• Improvise- produce or make (something) from whatever is available
• Grease- a thick oily substance, especially as used as a lubricant
• Sieving - remove (unwanted items).
• Ash - the powdery residue le aer the burning of wood fuel or charcoal.
• Starch- type of food that provides carbohydrates.
• Foodpoisoning- illness caused by bacteria or other toxins in food, typically with
symptoms such as vomiting and diarrhoea.
Attentiontospecialneedsandmulti-abilitylearning
Support for multi-ability learning Support for special needs learning
• Peerteaching–engagehigh achieversto
help in understanding of concepts.
• Planremedialteachingfor.
• Allow enough time to to complete their
work.
• Gied learners to be given heavy tasks
requiring more critical thinking while are
given light tasks, which they can manage
such as collecting materials for use during
activities among others.
• Both gied and slow learners to be
given equal opportunity to lead in group
discussions and to do presentations of
group ndings to the rest of the class.
• Ensure all learners respect each other’s
views irrespective of their shortcomings
or talents.
• Identify the learners with hearing and
visual impairment and have them sit in
front of the class so that proper attention
can be given to them. Also, large print
texts should be given to visually impaired
learners and hearing aids provided for
those with hearing impairment.
• Arrange the room such that it will
enable easy movement for the physically
challenged learners.
• Assignsomestudentstobeinchargeofthe
physically and visually impaired learners.
For example, carrying their equipment,
showing them around during the trips,
etc.
60
List of lessons
Lesson
number
Lesson title Number
of periods
Sub strand 1 Health habits
1 Health habits that promote our well being 1
Sub strand 2 Oral hygiene
2 Common problems related to teeth 1
3 Management of common problems related to teeth 1
Sub strand 3 Cleaning a classroom
4 Materials used for cleaning a classroom 1
5 Cleaning a classroom 1
6 Types of dirt 1
Sub strand 4 Cleaning utensils
7 Types of dirt on utensils 1
8 Improvised materials for cleaning materials 1
Sub strand 5 Toileting
9 Materials used in cleaning toilets, latrines and urinals 1
10 Procedure of cleaning toilets, latrines and urinals 1
Sub strand 6 Proper use and storage of medicine at home
11 Proper use and storage of medicine at home 1
Sub strand 7 Making water safe for drinking
12 Making water safe for drinking 1
Sub strand 8 Kitchen garden
13 Forms of kitchen garden 1
Sub strand 9 Minimising food wastage
14 Ways in which food is wasted 1
Sub strand 1: Health habits
Refer to pupil’s book pages 25 - 29
Lesson 1: Health habits that promote our well being
Refer to pupil’s book page 25
Speciclearningoutcomes
Bytheendofthelearningoutcome,thelearnershouldbeableto:
• Identifyhealthhabitsthatpromotewellbeing.
• Statetheimportanceofpractisinghealthhabitsforourwellbeing.
• Practicehealthhabitsthatpromotetheirwellbeing.
61
• Appreciatetheimportanceofobservingproperhealthhabitsfortheirwellbeing.
Preparation for the lesson
• Collectpictures,photographsandvideoofsimpleexercises.
• Organisetogetequipmentandmaterialsforphysicalexercise.
• Organiseforavisittoanearbygymandtnesscentre.
• Comeupwithsimplepoemsandsongsonhealthpractices.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Introduce the lesson by asking learners to identify health habits that promote well
being. e learners should mention the following habits: rest, enough sleep, eating
regular meals, wearing clean clothes and drinking sucient water.
Lesson development
Teacher’s activities Learner’s activities
UseActivity1inpupil’sbookpage25.Show
the video in class as you guide the learners
through the activity.
Watch a video on simple health habits.
Run or jog in the school eld.
Guide learners in discussing the health habits
e.g, rest, sleep, wearing clean clothes, healthy
eating habits.
Learners discuss the good health habits
practices
Ask probing questions on health habits. Answer oral questions based from the
health habits activities carried out
InActivity2inpupil’sbookpage26,guide
learners in sharing experiences for the
importance of good health habits.
Discuss the importance of practising health
habits.
62
In Activity 3 in pupil’s book page 27, guide
learners to write a one week journal on how
they practise health habits.
Write a journal for a week on the practice
of health habits
Guide learner using the internet to search
for information in health habits that others
practice.
use the internet to look for information.
Instruct learners to attempt Check your
progress2(a)inpupil’sbookpage29.
Attempt check your progress 2(a).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment/ homework
Name health habits that promote our well being.
Answer: Enough sleep, playing, eating regularly,
Core competence
Critical thinking: e learner should be engaged in activities that are thought
provoking such as discussion on the importance of health habits as well as journaling
health habit practices.
Values: Learners should develop responsibility and self awareness in promoting
healthy habits that promote well being.
Suggested non-formal activity
Make posters that carry messages on health habits that promote well being. ey
should display this at home, in the school and market places.
Suggested community service
Instruct learners to participate in games and sporting activities in the community.
Answers to check your progress 2(a)
Refer to pupil’s book page 29
1. Check for correct matching of the health habit and its picture.
2. Dirty clothes can habour germs that cause disease.
3. Boiling,puttingchemicals.
63
Additionalinformation
A healthy habit is any behavior that benets the physical, mental, and emotional health.
ese habits improve overall well-being and make one feel good.
Here are ve benets of a healthy lifestyle.
Eating right and exercising regularly can helps maintain a healthy weight and proper
body functioning.
Improves mood.
Healthy habits help prevent or manage certain health conditions, such as heart
disease,stroke, andhigh blood pressure.
Eating a balanced diet makes the body receive energy it needs.
Practicing healthy habits, boost chances of a longer life.
Sub strand 2: Oral hygiene
Refer to pupil’s book page 30 - 34
Lesson 1: Common problems related to teeth
Refer to pupil’s book page 30
Speciclearningoutcome
Bythe end ofthelesson, the learnershouldbe abletoidentify commonproblems
related to teeth.
Preparation for the lesson
• Collectpicturesandvideoofcommonproblemsassociatedwithteeth.
• Modeloftheteeth,jawsormouth.
• Invitearesourcepersontogiveatalkoncommonproblemsoftheteeth.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
64
Teaching and learning activities
Introduction to the lesson
1. Asklearnerstolookateachother’steeth.Aretheyclean?
Lesson development
Teacher’sactivities Learner’sactivities
IntroduceActivity4inpupil’sbookpage30.
Ask learners to share experiences on common
problems related to teeth as they observe the
pictures.
Share their experience on common problems
related to teeth.
Look at pictures to identify good and bad
teeth.
Ask learners oral questions, to name the
common problems related to teeth.
Learners answer oral questions as they point
out the various common problems related to
teeth.
Provide pictures and videos showing common
problems related to teeth.
Using pictures, discuss in groups the common
problems related to teeth
Invite a resource person to give a talk on oral
hygiene.
Learners listen and ask questions.
Ask learners to draw and colour common
problems related to teeth.
Draw and colour common problems related
to teeth.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Name common problems related to teeth.
Answer:Badbreath,toothache,mouthsores,cavities.
Lesson2:Managementofcommonproblemsrelatedtoteeth
Refer to pupil’s book page 31
Speciclearningoutcome
By the end of the learning outcome, the learner should be able to mention the
management of common problems related to teeth.
65
Preparation for the lesson
• Collectpicturesandvideoonwaysofmanagingproblemsrelatedtoteeth.
• Composesongsandpoemsoncommonproblemrelatedtoteeth.
• Invitearesourcepersontogiveatalkonmanagementofcommonproblemsrelated
to teeth.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the unit
1. Present dierent foods and ask learners to identify the ones that are not suitable for
the teeth and also the ones that is good for strong and healthy teeth.
Lesson development
Teacher’s activities Learner’s activities
Invite a resource person to give a talk on
oralhygieneinActivity5inthepupil’sbook
page 31.
Listen to a resource person giving a talk on
oral hygiene.
Ask questions from the talk given by the
resource person.
Answer oral questions
Provide pictures that show how teeth should
be taken care of.
Look at pictures that help maintain healthy
teeth.
Let learners discuss among themselves
management of problems related to teeth.
Discuss management of problems related to
teeth
Guide learners in carrying out the fun
corner activity on page 33.
Carry on the fun corner activity and colour.
Instruct learners to attempt check your
progress2(b)inpupil’sbookpage33.
Learners attempt check your progress 2(b).
66
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
Let learners write summary notes on what they have learnt
Lesson assessment/ homework
1. List the ways of mantaining strong and healthy teeth.
Answer:Byavoidingeatingsugarythings,prickinggums,removingbottletopswith
teeth.
2. Practice brushing their teeth properly as an assignment at home and even in school.
PertinentandContemporaryissues(PCIs)
Health education:
• Learnersshouldlearntopreventproblemsrelatedtoteethbygoodoralhygiene
practices.
• eyshouldalsourgetheirparentsifabletotakethemforregularvisitstothe
dentists.
Core competence to be covered
Critical thinking: e learner should observe the pictures, discuss and identify
various common problems related to teeth and answer question from the talk given by
the resource person.
Values: Learners should develop respect, self-ecacy and responsibility
Suggested non-formal activity
Compose and recite poems, sing songs on the management of common problems
related to oral hygiene. Present to the school community during functions.
Suggested community service
Visit a children’s home or school in their locality and participate in oral hygiene
activities together with other children.
67
Answers to check your progress 2(b)
Refer to pupil’s book page 33
1. Sweets
2. Check for correct matching
3. Aer every meal
4. Bleedinggums,dentalcavities,mouthsores,teethnotinline
Additionalinformation
Children should be taughtabout the basics of oral health. It will help them to maintain
a smile for a lifetime. It is important they understand the basics oral rules:
• Brushtwiceaday
• Flosseveryday
• Avoideatingalotofsugaryfoodsfrequently.
• Visitadentistregularlyforcheckups.
Make oral lessons fun by:
• Gettingatoothbrushwiththeirfavoritecartooncharacteronit
• Turningbrushingandossingintoagame.
• Oersomekindofincentiveorreward.
• Watchvideosfocusedonoralhealtheducationforkidsthatusepopularcharacters.
Sub strand 3: Cleaning the classroom
Refer to pupil’s book page 34 - 39
Preparation for the lesson
• Collectcleaningmaterialsandequipment.
• Availpictures,photographsandvideosofmaterialsforcleaningaclassroom
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
68
Lesson1:Materialsusedforcleaningaclassroom
Refer to pupil’s book page 34
Speciclearningoutcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Identify materials for cleaning a classroom.
b) Give reasons for cleaning a classroom.
Teaching and learning activities
Introduction to the lesson
1. Tell learners to observepicturesin thepupil’s book page36 Activity 6, as they
compare and contrast two pictures, one of a clean classroom and a dirty classroom.
2. Let them discuss among themselves the need for a clean classroom. ereaer
compare their ndings as you summarise in the discussions with the whole class.
Lesson development
Teacher’s activities Learner’s activities
InActivity7inpupil’sbookpage35,show
learners materials for cleaning a classroom.
Alternatively use pictures and videos.
Identify, by name, the materials used to clean
a classroom.
Ask learners to draw and colour materials
used to clean the classroom.
Draw and colour materials used to clean the
classroom and write their use.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
Let learners write summary notes on what they have learnt
Lesson assessment / homework
1. Name materials needed to clean a classroom.
Answer:brooms, mop, brush, water, soap
2. Draw items used to clean a classroom.
Answer:Refertopupil’sbookpage36.
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Lesson 2: How to clean a classroom
Refer to pupil’s book page 37
Speciclearningoutcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Care for the classroom.
b) Appreciate the importance of having a clean classroom.
Preparation for the lesson
• Collectmaterialsneededtocleanaclassroom.
• Availvideoorpicturesonthecleaningofclassroom.
• Composesongsandpoemsonclassroomcleaning.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Use oral questions to review learners knowledge on materials used to clean
classroom and their use.
2. Collect materials needed to clean a classroom.
3. Demonstrate to learners how to use each material. ereaer show them the
procedures to follow when cleaning classroom.
Lesson development
Teacher’s activities Learner’s activities
Assist learners to collect materials for cleaning a
classroominActivity8inpupil’sbookpage37.
Learners collect materials and clean their
classroom.
Describe how to clean a classroom. Listen to the description of cleaning a
classroom.
Ask learners to discuss how to clean a classroom. Discuss how to clean a classroom.
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Ask learners to practice cleaning a classroom. Practice cleaning the classroom.
Ask learners to recite a poem on the importance
of cleaning a classroom in activity 9 pupils book
page 38.
Read a poem on the importance of
cleaning a classroom.
Make duty roster as a fun activity. Plan a duty roster for the class.
Instruct learners to attempt Check your progress
2(c)inthepupil’sbookpage39.
Attempt check your progress 2(c).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
Let learners write summary notes on what they have learnt
Lesson assessment / homework
1. Give the correct procedure of cleaning a classroom.
Answer:Refertothepupil’sbookpage37.
2. Use materials correctly to clean your room at home.
PertinentandContemporaryissues(PCIs)
Environmental education: Instill in the learners the desire to stay in a learning
environment that is clean. Such an environment prevents keeps away parasites,and
dangerous animals.
Core competence to be covered
Problem solving:
• elearnershouldbeabletousethematerialsforcleaningaclassroomtodothe
cleaning.
• elearnershouldbeabletousetherightprocedureandtherightmaterialsto
clean a class.
Values: Learners should take responsibility in cleaning the classroom.
Suggested non-formal activity
Learners to compose songs and poems with messages on the importance of maintaining
a clean classroom then present these during school assemblies.
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Suggested community service
Learners should initiate and monitor cleaning of the market place near them.
Answers to check your progress 2(c)
Refer to pupil’s book page 39
1. C
2. Brooms
3. Dirt and germs
Additionalinformation
Clean up is an important part of a school program, as it teaches self-reliance, care of
theenvironment,responsibility,sorting,andahostofotherskills.Butitcanalsobethe
most unappealing activity to most learners. e cleaning process can be managed by:
• Havingaplaceforeverything.Cleanupissimplerifeveryobjecthasadesignated
area.
• Makingcontainerseasytomanagethatallowchildreneasilyndwhattheyneed
without rummaging through a dozen boxes.
• Labelcontainerstomakeitextremelyclearwhereeverythinggoes.
• Makingclearwhatthecleaningisallaboutanditsimportanceforeveryone.
• Havingpatience.Childrenusuallyhavealotofdicultywithtidiness.
• Givingapositivefeedback.Tellthelearnersthattheydidagoodjob,whichwill
give them motivation to clean up again in the future.
Acleanclassroomiseveryone’sresponsibilityatalltimes.Emphasisethateveryone
needs to help keep a tidy workspace, it is not just a job for some specic people.
Sub strand 4: Cleaning utensils
Refer to pupil’s book pages 40 - 45
Lesson 1: Types of dirt on utensils
Refer to pupil’s book page 40
Speciclearningoutcome
Bytheendofthelesson,thelearnershouldbeabletoidentifytypesofdirtfoundon
utensils.
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Preparation for the lesson
• Preparetoshowvideoandpicturesoftypesofdirtfoundonutensils.
• Organiseavisittotheschoolkitchen.
• Makeavailabledirtyutensils.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. TakelearnerstotheschoolkitchenforActivity10inpupil’sbookpage40.Letthem
observe dirty utensils.
2. e learners to discuss the dierent types of dirt they have seen on the dirty
utensils.
Lesson development
Teacher’s activities Learner’s activities
Provide dirty utensils with dierent types of
dirt on. Ask learners to identify them.
Learners look at dirty utensils and identify
the dierent types of dirt.
Show learners pictures or video on dierent
types of dirt on utensils.
Look at pictures of dierent types of dirt on
the utensils and identify them.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
Let learners write summary notes on what they have learnt
Lesson assessment / homework
1. Whattypeofdirtisfoundonutensils?
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Answer. Greasy, starchy and milky
2. Assist your parents or guardian wash dirty utensils at home.
Lesson2:Improvisedmaterialsforcleaningmaterials
Refer to pupil’s book page 41
Speciclearningoutcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Identify materials that can be improvised for cleaning utensils.
b) Prepare improvised cleaning materials for cleaning utensils.
c) Demonstrate how to clean utensils using the improvised cleaning materials.
d) Cleaning of the utensils using the improvised cleaning materials.
e) Appreciate the use of improvised cleaning materials for cleaning utensils.
Preparation for the lesson
• Collectimprovisedmaterialssuchasash,sand,charcoal,lantanaleaves,sisalbres,
star grass, maize cobs and eggshells.
• Organizeavisittoanelderlypersontocleantheirutensils.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Ask learners to bring to class the materials they use to clean utensils at home
Lesson development
Teacher’s activities Learner’s activities
Provide learners with materials used for
cleaninginActivity11inpupil’sbookpage41.
Look at pictures of materials used for
cleaning and identify them.
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Provide materials for preparing improvised
materials used for cleaning in Activity 12 in
pupil’sbookpage42.
Prepare improvised materials used for
cleaning.
Ask learners to clean utensils using improvised
materials.
Learners clean utensils using improvised
materials.
Ask learners to wash utensils with both
improvised materials and non-improvised and
compare the outcome.
Wash utensils with improvised materials
and others with materials not improvised
and compare the outcome.
Readastoryoncleaningutensilsfrompupil’s
book page 44 Activity 13 and answer questions.
Read and answer questions.
Organise a fun activity for cleaning. Carry out a cleaning utensils contest.
Instruct learners to attempt Check your
progress2(d)inthepupil’sbookpage45.
Attempt check your progress 2(d).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
Let learners write summary notes on what they have learnt
Lesson assessment / homework
1. Write down the importance of using improvised cleaning materials in cleaning
utensils.
Answer: they are locally available, cheap, no side eects/not harmful.
2. Whichmaterialscanbeimprovisedtocleanutensils?
Answer: sand, charcoal, maize cob, eggshells,
3. Assist your parents or guardians in using improvised materials to clean dirty
utensils.
PertinentandContemporaryissues(PCIs)
Life skill:
• Learnersshouldbeabletoimprovisematerialsforcleaningutensilsandembrace
the use of improvised materials for cleaning utensils.
Core competence to be covered
Creativity and imagination: learners use improvised materials to wash utensils and
nd out the outcome is as good as using the real objects
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Values: Learners should develop the usage of improvised cleaning materials for dirty
utensils.
Suggested non-formal activity
Make posters with messages on how to improvise and use improvised cleaning utensils.
Suggested community service
Visit an elderly person and assist in cleaning utensils using improvised materials.
Answers to check your progress 2(d)
Refer to pupil’s book page 45
1. Materials made from locally available materials.
2. Sand, charcoal, siasl and leaves.
3. When we do no have soap.
4. Locally available, saves money and time.
Additionalinformation
ere are a lot of cleaning products in the market today that make it easier to remove
grease, and all other types of dirt that can be found on the utensils.However, many of
the cleaning products found on the market today contain chemical substances that can
be harsh on the skin,leading to allergic reactions and other health problems.
It is not always necessary to spend large sums of money on chemical products to
remove grease and stuck-on food from kitchen utensils. You can use locally available
materials to clean your utensils.
Sub strand 5: Use and care of toilets, latrines and urinals
Refer to pupil’s book pages 45 - 51
Lesson1:Materialsusedincleaningtoilets,latrinesandurinals
Refer to Pupil’s book page 45
Speciclearningoutcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Identify the materials used in cleaning the toilets, latrines and urinals.
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b) Mention reasons for cleaning a toilet, latrine or urinal.
Preparation for the lesson
1. Collect the materials used to clean toilets, urinals and latrines.
2. Prepare pictures, diagrams on a chart and photographs of materials used to clean
a toilet, latrine or urinal.
3. Organise for a visit to the school toilet, latrine or urinal.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Take learners to the school toilet, latrine or urinal. ey are aware what takes place
there. Use probing questions below.
 • Howdoyouliketondtheplacewhentheyvisit,cleanordirty?
 • Howshouldtheyleavetheplaceaervisitingthetoilet/latrine,dirtyorclean?
 • Whatmakestheplacedirty?
 • Whatmaterialsareusedtocleantoilets,latrineorurinals?
Lesson development
Teacher’s activities Learner’s activities
Accompany learners as they observe
the school toilet, latrine or urinal.
Alternatively use pictures in Activity 14
inpupil’sbookpage45.
Visit a school toilet and write down what they
observe.
InActivity15inpupil’sbookpage46,
provide materials for cleaning toilets.
Alternatively show learners pictures or
video of the same.
Using real objects, pictures or videos, learners
to identify dierent objects used to clean toilets.
Ask learners to draw and colour materials
they have observed,
Draw and colour materials used to clean
toilets, urinals and latrines
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In Activity 16 in pupil’s book page 47,
Ask learners probing questions on the
importance of cleaning toilets.
In groups discuss the importance of cleaning
toilets, latrines and urinals.
Instruct learners to draw a toilet, latrine or
urinal.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Name materials used to clean toilet, latrine or urinal.
Answer:Brush,disinfectantchemicals,twigs,water,gloves,mop,ashes
2. Whatistheimportanceofcleaningatoilet?
Answer:toavoidbadsmell,keepawayies
3. Ask learners to observe cleanliness of toilet, latrine or urinal at home or in school.
ey should report back to you on the level of cleanliness.
Lesson 2: How to clean toilets, latrines and urinals
Refer to Pupil’s book page 47
Speciclearningoutcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Demonstrate the procedure of cleaning a toilet, latrine or urinal.
b) Appreciate the need for a clean toilet, latrine or urinal.
Preparation for the lesson
1. Collect materials for cleaning a toilet, latrine or urinal.
2. Ask learners in advance to observe at home how a toilet is cleaned.
3. Collect pictures and videos for cleaning a toilet.
4. Have manila papers, felt pens and a pole.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
78
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. In pairs, learners discuss how toilets, latrines and urinals should be cleaned. is is
from their observation at home or watching videos and pictures as outlined in the
pupils book page 48 Activity 17.
Lesson development
Teacher’s activities Learner’s activities
Demonstration to the learners on the procedure
of cleaning a toilet, latrine or urinal as outlined
inpupil’sbookpages48.
Learners observe a demonstration on the
procedure of cleaning a toilet, latrine or
urinal.
Ask probing questions on the procedure of
cleaning the toilet, latrine or urinal.
Answer questions on the procedure of
cleaning the toilet/ latrine/ urinal.
Supervise the peer teaching to clarify
misconceptions.
Peer teach on how to clean a toilet,
latrine or urinal
Guide learners in making a big poster using
manila papers as a fun activity.
Make posters in manila papers.
InActivity18onpage49ofpupil’sbookinstruct
learners to engage in community cleaning of a
toilet, latrine or urinal in the community. ey
should involve their friends.
Visit toilet, latrine or urinal and clean.
Write a report and present it to the
teacher.
Engage learners to a talk about dressing when
cleaning toilet and its importance.
Discuss the importance of cleaning
toilets.
Instruct learners to attempt Check your
progress2(e)inpupil’sbookpage51.
Attempt check your progress 2(e).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
79
Lesson assessment / homework
1. Write down the procedure of cleaning a toilet.
Answer:Refertopupil’sbookpage48
PertinentandContemporaryissues(PCIs)
Health education: Learners should appreciate the need for a clean toilet and have
right attitude to always keep the toilets clean.
Core competence to be covered
Critical thinking
• Problemsolving: learners should be able to observe and identify each cleaning
material and be able to tell how each material is used.
• elearnershouldobserveanddiscusstheprocedureofcleaningatoiletandbe
able to clean the toilet appropriately.
• Learnersshouldbeinvolvedincleaningandmaintainingoftheschooltoilet.
Values: Learners should develop responsibility, self-ecacy and respect for the
necessity to have a clean toilet as a requirement for personal hygiene. is goes a long
way in preventing parasite infestation and other host of other diseases.
Suggested non-formal activity
Learners to create posters advocating for the importance of maintaining clean toilets,
latrines and urinals.
Suggested community service
rough the school health Cabinet secretary, initiate and monitor toilet, latrine and
urinal weekly cleaning duty rota.
Answers to check your progress 2 (e)
Refer to pupil’s book page 51
1. bad
2. Flies
3. a) Gloves
b) Long broom
c) Mop
d) Disinfectant
4. Mopping, dusting and usage of soap.
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5. twigs
6. a) Trenchurinal b)Bowlurinal
Additionalinformation
Propersanitation facilities(for example, toilets and latrines) promote health because
they allow people to dispose of their waste appropriately. Many people do not have
access to suitable sanitation facilities, resulting in improper waste disposal. Absence of
basic sanitation facilities can:
• Result in an unhealthy environment contaminated by human waste. Without
proper sanitation facilities, waste from infected individuals can contaminate
acommunity’slandandwater,increasingtheriskofepidemicsoutbreakinthe
community.
Sub strand 6: Proper use and storage of medicine
at home
Refer to pupil’s book page 52 - 57
Lesson 1: Proper use and storage of medicine at home
Refer to pupil’s book page 52
Speciclearningoutcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Identify medicines for oral use and external.
b) Interpret simple instructions on dosage of medicine for various ailments.
c) Practice proper storage of medicine at home and school.
Preparation for the lesson
• Collectemptypacketsandcontainersofsyrups,tablets,capsules,ointments,eye
and eardrops, inhalers etc.
• Organizeavisittoanearbychemistshop.
• Picturesandphotographsofmedicinepacketsandbottles.
• Materialsformakingposters.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
81
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Ask learners to share experiences on what normally happens when they become
sick. ey should describe the kind of drug or treatment they were given, the kind
of medicine(forms) prescribed, the amount/quntities of the drugs and how many
times they were instructed to take per day and for what period of time.
Lesson development
Teacher’s activities Learner’s activities
In Activity 19 in pupil’s book page 52,
provide empty bottles, packets and tubes of
medicines.
Ask learners to sort medicines that are taken
orally from the ones applied on the skin.
Fill the table.
In Activity 20 in pupils book page 54. Guide
learners to interpret simple instructions on
dosage.
Listen to the teacher as they observe
instructions contained on empty medicine
bottles and containers or their labels.
Introduce Activity 21 in pupil’s book page
54, Provide clean water in bottles and spoons
to practice dierent dosages of medicine.
Learners in groups learn the dosage of
medicine. ey practice dierent dosages
using a spoon and water in a bottle.
Ask learners to role play, doctor-patient, the
doctor prescribing medicine to the patient
as a fun activity.
Roleplaydoctor–patient,thedoctorshould
give medicine to the patient with a dosage.
Ask learners to look at pictures on storage
of medicine in pupils book page 56, Activity
22.
Learners to observe pictures of medicine that
have not been kept well and those that have
been kept well.
Name locations where medicine should be
stored at home.
Instruct learners to attempt Check your
progress2(f)inpupil’sbookpage57.
Attempt check your progress 2(f).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
82
• Doyouthinkwhatyoulearntisimportant?Why?
Let learners write summary notes on what they have learnt.
Lesson assessment / homework
1. Howareyousupposedtotakemedicine?
Answer: Interpret instructions on dosage.
2. Wherecanyoustoremedicineproperlyandsafelyathome?
Answer: Locked cupboards, high shelves
PertinentandContemporaryissues(PCIs)
Drug abuse prevention: e learner should observe instructions when taking
medicine and always take the correct dosage to avoid drug abuse.
Core competence to be covered
Critical thinking: the learner should be able to sort medicine from those that are
swallowed to those that are applied externally and take the right dosage.
Values: Learners should develop responsibility and self-ecacy when dealing with
medication to avoid abuse.
Suggested non-formal activity
Make posters on the need to follow instructions when taking medication.
Suggested community service
Visit a local dispensary or chemist and learn how to interpret instructions on the use
and storage of medicine at home.
Answers to check your progress 2(f)
Refer to pupil’s book page 57
1. Check for correct matching
2. Doctor, nurse, chemist
3. True
Additionalinformation
Medicines, including vaccines are used to cure or prevent many illnesses. Medicines
may also be used in conjunction with other treatments. Medicines must always be
used with care and on doctor/healthcare professionals advice only.
Medicines can be obtained in dierent ways depending on their classication:
• Prescriptiononlymedicinesaredispensedbyapharmacistordoctor
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• Pharmacistonlymedicinesarepurchasedaerconsultationwithapharmacist,
• Pharmacymedicinesareavailableonlyfromapharmacyorapprovedruraloutlet
• Over-the-countermedicinesareavailablefromretailoutletssuchasasupermarket
or petrol station.
Take your medicines as directed on the instructions printed on the label or packaging.
Taking more than the recommended dose can cause serious problems e.g. too much
paracetamol can cause liver damage. e label should tell you:
• Howmuchmedicinetouse(e.g.takeonetabletorinhaletwopus)
• Howoenitshouldbeused(e.g.twiceadayoreverysixhoursoratnight)
• Howlongtouseitfor,ifforshorttermtreatment(e.g.forvedays)
• Howtouseamedicinethatisnotswallowed(e.g.applytotheskin)
e label may also give some special instructions to follow when taking the medicine
for example take with food, or on an empty stomach, or avoid alcohol.
Other information may be included on the label. For example, eye drops will indicate
an expiry date aer which the medicine should be discarded. Some medicines may be
labelledswallowed wholewhich means they should not be chewed or crushed.
Always read the label or information sheet inside the packer before you start the
treatment. If you are unsure about what to do, ask your pharmacist or doctor for
clarication.
Always keep medicines in their original container and do not remove the label. Do not
share medicines.
To prevent accidental poisonings, store all medicines out of reach and sight of children.
Do not keep used but remaining medicines hoping you may need them in the future.
Discard unused medicines or medicines past their expiry date. Do not throw medicines
ortheiremptycontainerintherubbishorushthemdownthetoilet.
Substrand7: Makingwatersafefordrinking
Refer to pupil’s book pages 58 - 65
Lesson1:Makingwatersafefordrinking
Refer to pupil’s book page 58
Speciclearningoutcomes
Bytheendofthelesson,thelearnershouldbeableto
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a) Recognize that clean water is not always safe to drink.
b) Make water safe by boiling.
c) Store boiled water meant for drinking.
d) State the importance of drinking safe water.
Preparation for the lesson
• Collectmaterialsforltering,boilingandstoringwater.
• Composesongsandpoemsontheneedforcleanandsafewater.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
1. In pairs let leaners discuss if clean looking water is always safe for drinking.
2. Fromtheirresponseletthemcarryoutactivity23inthepupil’sbookpage58to
nd out.
Lesson development
Teacher’s activities Learner’s activities
Provide materials to carry out the experiment. Carry out an activity to investigate if clean
looking water is always safe for drinking.
Ask questions based on the results of the
experiment.
Answer the questions based on their
observations.
GuidelearnerstocarryoutActivity24inpupil’s
book page 60, lead a discussion on how water is
made safe for drinking.
Discuss how water is made safe for
drinking.
Provide materials for the activity and oer
guidance.
Carry out the activity of making water
safe for drinking.
Let learners discuss the importance of storage
of water for drinking/use in Activity 25 Pupils
book page 63.
Discuss the importance of drinking safe
water.
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Assist learners to search the internet on other
ways for making water safe for drinking.
Use the internet.
Instruct learners to attempt Check your progress
2(g)inthepupil’sbookpage65.
Attempt check your progress 2(g).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
Let learners write summary notes on what they have learnt
Lesson assessment / homework
1. Whatarethereasonsfortakingsafewater?
Answer: To prevent water borne diseases.
2. Whichcontainersareusedtostorewatersafely?
Answer: pots, jugs, dispensers
PertinentandContemporaryissues(PCIs):
Environmentalsustainance:Learners should be aware of the need to conserve water
, being a scarce resource.
Health education: Learner should appreciate that it is always good to drink safe water
to avoid contracting water-borne diseases.
Core competence to be covered
Critical thinking and problem solving
• Engagethelearnersinconductingtheexperimentsanddrawingconclusionsby
themselves.
Values: learners should develop self-ecacy and responsibility in making and using
safe water for drinking and other food preparation activities.
Suggested non-formal activity
• Composeasongandrecitepoemscarryingmessagesontheimportanceofdrinking
safe water.
• Developposterswithmessagesonwatercontamination.
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Suggested community service
Sensitise the local community members on the importance of making water safe for
drinking.
Answers to check your progress 2(g)
Refer to pupil’s book page 65
1. Jugs, pots, jerry cans, bottles
2. Kill
3. Filtering, boiling
4. B
5. C
Additionalinformation
Children should be taught about the signicant role water plays in the society and
life. In order to convey to children the importance of water, it helps if they have some
background on source of water comes from and how it becomes available i.e means of
transporting water. Incorporate the idea of water conservation into the lessons. Tips on
how a child can conserve water are particularly essential. For instance, simply turning
o the water as they brush their teeth is a practical, tip avoid bathing with continuos
running shower.
Water pollution is another critical topic to include. Children should learn the various
causes of water pollution as well as the ways our environment is aected. Furthermore,
teach children ways that they can use to keep our water clean. Use of experiments and
demonstrations to help children understand is needful during the learning activities.
Sub strand 8: Kitchen garden
Refer to pupil’s book page 66 - 69
Lesson 1: Forms of kitchen garden
Refer to pupil’s book page 66
Speciclearningoutcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Identify forms of kitchen gardens.
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b) Name dierent plants grown in a kitchen garden.
c) State the importance of a kitchen garden.
d) Create a kitchen garden.
Preparation for the lesson
• Collectrelevantfarmtools,seeds,buckets,bagsandsacks.
• Organizeavisittoanearbygarden.
• Collectpicturesandvideosofkitchengardens.
• Composesongsandpoemsongardening.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Experiments
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Pair learners and let them discuss what a kitchen garden is and point out the
dierent types of kitchen gardens they have seen.
Lesson development
Teacher’s activities Learner’s activities
Asklearnerstolookatpicturesinpupil’sbook
page 66, of various forms of kitchen gardens.
Look at dierent forms of kitchen garden
and discuss them in groups.
Inactivity26inpupil’sbookpage67,organise
a visit to a kitchen garden in the School or
nearby. ey should identify the type of plants
grown there.
Pay a visit to a kitchen garden in the school
and identify the plants grown.
Ask learners to discuss why a kitchen garden
is important.
Learners discuss the importance of a
kitchen garden.
Ask learners to draw and colour plants grown
in a kitchen garden.
Draw and colour plants grown in a kitchen
garden .
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Organise learners into groups. Apportion each
group a small piece of land within the school
to start a garden. Let them plant vegetables.
Guide them in maintaining the gardens as a
fun activity.
Create a kitchen garden and maintain it.
Instruct learners to attempt Check your
progress2(h)inthepupil’sbookpage69.
Attempt check your progress 2(h).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
Let learners write summary notes on what they have learnt
Lesson assessment / homework
1. Whatistheimportanceofakitchengarden?
Answer: Easily get vegetables, fruits and herbs.
2. Name plants that are grown in the kitchen garden.
Answer:Vegetables,fruits,herbsandowers
PertinentandContemporaryissues(PCIs)
Educationforsustainabledevelopmentthroughfoodsecurity:e learner should
appreciate using food from the kitchen garden they create instead buying everything.
Core competence to be covered
Self-ecacy: e learner should show responsibility by creating a kitchen garden at
school or home and maintain it.
Values: Learners should develop self-reliance and responsibility in setting up a kitchen
garden.
Suggested non-formal activity
Recite poems, present skits and sing songs with messages on the importance of kitchen
gardens.
Suggested community service
Instruct learners to participate in creating a kitchen garden at home and in the
neighbourhood.
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Answers to check your progress 2(h)
Refer to pupil’s book page 69
1. Vegetables, fruits and herbs.
2. Flower, fruit, vegetables
Additionalinformation
Children enjoy planting seeds, watching them sprout, and eventually harvesting what
they have grown. Allowing children to become involved in the planning, caring, and
harvesting of crops. is helps the kids sense of responsibility, good atitude toward
tasks of farming activities as important in life. Children also develop a sense of
responsibility and pride in them, which can ultimately improve self-esteem. One of
the best ways to encourage enthusiasm for gardening in children is by including plants
appealing to the eyes, as well with good taste and smell and pleasant to touch.
Vegetables are always a good choice for young children. ey not only germinate
quicklybutalsocanbeeatenoncetheyhavematured.Whenyouaremakingachildren’s
vegetable garden, allow them to be involved in deciding where and what to put in the
garden. Let them help with soil preparation, seed planting, and routine management.
Locate the garden where it will be easily accessible to the child but in an area that can
be viewed by others as well. Also, make sure that the chosen site gets plenty of sunlight
and an ample supply of water.
Gardens do not have to be planted in a traditional rectangular plot. Some children
might enjoy a having a container garden. Nearly anything that holds soil and has good
drainage can be used, so let the child pick out interesting pots and encourage him or
her to decorate them.
Vegetable gardening with children involves use of gardening tools, so create a special
area for storing garden tools. Allow them to have their own child-sized rakes, hoes,
spades and gloves. Other ideas may include trowel for digging and old cups for
measuring, bowls and bushel baskets, or even a wagon for harvesting. Let them help
with watering, weeding and harvesting.
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Substrand9: Minimisingfoodwastage
Refer to pupil’s book page 70 - 73
Lesson 1: Ways in which food is wasted
Refer to pupil’s book page 70
Speciclearningoutcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Name ways in which food is wasted.
b) Give reasons for not wasting food.
c) Identify ways of minimizing food wastage.
d) Develop a simple checklist for monitoring ways of minimizing food wastage.
e) Appreciate the need to minimize food wastage.
Preparation for the lesson
• Collectpicturesandvideoofwaysofminimisingfoodwastageandstarvationor
famine.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. In groups learners discuss their own habits that lead to food wastage in Activity 27
in the pupils book page 70.
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Lesson development
Teacher’sactivities Learner’sactivities
In Activity 28 in pupils book page 71,
provide pictures and videos on starvation.
Learners watch videos and pictures.
In groups learners discuss why food
should not be wasted.
Ask learners in groups to discuss ways of
minimising food wastage.
Learners discuss and identify ways of
reducing food wastage. ey also create
a checklist.
Teach learners poems and songs as a fun
activity.
Recite poems and sing songs.
Instruct learners to attempt Check your
progress2(i)inpupil’sbookpage73.
Attempt check your progress 2(i).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
Let learners write summary notes on what they have learnt
Lesson assessment / homework
1. List ways of reducing food wastage.
Answer: store cooked food well, share excess food, cook enough food
2. Howdoesfoodwastageoccur?
Answer: Cooking a lot of food, throwing food away, poor storing of food
PertinentandContemporaryissues(PCIs)
Sustainable development through food security: e lesson will enable learners to
understand and appreciate the need for not wasting food and embrace food security.
Core competence to be covered
Problem solving: Learners should come up with ways of preventing food wastage at
home or in school.
Values: Learners should develop responsibility in minimizing food wastage at home
and in school.
Suggested non-formal activity
Watch videos, animations and pictures on the eects of food wastage.
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Suggested community service
Sensitise other children in the community on the need to minimize food wastage.
Answer to check your progress 2(i)
Refer to the pupil’s book page 73
1. True
2. Pots, sufurias, bowls, hot pots, cupboards
3. A
4. Share with others
Additionalinformation
Habits are formed early in life.From their rst school lunch experiences many children
learn to throw away part or all of their lunches. Most students are not taught that
wasting food has consequences.
Children are notoriously picky eaters; therefore they should take an active part in
packing foods they will eat. ey can request portion sizes they can manage. Wastage
of food by children can be minimized through:
• Limitpre-mealsnacking
• Makefoodeasytoeat.
• Gettheportionsright.
• Savewhattheydonoteat.
• Packlunchesstrategically
• Teachthemaboutfood.
a) Extended activities / exercises
Remedialexercisesforweaklearners Additionalexercisesforbrightlearners
1. What kind of clothes should we
wear?
2. What should we do when we feel
tired?
1. How do we feel when we do not have
enoughsleep?
2. What should we do when we feel
hungry?
b) Answers to extended exercises
Remedialexercisesforweaklearners AdditionalexercisesforbrightLearners
1. Clean
2. Rest
1. Tired,
2. Eat food
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Foods and Nutrition
Strand 3
Refer to pupil’s book pages 74 - 99
Key Unit Competency
Key Unit Competency
Aer studying this unit, learners should be able to develop good eating habits that
promote a healthy lifestyle.
Strand outline
3.1 Food and our Senses
3.2 Eating habits and values
3.3 Food Etiquette
3.4 Food groups
3.5 Food safety
Pre-requisite of the strand
is unit is about food and nutrition relating our food. Use the various requirements of
body and organs (our sense), eating habits and values, food etiquette and food groups.
Remember learners at this level have learnt about food in Grade 1 and 2. e concept
in this unit is to enable learners develop knowledge on nutrients found in food they eat
and how to carry themselves when eating.
Background information
Nutrition is a process in which the food that is consumed is used to nourish the body.
Good nutrition is essential for good health. Nutrition is very important for a person to
grow and develop normally and to mantain good health in life. When a person does
not eat the right foods and in the right amount, there are chances of not developing
normally; the likelihood that some organs of the body may start malfunctioning, or even
get some lifestyle disease. Poor nutrition also inuences mental and social well being.
e right kind of food eaten in the right quantity is always necessary for good health.
94
Pertinent and contemporary issues
1. Child care and protection
Learners should be aware that it is their right to be provided with quality and adequate
food from their parents. Emphasise that failure to be provided with those items by the
parents is neglect.
2. Health education
Make the learners understand that eating quality and adequate food leads to a good
health.
3. Life skills
is topic should equip learners with the need to develop good eating habits so as to
prevent lifestyle diseases.
4. Financial literacy
Learners should understand that they can avoid lifestyle diseases by eating right. is
way they will able to save on money that could be used in seeking medication later in
life.
5. Learner support program
is is achieved by encouraging learners to join and participate in the school health
clubs. Learners should also share what they have learnt in class with their friends and
also family members.
6. Community service
Teach learners stories, poems and songs to present during school gatherings, church
meetings and any other suitable social gathering.
Core competencies
1. Communication and collaboration
During group discussions and practical activities the learners will improve on
language use. is will be noted in the manner they will be discussing their ideas
and presentations on eating habits and values. e teacher should encourage all the
learners to take part in answering questions and asking questions in their respective
groups.
2. Self- ecacy
e learners should be able to manipulate or apply information acquired in the unit to
perform tasks or assignments given.
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3. Critical thinking and problem solving
In this unit the learners will perform practical activities that will involve logic thinking
such as identifying food etiquette. e teacher should guide learners in the observation
of table manners.
4. Creativity and imagination
Learners will have to be creative and imaginative when coming up and reciting poems
and songs and during role play.
5. Citizenship
Learners should be tolerant and respect individuals food choices. is inculcates and
promotes social cohesion.
6. Digital literacy
Task learners to use the internet to do research and to search information in print
media and radio.
Links to other subjects
e following subjects are related to the content area being studied here:
• Environmentalactivities–diseases,senses,livingwithotherpeople,maintaining
cleanliness.
• Languageactivities–vocabularies,politelanguage,mannerism,
• Mathematics–measurements
• Movementandcreativity–roleplay
New words in this unit and their meanings
• Sugar–sweetenerinfoods.
• Salt–asubstanceforseasoningandpreservingfood.
• Excess - an amount of something that is more than necessary, permitted, or
desirable.
• Intake - an amount of food, air, or another substance taken into the body.
• Diabetes - a disease in which the body’s ability to produce or respond to the
hormone insulin is impaired, resulting in abnormal metabolism of carbohydrates
and elevated or low levels of glucose in the blood.
• Highbloodpressure - when the force of blood pushing against the walls of blood
vessels, is consistently too high.
• Value–theregardthatsomethingisheldtodeserve;theimportance,worth,or
usefulness of something.
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• Community-a group of people living in the same place or having a common
characteristic.
• Disease–adisorderofstructureorfunctioninahuman,animal,orplant,especially
one that produces specic symptoms or that aects a specic location and is not
simply a direct result of physical injury.
• Allergy– unpleasant response or reaction by the body to a substance, e.g given
food, pollen, fur, or dust.
• Taboo- prohibited or restricted by social custom
• Foodetiquette–thecustomarycodeofpolitebehaviourwhenhandlingfood.
• Tablemanners- set of behaviors that are expected of a person whileeating.
Attentiontospecialneedsandmulti-abilitylearning
Support for multi-ability learning Support for special needs learning
•Peerteaching–engagehighachieversto
help pupils in understanding of concepts.
•Planremedialteachingforslowlearners.
•Allow enough time to slow learners to
complete their work.
•Gied learners to be given heavy tasks
requiring more critical thinking while
slow learners are given tasks, which they
can manage such as collecting materials
for use during activities among others.
•Bothgiedandslowlearnerstobegiven
equal opportunity to lead in-group
discussions and to do presentations of
group ndings to the rest of the class.
•Ensurealllearnersrespectother’sviews
irrespective of their shortcomings or
talents.
•Identify the learners with hearing and visual
impairment and have them sit in front of the
class so that proper attention can be given to
them. Also, large print texts should be given
to visually impaired learners and hearing aids
provided for those with hearing impairment.
•Arrange the room such that it will enable
easy movement for the physically challenged
learners.
•Assign some students to be in charge of the
physically and visually challenged learners. For
example, carrying their equipment, showing
them around during the trips, etc.
•Organizebraillefortheblind.
•Encouragespecialneedslearnersbyreminding
them that disability is not inability.
List of lessons
Number of
lessons
Lesson title
Number of
periods
Sub strand 1 Food and our senses (Sugar and salt)
1 Use of salt and sugar to avour food 1
Sub strand 2 Eating habits and values
2 Foods available in our community 1
Sub strand 3 Food Etiquette
3 Table manners 1
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4 Badtablemannersduringmealtime 1
Sub strand 4 Food groups
5 Importance of eating food 1
6 Importance of eating foods of all groups 1
Sub strand 5 Food safety
7 Food we eat 1
8 Storing food 1
Sub strand 1: Foods and our senses (Sugar and salt)
Refer to pupil’s book pages 74 - 78
Lesson 1: Use of salt and sugar to avour food
Refer to pupil’s book page 74
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Name foods that require addition of sugar and salt before eating.
b) Name foods that do not require addition of sugar or salt before eating.
c) Identify bad habits when using sugar and salt in foods.
d) Identify the dangers of taking excess sugar and salt.
e) Appreciate the importance of using sugar and salt appropriately.
Preparation for the lesson
• Collect food samples, salt, sugar, pictures and video of various food and food
packets.
• Organizeavisittotheschoolkitchen.
• Invitearesourceperson.
• Composesongsandpoems.
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
98
• Songsandpoems
• Roleplay
Teachingandlearningactivities
Introduction to the lesson
1. Provide learners with pictures and video of various foodstus. Let them identify
the foods.
Lesson development
Teacher’sactivities Learner’sactivities
In Activity 1 in pupil’s book page 74, provide
learners with food that requires addition of salt
or sugar.
In groups, learners discuss the foods that
need addition of sugar or salt.
Guide learners to look at the pictures of food
that do not require salt or sugar.
Using pictures, identify foods that do not
require sugar or salt to avour.
In Activity 2 in pupil’s book page 75, provide
food charts to dierent groups, learners take
turns as they observe members of their group
adding sugar or salt.
Take turns to avour food with sugar or
salt and discuss the bad habits observed.
In Activity 3 in pupil’s book page 77, Invite a
resource person to talk about the dangers of
using excess sugar or salt.
Listen to a resource person giving a talk
on the dangers of using excess sugar or
salt. Ask questions.
Instruct learners to attempt Check your progress
3(a) in the pupil’s book page 78.
Attempt check your progress 3(a).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Name foods that need addition of sugar, salt or none
Answer:
Sugar Salt None
Tea, coee, cocoa Meat, rice, sh Fruits and some vegetables
2. Why should we use sugar and salt appropriately.
Answer: To prevent or manage lifestyle diseases.
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3. Name the bad habits of excess salt or sugar.
Answer:Licking of raw salt and sugar, adding excess salt and sugar to food
PertinentandContemporaryIssues(PCIs):
Health education: e learner should understand the dangers of using excess sugar
andsalt.Sensitizeotherstoreduceintakeofexcesssugarorsalttoo.
Core competence to be covered
Problem solving: the learner should look for alternatives for use in place of sugar and
salt in their food e.g honey, sugarcane juices.
Values: Learners should develop responsibility regarding their own life to avoid
lifestyle diseases.
Suggested non-formal activity
Sing songs and recite poems on dangers of using excess sugar and salt in school or
public forums.
Suggested community service
Organisea sentisationprograminthe community onthe importanceof not using
excess sugar and salt. Let learners engage other children in the community.
Answers to check your progress 3(a)
Refer to pupil’s book page 78
1. Various fruits
2. Using salt shakers, licking sugar
3. Check for correct diagrams of fruits
Additionalinformation
Salt and sugar, are commodities heavily used in the diets of many people, especially if
they consume many processed or premade foods. Like most foods and nutrients, they
can be helpful when used in right amounts. However, if you consume too much salt
and sugar, you may put yourself at risk for a number health complications like heart
disease and diabetes.
Salt, (or sodium chloride) is important for some of the body’s essential functions, like
nutrient absorption and transport. Since salt plays such a critical part in blood pressure,
too much can also lead to high blood pressure, raising the risk of heart problems.
Sugar actually refers to any number of simple carbohydrates like glucose, fructose and
sucrose. During the digestive process, most carbohydrates are broken down into simple
100
sugars, which supply energy to the body. Some foods, like fruits, are naturally high in
sugars. When sugar naturally occurs, it is not necessarily bad for the body. However,
it is healthier to eat foods high in complex carbohydrates rather than simple sugars.
Articial sugar can cause tooth decay. It is acted upon by bacteria that produce cavity-
causing acid medium. In addition, many manufacturers add sugars to processed foods
and reduce the actual nutrients. is can contribute to weight gain.
Substrand2: Eatinghabitsandvalues
Refer to pupil’s book pages 78- 81
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto
a) Name foods available in our community.
b) Give reasons for not eating certain foods in the community.
c) Appreciate reasons for not eating certain types of foods.
d) Accommodate people who do not eat certain foods.
Lesson 1: Foods available in our community
Refer to pupil’s book page 78
Preparation for the lesson
• Collectfoodsamplesandfoodpackets,picturesandvideos
• Organizesavisittotheschoolkitchen.
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
101
Teachingandlearningactivities
Introduction to the lesson
1. Ask learners probing questions about food eaten in their community or locality.
Lesson development
Teacher’sactivities Learner’sactivities
In Activity 4, in pupil’s book page 78, provide
food samples of food or their pictures eaten in
the community.
Learners discuss and identify foods eaten
in their community or locality
In Activity 5 in pupil’s book page 80, guide a
discussion on why some people do not eat certain
foods.
Share experiences in groups why it is not
always possible that everyone eats all the
types of food and give reasons.
In Activity 6 in pupil’s book page 80, guide the
learners to do role play on how to handle a visitor
who does not eat certain foods.
Role play how to handle a visitor who
does not eat certain foods.
Ask learners to do a research in their community
as fun activity.
Talk to people about food eaten in the
community.
Instruct learners to attempt Check your progress
3(b) in pupil’s book page 81.
Attempt check your progress 3(b).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Name food available in the community or locality.
Answer: Check for available food in the community or locality.
PertinentandContemporaryissues(PCIs)
Citizenship through social cohesion: the learner should appreciate locally available
foods and that dierent people may eat dierent types of food.
Core competence
Learners should demonstrate problem solving skills as they nd out ways to handle a
guest who does not eat certain foods.
Values: Learners should develop responsibility and tolerance to others who do not
eat the foods they eat.
102
Suggested non-formal activity
Sing songs and recite poems on dierent types of food in school or public forums
Suggested community service
Ask learners to nd out from the community, neighborhood and family why some
people do not eat certain foods. ey should report back to the teacher.
Answers to check your progress 3(b)
Refer to pupil’s book page 81
1. Check for local available foods
2. Allergy, taboo, monotony
3. Check for correctly named foods.
Additionalinformation
e cultural signicance of eating food focuses on social values, meanings and beliefs.
It does not depend on dietary requirements and nutritional values. e choice of food
isneitherrandomnorhaphazard,butexhibitspatternsandregularities.Eatinghabits
are not solely a matter of the satisfaction of physiological and psychological needs, nor
merely a result of individual preference.
Foodhasalsotobeseenasaculturalaair;peopleeatinasociallyorganizedfashion.
ere are denite ideas about good and bad table manners, right and wrong ways to
present dishes, clear understandings about food appropriate to dierent occasions.
Foods themselves can be seen to convey a range of cultural meanings of occasion but
also social status, ethnic identity and occasions.
Substrand3: FoodEtiquette
Refer to pupil’s book pages 82 - 85
Lesson1:Tablemanners
Refer to the pupil’s book page 82
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Identify the good table manners to observe when taking meals.
103
b) Identify the bad table manners to be avoided when taking meals.
c) Practice good table manners when taking meals.
d) Appreciate the importance of practicing good table manners when taking meals.
Preparation for the lesson
• Collectfood,relevantpicturesandvideo,papers,pencils,crayons
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teachingandlearningactivities
Introduction to the lesson
1. Ask learners to discuss table manners they observe while having meals.
Lesson development
Teacher’sactivities Learner’sactivities
In Activity 7 in pupil’s book page 82, show
learners pictures and video of table manners
observed during mealtime.
In groups discuss some of the table
manners observed during mealtime.
Ask probing questions to help the learner
identify the table manners that should be
upheld and those that should not.
Answer questions identifying the
acceptable table manners. Write them
down.
Ask learners to role play good table manners Role play good table manners.
Ask learners to draw pictures of some good
table manners.
Draw pictures of good table manners
at meal times to embrace.
Ask learners check on each other during
meal times to observe if they are practising
good table manners.
Check each other out for good table
manners during school snacking or
meals time.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
104
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. List the good table manners to be observed when taking meals.
Ans: refer to pupil’s book page 83
Lesson 2: Bad table manners during mealtime
Preparation for the lesson
• Collectfood,relevantpicturesandvideo,papers,pencils,crayons
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teachingandlearningactivities
Introduction to the lesson
1. Ask learners to discuss bad table manners they have observed while having meals.
Lesson development
Teacher’sActivities Learner’sactivities
Ask learners to discuss bad table manners
during meal times.
Learners discuss in groups the bad table
manners during mealtime.
Ask learners to demonstrate some of
the bad manners that should be avoided
during mealtime.
Demonstrate some of the bad manners that
should be avoided during mealtime.
Ask learners to role play and identify if
the act observed is a good table manner
at meal time or not as a fun activity.
In turns learners role play as the others say
whether it is good or bad manners at meal times.
Draw pictures of bad table manners to
avoid.
Draw pictures of bad table manners at meal
times to avoid.
105
Instruct learners to attempt Check your
progress 3(c) in pupil’s book page 84.
Attempt check your progress 3(c).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. List the bad table manners to be observed when taking meals.
Answer: Refer to pupil’s book page 83.
PertinentandContemporaryissues(PCIs)
Life skills:
• Learnersshoulddesiretokeepobadtablemannersduringmealtimes.
• Learnersshoulddevelopvaluesinobservinggoodtablemanners.
Core competence to be covered
Self - ecacy: Learners should be able to practice good table manners when taking
meals.
Values: Learners should develop values such as responsibility, respect and self-esteem
as they uphold good table manners.
Suggested non-formal activity
Invite a resource person to give a talk on care of the body through prevention of
parasites in the body.
Suggested community service
Instructlearnerstoparticipateindewormingandjiggercampaignstosensitizeothers
on the eect of parasite infestation and how to prevent them.
Answers to check your progress 3(c)
Refer to pupil’s book page 84
1. A
2. Bad
3. Chewing food with mouth closed, serving enough food, keeping plate of food close
by.
106
4. Food
5. Chew, eat
Additionalinformation
Table mannersare the set of behaviours during mealtimes, which may also include
the appropriate use of utensils. Dierent cultures observe dierent rules for table
manners. Each family or group sets its own standards on how to practise these
desirable behaviours. Good table manners are a way of showing respect, orderliness
and consideration for oneself and others. Good manners make sharing a meal a
pleasant experience for everyone.
Sub strand 4: Meals and meal pattern
Refer to learner’s book page 85 - 88
Lesson 1and 2: Meals and meal patterns
Refer to learner’s book page 85
Specic learning outcomes
Bytheendofthelesson,thelearnersshouldbeableto:
a) Identifytypesoffoodeatenbyoldercitizensinthecommunitytopromotehealth.
b) Identifythenumberoftimeselderlycitizenseatinaday.
c) Comparelearner’seatinghabitswitheatinghabitswiththatofoldercitizensinthe
community.
d) Appreciatethatoldercitizensmayhavedierenteatinghabitsfromthelearner.
Preparation for the lesson
Collect pictures of foods for the elderly.
Resourceful elderly person.
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observations
107
• Games
• Songsandpoems
• Roleplay
Teachingandlearningactivities
Introduction to the lesson
1. Ask learners to brainstorm on who the elderly people are in the community and
why are considered special.
Lesson development
Teacher ‘s activities Learner’s Activities
Group learners into four groups for a
discussion in the lets talk.
In groups the learners talk to each other
about the elderly in the community and the
kind of food they eat.
Guide learners to compare their ndings
with other groups.
Compare ndings with other groups.
Build from their ndings to explain the
healthy food the elderly should eat.
Listen to the teacher and take notes.
In the same groups learners to talk about
how many times the elderly should eat.
Discuss in groups the number of times the
elderly should eat.
Build from their ndings to explain the
number of times the elderly should eat.
Listen to the teacher and take notes.
In Activity 8 in the pupil’s book page 87,
invite a resource elderly person to talk to
the learners about his or her eating habits or
organise for a visit to a home for the elderly.
Listen to the elderly person as they take
notes and ask questions.
Summarise the lesson by instructing
learners to talk to the elderly at home and
observe their eating habits.
Talk and observe the elderly eating habits.
Ask learners to take part in planning for
a meal for the elderly at home.
Assist parents or guardians to plan a meal
for the elderly.
Tell learners to attempt Check your
progress 3 (d) in the pupil’s book page 88.
Attempt Check your progress 3(d).
108
Lesson summary
Wrap up the lesson by asking learners probing questions on the eating habits of the
elderly.
Lesson assessment
1. Whyaretheelderlylessactive?
Answer:ey are grown up
2. eelderlyeatsmallfoodfrequently.Whyisthisnecessary?
Answer:eir digestive system is less active as it used to be.
Answers to check your progress 3 (d)
Refer to pupil’s book page 88
1. Well cooked so and easy to digest food
2. ey are grown up and mature.
Sub strand 5: Food groups
Refer to pupil’s book pages 88 - 95
Lesson1:Importanceofeatingfood
Refer to pupil’s book page 88
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Mention reasons for eating food.
b) Group the foods into energy giving, body building and protective food groups.
Preparation for the lesson
Collect foodstus, pictures of various foods and video.
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
109
• Games
• Songsandpoems
• Roleplay
Teachingandlearningactivities
Introduction to the lesson
1. Ask learners probing questions about the foods they eat. ey should discuss in
groups the importance of food. Use their discussion points to explain importance
of eating food.
Lesson development
Teacher’sactivities Learner’sactivities
In activity 9 in pupils book page 89, provide an
assortment of food magazine or their pictures
from all the food groups, energy giving,
bodybuilding and protective.
In groups, learners discuss and classify
the foods accordingly; energy giving,
body building and protective foods.
In Activities 10, 11 and 12 in pupils book pages
89–92,Asklearnerstoidentifythefoodintheir
respective groups.
Learners identify and discuss the foods
in their respective groups.
Ask learners to draw and classify the foodstus. Draw and classify dierent foods in the
3 food groups.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. State the importance of food.
Answer: Food gives us energy, protects us from diseases and makes our bodies grow.
2. Name the three food groups.
Answer: energy giving, bodybuilding and protective foods
3. Assist in planning family meals to include all the three food groups.
4. Look for picture cut outs of dierent food groups, and classify them in their food
groups.
110
Lesson2:Importanceofeatingfoodsofallgroups
Refer to pupil’s book page 92
Specic learning outcome
By the end of the learning outcome, the learner should be able to appreciate the
importance of eating food from all the three food groups in a meal.
Preparation for the lesson
• Collectfoodstus,picturesoffoodandvideo.
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teachingandlearningactivities
Introduction to the lesson
1. Pair learners to discuss their experiences and reasons for eating food in all the food
groups.
Lesson development
Teacher’s activities Learner’s activities
Present dierent foods from the locality,
ask learners to group them in the correct
food groups.
e learners in groups will identify
foods and classify them in the three
food groups.
Guide learners to share experiences on
the importance of each food group to our
bodies.
Discuss the importance of each food
group to our bodies.
Ask questions on the importance of eating
food from the three food groups.
Answer oral questions, pointing out
the importance of eating food from the
three food groups.
Instruct learners to come up with a journal
in Activity 13 in pupil’s book page 93.
Prepare a journal.
111
Instruct learners to use the internet and
search for information on other foods
eaten by other community.
Use the internet.
Instruct learners to attempt Check your
progress 3(e) in pupil’s book page 94.
Attempt check your progress 3(d).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. State the importance of eating food from the three dierent food groups.
Answer:
• Carbohydrates–energygivingfoods
• Proteins–bodybuildingfoods
• Vitamins–protectivefoods
PertinentandContemporaryissues(PCIs)
Health education:
• Learnersshouldtakeprecautionagainstlifestylediseasesduetofood.
• Learnersshouldbeencouragedtoidentifydierentfoodintheirlocalityandeat
food, from each of the three food groups during mealtimes in order to stay healthy.
Core competence to be covered
Self – ecacy: e learner to appreciate the importance of taking balanced diet.
Values: Learners should develop and responsibility in planning meals involving the
three food groups.
Suggested non-formal activity
Instruct learners to monitor their intake of the three food groups for a week and record
in a journal.
Suggested community service
Learners to participate in planning family meals to include all the three food groups.
112
Answers to check your progress 3(e)
Refer to pupil’s book page 95
1. Energy giving food - mandazi, rice
 Bodybuildingfoods–milk,meat,eggs
Protective foods - cabbage
2. C
Additionalinformation
A food group is a collection of foods that share similar nutritional properties
or biological classications. Nutritionists divide foods into food groups and
recommended dailyservingsof each group for ahealthydiet. e three major food
groups are carbohydrates, proteins and vitamins.
Carbohydrates are the sugars and starches found in fruits, grains, vegetables and milk
products. Carbohydrates provide fuel for the central nervous system and energy for
working muscles. ey also prevent protein from being used as an energy source and
enable fat metabolism.
Protein is a macronutrient that is essential to building muscle mass. It is commonly
found in animal products, though is also present in other sources, such as nuts and
legumes.All foods from meat, poultry, seafood, beans and peas, eggs, processed soy
products, nuts and seeds are considered part of the protein group.
Vitamins and minerals make our bodies work properly. Although we get vitamins
and minerals from the foods we eat every day, some foods have more vitamins and
minerals than others.
Vitamins fall into two categories:
• Fat-solubleandwatersolublevitaminsA,D,E,andKdissolveinfatandcanbe
stored in the body.
• ewater-solublevitaminsCandtheB-complexvitamins(suchasvitaminsB6,
B12,niacin,riboavin,andfolate)needtodissolveinwaterbeforethebodycan
absorbthem.Becauseofthis,thebodycannotstorethesevitamins.Anyvitamin
CorBthatyourbodydoesnotuseisremovedthroughyourbodyislost(mostly
through urine). So the body needs a fresh supply of these vitamins everyday.
113
Sub strand 5: Food safety
Refer to pupil’s book pages 95 - 99
Lesson 1: Food we eat
Refer to pupil’s book page 95
Specic learning outcomes:
Bytheendofthelesson,thelearnershouldbeableto
a) Name foods that should be cooked before eating.
b) Name foods that can be eaten raw.
Preparation for the lesson
• Collectpictures,videosoffood,foodsamples.
• Organizeavisittoamarket.
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teachingandlearningactivities
Introduction to the lesson
Ask learners to discuss in pairs some of the foods we eat.
114
Lesson development
Teacher’sactivities Learner’sactivities
In Activity 14 in pupil’s book page 95,
provide an assortment of foodstus.
Learners observe the assortment of food, that is
cooked before eating and food eaten raw.
Ask learners to sort the food into food
cooked and food eaten raw.
In groups, learners sort the foods provided and
come up with a table of foods cooked before
eating and foods eaten raw.
Guide learners as they identify the foods
in each group.
Learners name the foods in each group.
Ask learners to draw. Draw and colour foods eaten raw and food
eaten when cooked
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Name foods eaten raw and food cooked before eating.
Foods eaten raw Foods cooked
Fruits and some vegetables Meat,milk,sheggs,maize,beans
2. Ask learners to nd out how food is stored at home.
Lesson 2: Storage of cooked foods and raw foods
Refer to pupil’s book page 96
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Identify areas where cooked food and raw foods could be stored.
b) State how we should store cooked and raw foods.
c) Appreciate the importance of proper storage of food.
Preparation for the lesson
• Collectpictures,videosoffood.
• Organiseavisittoamarket.
115
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teachingandlearningactivities
1. Ask learners to discuss in pairs some of the places where dierent food is stored.
Lesson development
Teacher’sactivities Learner’sactivities
In Activity 15 in pupil’s book page 96, visit
the school kitchen or kitchen in a nearby
home. Guide learners in a discussion on
the storage of cooked and raw foods.
Learners observe and identify storage facilities in
the kitchen then discuss where cooked and raw
food is stored.
Ask learners to look and discuss places
where food is stored from the pictures and
video provided.
Observepicturesandvideoshowingplaceswhere
food is stored.
Provide food and places to store the food. Discuss how raw food and cooked food is stored.
In groups learner demonstrate how to
store cooked and raw food.
Demonstrate how food is stored.
Ask learners to discuss the importance of
food storage in Activity 16 in the pupils
book page 98.
Learners discuss importance of food storage.
Ask learners to role play the fun corner
activity on page 98 in the pupils book..
Carry out the role play.
Instruct learners to attempt Check your
progress 3(f) in pupil’s book page 99.
Attempt check your progress 3(f).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
116
Lesson assessment / homework
1. Whereiscookedfoodstoredinthekitchen?
Answer: Sufuriaswithlids,ask,refrigerator,freezersandbowls
2. Whatistheimportanceofproperfoodstorage?
Answer: Reduce contamination, keep pests away.
PertinentandContemporaryissues(PCIs)
Health education:
• elearnershoulddevelopresponsibilityinstoringfoodproperlyandencourage
others as well.
• e learner should be responsible enough to ensure they wash food eaten raw
thoroughly before eating to prevent communicable diseases.
Core competence
Creativity and imagination:
• elearnershouldbeabletousetheplacesforstoringdierentfoodsappropriately
and be able to improvise storage when need be.
Values: Learners should develop responsibility in storing food safely to prevent
spoilage and food poisoning.
Suggested non-formal activity
Sing songs and recite poems on proper storage of foods in school and community.
Suggested community service learning activities
Organiseavisittoalocalmarkettoobservehowfoodsarestored.Askthemtoreport
back to you.
Answers to check your progress 3(f)
Refer to pupil’s book page 99
1. Eaten raw- oranges, pawpaw, carrots and sugar cane.
 Cooked–rice,maize,beans,shandyams
2. a) Sufuriaorpot   c)Bowlorcookingpot
b) Jug/bottle
3. Sufuria, rice, orange
117
Additionalinformationfortheteacher
Separating, reducing, reusing, recycling and composting are good options for managing
school waste. Waste Services provides practical advice and support to help schools
manage their waste.
Schools should have bins to recycle paper, cardboard, tins, cans, tetra pack cartons
and plastic bottles. e collection should be weekly. A weekly food collection is also
necessary. is captures all the food waste that is generated within the school dining
hall. ese materials should be used as manure.
Schools ought to compost their playtime fruit and garden waste. Composting is a fun
way to learn about the environment while also reducing the amount of organic waste
the school sends to landll.
a) Extended activities / exercises
Remedialexercisesforweaklearners Additionalexercisesforbrightlearners
1. State two reasons that make some
people not to eat certain food.
2. Draw and colour three energy
giving food.
1. Meat is a ________ food.
2. Vegetables and fruits are _________ foods.
b) Answers to extended exercises
Remedialexercisesforweaklearners Additionalexercisesforbrightlearners
1. Allergy, taboo, low calories, monotony.
2. Check for correct diagrams.
1. Bodybuilding
2. Protective
118
Dietary needs
Strand 4
Refer to pupil’s book pages 100 - 104
y
Key Unit Competency
Aer studying this unit, learners should be able to select suitable foods for persons of
dierent ages.
Strand outline
4.1 Age groups in a family
4.2 Water needs for active and less active
4.3 Foods for dierent age groups
Pre-requisite of the strand
is unit is about dietary needs through the food pyramid. Remember learners at this
level have learnt about diet in Grade 1 and 2. e concept in this strand is to enable
learners identify the dietary requirements of dierent age groups.
Background information
e food pyramid is designed to make healthy eating easier. Healthy eating is about
getting the correct amount of nutrients – protein, fat, carbohydrates, vitamins and
minerals you need to maintain good health.
A healthy diet consists of carbohydrates, proteins, vitamins, minerals, dietary bre and
water. A person’s dietary needs changes as he or she passes through life stages from
childhood to adulthood.
Dietary needs change in terms of amount and type of food requirements for the
dierent ages of individuals. More energy is required to support periods of growth to
fuel active lives. Yet less energy is required for the elderly persons.
Pertinent and contemporary issues
1. Child care and protection
Learners know that it is their right to be provided with a proper diet. Emphasise that
failure to be provided with those items by the parents is neglect.
119
2. Health education
Make learners understand that a proper diet is required for dierent age groups in the
family for the good health of all.
3. Life skills
is topic should equip learners with the skills of planning meals for persons of
dierent ages groups in the family.
4. Financial literacy
Learners should understand that having the right diet prevent lifestyle diseases. is
way they will able to save on money that could be used in seeking medication.
5. Learner support program
is is achieved by encouraging learners to join and participate in the school health
clubs. Learner also share what they have learnt in class with their friends and also
family members.
6. Community service
Teach learners stories, poems and songs to present during school gatherings, churches
and any other society gathering.
Core competencies to be covered
1. Communication and collaboration
During group discussions and practical activities learners will improve on language
use. is will be noted in the manner in which they discuss their ideas and do
presentations. e teacher should encourage all the learners to take part in answering
questions and asking question in their respective groups.
2. Self- ecacy
e learners should be able to manipulate or apply information acquired in the unit to
perform tasks or assignments given.
3. Critical thinking and problem solving
e learners will perform activities that involve critical thinking and problem solving.
4. Creativity and imagination
is is achieved by learners coming up and reciting poems and songs and during role
play.
120
5. Citizenship
Learners should be tolerant to the dietary requirement of dierent age groups.
6. Digital literacy
Task learners to use the internet to do research and to search information in print
media and radio.
Links to other subjects
e following subjects are related to the content area being studied here:
• Environmentalactivities–livingwithotherpeople
• Languageactivities–politelanguage
• Movementandcreativity–roleplay
New words in this unit and their meanings
• Nutrients-a substance that provide nourishment essential for the maintenance of
life and for growth.
• Food pyramid - A food pyramid or diet pyramid is a triangular diagram
representing the optimal number of servings to be eaten each day from each of the
basic food groups.
• Active-moving or tending to move about vigorously or frequently.
• Teenagers-a person between 13 and 19 years old.
• Youth-the period between childhood and adult age.
• Adult - a person who is fully grown or developed.
Attentiontospecialneedsandmulti-abilitylearning
Support for multi-ability learning Support for special needs learning
• Peerteaching–engagehighachieversto
help slow learners in understanding of
concepts.
• Planremedialteachingforslowlearners.
• Allow enough time to complete their
work.
• Identifythelearnerswithhearingandvisual
impairment and have them sit in front of
the class so that proper attention can be
given to them. Also, large print texts should
be given to visually impaired learners
and hearing aids provided for those with
hearing impairment.
121
Support for multi-ability learning Support for special needs learning
• Gied learners to be given heavy tasks
requiring more critical thinking while slow
learners are given tasks, which they can
manage such as collecting materials for use
during practicals among others.
• Both gied and slow learners to be
given equal opportunity to lead in group
discussions and to do presentations of
group ndings to the rest of the class.
• Ensure all learners respect other’s views
irrespective of their shortcomings or
talents.
• Arrange the room such that it will enable
easy movement for the physically challenged
learners.
• Assignsomestudentstobeinchargeofthe
physically and visually impaired learners. For
example, carrying their equipment, showing
them around during the trips, etc.
• Organizebrailleforblindlearners.
• Encourage special needs learners by
reminding them that disability is not inability.
List of lessons
Number of
lessons
Lesson title Number of periods
Sub strand 1 Food pyramid
1 Age groups in a family 1
2 Water needs for the active and less active
people
1
3 Foods for dierent age groups 1
Substrand1: Agegroupsinafamily
Refer to pupil’s book page 100 - 104
Lesson1:Agegroupsinafamily
Refer to pupil’s book page 100
Specic Learning Outcomes:
Bytheendofthelesson,thelearnershouldbeableto:
a) Identifytheactiveandlessactiveagegroupsinafamily.
b) Match the dierent groups of a person with their dietary requirements.
122
Preparation for the lesson
• Collectfoodsamples,foodpackets,picturesandvideos.
• Organizeavisittotheschoolkitchen.
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teachingandlearningactivities
Introduction to the lesson
1. Show learners pictures and videos. e learners in groups should identify the
dierent age groups in a family community.
Lesson development
Teacher’sactivities Learner’sactivities
Guide the discussion on the dierent age
of persons in a family or community in
activity 1 pupils book page 100.
In groups the learners discuss members of
dierent ages of persons in a family.
Guide learners to observe the pictures
and videos of dierent ages of persons in
a family.
Ask questions based on the above activity.
Look at pictures of dierent members of the
family engaged in dierent activities.
Guided by the activity above, the learners
identify the active and the less active age groups.
In Activity 2 in pupils book page 101,
lead a discussion on why active people
need more water than less active people
through an exercise.
Discuss why active people need more water than
less active people.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
123
Lesson assessment / homework
1. Whoaretheactiveandlessactiveagegroupsinafamily?
Answer:
More active Less active
Childrenabove5years,teenagers,
youth and adults.
Elderlyandchildrenbelow5years
of age.
2. Whichgroupsrequiremoreenergy-givingfood?
Answer: e active persons.
3. Give reasons why active people require more water.
Answer: ey sweat a lot losing more water out of the body.
Lesson 2: Foods for dierent age groups
Refer to pupil’s book page 102
Specic learning outcomes:
Bytheendofthelessons,thelearnershouldbeableto:
a) Give reasons why active people require more water than the less active people.
b) Selectsuitablefoodsforactiveandlessactivepeople.
c) Appreciate that dierent people have dierent dietary needs for a healthy living.
Preparation for the lesson
• Collectfoodsamples,foodpackets,picturesandvideos.
• Organizeavisittotheschoolkitchen.
Teachingmethodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teachingandlearningactivities
Introduction to the lesson
1. Inpairs,letlearnersdiscussthefoodseatenbyactivepeopleandlessactivepeople.
124
Lesson development
Teacher’sactivities Learner’sactivities
In Activity 3 in the pupil’s book page
102, provide learners with dierent food
samples or their picture. Let them group
according to their suitability them for
active and less active age groups.
Discuss and sort food eaten by active people and
that eaten by less active people.
Guide learners to observe the pictures of
food samples.
Look at pictures of dierent foods and identify food
for active people and that of less active people.
Ask questions based on the above activity. Answer questions, why active people and less active
people eat the food they have recommended in the
activity above.
Ask learners to discuss the foods shown. Discuss dierent foods eaten by active and less
active people in the family.
Lead learners in using the internet. Uses the internet.
Instruct learners to attempt Check your
progress 4 in pupil’s book page 104.
Attempt check your progress 4.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Whattypeoffooddoactivepeoplerequire?
Answer:more energy giving foods.
Pertinent and Contemporary issues (PCIs)
Social cohesion through tolerance: e learner should appreciate that dierent people
in the community eat dierent foods.
Citizenship through social cohesion: e learner should appreciate that dierent
people in the community eat dierent foods.
Core competence to be covered
Citizenship: e learners should embrace all members in the family and community.
Problem solving: learners should be able to plan meals for dierent age groups in the
family.
125
Instructlearnerstonameactivitiesthatsuitdierentmembersofthefamily.
Values: Learners should develop responsibility and self aware in choosing foods
appropriate for other people in the family according to their active/less active grouping.
Suggested non-formal activity
Singsongsandrecitepoemsondangersofusingexcesssugarandsaltinschoolor
public forums.
Suggested community service
Learners nd out reasons why people do not eat certain foods in their community and
report.
Answers to check your progress 4
Refer to pupil’s book page 104
1. a) Active people: children above 7 years, youths, adults.
 b) Lessactivepeople:childrenbelow5years,elderlypersons.
2. Do many activities
3. Fish and vegetables
4. Water
5. Needs
6. True
Additionalinformationfortheteacher
Itisimportanttonotethatwhenalessactivepersoneatsalotoffood;theytendto
gain weight because the energy from food is not used up but other converted into fats
for storage. A more active person who has eaten less food will tend to underperform.
a) Extended activities / exercises
Remedial exercises for weak learners Additionalexercisesforbrightlearners
1. Write down four age groups in a family.
2. Less active group needs _____ energy.
1. More active groups need to eat ____ food.
2. Write down two activities that will require
more energy.
b) Answers to extended exercises
Remedial exercises for weak learners AdditionalexercisesforbrightLearners
1. Children,teenagers,youthandadult.
2. Less
1. More
2. Constructionworker,farmerdigging
126
Food and tness
Strand 5
Refer to pupil’s book pages 105 - 110
Key Unit Competency
Aer studying this unit, learners should be able to appreciate the importance of eating
the right amount of food at the right time and do adequate physical exercise.
Strand outline
5.1 Food and tness
Pre-requisite of the strand
is strand is about food and tness. Remember learners at this level have learnt about
food and tness in Grade 1 and 2. e concept in this unit is to enable learners to
appreciate the relationship between their physical wellness and the amount of food
they take as well as the importance of carrying out physical exercises.
Background information
e society today has endless supply of fast food and junk food. Obesity is a growing
worldwide problem. Many people eat too much and move about too little.On the
other hand there is a new problem of under eating. is is seen in models. erefore
there is need to teach children how to balance their eating and acquire good eating
habit.
Pertinent and contemporary issues
1. Child care and protection
Learners should know that it is their right to be provided with enough food and be
given sucient time for play by their parents. Emphasise that failure to be provided
with these opportunities by the parents is neglect.
2. Health education
Make learners understand that eating food and exercising is good for their health.
3. Life skills
is topic should equip the learners with the skills of performing appropriate exercises
for their age.
127
3. Financial literacy
Learners should understand that through exercising they can keep t. Hence avoid
lifestyle diseases. is saves money that could be used for medication.
4. Learner support program
is is achieved by encouraging learners to join and participate in the school health
clubs. Learner should share what they have learnt in class with their friends and also
family members about need for body exercises as home.
5. Community service
Learners should participate in sports, clubs and activities in school and in the
community.
Core competencies to be covered
1. Communication and collaboration
During group discussions and practical activities the learners will improve on language
use. is will be noted in the manner they discuss and present their ideas. e teacher
should encourage all the learners to take part in answering questions and asking
questions in their respective groups.
2. Self- ecacy
e learners should be able to manipulate or apply information acquired in the unit to
perform tasks or assignments given.
3. Critical thinking and problem solving
In this unit the learners will perform practical activities that will involve logic thinking.
4. Creativity and imagination
Learners will have to be creative and imaginative when coming up and reciting poems
and songs and during role play.
5. Citizenship
Learners should be able to foster good relationships with others through participating
in sports and clubbing activities.
6. Digital literacy
Task learners to use the internet to do research and to search information from print
media and radio.
128
Links to other subjects
e following subjects are related to the content area being studied here:
• Movementandcreativity-sportsandgames
• Mathematics–timing,rightproportions
• Language–newwords
New words in this unit and their meanings
• Malnourish-suering from malnutrition.
• Fitness-theconditionofbeingphysicallyt.
• Obesity-thestateofbeinggrosslyoverweight.
Attention to special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Peerteaching–engagehighachieversto
help slow learners in understanding of
concepts.
• Planremedialteachingforslowlearners.
• Allowenoughtimetotocompletetheir
work.
• Giedlearnerstobegivenheavytasks
requiring more critical thinking while
slow learners are given tasks, which they
can manage such as collecting materials
for use during practical.
• Bothgiedandslowlearnerstobe
given equal opportunity to lead in group
discussions and to do presentations of
group ndings to the rest of the class.
• Ensurealllearnersrespectother’sviews
irrespective of their shortcomings or
talents.
• Identifythelearnerswithhearingand
visual impairment and have them sit in
front of the class so that proper attention
can be given to them. Also, large print
texts should be given to visually impaired
learners and hearing aids provided for
those with hearing impairment.
• Arrangetheroomsuchthatitwill
enable easy movement for the physically
challenged learners.
• Assignsomestudentstobeincharge
of the physically and visually impaired
learners. For example, carrying their
equipment, showing them around during
the trips, etc.
• Organizebrailleforblindlearners.
• Encouragespecialneedslearnersby
reminding them that disability is not
inability.
List of lessons
Number of
lessons
Lesson title
Number of
periods
Sub strand 1 Food and tness
1 Reasons some people eat more food and others less 1
2 Importance of exercises 1
129
Sub strand 1: Food and tness
Refer to pupil’s book page 105 - 110
Lesson 1: Reasons some people eat more food and others less
Refer to pupil’s book page 106
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Give reasons why some people eat too much or too little.
b) Mention the risks of eating too much or too little food.
Preparation for the lesson
• Collectballs,skippingropes,tyres,sacks,picturesandvideosoffoodportions.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Introduce the lesson by asking learners probing questions about food and exercises.
Lesson development
Teacher’s activities Learner’s activities
Guide learners to look at the pictures of
dierent people performing dierent duties
in pupils book page 106.
In groups the learners look at pictures
of dierent people carrying out dierent
activities.
130
Guide learners to discuss why some people
doing certain activities require more food
than others.
Discuss why dierent categories of workers
from the activity above require more food
than others.
Guide learners in a discussion on risk of
eating too much food using Activity 1 in
pupil’sbookpage105.
Referring to the pictures, discuss the risks
of eating too much food.
Lead a discussion on why other people eat
more than their body require and others less.
Discuss why some people eat too much
food and others too little.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. What are the risks of eating too much or too little food.
Answer:
Too much food . Too little food.
Obese, lifestyle diseases Anorexic, malnutrition
2. Give reasons why some people eat too much food and others less.
Too much food Too little food
Like eating, increase body weight,
gluttons, irregular meals.
Lose weight, not having enough
Lesson 2: Importance of exercising
Refer to pupil’s book page 108
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Give reasons why exercising is important for physical tness
b) Appreciate the importance of eating the right amounts of food at the right time
and doing adequate physical exercises.
Preparation for the lesson
Collectballs,skippingropes,tyres,sacks,picturesandvideosoffoodportions
131
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. In pairs let learners discuss various body exercises.
Lesson development
Teacher’s activities Learner’s activities
Show learners video and pictures of simple
exercises.
Learners watch a video on exercises.
In Activity 2 in pupils book page 106, lead
learners to the school eld and guide them
through dierent exercises.
Learners go outside and do some exercises.
Guide a discussion on the importance of
exercises.
In groups discuss the importance of exercises.
Instruct learners to record all the body
exercise physical activities they carry out in
a week.
Record and present for assessment.
Instruct learners to carry out simple exercise
in a class competition as a fun activity.
Carryoutsimpleexercises.
Instruct learners to attempt Check your
progress5inpupil’sbookpage110.
Attempt check your progress 5.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
132
Lesson assessment / homework
1. State the importance of exercises.
Answer: makes a person to be healthy, strong, breathe well.
Pertinent and Contemporary issues (PCIs):
• elearnershoulddesiretostayphysicallytandeatadequatefoodastheyactively
participate in sports and games at school and in the community.
• elearnershoulddevelopthesensetoeatadequateamountoffoodandexercise
to avoid lifestyle diseases.
Core competence to be covered
Learning to learn:
• elearnersshouldlearntomonitortheirfoodintakeandcarryoutexercises.
• Learnerskeeparecordofexercisesdoneovertheweekinordertokeephealthy.
e learner should also encourage others to eat adequate food at the right time and
urge them to participate in physical exercises.
Values:Learnersshoulddevelopresponsibilityinself-controlwheneatingfoodand
self discipline in carrying out regular physical exercises.
Suggested non-formal activity
Instruct learners to keep a record of exercises done over the week and their food intake.
ey should report back to you.
Suggested community service
Encourage learners to join clubs and participate in sporting activities in school and in
the community.
Answers to check your progress 5
Refer to the pupil’s book page 110
1. Name their best food
2. Obesity
3. Enough
4. a) Kwashiorkor b) Obese
5. Healthy
6. Pressups,skipping
133
Additional information
It is dangerous to eat too much food or too little. We should avoid junk food or eat it in
moderationandavoideatingunnecessary.Wemustexerciseself-control,whentoeat,
during serving and only eating what is just enough. Make exercises part of our daily
routine or special number of days per week.
a) Extended activities / exercises
Remedial exercises for weak learners Additional exercises for bright learners
1. How can one avoid being
overweight?
2. We should _______ regularly to
remain physically t.
1. We can get _____ if we eat too much
or too little food.
2. Name work activities that require
more food.
b) Answers to extended exercises
Remedial exercises for weak learners Additional exercises for bright learners
1. Byeatingadequatefood
2. Exercise,
1. Sick
2.Constructionworkers,athletes,singers
134
Consumer education
Strand 6
Refer to pupil’s book pages 112 - 116
Key Unit Competency
Aer studying this unit, learners should be able to interpret the basic information
found on food packets and containers.
Strand outline
6.1 Consumer awareness
Pre-requisite of the strand
is strand is about promoting consumer awareness about making right choices for the
packaged foods. Remember learners at this level have learnt about consumer education
in Grade 1 and 2. e concept in this unit is to enable learners to take responsibility for
their health by interpreting correctly information on packaged food before use.
Background information
Consumer is a person who purchases any services or goods. Consumer exploitation
is very rampant these days. Consumers get exploited in many ways through the more
dominating and knowledgeable sources. On the other hand, consumers have to be
aware not only of the commercial aspects of sale and purchase of goods but also of the
health and security aspect. Besides this, they should be aware of their rights and duties
being as rational human beings in terms of price and quality of products used by them.
Pertinent and contemporary issues
1. Child care and protection
Let the learners know that it is their right to know the ingredient or nutritional
components of the package.
2. Health education
Make learners understand that information contained on the food packages and
containers are vital in knowing the ingredients, usage instructions and expiry date.
is is important to avoid poisoning and even allergic conditions aer usage.
135
3. Life skills
is topic should equip learners with the skills of reading instructions on food
containers and packages.
4. Financial literacy
Learners come to appreciate the need to understand, follow or heed instructions
contained in food containers and packages. is will reduce costs of replacing misused
food or minimise unwellness that may result from such food usages.
5. Learner support program
is is achieved by encouraging learners to join and participate in the school health
clubs. Learner should share what they have learnt in class with their friends and also
family members.
6. Community service
Teach learners stories, poems and songs to present during school gatherings, churches
and any other society gathering.
Core competencies
1. Communication and collaboration
During group discussions and practical activities learners will improve their language
use. is will be noted in the manner they discuss their ideas and do presentations.
e teacher should encourage all the learners to take part in answering questions and
asking question in their respective groups.
2. Self- ecacy
e learners should be able to manipulate or apply information acquired in the unit to
perform tasks or assignments given.
3. Critical thinking and problem solving
Learners will perform activities that involve logic thinking. e teacher should guide
learners in the activities.
4. Creativity and imagination
Learners will have to be creative and imaginative when coming up and reciting poems
and songs and during role play.
5. Citizenship
rough community service activities, like presenting poems and songs, learners get
to interact with the community.
136
6. Digital literacy
Task learners to use the internet to do research and to search information from print
media and radio.
Links to other subjects
e following subjects are related to the content area being studied here:
• Languageactivities–newwords
• Mathematicsactivities–measurements,expirydates
New words in this unit and their meanings
• Packages- an object or group of objects wrapped in paper or packed in a box.
• Ingredients- any of the foods or substances that are combined to make a particular
dish.
• Consumer- a person who purchases goods and services for personal use.
• Market-a regular gathering of people for the purchase and sale of provisions,
livestock, and other commodities.
• Goods-merchandise or possessions.
• Services-the action of helping or doing work for someone.
Attention to special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Peer teaching – engage high achievers to
help slow learners in understanding of
concepts.
• Planremedialteachingforslowlearners.
• Allow enough time for slow learners
complete their work.
• Gied learners to be given heavy tasks
requiring more critical thinking while are
given tasks, which they can manage such as
collecting materials for use during practicals
among others
• Both gied and slow learners to be
given equal opportunity to lead in group
discussions and to do presentations of
group ndings to the rest of the class.
• Ensure all learners respect each other’s
views irrespective of their shortcomings or
talents.
• Identify the learners with hearing and visual
impairment and have them sit in front of the
class so that proper attention can be given to
them. Also, large print texts should be given
to visually impaired learners and hearing aids
provided for those with hearing impairment.
• Arrange the room such that it will enable
easy movement for the physically challenged
learners.
• Assign some students to be in charge of the
physically and visually impaired learners. For
example, carrying their equipment, showing
them around during the trips, etc.
• Organizebrailleforblindlearners.
• Encouragespecialneedslearnersbyreminding
them that disability is not inability.
137
List of lessons
Number of lessons Lesson title Number of periods
1 Packagedfood 1
2 Basic information on packets or containers 1
Sub strand 1: Consumer awareness
Refer to pupil’s book page 112 - 116
Lesson 1: Packaged food
Refer to pupil’s book page 113
Specic learning outcome
By the end of the lesson, the learner should be able to name the various packaged foods
sold in the locality.
Preparation for the lesson
• Collectemptyfoodpacketsandcontainers,picturesandvideos.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Ask learners probing questions about buying and selling in the market.
• Howdotheyknowthefoodstustheyarebuyingarethequantitytheyneed
and of quality?
• Whatinformationshouldtheyknowwhenbuyingandselling?
138
2. Providelearnerwithvideosandpicturesofadvertisedgoods.eyshouldbeable
to identify the goods.
3. Discuss with them the meaning of consumer awareness.
Lesson development
Teacher’s activities Learner’s activities
InActivity1inpupil’sbookpage112,provide
learners with packets and containers of food.
Guidelearnerstoobservethedierentfood
packages.
Ingroupsthelearnerslookatdierentfood
packages and identify them.
Guide learners to discuss the food packages. Discuss the foods that are packaged from the
pictures.
Ask learners to draw the food packages. Draw and colour foods that are packaged.
Lesson summary
Wrapupthelessonbyaskingprobingquestionssuchas:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Name various packaged foods sold in the locality.
Answer: Food packages found in the locality.
2. Name foods that are not packaged in the locality.
Answer: Unpackaged food in the locality.
Lesson 2: Basic information on packets or containers used for
packaging food
Refer to pupil’s book page 114
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Give the basic information on packets or containers used for packaging food.
b) Identify the most important information on packets or containers used for
packaging food.
c) Appreciate the importance of basic information found on food packets and
containers.
139
Preparation for the lesson
• Collectfoodpacketsandcontainers,picturesandvideos.
• Composesongsandpoems.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Ask learners to read information contained in packaged foods and containers.
Whatkindofinformationisfoundonthecontainers?
Lesson development
Teacher’s activities Learner’s activities
In Activity 2 in the pupil’s book page
113, provide learners with packages and
containers of food.
In groups the learners look for information
found on packets and containers of packaged
foods.
Guide learners to nd the information on
packets and containers.
Learners look at dierent packets and
containers and read the information given.
Guide a discussion on identifying the most
important information on the packets and
containers of the packaged food.
Learners discuss the most important
information provided on the packets and
containers of packaged foods.
Introducepoemsandsongs. Recite poems and sing songs.
Ask learners to draw. Draw a container and write the most
important information.
Assist learners to prepare a poster. Prepareanddisplayposters.
Instruct learners to attempt Check your
progress6inpupil’sbookpage116.
Attempt check your progress 6.
140
Lesson summary
Wrapupthelessonbyaskingprobingquestionssuchas:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Give basic information found on the packets or containers used for packaging
food.
Answer: expiry date, instructions, ingredients
2. Identifyimportantinformationonpacketsandcontainers.
Answer: expiry date
3. Lookfordierentpackagesathomeandwritetheinformationonthem.
PertinentandContemporaryissues(PCIs)
Life skills:
• elearnerwillacquireknowledgeontheimportanceofgettingtoknowthebasic
information found on the packets and containers of packaged food and be cautious
on the food items they buy.
Core competence to be covered
Self-ecacy: learners are able to identify packaged food from that which is not
packaged.
Values: Learners should develop responsibility and self-control in taking charge of
their life in determining what is right and suitable for them.
Suggested non-formal activity
Make posters carrying messages on importance of reading the information found on
food packets and containers.
Suggested community service
Singsongsandrecitepoemsontheimportanceofbasicinformationfoundonpackets
and containers.
141
Answers to check your progress 6
Refer to pupil’s book page 116
1. Any three foods that are packaged in the learners locality.
2. Expirydate,ingredientsinfood,manufacturingdate
3. Expirydate
4. rown away
5. Expirydate,ingredientsanddirectionsonhowtouse.
Additional information
Consumer education provides the public with useful information on the products and
services they require for their use. is helps them make well-informed decisions on
whatitpurchases andfromwhom.Ithelpsconsumersunderstandtheirrightsand
become active participants in the buying process. Consumer education ensures that
companies are held accountable by governing agencies and the consumers who use
their products and services.
Consumers are presented with a wide variety of options when they shop for products
andservices.isincludesadierentprice,levelofqualityandsetoffeaturesand
benets. An informed consumer is able to dissect the information about the product
or service to make a wise buying decision.
a) Extended activities / exercises
Remedial exercises for weak learners Additional exercises for bright learners
1. Draw and colour three foods sold in
packages.
2. Write 2 basic information found on
food packages.
1.Whyisitimportanttocheckinformation
on packages?
2. What are the dangers of not checking
information on packages?
b) Answers to extended exercises
Remedial exercises for weak learners Additional exercises for bright learners
1. Any three foods usually packaged.
2. Expirydate,ingredients,howto
use.
1. To follow instructions, ingredients, check
expiry date.
2. Food poisoning, wrong use/preparation
142
Safety education
Strand 7
Refer to the pupil’s book pages 117- 128
Key Unit Competency
Key Unit Competency
Aer studying this unit, learners should be able to stay away from danger in the school
environment.
Strand outline
7.1 Disposal of waste in school
7.2 Dangers in the school environment
Pre-requisite of the strand
is unit is about safety education through disposal of waste in school, dangers
in school and food safety. Remember learners at this level have learnt about safety
education in Grade 1 and 2. e concept in this unit is to sensitise learners take their
personal safety seriously. at is personal safety is personal responsibility.
Background information
Children should be taught the importance of safety education through proper disposal
of waste in the school compound. Most of the waste materials pose substantial danger
to everyone in the community. Hence all waste should be properly disposed always. It
is also important to make children aware of the 3’ R of conservation.
Pertinent and contemporary issues
1. Child care and protection
Learners should know that it is their right to be provided with a safe environment in
school and at home.
2. Health education
Make learners understand the need for a clean and safe environment for learning in
school and at home is necessarry to avoid diseases and injuries.
3. Life skills
is topic should equip the learners with the skills of preventing and avoiding danger
143
both at school and at home through disposal of waste properly, identifying of improper
waste disposal dangers and how to store food safely.
4. Financial literacy
rough observing safety measures at all times learners are able to save money that
otherwise could have been used for seeking treatment from injuries or diseases.
5. Learner support program
is is achieved by encouraging learners to join and participate in the school health
clubs. Learner should share what they have learnt in class with their friends and also
family members.
6. Community service
Teach learners stories, poems and songs to present during school gatherings, churches
and any other society gathering on proper waste disposal.
Core competencies
1. Communication and collaboration
During group discussions and practical activities learners improve on their language
use. is will be noted in the manner in which they discuss their ideas and do
presentations.e teacher should encourage all the learners to take part in answering
questions and asking question in their respective groups.
2. Self- ecacy
e learners should be able to manipulate or apply information acquired in the unit to
perform tasks or assignments given.
3. Critical thinking and problem solving
In this unit the learners will perform practical activities that will involve logic thinking.
e teacher should guide learners during the activities.
4. Creativity and imagination
Learners will have to be creative and imaginative when coming up and reciting poems
and songs and during role play on practice of waste collection, proper waste disposal
and importance of proper waste disposal in the school.
5. Citizenship
rough community service activities, like presenting poems and songs, learners get
to interact with the community.
144
6. Digital literacy
Task learners to use the internet to do research and to search information from print
media and radio.
Links to other subjects
e following subjects are related to the content area being studied here:
• Environmentalactivities–disposalofwaste,dangers,storageoffood
• Creativeactivities–songsandpoems
• Languageactivities–vocabulary,newwords
• Movementandcreativity–roleplay,improvising
New words in this unit and their meanings
• Waste–materialorsubstancenotrequired.
• Dispose–getridofbyputtingawayorgiving.
• Dangers–thepossibilityofsueringharmorinjury.
• Safety–theconditionofbeingprotectedfromorunlikelytocausedanger,risk,or
injury.
• Manure–animaldungusedasfertiliser
• Raw–(of food) not cooked.
Attention to special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Peerteaching–engagehighachieverstohelp
slow learners in understanding of concepts.
• Planremedialteachingforslowlearners.
• Allowenoughtimetotocompletetheirwork.
• Gied learners to be given heavy tasks
requiring more critical thinking while slow
learners are given tasks, which they can
manage such as collecting materials for use
during practical’s among others.
• Bothgiedandslowlearnerstobegivenequal
opportunity to lead in group discussions and
to do presentations of group ndings to the
rest of the class.
• Ensure all learners respect other’s views
irrespective of their shortcomings or talents.
• Identify the learners with hearing and visual
impairment and have them sit in front of the
class so that proper attention can be given to
them. Also, large print texts should be given
to visually impaired learners and hearing aids
provided for those with hearing impairment.
• Arrangetheroomsuchthat itwillenableeasy
movement for the physically challenged learners.
• Assign some students to be in charge of the
physically and visually impaired learners. For
example, carrying their equipment, showing
them around during the trips, etc.
• Organizebrailleforblindlearners.
• Encouragespecialneedslearnersbyreminding
them that disability is not inability.
145
List of lessons
Number of
lessons
Lesson title
Number of
periods
Sub strand 1 Disposal of waste in school
1 Waste found in school 1
2 Appropriate disposal of waste at school 1
Sub strand 2 Dangers in the school environment
3 Dangers in the school environment 1
4 Safety precautions to prevent dangers in school 1
Sub strand 1: Disposal of waste in school
Refer to pupil’s book page 117- 123
Lesson 1: Disposal of waste in school
Refer to the Pupil’s book page 117
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto:
a. Name the types of waste found in school.
b. Identify materials and containers used to collect or keep waste in school.
Preparation for the lesson
• Collectwastedisposalbins,wastebuckets,wastebags,picturesandvideos.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
146
Teaching and learning activities
Introduction to the lessons
1. Ask learners to discuss in pairs wastes found in school.
Lesson development
Teacher’s activities Learner’s activities
In Activity 1 in pupil’s book page 117, lead
learners go outside the class to identify and
record the types of waste found in school.
Learners go outside, identify and record waste
found types of waste found in school.
Guidelearnerstodiscussthedierenttypes
of waste found in school.
Ingroupslearnersnamethedierenttypesof
waste found in school.
Guide learners to look at pictures of a
littered compound, where they identify the
dierentwastes.
Using pictures learners discuss the wastes
shown on the littered compound.
Ask learners to look at the picture or real
objects of materials used to collect litter.
Learners look at pictures of materials used to
collect litter or observe real ones in class.
Ask learners to draw. Draw and colour materials used to collect
litter.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Name waste found in school.
Answer: Papers,oldbooksandfoodstus
Lesson 2: Disposing of waste appropriately
Refer to pupil’s book page 119
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Practicewastedisposalintheschoolcompoundappropriately.
b) Appreciate the importance of disposal of waste in the school
147
Preparation for the lesson
• Collectwastedisposalbins,wastebuckets,wastebags,picturesandvideos.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Ask learners to discuss in pairs, types of waste found in school.
Lesson development
Teacher’s activities Learner’s activities
In Activity 2 in pupils book page 119, lead
learners as they go outside class, to identify
and collect wastes and dispose them.
Learners go outside, collect rubbish and dispose
them appropriatly i.e pit or a dustbin.
Ask the learners to wash their hands and
discuss its importance.
Wash their hands aer the exercise. Discuss the
importance of washing hands aer collecting
and disposing.
Guide learners to discuss the importance
of disposing waste appropriately in school
and at home.
Discuss the importance of disposing waste
appropriately in the school.
Instruct learners to attempt Check your
progress 7(a) in pupil’s book page 123.
Attempt check your progress 7(a).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Whatistheimportanceofdisposinglitterappropriately?
148
Answer: some waste smell, make the school dirty, dirt can cause diseases
2. Instruct learners to clean their home compound and report back to you.
Pertinent and Contemporary issues (PCIs):
Environmental education: e learner should desire to practice proper waste disposal
in school and encourage others to do so.
Core competence to be covered
Critical thinking: learners should be able to explore their school environment and
identifydierenttypesofwastes.
Problem solving: learners should take responsibility and participate in waste disposal
in the school.
Values: Learners should develop responsibility in disposing of wastes in school and at
home.
Suggested non-formal activity
Sing songs and recite poems on the importance of proper disposal of waste in school
or public forums.
Suggested community service
Instruct learners to participate in collecting and disposal of wastes in the school
compound.
Answers to check your progress 7 (a)
Refer to pupil’s book page 123
1. a) False b) true c) true c) false
2. Waste papers, plastic containers
3. Food remains, old clothing, papers, plastic containers/bottles.
4. Compost pit
149
Sub strand 2: Dangers in the school environment
Refer to pupil’s book page 124 - 128
Lesson 1: Dangers in the school environment
Refer to pupil’s book page 124
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Identify the possible dangers in the school.
b) Give the causes of the dangers in school.
Preparation for the lesson
• Fireghtingequipmentandmaterials,classrooms,picturesandvideos.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
Ask learners to discuss in pairs some of the dangers likely to be in the school compound.
Lesson development
Teacher’s activities Learner’s activities
In Activity 3 in pupil’s book page 124,
lead learners as they go outside the class
to identify possible dangers in the school
compound.
Learners go outside, walk around the
compound and identify possible dangers
in the school compound.
150
Guide the discussion by asking probing
questions.
In groups learners discuss the dangers
they identied in above activity.
Guide learners in a discuss in the causes
of dangers in the school compound.
Discuss the causes of dangers experienced
or heard about in the school compound.
Ask learners to draw some of the possible
causes of dangers in school.
Draw and colour some possible causes of
danger in the school compound.
Lesson assessment / homework
1. Whatarethecausesofdangerwhileintheschoolcompound?
Answer: slippery oors, sharp objects, rough oors
2. Name dangers we face in school.
Answer: Cuts and bruises, burns, fracture
Lesson 2: Safety precautions to prevent dangers in school
Refer to pupil’s book page 127
Specic learning outcomes
Bytheendofthelesson,thelearnershouldbeableto:
a) Observesafetyprecautionswhileintheschooltopreventthepossibledangers.
b) Develop responsibility in preventing the dangers in the school.
Preparation for the lesson
• Fireghtingequipmentandmaterials,classrooms,picturesandvideos.
Teaching methodology
• Guideddiscovery
• Questionsandanswers
• Discussions
• Observation
• Games
• Songsandpoems
• Roleplay
Teaching and learning activities
Introduction to the lesson
1. Ask learners to discuss in pairs some of the safety precautions to be observed to
avoid dangers in school.
151
Lesson development
Teacher’s activities Learner’s activities
Guide learners as they discuss safety
measures that should be observed to avert
likely dangers in the school compound.
Learners discuss safety measures they should
observe to prevent possible dangers.
Guide learners as they go around the school
identifying safety measures that can taken
to prevent dangers in the school.
Learners go outside class and around the
school and nd out the safety measures that
can help in preventing possible dangers in the
school.
Guide a discussion in identication some
safety measures.
Discuss some of the possible safety measures
identied.
Instruct learners to attempt Check your
progress 7(b) in pupil’s book page 128.
Attempt check your progress 7(b).
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheyhavelearnt.
Lesson assessment / homework
1. Whatarethesafetyprecautionsweshouldobservewhileinschool?
Answer: covering pit holes, trimming sharp edges, walking carefully
Pertinent and Contemporary issues (PCIs)
Safety and security: the learner desires to participate in safety precaution activities
towards preventing dangers in the school or in the community.
Core competence to be covered
Self-ecacy: learners should practice safety precautions in preventing dangers in
school and at home.
Citizenship: learners should show tolerance to authority as they maintain safety
measures in the community.
Values: Learners should develop responsibility and tolerance towards safety measures
and precautions in school and at home.
152
Suggested non-formal activity
Sing songs, recite poems and perform skits on how to prevent dangers in school and
community.
Suggested community service
Learners should participate in safety precaution activities towards preventing dangers
in school and in the community.
Answers to check your progress 7(b)
Refer to pupil’s book page 130
1. Brokengateandfence,foodwastesandpaperwaste
2. (i) ✓
(ii) ✓
(iii) X
(iv) ✓
(v) X
a) Extended activities / exercises
Remedial exercises for weak learners Additional exercises for bright learners
1. Name three types of waste found
in the school compound.
2. How should we dispose broken
glass?
1. We should keep our surrounding
________.
2. Write 3 safety precautions that can
prevent danger
b) Answers to extended exercises
Remedial exercises for weak learners Additional exercises for bright learners
1. Any three,
2. Bury/throwinapitlatrine.
1. Clean,
2. Any three