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

e moral rights of the authors have been asserted.

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

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

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.

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.

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.

(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.

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.

(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

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.

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

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

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.

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

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

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.

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

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

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.

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.

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

(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

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

• 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.

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.

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.

With the introduction of the new curriculum, this is the preferred method of teaching.

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

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

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

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.

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.

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.

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

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.

3.6 Sample competence – based lesson plan

School Name:LamuGirlsHighSchool Teacher’s name: Angela Kasuku

Ter m Date Subject Class Unit

Lesson

Duration Class size

I 15/10/17 Hygiene and

Nutrition

Activities

Grade

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

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.

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.

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

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.

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.

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

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.

• 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.

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

• 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.

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.

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.

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.

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.

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

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

• 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.

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.

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.

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.

• 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.

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.

• 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.

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.

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

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.

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).

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.

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

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.

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.

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.

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.

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?

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.

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

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.

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

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

• 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.

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.

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

• 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?

• 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

• 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

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.

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.

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.

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 .

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.

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.

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.

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.

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

Foods and Nutrition

Strand 3

Refer to pupil’s book pages 74 - 99

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.

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.

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.

• 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

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

• 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.

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.

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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

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

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

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