Longhorn

Hygiene and Nutrition

Activities

Grade 1

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 978-9966-64-038-3

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

Contents

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 ............................................................. 35

Sub-strand 1: Care of dierent parts of the body........................... 39

Answers to Check your progress 1a ............................................59

Sub-strand 2: Toileting....................................................................... 60

Answers to check your progress 1b .............................................66

Strand 2: Health practices............................................................... 68

Sub-strand 1: Health habits that keep illnesses away..................... 72

Answers to check your progress 2a .............................................76

Sub-strand 2: Oral hygiene................................................................ 76

Answers to check your progress 2 b ............................................81

Sub-strand 3: Care of the classroom ................................................ 81

Answers to check your progress 2 c.............................................86

Sub-strand 4: Medicine and other drugs ........................................ 87

Answers to check your progress 2 d............................................92

Sub-strand 5: Water............................................................................ 92

Answers to check your progress 2e .............................................96

Sub-strand 6: Cleaning materials at home ...................................... 96

Answers to check your progress 2f............................................101

Strand 3: Food and Nutrition ....................................................... 103

Sub-strand 1: Sources of food ......................................................... 107

Answers to check your progress 3a ...........................................109

Sub-strand 2: Places we buy food ................................................... 109

Answers to check your progress 3b ...........................................111

Sub-strand 3: Foods and our senses............................................... 112

Answers to check your progress 3c............................................114

Sub-strand 4: Eating habits ............................................................. 114

Answers to check your progress 3d...........................................116

Sub-strand 5: Dietary needs............................................................ 117

Answers to check your progress 3e............................................118

Sub-strand 6: Good behavior during mealtimes.......................... 121

Answers to check your progress 3f............................................123

Strand 4: Safety education ............................................................ 124

Sub-strand 1: Proper handling of raw food................................... 127

Answers to check your progress 4a ...........................................130

Sub-strand 2: Disposal of waste products at home ...................... 130

Answers to check your progress 4b ...........................................133

Sub-strand 3: Dangers and their causes at home and school...... 134

Answers to check your progress 4c............................................137

Sub-strand 4: Dangerous household chemicals............................ 137

Answers to check your progress 4d...........................................140

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 well-being 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 1, there are four strands these are:

• Strand 1–Personalhygiene

• Strand 2–Healthpractices

• Strand 3–Foodsandnutrition

• Strand 4–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 though 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

• Creativity and imagination

• 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 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 proposed 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 organisations working together

to realise 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 recognises 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 organise 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 recognises 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 minimise 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 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,

personal hygiene, preventive

health,

common

communicable and chronic

diseases.

3. Life Skills and Values

Education

Life skills, values, moral education

human

sexuality and

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 radicalisation,

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.

1.6 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 or 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

or 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 organise 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 pressurised 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/doll.

• 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.

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.

(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 or 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 or 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 and

cartons.

• 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 organise 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or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 organises 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 real life 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 or 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 or 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 or 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orprocedureistooadvancedforlearnerstoperform.

• eexperimentor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.

Important sub-headings of a Lesson plan

1. Administrative details

Date …………… Subject ………….

Class ……………. Time ……………. Roll ……………

2. Strand

Broad area that is to be studied, taken from the syllabus.

3. Sub-strand

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 Outcomes

ese represent what the teacher anticipates learners 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 learners have already learnt with what they

are going to learn.

9. Presentation/lesson development

is should mainly include the activities that learners and the teacher will perform

in order to achieve the stated objectives; as well as the questions that learners will

answer as they do the various activities.

It is convenient to distinguish between the learners 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, summarise 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: Blessed Academy Teacher’s name: Tumaini Mpato

Term 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)

Strand Personal hygiene

Key Unit

Competence:

To be able to care for the body parts properly and appreciate the importance of

personal hygiene.

Title of the

lesson

Materials used to clean the body.

Lesson Objective By the end of the lesson, the learner should be able to clean dierent parts of the

body.

Plan for this

Class (location:

in / outside)

• Academic trip (to observe common parasites).

• Inside classroom.

Learning

Materials (for

ALL learners)

• Soap, clean water, toothbrush, comb, face towel, handkerchief, nail cutter,

earbud, sponge.

• Videos on how to clean body.

• 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

Teacher to display teaching aids in a central

point where every learner can see and

demonstrate how each is used.

Teacher activities Learner activities

Introduction (10

minutes)

Learners to share

their experiences

of cleaning their

bodies. Use

questions such as:

Sample questions

1. How do you wash

your body?

2. What did you

use?

Learners tell their

experiences to fellow

learners.

Answers Sample questions

1. I begin by washing my

face, then my head,

my hands and legs

then my whole body.

2. Soap, water, sponge

and face towel.

a) Pertinent and Contemporary

Issues (PCIs)

1. Child care and protection

Let the learners know that it is

their right to be provided with the

necessary materials to keep their

bodies clean.

2. Health education

Make the learners understand

the need for a clean environment

and personal hygiene to prevent

contracting diseases.

3. Life skills

is lesson should equip their

learners with the skills of keeping

bodies clean thereby helping to

reduce chances of disease attack.

4. Financial literacy

Learners should be made to

understand that through taking

care of their personal hygiene and

cleanliness of the environment they

prevent diseases. is way, they will

able to save on money that could

have been used in buying drugs or

paying hospital bills.

5. Learner support program

is is achieved by encouraging

learners to join and participate in

the school health clubs. Learners

should also be encouraged 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

community gathering.

Development of

the lesson (20

minutes)

Ask oral questions on

names of the displayed

items.

Ask learners to draw,

colour and name the

displayed items in a

table format.

Ask learners to practice

using the materials as

you correct them.

Give learners time to do

fun corner on page 5 of

learners book.

Asks a volunteer to

come and summarise

what they have learnt in

this lesson.

Identify and name the

displayed items.

Draw, colour and name the

materials.

Learners demonstrate

using the cleaning

materials.

Listens to the fellow

learner and takes short

notes.

a) Core competences to be

covered

1. Communication and

collaboration

During group discussions and

practical activities the learners as

they interact with one another.

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

As the learners think about

the probing questions and give

answers.

4. Creativity and imagination

Learners will be creative and

imaginative when coming up and

reciting poems and songs and

during role play and drawing of

attractive gures.

5. Citizenship

Caution learners against sharing

personal items knowingly as this

may lead to spread of diseases.

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

Recap 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. Name any three

materials used to

clean the body.

2. What are they used

for?

Listens to the teacher and

correct the wrong notes

taken during fellow learner

presentation.

Answer the oral questions

Answers to sample

question

1. Soap, water, sponge,

toothbrush, nailcutter

2. Materials Use

Soap Removing dirt from body.

Water Cleaning the body.

Sponge Scrubbing the body.

Toothbr ush Brushing teeth.

Nailcutter Cutting long nails.

Teacher self-

evaluation

Somelearnershaddicultiesidentifyingthecleaningmaterial.Remedialteachingtobe

planned.

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 or her everyday life and asked to try

to overcome the situation by applying what he or 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 or her everyday life and asked to try

to overcome the situation by applying what he or 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 or

her lesson, he or 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

memorisation 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 learners.

is portfolio is a folder (or binder or even a digital collection) containing the learners

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 or she attended the whole learning before he or 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.

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 learners 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 and 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 latter! Feel free to incorporate other

innovative teaching methods that will help in delivering the intended content

optimally.

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 the pupil’s book pages 1- 27

Core Competency

Aer studying this strand, learners should be able to care for their body parts properly

and appreciate the importance of personal hygiene.

Strand outline

1.1 Care of dierent parts of the body

1.2 Toileting

Pre-requisite of the strand

is strand is about personal hygiene. At the end, the learner should be familiar with

the dierent parts of the body and have a clue of what a toilet is. Remember learners

at this level have knowledge of their body parts from pre-school. ey can also use

the toilet (potty). e concept in this strand is meant to enable learners take care of

their bodies through eective cleaning and to ensure proper sanitation, through toilet

etiquette.

Background information

Good personal hygiene is the rst step to good health. It not only protects someone

from poor health but also shields those around him or her from suering from illnesses

that arise due to poor hygiene. Routine habits of personal hygiene help to improve

personal body image and also enhances overall health.

Pertinent and contemporary issues (PCIs) to be covered

1. Child care and protection

Let the learners know that it is their right to be taken good care of by their parents.

2. Health education

Make the learners understand the need for a clean environment and personal hygiene

to prevent contracting diseases and parasites.

3. Life skills

is topic should equip the learners with the skills of prevention of disease outbreaks

through practicing proper personal hygiene and care of toilets.

4. 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

be able to save on money that could be used in buying drugs or paying medical fees.

5. Learner support program

is is achieved by encouraging learners to join and participate in the school health

club. Learners should also be made to share what they have learnt in class with their

friends and also family members.

6. Community service

Let learners recite stories, poems and songs during school gatherings, church functions

and any other community gatherings.

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 will be discussing their ideas and carrying

out presentations on personal tasks. e teacher should encourage all the learners to

take part in answering and asking questions in their respective groups.

2. Self- efﬁcacy

e learners should be able to manipulate or apply information acquired in the strand

to perform tasks or assignments given.

3. Critical thinking and problem solving

In this strand, the learners will perform practical tasks that involve logical thinking

such as stating procedures for cleaning latrine, toilet or urinals among others.

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 encouraged to work with one another in harmony and to avoid

using a language that hurts others. Let them understand that people can agree to

disagree and that in life, it does not necessarily mean that you have to be right in

whatever your contribution in a topic is. In short, they should learn to accommodate

one another’s views.

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:

• English – rhymes, role playing.

• Movement and creative activities – songs.

• Environmental activities – alternative materials for use in toilet, waste disposal.

• Literacy – vocabulary on the toilet and toilet material.

New words in this unit and their meanings

• Hygiene - conditions or practices conducive to maintaining health and preventing

disease, especially through cleanliness.

• Cleanliness - the state or quality of being clean or being kept clean.

• Handkerchief - a square of cotton or other nely woven material intended for

wiping one’s nose.

• Towel - a piece of thick absorbent cloth or paper used for drying oneself or wiping

things dry.

• Toothpaste - a thick, so, moist substance used on a brush for cleaning one’s teeth.

• Comb - a strip of plastic, metal, or wood with a row of narrow teeth, used for

untangling or arranging the hair.

• Ear bud - a small wad of cotton wrapped round one or both ends of a short rod.

• Soap - a substance used with water for washing and cleaning, made of a compound

of natural oils or fats with sodium hydroxide or another strong alkali, and typically

having perfume and colouring added.

• Toi l eting - a xed receptacle into which a person may urinate or defecate, typically

consisting of a large bowl connected to a system for ushing away the waste into a

sewer.

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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

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

Lesson number Lesson title Number of periods

Strand 1 Personal hygiene

1 Partsofthebody 2

2 Materials used to clean the body 2

3 Cleaning the hand 2

4 Cleaning the face 1

5 Cleaning the feet 2

6 Cleaning the nose 1

7 Cleaning ears 1

8 Cleaning the hair 2

9 Cleaning teeth 2

10 Cleaning the whole body 2

Sub-strand 2 Toileting

11 Types of toilet 1

12 Properuseoftoilets 1

13 Materials used in toileting 1

14 Good habits in using toilets 1

Sub-strand 1: Care of different parts of the body

Refer to pupil’s book page 1

Lesson 1: Parts of human body

Refer to pupil’s book page 1- 4

Specic learning outcomes

Bytheendofthelesson,learnersshouldbeabletoIdentifyandnamedierentparts

of human body.

Preparation for the lesson

• Collectclayorplasticineformodeling.

• Obtainpicturesorchartsshowingpartsofhumanbody.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Naminggame

• Songsandpoems

Teaching/learning resources

• Doll

• Water

• Soap

• Clayorplasticine

• Chartsonpartsofthebody

Teaching and learning activities

Introduction of the lesson

• Asklearnersprobingquestionssuchas‘whatisthehumanbodyismadeof?’ey

can have a brief discussion session based on their previous knowledge.

• Givelearnersclayorplasticinetomodelthehumanbody.eycanthenletitdry

at the science corner of their classroom for future use.

• Youcanalsoprovidelearnerswithadoll.Letthemobserveanddismantleitinto

various parts.

Lesson development

Activity 1 (Pupil’s book page 1)

Guide learners through this activity to discover the various parts that make up human

body.

NOTE: Learners have come across this before in pre-school. is lesson will therefore

provide a good platform to remind them of what they already learnt.

Teacher’s activities Learner’s activities

Provide charts on human body for

Activity 1.

In pairs learners observe the pictures.

Ask learners to play a game of naming

the parts of human body.

In turns, one learner points at a part as

the partner names. ey change roles

and repeat the procedure.

Ask learners to draw the human body in

their exercise books.

Learners draw, colour and name the

human body.

Guide learners to prepare a table on part

of human body and what it is used for.

Learners draw the table in their exercise

books and record the parts of the body

and their uses.

Lesson summary

Wrap up the lesson by asking the learners what they have learnt. Encourage one

volunteer to come forward and give a summary of what the body is made of and their

functions. Correct the learner where appropriate as the rest take notes.

Lesson assessment / homework

a) Oral Questions

1. Weuseour___________tosee.

2. Weuseourearsto___________.

3. __________partofthebodyhelpsustomove.

4. Weuse___________toeatandwrite.

b) Written exercise

1. Namethepartsofhumanbodyshownbelow.

hair

ear

eye

mouth

ngernails

nose

neck

head

arm

ngers

toe nails

toe

leg

knee

chest

hand

foot

2. Sayyesorno.

 a) eneckjoinstheheadtothelegs.________________

 b) epartinfrontoftheheadisforehead.________________

 c) Fingernailsaretotoesandtoenailsaretongers._____________

3. Make an attractive drawing of:

a) e arm

b) e leg

Further Activity

Let learners join the dots in the fun corner on page 4. Ask them to comment about

the type of picture they came up with. ey should then colour the pictures and make

them as attractive as they can.

Lesson 2:Materials used to clean the body

Refer to pupil’s book page 5

Specic learning outcomes

Bytheendofthelesson,thelearnershouldbeabletoidentifymaterialsusedtoclean

dierent parts of the body.

Preparation of the lesson

• Collectrealitemslikesoap,water,doll,towel,toothpasteandsomeimprovised

cleaning materials.

• Obtainpicturesshowingmaterialsforcleaningthebody.

• Ensurethatvideolinksareworking.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

Teaching and learning resources

• Soap

• Toothbrush

• Facetowel

• Nailcutter

• Handkerchief

• Earbud

• Cleanwaterinabucket

• Sponge

Teaching and learning activities

Introduction to the lesson

• Asklearnerstosharetheirexperiencesofcleaningthebody.Letthemsaywhat

they usually use.

• Takeadvantageoftheiranswerstointroducetheconceptofmaterialsusedwhen

cleaning the body.

Lesson development

Activity 2: (Pupil’s book page 5)

Guide learners through the activities as follows:

Teacher’s Activities Learner’s Activities

• Teacher displays materials used to

clean the body or their pictures and

asks learners to identify them.

• Asklearnerstodrawandcolourthe

items displayed. ey should ll the

table in this activity.

• Asks learners to practice using the

materials; corrects them where they

make mistakes.

• Learners observe the pictures

provided and identify and discuss

about them.

• Learnersdrawandcolourtheitems

displayed by the teacher.

• Learners demonstrate using the

various materials.

Lesson summary

Windupthelessonbyemphasizingthemainmaterialsusedwhencleaningthebody

and their uses. Refer to pupils’ book page 6.

PCI to incorporate - Emphasize to learners thatwe should not share some of the

materials used for cleaning our bodies since it may result to skin diseases and other

diseases.

Lesson assessment / homework

1) Whatiscleaningmaterial?

Ans: Any of the items that we use when cleaning our bodies.

2) Whendoweuseatoothbrush?

Ans: To brush teeth

3) Whatarethematerialsusedtocleandierentpartsofthebody?

Ans: Toothbrush, soap, face towel, earbud, handkerchief, nailcutter.

4) Whendoweuse;

a) Face towel? Ans: to wipe face

b) Nail cutter? Ans: to cut long nails short.

5) Draw a toothbrush

Ans: Assess student drawing and award marks

Lesson 3: Cleaning our hands

Refer to pupil’s book page 7

Specic learning outcomes

Bytheendofthelesson,thelearnershouldbeabletocleanthehandsappropriately.

Preparation of the lesson

• Collectrealitemslikesoap,waterandasponge.

• Obtainpicturesshowingmaterialsandapersoncleaninghands.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Demonstration

• Practicalactivity

• Roleplay

Teaching and learning resources

• Pictures

• NailcutterorRazorblade

• Cleanwater

• Soap

• Cleantowel

• Photographs

Teaching and learning activities

Introduction to the lesson

• Introducethelessonbyaskinglearnerstorecallthepartsofthebodytheydidin

sub-strand 1 page 1-3.

• Letthemnamepartsofthehandsandsomeofthefunctionswherehandisinvolved

such as eating, washing and writing.

• Atthispoint,asklearnerstosaywhethertheythinkhandscangetdirty.Ifso,what

shouldtheydo?Takeadvantageandintroducetheconceptofwashinghands.

• Askthelearnerstonamesomeofthematerialstheyusewhenwashinghandsand

cutting nger nails.

• Carryoutademonstrationonhowtowashhandsusingcleanwaterandasoap.

• Letlearnersgivesomeofthereasonsofcuttingngernailsandwashinghands.

Lesson development

Activity 3 (Pupil’s book page 7)

Guide the learners through this activity as follows:

Teachers Activity Learners Activity

• Teacher avails materials for cleaning

hands in class and asks learners to

identify them.

• Demonstrates how to wash hands.

• Demonstrate to learners how to cut

theirngernailsusingarazorblade

or a nail cutter.

NOTE:

Explain to the learners how the razor

blade should be held to avoid hurting

themselves and also how to use the nail

cutter.

• Learners look at and identify the

materials and name them.

• Learners observe the demonstration

on cleaning of the hands.

• Learners practice cutting ngernails

one by one.

CAUTION:

ey should be careful to avoid hurting

themselves.

Lesson summary

Conclude the lesson by encouraging learners to ensure that their hands are properly

cleaned and nails cut to avoid diseases. e teacher should also emphasize on the

dangersalearnerislikelytoencounteronceheorshemishandlesarazorbladeoranail

cutter and hence keenness and proper attention is vital for the learner when cutting

his or her nails.

Lesson assessment/homework

1. Whendowewashourhands?

Ans: Aer visiting toilets, before and aer eating foods and before handling

foods.

2. Whatdoyouthinkcanhappenifweeatfoodortouchfoodswithdirtyhands?

Ans: e food will be contaminated.

3. Draw your hands and colour.

Ans: Assess learner work and award marks accordingly.

Lesson 4:Cleaning the face

Refer to pupil’s book page 8

Specic learning outcomes

Bytheendofthislesson,thelearnershouldbeabletocleanhisorherfacewell.

Preparation of the lesson

• Obtainmaterialslikesoap,waterandfacetowelandtaketoclass.

• Arrange learners in class for them to be able to observe the demonstration.

• Obtainpicturesshowinghowtocleantheface.

Teaching methodology

• Guided discovery

• Questionsandanswers

• Discussions

• Observation

• Demonstration

• Role play

Teaching and learning resources

• Sponge

• Clean water

• Soap

• Clean towel

Teaching and learning activities

Introduction to the lesson

• Introduce the lesson by asking learners how they normally wash their face and the

materials that they normally use during washing of their face.

• Buildontheiranswerstointroducethislesson.

Lesson development

Activity 4 (Pupil’s book page 8)

Guide learners to carry out this activity as follows:

Teacher’s Activity Learner’s Activity

• Teacherbringsmaterialsforcleaning

the face in class and asks learners to

identify them.

• Demonstrateshowtocleantheface.

• Asks learners to practice washing

face.

• Learners observe and identify the

materials and name them.

• Learners observethe demonstration

on cleaning the face.

• Learnerswashtheirface.

Lesson summary

Windupthelessonbyhighlightingmainstepswhencleaningfaceaslearnerstake

short notes. Refer to pupil’s book page 8.

PCI to incorporate - Caution learners that they should not use any material with

rough texture when cleaning the face. ey should also not share face towel. Further,

emphasizeoncorrectuseofwater,soapandpetroleumjellysoastominimizewastage.

Further activity

Ask learners to role play washing their faces with a friend. ey should change roles

and repeat washing face.

Lesson assessment / homework

1. Howdowecleantheface?

Ans: Wash face with clean water and soap then dry with clean face towel.

2. Whatmaterialsdoweuseinthecleaningofface?

Ans: Water, Soap, face towel.

3. Howdowecareforourface?

Ans: By cleaning the face everyday.

Lesson 5:Cleaning the feet

Refer to pupil’s book page 9

Specic learning outcomes

Bytheendofthislesson,thelearnershouldbeabletocleanthefeet.

Preparation of the lesson

• Obtaincleaningmaterialslikesoap,cleanwater,cleantowel,arazorbladeoranail

cutter.

• Obtainpicturesshowingpupilcleaningaleg.

• Arrange the class for the learners to be able to observe demonstrations well.

Teaching methodology

• Guided discovery

• Questionsandanswers

• Discussions

• Observation

• Demonstration

• Role play

Teaching and learning resources

• Sponge

• Clean water

• Soap

• Clean towel

• Nailcutterorrazorblade

Teaching and learning activities

Introduction to the lesson

• Introduce the lesson by asking learners how they normally wash their feet and the

materials that they normally use during washing of their leg.

• Buildontheiranswerstointroducethislesson.

Lesson development

Activity 5 (Pupil’s book page 9)

Guide learners to go through the activity as follows:

Teacher’s Activities Learner’s Activities

• Teacher brings materials for cleaning

the feet in class and asks learners to

identify them.

• Demonstrateshowtocleanthelegs.

• Askslearnerstopracticewashingtheir

legs.

• Learners observe and identify the

materials and name them.

• Learnersobservethedemonstration

on cleaning the feet .

• Learnerswashtheirlegs.

Lesson summary

Windupthelessonbyhighlightingmainstepswhen cleaninglegsaslearnerstake

short notes. Refer to pupil’s book page 9.

Further activity

Learners to role play cleaning their legs with a friend.

Lesson assessment/ homework

1. Whydowewashourlegs?

Ans:

 • Tomakethelegsnotsmellbadly.

 • Tokeepojiggersandtheothersmallanimals.

 • Toavoiddirtifyingbeds,chairsandthehouse.

2. Howcanwewashourlegs?

Ans: Collect water in a basin, dip the leg into a basin. Use soap and sponge to

wash your leg, rinse in clean water then wipe with a towel.

3. Complete these words which are materials that we use to clean our legs.

 a) T______e___(Ans: Towel)

 b) S___a___(Ans: soap)

 c) W_________r(Ans: water)

Lesson 6: Cleaning the nose

Refer to pupil’s book page 10

Specic learning outcomes

Bytheendofthislesson,thelearnershouldbeabletocleanthenose.

Preparation of the lesson

• Collect cleaning materials like handkerchief, soap and water and bring

demonstration.

• Arrange learners in class for them to be able to observe the demonstration.

• Obtainpicturesorvideoclipsshowinghowtocleanthenose.

Teaching methodology

• Guided discovery

• Questionsandanswers

• Discussions

• Observation

• Demonstration

• Role play

Teaching and learning resources

• Clean water

• Soap

• Handkerchieforcleanpieceofcloth

Teaching and learning activities

Introduction to the lesson

• Ask learners what they do when they have a running nose.

• Buildonthistointroducethislesson.

Lesson development

Activity 6: Cleaning the nose (pupil’s book page 10)

Guide learners to go through the following activity:

Teacher’s Activities Learner’s Activities

• Teacherbringsmaterialsforcleaning

the nose in class and asks learners to

identify them.

• Demonstrateshowtocleanthenose.

• Asklearnerstopracticecleaningtheir

nose.

• Asklearnerstowashtheir

handkerchief.

• Learners observe and identify the

materials and name them.

• Learners observethe demonstration

on cleaning the nose.

• Learnerscleantheirnose.

• Learnerswashtheirhandkerchief.

Lesson summary

Windupthelessonbyhighlightingmainstepswhencleaningthenoseaslearnerstake

short notes. Refer to pupil’s book pages 9 - 10.

Further activity

Fun corner – pupil’s book page 10

Ask learners to role play cleaning their noses with a friend.

Lesson assessment/homework

1. Whatmaterialsdoweuseincleaningthenose?

Ans: Water, soap and handkerchief.

2. What would happen if you don’t clean your nose everyday and your nose is

producingmucus?

Ans: e nose will block and we will not be able to breath well.

3. Draw your handkerchief.

Ans: Assess learner work and award marks accordingly.

Lesson 7: Cleaning our ears

Refer to the Pupil’s book page 10.

Specic learning outcomes

• Bytheendofthelesson,learnersshouldbeabletocleantheirearsappropriately.

Preparation for the lesson

• Collect materials for cleaning the ears like earbud, clean piece of cloth etc.

• Obtainpicturesshowingmaterialsforcleaningtheear.

Teaching methodology

• Guided discovery

• Questionsandanswers

• Discussions

• Observation

• Demonstration

• Role play

Teaching and learning activities

Activity 7: Cleaning the ear (pupil’s book page 10)

Guide learners to go through the following activity:

Teacher’s Activities Learner’s Activities

• Teacherbringsmaterialsforcleaning

the ear in class and asks learners to

identify them.

• Demonstrateshowtocleantheear.

• Asklearnerstopracticecleaningtheir

ears.

• Asklearnerstowashtheir

handkerchief aer cleaning the ear.

• Learners observe and identify the

materials and name them.

• Learners observethe demonstration

on cleaning the nose.

• Learnerscleantheirnose.

• Learners wash their handkerchief

aer cleaning the ear.

Lesson summary

Windupthelessonbyhighlightingmainstepswhencleaningtheearaslearnerstake

short notes. Refer to pupil’s book pages 10 - 11.

PCI to incorporate-Emphasizetolearnersthatitisnotgoodtoremovedirtfrom

the ears using sharp objects since it may damage their ears.

Further activity

• Learners to role play cleaning their ears with a friend.

Lesson 8: Cleaning the hair

Refer to Pupil’s book page 12

Specic learning outcome

Bytheendofthelesson,learnersshouldbeableto:

• Mention the procedures used to clean hair.

• Observeademonstrationoncleaningofthehairforhygienepurposes.

• Use appropriate materials to clean the hair.

• Appreciate the importance of a clean hair for personal hygiene.

Teaching methodology

• Guided discovery

• Questionsandanswers

• Discussions

• Observation

Preparation for the lesson

• Teacher to collect materials used in cleaning the hair such as comb, hair brush,

soap and water.

• Obtainpicturesofachildcleaningthehairandmaterialsbeingusedincleaning.

• Arrange the class for the learners to be able to observe the procedures in cleaning

the hair.

Teaching aids

• Comb

• Hairbrush

• Soap

• Water

• Towel

Teaching and learning activities

Introduction of the lesson

Lesson development

Activity 8: Cleaning the hair (pupil’s book page 12)

Guide learners to go through the following activity:

Teacher’s Activities Learner’s Activities

• Teacher brings materials for cleaning

the hair in class and asks learners to

identify them.

• Demonstrateshowtocleanthehair.

• Asklearnerstopracticecleaningtheir

hair.

• Ask learners to wipe their hair aer

cleaning it then comb.

• Learners observe and identify the

materials and name them.

• Learnersobservethedemonstration

on cleaning the hair.

• Learnerscleantheirhair.

• Learners wipe their hair dry aer

cleaning then they comb it to look

neat.

Lesson summary

Windupthelessonbyhighlightingmainstepswhencleaningthehairaslearnerstake

short notes. Refer to pupil’s book pages 12.

Further activity (Fun corner - learners’ book page 12)

Guide the learners in groups to present this play in front of the class.

Lesson assessment / homework

1. Whatarethematerialsforcleaningthehair?

Ans: Soap, water, towel

2. Match the material with its work.

 TowelWashing

 Soapcleaningtoremovedirt

Comb wiping/ drying hair

 Watercombing

3. Whataretheproblemscausedbydirtyhair?

Ans: Dirty hair can be a home place for lice and bedbugs.

4. Draw a person cleaning the hair/ draw a comb for cleaning the hair.

Ans: Conrm that the learner has given appropriate diagram.

Lesson 9: Cleaning the teeth

Refer to the Pupil’s book page 13

Specic learning outcome

Bytheendofthelesson,learnersshouldbeableto:

• Mentiontheproceduresusedtocleantheteeth.

• Observeademonstrationoncleaningofteeth.

• Useappropriatematerialstocleanteeth.

• Appreciatetheimportanceofcleanteethforpersonalhygiene.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Roleplay

• Poem

Preparation for the lesson

• Teachertoavailrealobjectsliketoothbrush,toothpasteandwaterinclass.

• Obtainpicturesshowingmaterialsandchildbrushinghis/herteeth.

• Arrangetheclassforlearnerstobeabletoobservedemonstrationswell.

Teaching aids

• Toothpaste/salt

• Toothbrush/chewedstick

• Water

• Mirror

Teaching and learning activities

Introduction of the lesson

• Asklearners whether they have ever brushed their teeth. Let them share their

experiences.

• Buildontheirknowledgetointroducethisunit.

Lesson development

Activity 9 (learners’ book page 15)

Guide the learners’ through the activity as follows:

Teacher’s activities Learner’s activities

1. Display the materials used for

cleaning the teeth in class. Ask

learners to identify them.

2. Ask learners to observe and discuss

the pictures and stating what is going

on.

3. Demonstrate how to brush the teeth

by using toothbrush, toothpaste and

water.

4. Ask learners to brush their teeth.

5. Ask learners to look at their teeth in

a mirror and say whether they are

clean or not. If not, let them repeat

the exercise.

- Learners look at and identify the

materials and name them.

- Discuss pictures and state what is

going on.

- Learners observe as the teacher

demonstrates brushing teeth.

- Learners brush teeth

- Learners observe teeth in a mirror.

Lesson summary

Windupthelessonbyhighlightingthestepstofollowwhencleaningteethaslearners

take short notes.

Further activity

Fun corner (pupil’s book page 14)

• Instructthelearners’torehearsethepoemandpresentitinthenextlesson.

Lesson assessment / homework

1. Whydoyouthinkwebrushourteeth?

Ans: To avoid tooth decay, bad breath

2. Howdowebrushourteeth?

Ans: Brushing outside teeth, brushing inside teeth, brushing the tongue.

3. Whatarethematerialsforbrushingourteeth?

Ans: Tooth brush, toothpaste and water.

Lesson 10: Cleaning the whole body

Refer to the Pupil’s book page 15-16

Specic learning outcome

Bytheendofthelesson,learnersshouldbeableto:

• Mentiontheproceduresusedtocleanthewholebody.

• Observeademonstrationoncleaningthewholebodyforhygienepurposes.

• Useappropriatematerialstocleanthewholebody.

• Appreciatetheimportanceofcleaningthewholebodyforpersonalhygiene.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Demonstration

Preparation for the lesson

• Obtaincleaningitemssuchastowel,soap,water,asocleanertoscrubthebody,

when bathing and a doll.

• Havepicturesofpeoplebathingshowingproceduresofcleaningthewholebody.

• Havevideoclipsonandensuretheinternetisworking.

Teaching aids

• Soap

• Towel

• Water

• Sponge

• Doll

Teaching and learning activities

Introduction to the lesson

• Youmayintroducethislessonbyaskinglearnerstosharetheirexperiencesabout

taking a shower or bathe.

• Askthemwhattheydoandwhattheyuse.

• Buildontheiranswerstointroducethislesson.

Lesson development

Activity 10 – Cleaning the whole body (Pupil’s book page 15-16)

Guide learners through the activity as follows

Teacher’s activity Learners activity

1. Displays the materials used to clean

the body. Ask learners to identify the

materials.

2. Demonstrates how to clean the

wholebodyusingadoll.NOTE:You

can also show a video clip showing

cleaning the body and the various

procedures.

3. Asks learners to wash the whole body

of the doll.

• Learners observe the materials, say

what they are.

• Learners observe carefully as the

teacher demonstrates washing the

doll.

• Learners wash the doll using the

procedures shown by the teacher.

Lesson summary

• Windupthelessonbyhighlightingthemainpointsonhowtogoaboutcleaning

the whole body as learners take notes. Refer to pupil’s book pages 15 – 16.

Further activity

Task learners to follow the procedures above when they return home in the evening to

wash their whole body. Let them share their experiences the next day in school.

PCI to incorporate-Emphasizetolearnersthefactthattheyshouldnotsharepersonal

items when washing whole body. is can lead to spread of diseases.

Lesson assessment / homework

1. Whydowecleanourbodies?

 Ans:Wecleanourbodiesinordertokeepobadsmellandparasitessuchas

lice, bedbugs and illness (Skin disease).

2. Whatdoyouthinkcanhappenifyoustaywithoutcleaningyourbodyforlong

time?

Ans: You will start smelling bad and have skin disease.

3. Match the body part with its use.

Part Name

SeeingNose

SpeakingEar

SmellingMouth

HearingEye

Answers to Check your progress 1a (pupil’s book page 15-16)

1. Clean

2. Toothbrush and toothpaste; a twig stick and salt.

Item Use

Comb Cutting nails

Handerkerchief Cleaning teeth

Towel Combing hair

Toothbrush Drying the body

Nailcutter Cleaning nose

4. Head,leg.

Additional information for the teacher

Additional activities to cater for slow and gied learners.

Remedial activities for slow learners Extended activities for gied and

talented learners

1. Cleaning a doll aer using.

2. Drawing materials used in cleaning

the body e.g. toothbrush, soap, tooth

paste.

3. Playing a game of naming parts of

the body (external).

4. Observingdemonstrationsinclass

on how to clean dierent parts of

the body.

- Making dolls for practicals.

- Making improvised materials e.g.

chewing stick to brush teeth.

- Coming up with a poem or saying

the poem to the class on dangers of

not practising hygiene.

- Role playing demonstrations on how

to clean dierent parts of the body.

Low order thinking (LOT) questions

for slow learners

High order thinking(HOT) questions

for gied learners

1. A _____________ is used to clean

our nose.

2. Some materials we use in cleaning

our body parts are ____________,

____________and_____________.

3. Weshould___________ourhands

aer visiting the toilet.

4. We should not share ___________

items.

1. Whatishygiene?___________

2. Whatdoweneedtocleanourface?

_____________________

3. Explainhowteethiscleaned?

4. Whataretheproceduresofcleaning

ourhair?__________________

Answers to low order-thinking (LOT) questions

1. Handherchief.

2. Water,soapandtowel.

3. Wash.

4. Personal.

Answers to high order thinking questions

1. General cleanliness to prevent the body.

2. To remove dirt.

3. Assess learners answers ans award appropriately.

4. Refer to learner’s book page 12.

Sub-strand 2: Toileting

Refer to the Pupil’s book pages 18

Lesson 11: Types of toilet

Refer to the Pupil’s book page 18-19

Specic learning outcomes

Bytheendofthis lesson,thelearner shouldbeabletoidentify atoilet/latrineand

urinal in the school.

Preparation for the lesson

• Collectmaterialssuchastissues,diapers,waterandsoapforthelesson.

• Bringtoclasspicturesoflatrines,latrines,urinalsandtoilet.

• Arrangetheclassinapositionwheretheycanbeabletoobservethepicturesand

video clips in advance.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Toiletvisit

Teaching aids

• Chartsondierenttypesoftoilets.

• Toiletriessuchastissues,diapers,waterandsoap.

• Realtoilets/latrine.

Teaching and learning activities

Introduction of the lesson

• Introducethelessonbyseekingtoknowlearnersexperiencesonvisitingtoilets.

• Askthemwheretheygowhenpressed.

• Finally,askthemwhatwouldhappenifthe toilets,latrinesandurinalsarenot

there.

Lesson development

Guide learners through the activities as follows:

Teacher’s Activities Learner’s Activities

Activity 11- pupil’s book page 18

• Takelearners observereal toiletsor

latrines and urinals. Let them discuss

with their friends the questions in

this activity.

• Show learners the dierent pictures

of dierent types of toilets. Refer to

pupil’s book page 19. ey can even

observe video clips showing types of

toilets.

• Ask learners questions in this activity.

• Learnersvisitthetoiletandmake

observations.

Answers to questions

1. Far away to avoid spread of diseases,

2. Urinal, latrine, ush toilet;

3.Washorcleanthem.

• Learnersobservethe typesoftoilets

OR watch the video and share out

their experiences about toilets.

• Learners discuss the questions and

come up with answers.

Lesson summary

Windupthelessonbyhighlightingtheshortnotesforthelearnerstowriteasinpupil’s

book page 19.

Further activity (fun corner learners’ page 19)

Instruct the learners to draw dierent types of toilets found in the school and let them

colour.

Suggested non- formal activity to support learning through application

• Songsandpoemsduringforumslikeparentsday.

Lesson assessment / homework

Review the lesson by giving learners the following written questions

1. Wheredowegowhenpressed?

To the toilet, latrine and urinals. We should use urinals when urinating only.

2. Whatisthedierencebetweenatoiletandalatrine?

 A toilet is used in urban areas where water is available to ush o wastes.

Latrines are used in rural areas and doesn’t require water.

3. Whousesurinals?

Boys and men

4. Draw a toilet and a latrine.

Check whether the learners’ diagram is appropriate

5. Fill in the missing letters

a) T _o_ i__ l_e t

Lesson 12:Proper use of toilet

Refer to Pupil’s book page 19-24

Specic learning outcome

a) Howtouseatoilet/latrineandurinalintheirlocality.

b) Howtodisposesoiledmaterialusedintoileting.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Roleplay

Preparation for the lesson

• Haveadisarrangedjuggledpictorialpresentation.

• Obtaintissues,water,soapanddiapers.

• Arrangetheclassinorderthattheycanbeabletoobservewellthepresentation.

Teaching aids

• Charts

• Tissue

• Water

• Soappaperdiapers

Teaching and learning activities

Introduction of the lesson

Introduce the lesson by referring learners to the previous lesson.

Lesson development

Fun corner - learners’ book pages 20 and 21

Guide learners through the following activities:

Teaching Activity Learning Activity

• Demonstrate proper use of toilet/

latrine/ urinals by using a disarranged

juggled pictorial representation.

• Showlearnerspicturesofmaterials

used in toileting and let them

brainstorm on the use of the

materials and their disposal

aer use activity 12. is will

encourage critical thinking and

problem solving. As they discuss

they develop communication and

collaboration skills as.

• Explaintolearnerstheproperwayof

usingmaterialsintoilets.Showthem

how to wipe themselves using the

materials as in pupil’s book page 24.

• Learnersobserveastheydiscuss.

• Observepicturesandshare

experiences with their friends they

discuss about the use and disposal

of the used materials.

• Listen to the teacher’s explanation.

Learners to practice how to us

toileting materials this will help their

skills to manipulate things used in

toileting.

Learning summary

Windupthelessonbyhighlightingmainpointsforlearnerstowriteasinpupils’book

page 20-22

Lesson 4:Good habits in using toilets/ latrines

Refer to Pupil’s book page 24

Specic learning outcome

a) Appreciate the importance of using the toilet correctly.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussion

• Observation

• Poems

Preparation for the lesson

1. Avail teaching materials in class such as two pictures showing proper habit of

toileting and another improper habit.

2. Avail a poem for the learners to produce reciting.

Teaching aids

• Pictures

• Poem

• Photographs

Teaching and learning activities

Introduction to the lesson

Introduce the lesson by referring learners to the previous lesson about proper disposal

of soiled materials.

Lesson development

Activity 13 (Pupil’s book page 24)

Guide learners through the activities as follows:

Teacher’s Activities Learner’s Activities

• Ask learners what would happen

if one opens the door without

knocking?iswillillicitcritical

thinking and problem solving

to the learners. Let them have a

discussion with their friends. As they

engage in discussions, they enhance

communication and collaboration in

them.

• Atthispoint,readthepoemonpupils’

book page 24. Ask learners what they

have learnt from the poem or song.

• Guide learners to discover the

importance of good habits in using

toilets and latrines as highlighted in

pupils book page 25.

• Discusswith their friends aboutthe

questions.

• Listen to the poem and answer

questions aer the poem or song.

• Appreciate the importance of good

habits in using a toilet/ latrine.

Lesson summary

• Summarizethelessonbyoutliningmainpointsongoodhabitswhenusingthe

toilets and latrine as in pupil’s book page 25.

• Letlearnerspresentthepoemasyouwindupthelesson.

• Cautionlearnerstoalwayskeepthetoilet/latrinecleantostayawayfromdisease

causing germs.

Further activity

Fun corner (Pupil’s book page 25)

• Instructthelearners’towritegoodtoilethabitsandstickonthewallofclass.

Homework

1. We should keep our bodies _____________to prevent diseases. (dirty, clean,

white)

2. Webrushourteethwith______________.(comb,paste,toothbrush)

3. Weshouldnotshare(handkerchief, class, books).

4. A place where we go to relieve ourselves is called (school, toilet, house).

5. Dirty teeth causes (good health, bad breath).

6. Alwaysuse______________tocleanyournose(hairbrush,handkerchief, comb).

7. Weusetoothbrushtocleanour___________(nose,ears,teeth).

Additional information for the teacher

• Weneedtocleanourears.Earsgetblockedifleforalongtimewithoutcleaning.

Weshoulduseearbudstocleantheear.

• We should also cut long nails short. Long nails habour germs. is can cause

diseasestous.Cutyournailsusinganailcutterorarazorblade.Caution:- do not

sharerazorblade.Itisdangerous.

• Smallchildrenshouldnotcuttheirnailsthemselves.Lettheirparents/guardians

assist them.

• Weshouldalwaysknockthedoorwhenenteringthetoilet.

• Always wash your hands with soap and clean water aer using the toilet

Answers to check your progress 1b (Pupil’s book page 26)

1. Toilet

Habit Good habit Bad habit

Knocking the door of the toilet

before entering.

✓

Disposing of diapers in toilet

bowl then ushing the toilet.

✓

Singingwhileinthetoilet. ✓

Returning the lid of pit latrine

aer using.

✓

3. Aer

4. Diapers

Tissue paper

 Waterinabasin.

Health practices

Strand 2

Refer to pupil’s book pages 28-54

Core Competency

Aer studying this strand, learners should be able to carry out health practices to

stay healthy.

Strand outline

2.1 Health habits that keep away illnesses

2.2 Oral hygiene

2.3 Care of the classroom

2.4 Medicines and other drugs

2.5 Water

2.6 Cleaning materials at home

Pre-requisite of the strand

is strand is about health practices. Remember learners at this level have learnt how

to carry out personal hygiene practices such as cleaning parts of their body from the

previous strand. By now, they are aware of cleaning materials and some steps involved

in cleaning. Assist them to apply that knowledge to ensure better health practices,

which involve eliminating possibility of contacting diseases. During the planned

visit to the pharmacy, let them know the opportunities that exist in the eld of health

sciences and the role such professionals play in improving quality of health. Encourage

them to know that with an interest in health practices they can pursue public health

education in future and become health ocers.

Background information

Health practices encompass all the activities that we partake on daily basis to ensure

we prevent factors that can interfere with our wellbeing. ese practices range from

ensuring one has sucient rest, drinking safe water, handling medication properly and

ensuring personal hygiene.

is strand not only addresses the benets of good health practices but also equips the

learner with skills on how to carry out and maintain the good health practices.

Pertinent and contemporary issues (PCIs) to be covered

1. Parental empowerment

Parents should be encouraged to train their children on life skills such as how to

remove lose teeth and hygiene thereaer.

2. Health education

Emphasize the need for healthy habits such as drinking clean water and brushing teeth

to prevent communicable diseases.

3. Life skills

is topic should equip the learners with the skills of self-awareness and empathy,

which enhances their social intelligence. is will enable them integrate with other

people in the society well and enhance their potential of success in life.

4. Financial literacy

Learners should be made to understand that through practicing healthy habits they

stay healthy. is way, they will be able to save on money that could be used in buying

drugs or paying medical fees.

5. Community service

Teach learners stories, poems and songs to present during school gatherings, churches

and any other community gathering. Emphasize participation of learners in hand

washing day, water day and toilet day.

Core competencies to be covered

1. Communication and collaboration

During group discussions and practical activities as learners interact with one

another. is will be noted in the manner they will be discussing their ideas and doing

presentations. e teacher should encourage all the learners to take part in answering

questions and asking questions in their respective groups.

2. Self- efficacy

As learners remove their teeth safely and observe hygiene during the process. Also,

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

As learners perform practical tasks and think about probing questions that they will

be required to give answers to.

4. Creativity and imagination

As learners come up with attractive posters and alternative ways of taking care of teeth.

ey should also be imaginative when drawing and colouring posters.

5. Citizenship

Make learners understand that arranging their furniture in class and ensuring that

their class is clean is a sign of responsibility. Also, coming up with a health habits

journal and implementing it is a sign of responsible citizenship.

6. Learning to learn

By preparing a duty roster for the learners to clean the classroom daily, they learn new

skills of cleaning on their own through putting in practice what they have been taught.

e cleanliness standards of the class for instance should improve.

New words in this strand and their meanings

• Illness - Disease or poor health; sickness.

• Safe - Not in danger.

• Rest-Relief from work or activity by sleeping and relaxing.

• Sheddingteeth - e casting o of teeth.

• Care - Close attention, concern, responsibility, upkeep and maintenance.

• Mop - A tool for washing oors made of a piece of cloth.

• Medicine - A treatment or cure which promotes healing when ingested or

consumed.

• Drugs - A substance used to treat an illness, relieve a symptom.

• Sources - e place or thing from which something comes or is acquired.

Attention to special needs and multi-ability learning

Supportformulti-abilitylearning Supportforspecialneedslearning

• Support for multi-ability learning

• Peerteaching–engagehigh

achievers to help slow learners 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 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.

• 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

LessonNo. Lessontittle Numberofperiods

Sub-strand1 Healthhabitsthatkeepawayillnesses

1 Health habits that promote well being 1

2 Benets of practising health habits 1

Sub-strand2 Oralhygiene

3 Shedding teeth 1

4 Hygienic practices during shedding of

teeth

Sub-strand3 Careofclassroom

5 Materials for cleaning the classroom 1

How to clean the classroom 1

Use of common utensils at home and

school

Sub-strand4 Medicinesandotherdrugs

8 Common medicines and drugs 1

9 Handling medicines safely 1

Sub-strand5 Water

10 Sources of water 1

11 Safe drinking water 1

Sub-strand6 Cleaningmaterialsathome

12 Simple cleaning activities 1

13 Using cleaning materials responsibly 1

Sub-strand 1: Health habits that keep illnesses away

Refer to Pupil’s book page 29

Lesson 1: Health habits that promote wellbeing

Refer to Pupil’s book page 28-30

Specicobjectives

By the end of this sub-strand, the learner should be able to name health habits that

keep away illness.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

Preparationforthelesson

Makesurethatyouhavepicturesshowinghealthhabitsthatkeepawayillnesses.In

case you will need to show a video, avail every item you require setting up the projector.

Teachingaids

• Pictures,postersandvideoclipsshowinggoodhealthhabits.

Teachingandlearningactivities

Introduction of the lesson

1. Introducethelessonbyaskingprobingquestionsaboutthetopic.

2. Ask the learners to share their experiences when in good health and when sick.

Let us talk – Pupil’s book page 29

3. Guidethelearnersthrough‘letustalk’inthelearner’sbookpage29.Letthem

discover what is happening in the various pictures and relate it to what they will

learn in this strand.

Lesson development

Let us talk – Pupil’s book page 29

Guidethelearnersthroughthediscussionactivityasfollows:

Teacher’sactivities Learner’sactivities

Draw learners’ attention to the

pictures.

Learner’s study the pictures carefully.

Asksprobingquestionssuchas:

1. What are the children doing?

2. What do you think can happen

if we do not practise good health

habits?

Learnersanswerthequestions:

 a)A–Childrenplaying

b) Child eating

c) Boy washing hands

d) Child sleeping

2. We will get sick and not grow healthy.

Guideadiscussiononthevarious

good health habits.

Learners discover the good health habits;

write them down in their notebooks.

Invitealearnertosummarizecontent

as you correct.

Learners write summary notes on what

they have learnt.

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?

Lessonassessment/homework

Reviewthelessonbyaskingthefollowingquestions:

a) OralQuestions

1. What are the health habits that can keep away illnesses?

2. Why is resting aer playing important?

3. Why do we wash our hands?

Answertohomework

1. Hand washing, adequate sleep, drinking safe water, exercising and rest.

2. Itmakesusregainenergy.

3. To avoid diseases.

PCItoincorporate– Let learnersunderstandthatitis their rightto haveenough

sleep.

Suggestednon-formalactivitytosupportlearning

• Encouragelearnerstoactivelyparticipateduringhandwashingday,waterdayand

toilet day in their community.

• Learnerstoparticipateinplanting/wateringplantsinthecommunity.

• Learners to present songs, poems, rhymes on hygiene practices during public

forums in the community.

• Visitaprospectivesponsortofacilitateprovisionofsanitationfacilitiesinschool

e.g tippy taps, water tanks, toilets, etc.

Lesson 2: Benefits of good health habits

Refer to the Pupil’s book page 29-31

Specicobjectives

By the end of the lesson, the learner should be able to appreciate the importance of

practicing good health habits to promote wellbeing.

Teachingmethods

• Practicalactivities

• Discussion

• Questionandanswer

• Guideddiscovery

• Observation

Preparationforthelesson

• Arrangeforeldactivities

Teachingaids

• Schoolcompound

• Waterinbasinandsoap

Teaching/learningactivities

Introductionofthelesson

1. Introducethelessonbyremindingthelearnersofwhattheylearntintheprevious

lesson on good health habits. Let them understand that in this lesson, they will

practice what they learnt.

Lessondevelopment

Fun Corner – Pupil’s book page 30

Guidethelearnersthroughactivitiesinthisfuncornerasfollows:

Teacher’sactivities Learner’sactivities

Take learners outside the class to the

school eld.

Learners go to the eld.

Demonstrate on how to wash hands

properly using soap and clean water.

Learners keenly observe.

Instructlearnerstowashhands. Learners wash their hands

Instruct learners to play in the eld

then rest. Ask them how they feel

immediately aer playing and aer

resting.

Learners play and rest and share their

experiences.

Instruct learners to drink water aer

playing then talk about how they feel.

Learners drink water, share their

experiences.

Call a volunteer learner to summarise

the importance of the activities above.

Give ideas on the importance of the

activities.

Lesson summary

Wind up the lesson by highlighting the main points as learners write summary notes.

Activity1pupil’sbookpage30

Showlearnershowtowriteajournalondailyactivities.Givethemaweektowrite

their daily activities. Aer one week, let them submit their journals having marked the

good habits.

Lessonassessment/Homework

What causes of illnesses in our community?

_____________________________________________________________

AnswerstoHomework

Eating without washing our hands, drinking unsafe water, lack of resting, not exercising.

Answerstocheckyourprogress2a

Refer to Pupil’s book page 31

1. Habits, exercising, sleep, water, hands

Sub-strand 2: Oral hygiene

Refer to pupil’s book pages 31-35

Lesson 3: Shedding teeth

Refer to pupil’s book page 32-35

Speciclearningoutcomes:

Bytheendofthissub-strand,thelearnershouldbeableto:

• Identifymilkteethastemporaryinchildhood.

• Mentionhygienepracticestoobserveduringsheddingofteeth.

• Appreciatesheddingofteethasanaturalprocess.

Teachingmethods

• Practicalactivities

• Discussion

• Questionandanswer

• Guideddiscovery

• Observation

• Roleplay

Preparationforthelesson

• Identifylearnerswithshedteeth.

• Lookforchartsshowingteethatdierentstagesofdevelopmente.g.toddler,infant

and school age pupil.

Teachingaids

• Toothbrush

• Toothpaste

• Chartsonsheddingofteeth

Teachingandlearningactivities

Introductionofthelesson

1. Introducethelessonbyshowingpicturesofhealthyteethandunhealthyteeth(Let

us talk page 32).

2. Letlearnerssaywhichteethareclean(A)andwhicharedirty(B).eyshould

alsosaywhattheyshoulddotothedirtyteeth(brushthem).

Lessondevelopment

Let us talk – Pupil’s book page 32

Guidethelearnersthroughthevariousactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Ask learners to observe the pictures in

pairs.

Learners observe the pictures with a

friend.

Ask learners to look at each other’s

teeth.

Learners look at each other’s teeth,

discover missing teeth if any.

Explain the concept of missing of teeth. Learners listen to the teacher and take

notes.

Ask learners to share their experiences

with the friend on shedding of teeth.

Learners tell the partner about their

experiences ( for example, I was helped

to remove teeth by my father, I gurgled

water, etc)

Explain the importance of shedding of

teeth in life.

Learners listen to the teacher and take

notes.

Lesson summary

Wind up the lesson by highlighting main points for learners as explained in pupils

book page 32. Emphasize the steps of removing teeth.

FurtherActivity

Funcorner(pupil’s book page 33)

Let learners in pairs role play safe removal of loose tooth. Let them change roles and

repeat the exercise.

Suggestednon-formalactivitytosupportlearning

Encourage learners to teach their peers in the community on how to safely remove

their teeth.

PCI to incorporate – Let learners understand that shedding of teeth is a natural

process therefore they should not tease or laugh at those who have shed their teeth.

is will help to bring about cohesion among the class members.

Lessonassessment/Homework

Review the lesson by asking the following questions to check the extend to which the

lesson objectives where achieved

a) Oralquestions

1. How many milk teeth does a baby have? ________

2. How many permanent teeth does an adult have? _________

3. At what age do we start to shed our teeth? _________

b) Writtentest

1. What is shedding of teeth?

………………………………………………………………………………………

2. Givethedierencebetweenmilkandpermanentteeth.

………………………………………………………………………………………

3. Write down the steps that you would use to remove your loose tooth.

………………………………………………………………………………………

AnswerstoHomework

a) Oralquestions

1. 20

2. 32

3. 6-7 years

b) Writtentest

1. Falling o of milk teeth at around the age of 6 years.

2. Milkteeth –temporary teeththatfalloin children.Permanent teeth–set of

teeth that replace milk teeth aer they fall o. ey stay forever hence the name.

3. Shake loose teeth continuously, pluck it when it is loose enough, wipe hole with

cotton wool dipped in salty water, dispose removed tooth and soiled cotton wool

into a dust bin.

Lesson 4: Hygienic practices during shedding of teeth

Refer to Pupil’s book page 34-35

Specicobjective

By the end of the lesson, the learner should be able to observe hygienic practices during

shedding of teeth.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Roleplay

Preparationforthelesson

1. Obtain real materials used in hygienic practises during shedding of teeth e.g. salt,

cotton wool, water, glass and a spoon.

2. Avail pictures showing hygienic practises during shedding of teeth.

3. Make sure the video clips showing the hygienic practises are working.

4. Arrange the class in a position that will allow the pupils to participate in the lesson.

Teachingandlearningresources

• Cottonwool

• Dustbin

• Water

• Salt

• VideolinkorCDonhygienepracticesduringsheddingofteeth

Teachingandlearningactivities

Introductionofthelesson

Introducethelessonbyremindinglearnerswhattheylearntinthepreviouslesson.Let

them say what they think should happen aer removing teeth.

Lessondevelopment

Let us talk – Pupil’s book page 34

Guidethelearnersthroughthevariousactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Ask learners to observe the pictures

anddiscusswhatisgoingon(Youcan

also show learners a video on this as an

alternative)

Observe pictures and say what is

happening:A-washinghands,B–

gurglingwater,C–disposingotooth

into dustbin.

Ask learners to brainstorm on the

importance of what is happening in the

picture. For example, Why wash hands?

What do you think gurgling of salty

water does? is will enhance critical

thinking and problem solving to them.

Learners say the signicance of what is

happening in the picture. For example

– A – prevents germs from getting into

themouth,B–killsgermsintheinthe

mouth,C–ensurescleanenvironmentin

the house.

Ask a volunteer to summarise hygienic

practises to observe during shedding of

teeth as the teacher corrects facts.

Volunteersummarises,otherswrite

summary notes.

Lesson summary

Wind up the lesson by highlighting the importance of hygienic practices during

shedding of teeth. Refer to Pupil’s book page 34.

PCItoincorporate–Cautionlearnersagainstsharingcottonwoolastheytakecare

ofthewoundduringteethremoval.ismayleadtospreadofdiseasessuchasHIV

andAIDS.

Lessonassessment/homework

Review the lesson by asking the following questions to check the extend to which the

lesson objectives where achieved.

a)OralTest

1. Why do we wash our hands before or aer removing teeth out?

Writtentest(Homework)

What are the hygienic practices required during the shedding of teeth?

………………………………………………………………………………………

Answerstooraltest

1. a) To prevent infection by germs in the hand.

b) To prevent infection from germs which the hand may get during removal of

teeth.

Answerstowrittentesthomework

Washing hands before and aer removing teeth, gurgling salty water, disposing o

removed tooth and cotton wool properly.

Answerstocheckyourprogress2(b)(Pupil’s book page 35)

1. Shedding

2. C, E, B, A, D

4. Milk teeth are temporary, permanent teeth stay forever unless damaged.

5. Refer to pupil’s book page 34.

Sub-strand 3: Care of the classroom

Refer to the pupil’s book page 36

Lesson 5: Materials for cleaning classroom

Refer to Pupil’s page 37

Speciclearningoutcomes:

Bytheendofthisstrand,thelearnershouldbeableto:

a) Mention reasons for having a clean class for comfort.

b) Identifymaterialsusedincleaningaclassroom

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Games

Preparationforthelesson

• Obtainrealobjectsusedincleaningtheclassroomsuchasbrooms,mops,dusters,

water, soap, detergent, rags and brushes.

• Obtainpicturesshowingdirtyclassroomandcleanclassroom.

• Arrangetheclassreadyforthelessoninadvance.

Teaching/learningresources

• Bucketorbasin

• Shortandlongbroom

• Dustpan

• Water

• Amop

• Scrubbingbrush

• Arug

• Dustbin

Teachingandlearningactivities

Introducingthelesson

1. Letthelearnerssaywhichclassisclean(A)andwhichisdirty(B).eyshould

alsosaywhattheyshoulddotothedirtyclass(cleanit).

2. Takeadvantageoftheiranswersandinformthemthatinthissub–strand,they

will learn about how to clean their classroom.

Lessondevelopment

Activity 2 – Pupil’s book page 37

Guidethelearnersthroughthevariousactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Ask learners to observe the items

thatyouhavegiventhem(seethe

list of teaching resources above

IMPROVISATION:Ifyouhave

diculty getting the items, use photos

of drawings). Let them identify the

items.

Learners observe the items and identify

them.

Ask learners to brainstorm about the

use of the various items. ey should

come up with a table.

Learners discuss the uses of the items;

come up with a table.

Lesson summary

Summarize the topic by outlining the reasons for having a clean class and the various

items used when cleaning the classroom and their uses.

Lessonassessment/homework

1. Name ve materials you will require when cleaning your classroom.

2. What are they used for?

Answerstohomework

Material Use

Short Broom Sweeping

Mop Mopping

Long broom Removing cobwebs

Rag Dusting surfaces

Scrubbing brush Scrubbing the oor

Dust pan Collecting rubbish

Dust bin Disposing of rubbish

Soap To remove dirt

FurtherActivity

Funcorner(pupil’s book page 37)

Let learners draw and colour various materials used for cleaning the classroom. ey

should make it as attractive as they can. Let them compare their work and say whose

are most attractive.

Lesson 6: How to clean the classroom

Refer to the Pupil’s book page 38-39

Specicoutcomes

Bytheendofthislesson,thelearnershouldbeabletocleanhis/herclassroomwellto

ensure comfort.

Preparationforthelesson

a) e teacher to avail materials for cleaning the classroom in class in advance;

brooms, water, brushes, soap, dusters, mops and rugs.

b) Classroom to be cleaned.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Games

• Practicalactivity

Teachingandlearningactivities

Introducingthelesson

Introducethelessonbyremindinglearnerswhattheylearntinthepreviouslesson.Let

them say how to use the various materials and go ahead and use them.

Lessondevelopment

Activity3–Pupil’sbookpage38

Guidethelearnersthroughthevariousactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Ask the learners to explore the

classroom and identify dirty areas. Let

them discuss and agree as a group if

the class is clean or dirty.

Learners explore the classroom to identify

dirty areas. ey agree as a group that the

class needs cleaning.

Provide learners with cleaning materials Learners take cleaning materials in

readiness for cleaning.

Guidelearnersonhowtocleanthe

class.(Youmaytellthemwhereto

begin. Tell them the activities they

should perform which include; dusting

surfaces, opening windows, collecting

litter and disposing in a bin in the

classroom, removing cobwebs that

are within their reach, cleaning and

arranging furniture in the classroom).

Learners clean the classroom as directed

then arrange the furniture in class.

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 how they can go about cleaning a classroom

Activity4(pupil’s book page 39)

You may then guide the learners to come up with a duty rosta for cleaning the

classroom.iswillenhancetheirresponsibilityandtolearnmore.Itwillalsoensure

that the class cleanliness is maintained.

PCItoincorporate– Bringtothe attentionoflearnerstheimportanceofkeeping

their classrooms clean always is to avoid diseases.

Lessonassessment/homework

1. What are the cleaning equipments and materials required in cleaning the

classroom?

2. How would you go about cleaning your classroom?

3. State the importance of a clean classroom.

Answerstohomework

1. Brooms, dusters, dustpans, mop, scrubber, rag, soap, detergent, etc.

2. Refer to pupil’s book pages 38.

3. Ensures that we do not get sick due to germs that come about as a result of the

classroom being dirty.

Answerstocheckyourprogress2(c)-Pupil’sbookpage40

1. To avoid diseases.

2. Assess pupil’s diagrams and award marks accordingly.

Lesson 7: Use of common utensils at home and school

Refer to pupil’s book page 40

Specicoutcomes

By the end of this lesson, the learner should be able to know common utensils used at

home and school and how to clean them.

Preparationforthelesson

e teacher to avail some common utensils such as a cup, spoon, knife, fork, sieve,

sufuria, plate and cooking stick in advance before the lesson starts.

Teachingmethodology

• Guideddiscovery

• Discussions

• Observation

• Practicalactivity

• Questionsandanswers

Teachingandlearningactivities

Introducingthelesson

Introducethelessonbyaskinglearnerstonamesomeofthecommonutensilsfound

at home and what they are used for.

Lessondevelopment

Activity5-Refertopupil’sbookpage40

Teacher’sactivities Learner’sactivities

-Ask learners to observe the pictures

in learner’s book page 40 and name

some of the utensils found at home and

school.

-Learners to observe the pictures and

name some the utensils found at home

and school.

-Ask learners to give some of the uses of

utensils found at home and school.

-Learners to give the uses of the utensils

found at home and school.

-Explain to learners why they should not

share utensils.

-Learners to listen at the explanation.

Activity6(Pupil’sbookpage41)

-Ask learners to look at the pictures and

state the dierence observed.

-Learner’s to look at the pictures and state

the dierence observed.

-Ask learners to share with their

partner how dirty utensils can be made

clean?

-Learners to discuss and provide solution

on how dirty utensils can be made clean.

-Explain to learners the importance of

cleaning dirty utensils and storing them

in a cupboard.

-Learners to listen to the explanation.

-Ask learners to do the activity on fun

corner page 42.

-Learners to practise doing the activity at

home with their parents or guardian.

Lessonsummary

Wrapupthelessonbyaskingprobingquestionssuchas:

• Whydowewashdirtyutensils?

• Whyshouldwedryandstoreutensilsinacupboard?

• Whichmaterialsdoweusetocleanutensils?

PCItoincorporate- bring to attention of learners the importance of keeping dirty

utensils clean.

Lessonassessment/homework

1. Weuse________todrinkteaand___________toeatfood.(spoon,sieve),(Cup,

plate)

2. Wewashutensilsusing_______________.(soapandwater,teaandmilk)

3. Wepututensilsinthe______________.(window,cupboard)

Answerstohomework

1. Cup and plate

2. Soap and water

3. Cupboard

2.4Medicinesandotherdrugs

Sub-strand 4: Medicines and other drugs

Refer to the pupil’s book pages 42-46

Lesson 8: Common medicines and other drugs

Refer to pupil’s book pages 43-44

Speciclearningoutcomes:

Bytheendofthislesson,thelearnershouldbeableto:

• Denewhatmedicineisinsimpleterms.

• Mentioncommonmedicinesusedinourhomes.

Preparationforthelesson

• Getrealmedicinesofdierentformstodisplayinclass.

• isisapracticalareathatwillinvolvetwolessons.

• inkaboutwheretotakelearnersinadvanceforeldtrip.

• Organizetogetpermissionfromtheconcernedauthorities.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Games

• Fieldvisit

Teaching/learningresources

• Medicinesofdierenttypes(tablets,syrups,powdermedicine).

• Packets,sachetsorcontainersofmedicinesofdierenttypes.

• Pharmacyorhospitalwithapharmacy.

Teachingandlearningactivities

Introducingthelesson

Let us talk page 42

1. Introduce the lesson by letting learners share their experiences about what

happened when they got sick (Ans: ey were taken to hospital and given

medicine).

2. Let them compare their experiences then narrow down to being taken to hospital

and being given medicine as a remedy.

3. Takeadvantageoftheiranswersandinformthemthatinthissub–strand,they

will learn about medicines and how to handle medicine safely.

Lessondevelopment

Activity 7 – Pupil’s book page 43

Guidethelearnersthroughthevariousactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Take learners for a trip to a chemist

(can be a pharmacy shop or hospital

pharmacy). IMPROVISATION: In

the event that non of the above are

available, collect old medicine bottles,

sachets and packets to show learners)

Learners go for the trip.

Ask learners to observe what is in

the pharmacy and ask questions to

pharmacist.

Ask the pharmacist to guide them to

understand the uses of dierent types

of medicines.

Formsofmedicines:

• Curative–Antibiotics

• Preventive-Vaccines

• Pain-killers-paracetamol

Learners observe medicine in the

pharmacy, ask questions.

Samplequestions:

1. Which medicines do you keep?

All types, pain killers, antibiotics,

syrups, powder medicine, ointments,

etc

2. What do they treat?

 Variousdiseases.

3. How many types of medicines do you

keep?

 ree–tablets,syrups,powder.

Wind up the visit by asking the

pharmacist to explain the importance

of medicines

Learners to listen and take short notes in

their exercise books.

Lesson summary

Backinclass,remindlearnersaboutwhattheylearntduringthetrip.Inviteavolunteer

learner to say what they learnt as others take notes. Correct the learner as appropriate.

Wrap up by emphasizing the importance of medicine and safety when handling

medicine.

FurtherActivity

Funcorner(pupil’s book page 44)

Let learners collect various medicine bottles, sachets and packets, put them together

on a table then group them as tablet, liquid or powder medicine.

PCItoincorporate–Cautionlearnersagainstabusingnon-medicinedrugssuchas

alcohol and cigarettes. is is not good for their health!!

Lessonassessment/homework

1. Whatismedicine?

Ans:Somethingtakenorswallowedtorelievepain,cure,orpreventapersonoran

animal from sickness.

2. Matchthemedicinewithitsuse.

  Medicine  Use

a) Panadol curative

b) Flagyl preventive

c) Amoxyl pain reliever

 d) Vaccine        curative

3. Wheredowegetmedicines?

 Ans:Atthechemistorpharmacy.

Lesson 9: Handling medicines safely

Refer to the Pupil’s book page 45

Speciclearningoutcomes

Bytheendofthislesson,thelearnershouldbeableto:

• Explainprecautionswhenhandlingmedicineandotherdrugsfoundathome.

• Statereasonsforcleanlinesswhentakingmedicine.

• Appreciatecleanlinesswhentakingmedicineathomeandschool.

Preparationforthelesson

• Arrangetoobtaindierentformsofmedicinesandavailtoclass.

• Arrangetheclassinpositionthatwillenablethemseewellduringthelesson.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Roleplay

Teaching/learningresources

• Plasticbottle

• Water

• Variousmedicines

Teachingandlearningactivities

Introductiontothelesson

Introducethelessonbyremindinglearnerswhattheylearntinthepreviouslesson.Let

themsayhowtousethevariousmedicinessafely.Informthemthatthislessonisabout

how to use medicines safely.

Lessondevelopment

Let us talk – Pupil’s book page 45

Guidethelearnersthroughthevariousactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Ask learners to observe the pictures

and say what is going on.

Learners observe the pictures and discuss

what they are.

Ask learners to brainstorm the

importance of what is happening in

the pictures.

Learners brainstorm and say the pictures

are about steps when using medicine

which are important in safe use of

medicine.

Ask them what else they think should

be done when using medicine to ensure

safety.

Learners discuss and come up with

points such as always washing hands

before taking medicine, following

doctor’s instructions, not taking other

people’s drugs, etc.

Lesson summary

Summarize the lesson by outlining the various safety measures to be observed when

using medicine as learners write summary notes. Refer to pupil’s book page 45.

Lessonassessment/homework

1. What is a curative medicine?

 Ans:Medicinesmeanttocurediseasesorsuppressadisease.

2. When we are sick, we go to seek medical attention from?

 Ans:ehospital

3. Givetwoprecautionswhenusingmedicine.

 Ans:Refertopupil’sbookpage45.

FurtherActivity

Funcorner(pupil’s book page 46)

Let learners role play giving liquid medicine to a sick friend. Let them change roles

and do it again.

PCItoincorporate–Cautionlearnersagainsttakingmedicineontheirown.ey

should be given medicine by adults always!

Emphasize that taking an overdose or under dose is dangerous to their life and anybody

else. ey should take medicine as prescribed by the doctor.

Answerstocheckyourprogress2(d)(Pupil’s book page 46)

1. Paracetamol, amoxil, cough syrup, panadol and hedex,

2. a) True

b) False

c) False

d) True

3. Tablet

4. Medicine

Sub-strand 5: Water

Refer to the pupil’s book pages 47-49

Lesson 10: Sources of water

Refer to pupils’ book page 48-49

Speciclearningoutcomes:

By the end of this lesson, the learner should be able to name sources of water in their

locality and come up with safe drinking water.

Preparationforthelesson

• Obtainpicturesshowingsourcesofwaterinadvance.

• Arrangetogetpermissionfromtheconcernedauthoritiesforanenvironmental

academic walk.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

Teaching/learningresources

• Chartsonsourcesofwater

Teachingandlearningactivities

Introducingthelesson

Let us talk page 47

Introducethelessonbylettinglearnersstudyingthepicturesonhowweusewater:

A–drinkingwater,B–wateringplants,C–Washingclothes,D–wateringanimals.

Ask them where the water being used is obtained from. Let them know that these are

the various sources of water.

Lessondevelopment

Let us talk – Pupil’s book page 48

Guidethelearnersthroughthevariousactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Ask learners to observe the pictures

and discuss what is going on.

Observepicturesandsaywhatishappening:

eyaresourcesofwater:Alake,B–rain,

C–spring,D–borehole,E–well,F-River.

Ask a volunteer to summarize the

sources of water as others take notes.

Learners listen as they take notes.

Lesson summary

Wrap up the lesson by outlining the various sources of water as learners write summary

notes. Refer to pupil’s book page 48. Let learners write summary notes on what they

learnt.

PCItoincorporate–Cautionlearnersagainstpollutingwatersources!

Suggestednon-formalactivitytosupportlearning

Learners should be encouraged to participate in community activities aimed at creating

awarenessonwaterconservation.Suchactivitiesare:

• Waterconservationday

• Plantingtrees

Lessonassessment/homework

1. Find sources of water from the word puzzle below.

L R I V E R A

A A R E D F D

K I W E L L A

E N L L D T M

O C E A N X S

S T R E A M S

W O H A M R Y

2. How do we use water at home and school?

 Ans:Cooking,washing,wateringplantsandanimals.

Lesson 11: Safe drinking water

Refer to the Pupil’s book page 49-50

Specicobjectives

By the end of this lesson, the learner should be able to come up with safe drinking

water.

Preparationforthelesson

• Preparetwopicturesshowingaboytakingunboiledwater(Sick)andaboytaking

boiledwater(healthy).

• Arrangetheclassreadyforthelessoninadvance.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Roleplay

Teachingandlearningresources

• Lightedstoveforboilingdrinkingwater

• Tapwater

• Sufuria

• Jerricanorbottlewithcap

Teachingandlearningactivities

Introducingthelesson

Introducethelessonbyremindinglearnerswhattheylearntinthepreviouslesson.Let

them say whether the water sources are safe or not. Take advantage and introduce this

lesson on how to make water safe for drinking.

Lessondevelopment

Activity 8 – Pupil’s book page 49

Guidethelearnersthroughthevariousactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Guidelearnerstoformthreegroups

inclass–A,BandC.

Learnersformtwogroups–A,BandC.

Ask them to study the pictures and

say what is going on.

Learners study the pictures then say what is

happening:

Guidelearnerstoactwhatisgoingon

in their respective pictures.

Learners act in their groups.

Lesson summary

Summarise the lesson by highlighting the importance of drinking boiled or treated

water. Refer to page 49.

FurtherActivity

Funcorner(pupil’s book page 49)

Ask learners to develop a poster on water conservation and hang them in the classroom

corner.

PCItoincorporate–Cautionlearnersagainstdrinkingwaterthatisnotboiledor

treated!

Lessonassessment/homework

1. How can we make water safe for drinking?

 Ans:Byboiling,treatingwithchlorineorlteringwater.

2. Why do you think unboiled or treated water is not safe for drinking?

 Ans:ewatercontainsgermsthatcausesdiseasestous.Itiscontaminated

water.

3. What are some of the diseases caused by drinking unsafe water?

 Ans:Cholera,dysentery,typhoid.

 Answerstocheckyourprogress2e

1. Boiling, using chlorine.

2. Bathing, washing, cooking and drinking.

3. Ocean, lake, river, dam, well, borehole.

4. To always boil water or use chlorine to treat water.

5. Cholera, typhoid.

Sub-strand 6: Cleaning materials at home

Refer to the pupil’s book pages 50-54

Speciclearningoutcomes

Bytheendofthissub-strand,thelearnershouldbeableto:

• Dosomesimplecleaningactivitiesathome.

• Givereasonsforusingcleaningmaterialsathome.

• Mentionwhyweneedtousecleaningwithoutmuchwaste.

• Appreciatetheneedforusingcleaningmaterialathomewithoutwastage.

Lesson 12: Simple cleaning activities

Refer to the pupil’s book page 51-54

Preparationforthelesson

• elessonwillrequireapracticalactivity.

• Assemblecleaningmaterialsinadvance.

• Obtainpicturesshowingthingsbeingcleaned.

• Arrangetheclassinabetterwayforthemtolearncomfortably.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Practicalactivity

• Songs,storiesandpoems

• Roleplay

Teaching/learningresources

• Cleaningmaterialssuchassoap,sponge,water,basin.

• Toothbrushandtoothpaste.

• Handkerchief.

Teachingandlearningactivities

Introducingthelesson

Activity 9 (Pupil’s book page 50)

• Introduce the lesson by giving learnerssomecommoncleaningmaterialsthen

askingthemtoidentifythem.IMPROVISATION:Youcanalsousethepicturesin

thisactivity.:A–scrubbingbrush,B–steelwool,C–sponge.

• Askthemtodrawandcolourthematerialsintheirexercisebooks.

• Askthemhowthematerialsareused.Takeadvantageoftheiranswerstointroduce

this lesson.

Lessondevelopment

Let learners understand that in this lesson, by washing a handkerchief. Guide the

learnersthroughthevariousactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Activity 10 – Pupil’s book page 51

Givelearnersmaterialsusedtoclean

handkerchief.

Learners receive the materials.

Let them practise cleaning their

handkerchief as you supervise.

Learners clean handkerchief.

Activity 11 – Pupil’s book page 52

Demonstrate to learners how to wash

a piece of cloth.

Learners to observe how to wash a piece of

cloth.

Rinse the clothes. Learners to observe how rinsing is done.

Dry the piece of cloth in sun. Learners observe as the teacher

demonstrates.

Ask learners to practise washing

clothes with the help of their parents

at home.

Practise washing clothes with the help of

their parents at home

Lesson summary

Wind up the lesson by highlighting the steps followed when washing handkerchief and

clothes as learners write summary notes.

Lessonassessment/homework

1. What are the materials used in cleaning in cleaning handkerchief?

 Ans:Water,soap

2. What is required in brushing of teeth?

 Ans:Water,toothpaste

3. What is the importance of cleaning materials you mentioned above?

 Ans:Water-Isimportantbecausewithoutwaterwashingwithsoapaloneis

dicult.Waterplaysabigroleincleaning.

 Soap-Ithelpsinremovingstainswithoutsoap;stainscannotcomeout.

 Toothpaste-Itwhitensourteeth,makestheteethstrongandhealthy.Itprotects

theteethfrombacterialattack.

4. Givereasonsforusingmaterialsincleaning.

 Ans:Cleaningmaterialshelpinremovingdirtandmakingthingslookclean

andeasytowash.

5. Complete these words

a) T ___ ___ t h p ___ ____ t ___ (toothpaste)

b) H ___ ___ d k e r ___ ___ ___ ___ f (handkerchief)

c) ___ ___ t e r (water)

Lesson 13: Using cleaning materials responsibly

Refer to Pupil’s book page 53

Specicoutcomes

Bytheendofthislesson,thelearnershouldbeableto:

• Mentionwhyweneedtousecleaningmaterialswithoutmuchwaste.

• Appreciatetheneedforusingcleaningmaterialathomewithoutwastage.

Preparationforthelesson

• islessonneedstoinvolveanexperimentandtheteachershouldarrangeforthe

activity in advance.

• Availthematerialssuchasbottles,tapwaterandsoap.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Games

• Songsandpoems

• Experiments

• Roleplay

Teaching/learningresources

• Cleaningmaterialssuchassoap,sponge,water,basin.

• Toothbrushandtoothpaste

• Handkerchief

Teachingandlearningactivities

Introducingthelesson

Introducethelessonbyremindinglearnerswhattheylearntinthepreviouslesson.Let

them say whether the cleaning materials were used responsibly during the lesson. Take

advantage of their responses and introduce this lesson.

Lessondevelopment

100

Activity 12 – Pupil’s book page 53

Guidethelearnersthroughthevariousactivitiesasfollows:

Teacher’sactivities Learner’sactivities

You can begin the lesson by

displaying the materials to be used

in the experiments, let them observe

and discuss about the materials or

pictures.

Learners observe the displayed materials or

pictures and discuss them.

Ask learners to leave bar soap in water

overnight and observe what happens.

Learners do the experiment and make

observations.

Ask learners to carry out the simple

experiment of putting a bottle under a

leaking tap and observing how much

water is collected aer a given period

of time.

Learners do the experiment and make

observations.

Ask learners to brainstorm these

questions:

1. What happens to the soap?

2. What do you think will happen if

we don’t close the tap?

Learnersthinkandanswerthequestions:

1. Soap dissolves in water.

2. We will waste water.

Ask learners to state the importance

of what they learnt.

Learnersrespondtothequestions:Toavoid

wastage.

Lesson summary

Wind up by highlighting main areas for learners to note down. Refer to pupil’s book

page 53. Emphasize that they should not waste water, soap and toothpaste. is will

help save money.

Furtheractivity

Funcorner(Pupil’s book page 54)

Let learners read the story and say what they have learnt from the story.

101

Lessonassessment/homework

1. How do we waste materials?

 Ans: -Leavingtapswithoutclosing.

   -Leavingsoapinwaterforalongtime.

   -Usingtoothpastemorethanisneeded.

2. What is wasting?

 Ans:Ismisusingthingsmorethanrequired.

3. How do we control water when using a tap?

 Ans:Byclosingthetapsimmediatelyaeruse.

Answerstocheckyourprogress2f(Pupil’s book page 54)

1. Broom, water, soap.

2. Up and down.

3. Use a little.

Additionalactivitiestocaterforslowandgiedlearners

Remedialactivitiesforslowlearners Extended activities for gied and

talentedlearners

• Bringwaterinclassfordemonstration

of health practises that promote well

being.

• Drawing pictures showing health

habits.

• Drawing of a tooth, singing and

counting teeth.

• Drawingwhattheysee.

• Bringingwater.

• Demonstratethehealthpractisesthat

promote well-being.

• Making a sample journal on health

habits.

• Explain hygienic practises during

shedding of teeth.

• Participate in oral health campaigns

by reciting poems or singing songs.

• Perform an experiment of showing

improper ways of using materials.

102

Low order thinking (LOT) questions

forslowlearners

High order thinking (HOT) questions

forgiedlearners

1. What are the cleaning materials for

the classroom?

 Ans:Water,soap,brush,brooms.

2. Where do we go when we are sick?

Ans:Hospital.

3. What are the sources of water?

 Ans: Rain, lakes, rivers, spring,

ocean.

4. Draw a toothbrush.

 Ans: assess learner’s drawing and

awardmarksaccordingly.

1. What is medicine?

Ans:Anythingusedtocure,prevent

orrelievepain.

2. Why should we observe cleanliness

(oralhealthhabits)duringshedding

of teeth?

 Ans: To avoid infections to the

teeth.

3.  Give reasons why we use cleaning

materials.

 Ans:Toremovedirtandkillgerms

thatcausesdiseasestous.

4. Why should we close water tap aer

use? or remove soap from water.

 Ans:Toavoidwastage.

103

Foods and Nutrition

Strand 3

Refer to pupil’s book page 71

Core Competency

Aer studying this strand, learners should be able to use their senses to identify the

type of food, know where to get food, when to eat and have good table manners.

Strand outline

3.1 Sources of food

3.2 Places we buy food

3.3 Food and our senses

3.4 Eating habits

3.5 Dietary needs

3.6 Good behaviour during mealtimes

Pre-requisite of the strand

is strand is about foods and nutrition. Remember, the child has come across food

at home and therefore he/she is aware of what food is. In addition, the learner has

also encountered the topic on senses at the preschool level. Take advantage of this

and link what they have learnt with their daily experiences about foods and nutrition.

e concepts in this strand are about enabling learners to appreciate the existence of

variety of foods and their availability. e learner should also observes good etiquette

during mealtime. Inform learners of career opportunities that exist in the eld of food

and nutrition. If possible, invite a nutritionist to give them a motivational talk.

Background information

Food is one of the basic needs of a human being. As such, information about foods and

nutrition is very vital. With the existence of various types of foods, it is important to

classify the foods to be able to eat the right composition of nutrients that are benecial.

In this strand other aspects of food which include expenditure has been addressed to

ensure that alternative sources of food that oer the same nutrients at lower cost are

exploited.

104

Pertinent and contemporary issues (PCIs) to be covered

1. Child care and protection

Eating the right amount of food and good quality food is a child’s right. Let the learners

know that it is their right to eat good quality food. Let them understand that failure to

be provided with food by the parents amounts to child neglect.

2. Life skills

By choosing what to eat for their benet, the learner develops the skill of decision-

making.

3. Financial literacy

Learners should be made to understand that they can buy alternative foods with the

same nutritional value from cheaper sources. is way they will be able to save on

money that could be used in buying real personal items which sometimes are very

expensive.

4. Parental involvement

By taking the learner to the shop and ensuring that the learners get quality food in

correct amounts, the parent gets involved in the learners life.

Core competencies

1. Communication and collaboration

During group discussions and practical activities, learners will improve on language

use. is will be noted in the manner they will be discussing their ideas and

presentations on personal tasks. e teacher should encourage all the learners to take

part in answering questions and asking probing questions in their respective groups.

2. Self- efﬁcacy

Encourage learners to use information acquired during the learning process to perform

various tasks in their lives with overall good results.

105

3. Critical thinking and problem-solving

Learners will perform quite a number of practical activities which involves discussing

and answering questions posed by the teacher.

4. Creativity and imagination

Some activities such as the Fun corner require creativity and imagination. e teacher

should challenge learners to come up with innovative ways of handling such problems.

Also, through drawing and coloring of the food items brought in class and making

them as attractive as possible, the learners imagination and creativity is provoked.

5. Citizenship

Let learners understand that infecting others with chronic diseases through sharing of

personal items knowingly is violating other people’s right to health.

Links to other subjects

• Mathematics

• Movementandcreative

• Environmentalstudies

New words in this strand and their meanings

• Raw - materials or foods in its natural state before being cooked.

• Sense – the process by which the body feels external stimuli. We have sense of

touch, sense of smell, sense of sight, sense of hearing and sense of taste.

• Diet – the kinds of food that a person eats. It is said to be balanced if it contains

all the nutrients in right amounts.

• Breakfast – rst meal of the day oen taken in the morning.

• Lunch – the meal taken at noon.

• Supper – the meal taken in the evening. It is usually the last meal of the day.

• Supermarket - a large self-service shop selling foods and household goods.

• Restaurant – a place where people take food or buy food from.

106

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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

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.s

List of lessons

Lesson No. Lesson tittle Number of periods

Sub- strand 1 Sources of food

1 Sources of food 1

Sub- strand 2 Places we buy food

2 Where do we buy food? 1

Sub- strand 3 Food and our senses

3 Common foods in the locality 2

107

Sub- strand 4 Eating habits

4 Food that we eat 2

Sub- strand 5 Dietary needs

5 Food that we eat at diernt times of the

day

Importance of eating food in our body 1

Sub- strand 6 Good behaviour during meal times

6 Good eating habits 1

Sub-strand 1: Sources of food

Refer to the Pupil’s book page 55

Lesson 1: Foods from animal and plants

Refer to the pupils’ book page 55

Specic objectives

By the end of the lesson, learners should be able to:

• Namethedierentsourcesoffoodintheirlocality.

• Mentionplantandanimalsourcesoffood.

• Embracethedierentsourcesoffoodintheirlocality.

Preparation for the lesson

• Topreparepicturesofdierentfoodstobeusedforthelessoninadvance.

• Obtainchartsshowingsourcesofdierentfoods.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Observation

Teaching aids

• Picturesandchartsshowingdierentsourcesoffoods.

• Realfooditems.

108

Teaching and learning activities

Introduction of the lesson

• Asklearnerswheretheythinkfoodscomefrom.Letthemhaveabrainstorming

session on this.

Lesson development

Activity 1 – Pupil’s book page 55

Guide learners through the activity as follows:

Teacher’s activities Learner’s activities

Teacher displays pictures of dierent

foods from the locality or the real foods

and asks them to discuss where they

come from.

Observe pictures and discuss their

sources.

Asks learners to come up with a table

on the food and its source.

Learners come up with the table.

Explains to learners the dierent

sources of food in their locality. Refer

to pupil’s book page 55 – 57.

Learners listen and take notes.

Lesson Summary

- Wind up the lesson by highlighting the main sources of food i.e. plants and animals

giving examples in each case.

Suggested non-formal activity to support learning

- Visit a neighbouring farm to see plants and animals kept and grown as food

sources.

Lesson assessment / homework

1. What is food source?

Ans: Where food comes from. Its either from certain plants or animals

2. Where do we get foods?

Ans: From plants or animals

3. Nametwosourcesoffoodsfromplants.

Ans: Potatoes, onions, carrots, beans.

4. Give the sources of these foods.

Food Sources

a) Eggs animal

109

b) Tomato plant

c) Rice plant

d)Meatanimal

 e) Oranges      plant

Answers to check your progress 3(a)

Refer to the learners book page 57

1. Plants and animals.

2. Plants-Maize,bananaandbeans,

Animals - meat, eggs, milk.

Low order thinking (LOT) questions

for slow learners

High order thinking (HOT) questions

for gied learners

1. Mention two foods that you eat at

home.

Ans: rice, ugali, banana, chapati,

cabbage, orange.

2. We should brush our teeth daily.

True or false?

Ans: True

3. Namegoodhabitsobservedduring

meal time.

Ans: Using utensils properly and

chewing food properly.

1. Group the following foods according

to color taste and smell. Egg, milk,

ripe banana, ripe orange, rice, ugali

and lemon.

2. What are the healthy foods for the

teeth?Nametwo:

Ans: milk and eggs.

3. State why it is important to have

good behavior during meal time?

Ans: To avoid food chocking or

blocking windpipe.

Sub-strand 2: Places we buy food

Refer to the pupil’s book pages 57

Specic learning outcomes:

By the end of this sub - strand, the learner should be able to:

a) Identify places in the community where food is bought.

b) Namefoodsboughtfromdierentplaces.

c) Appreciate the dierent places where they can buy food .

Lesson 2:Where we get our food

Refer to pupils’ book page 58

110

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

Preparation for the lesson

• Teachertopreparepicturesofdierentfoodoutlets.

• Prepareasampleshopinclasstobeusedasanexampleofaplacewherepeople

buy foods.

Teaching aids

• Picturesoffoodoutlets

• Sampleshop

• Dierentfoods

Teaching and learning activities

Introduction of the lesson

• Introducethelessonbydisplayingpicturesoffoodoutlets.

• Asklearnersprobingquestionsconcerningthepicturestheysee.

Lesson development

Activity 2 and 3 Pupil’s book page 57 - 61

Guide learners through the activities as follows:

Teacher’s activities Learner’s activities

- Bring food materials and let

learners observe them.

- Look at the food materials and discuss.

- Ask learners to say where each

food is obtained.

- Learners say where the food materials

are obtained.

- Take learners for a visit to the

local shopping centre to observe

food being sold.

- Makeatableoflistoffooditemsthey

buy and where it is bought.

- Guide learners to come up with

a table of list of food items and

where it is bought.

- Learners visit local shopping centre

and say where they are obtained.

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- Ask learners to appreciate where

they buy food.

- Learners to appreciate places where they

buy food.

Lesson Summary

- Wind up the lesson by highlighting main points on where foods are obtained.

PCI to be incorporated – Encourage learners to develop a habit of using locally

available foods to reduce costs.

Answers to check your progress 3b

Refer to learners book page 61

1. a.Openairmarket

b. Butchery

c. Shop

d. Lake shore

e. Shop

Additional activities to cater for slow and gied learners

Remedial activities for slow learners Extended activities for gied and

talented learners

• Drawing and coloring foods.

• Namingfoodstheysee.

• Name foods eaten at dierent times

of the day.

• Bring items to be in a sample shop.

• ey should be made to lead in

identifying foods according to smell,

color, taste and feel.

• Classify foods according to sources

e.g plants and animals.

• Drawing charts of foods eaten at

dierent times of the day.

• Role play buying foods from dierent

outlets.

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Sub-strand 3: Foods and our senses

Refer to Pupil’s book page 62 - 71

Lesson 3: Common foods in the locality

Refer to learners’ book page 63

Specic learning outcomes:

By the end of this sub - strand, the learner should be able to:

• Mentiondierentfoodsthattheyeatathomeandatschool.

• Identifycommonfoodsinthelocality.

• Groupfoodsinthelocalityaccordingtocolour,tasteandsmell.

• Appreciatedierentfoodsinthelocality.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

Preparation for the lesson

• Obtainpicturesofdierenttypesoffoodsanddisplayinclass.

• Availrealfoodsinclassreadyforthelesson.

Teaching aids

• Picturesorphotosofdierentfoods.

• Realfooditems.

Teaching and learning activities

Introduction of the lesson

e teacher begins the lesson by asking probing questions about what learners eat at

their homes.

Activity 4- Pupil’s book page 62

Ask the learners to identify the foods brought in class. You can also let them identify

foods in this activity 4.

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Take advantage of the answers they give to introduce this lesson.

Lesson development

Activity 5 - pupil’s book page 63 and Activity 6-pupils’ book page 65-71

Guide the learners through the activities as follows:

Teacher’s activities Learner’s activities

Displays the pictures and ask learners to

identify and mention the names of food

they see.

ey observe pictures and discuss about

common foods they see in the pictures.

Let learners discuss in their groups

and give the names of the foods they

see, those they eat at home and in

their locality.

Learners state the common foods at home

and in their locality.

Guide learners to group foods according

to colour, taste, and smell. Let them

carry out the activity.

Learners group foods according to color, taste,

and smell.

Lesson summary

Wind up the lesson by highlighting the common foods in the society and putting them

in various groups. Refer to pupil’s book pages 65 – 71.

Further activity

Fun corner (Pupils’ book page 70)

Ask the learners to form groups. At their free time, let them draw the foods based on

the four senses. Instruct them to cut and color their drawings to make a poster and

hang in class.

Suggested non-formal activity to support learning

• Visitthemarketduringmarketdayoranearbyfarm.

Lesson assessment / homework

1. Where do we buy foods?

Ans: Shop, supermarket, local market, restaurant, etc.

2. NameTHREEfoodsthathavethesametaste.

Ans: Chocolate, biscuit, cake.

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3. Complete the table

Food Color Smell Taste

1. Ripe banana yellow smell nice sweet

2. Rice white Smell nice sweet

3. Lemon green Smell nice bitter

4. Eggs brown smelly sweet

5. Tomatoes red Smell nice sweet

Answers to check your progress 3(c)

Refer to Pupil’s book page 71

1. Conrm whether the drawing of the learner is appropriate.

2. Smell; feel; color; taste

Method of grouping Foods

Colour Orange,ripebanana,ripemango

Taste Biscuit, soda, chocolate, icecream

Feel Chapati, avocado, ugali, mukimo

Smell Fish, eggs, onion

3. Check the foods pupils have drawn and colour whether they are appropriate.

4. Guide learners to do the activity.

Sub-strand 4: Eating habits

Refer to the pupil’s book pages 72 - 76

Specic learning outcomes:

By the end of this strand, the learner should be able to:

• Namefoodsanddrinkstheyconsumeonadailybasis.

• Mentiontheirlikesanddislikesoffoodanddrinks.

• Choosehealthyfoodforstrongteeth.

• Appreciatehealthyfoodandunhealthyfoodforteeth.

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Lesson 4:Foods that we eat

Refer to learners’ book page 72

By the end of this lesson, the learner should be able to name the foods that they like

and dislike, choose healthy foods for their teeth and appreciate healthy foods.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Poem

Preparation for the lesson

• Arrangetogetdierentfooditemsanddrinks.

• Obtainpicturesofdierentfoodsanddrinksfoundinthelocality.

Teaching aids

• Pictures

• Dierentitemsanddrinks

Teaching and learning activities

Introduction of the lesson

‘Let us talk pupil’s book page 72

• Introducethelessonbyaskingthelearnerstodiscussthefoodsanddrinksthey

like and dislike.

• Letthemwritealistthencomparewiththatoftheirfriends.

• Explainwhypeoplelikedierentfoods.Refertopupil’sbookpage72.

Lesson development

Guide learners through the activities as follows:

Teacher’s activities Learner’s activities

‘Let us talk’ pupils’ book pages 72 and 73

Ask learners to discuss the type of foods

they like or dislike.

Learners to discuss and name the type of

food they like and dislike.

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- Ask them to say what causes teeth

decay.

- Caution learners against bad foods

like sweets, chocolates, biscuits,

etc.

- Leaners respond to the question.

Answers: eating sugary foods and not

brushing teeth, etc.

-Learners to listen as the teacher

explains.

Activity 7 pupils book page 74

- Guide learners to create a poster of

good and bad foods for teeth.

- Explain good and bad foods for teeth.

Learners to create a poster of good and

bad foods for teeth.

Learners listen and write short notes.

Lesson summary

Windupthelessonbysummarizingimportantpointsaslearnerstakenotes.Referto

pupil’s book pages 72 – 74.

Further activity (Fun corner pupils’ book page 75)

Instruct the pupils to rehearse the poem and recite in class the next lesson.

Suggested non-formal activity to support learning

• Adviselearnerstoparticipateinoralhealthcampaignsinthecommunity.

Lesson assessment / homework

1. Which foods and drinks do you like? Write their names.

a) _________________

b) _________________

c) _________________

2. Which foods and drinks do you dislike?

a) __________________

b) __________________

c) __________________

Answers to the homework

Ans: Check whether the foods written by the learners are appropriate.

Answers to check your progress 3(d)

Refer to pupil’s book page 76

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1. Conrm the answers orally.

Food Good for teeth Bad for teeth

Sugarcane

Chocolate

Coconut

Milk

Biscuit

3. Aer every meal.

Sub-strand 5: Dietary needs

Refer to the pupil’s book pages 77

Lesson 5:Foods that we eat at different times of the day

Refer to learner’s book page 77

Specic learning outcomes:

By the end of this lesson, the learner should be able to:

• Sayhowmanytimestheyeatinaday.

• Namethefooditemseatenatthedierenttimesoftheday.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

Preparation for the lesson

• Preparepicturesoffooditemseatenatdierenttimesoftheday.

• Drawchartsofdierentfoods

Teaching aids

• Chartsoffoods

• Picturesoffoods

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Teaching and learning activities

Introduction of the lesson

• Introducethetopicbyremindinglearnerswhattheylearntinthelastleasson.Link

it to this lesson and inform learners that here, they will learn about the dierent

meals of the day.

• Askthelearnershowmanytimestheyeatinadayandthefoodstheyeatatthose

times of the day.

• ‘Letustalk’learnersbookpage77

Lesson development

Guide learners through the activities as follows:

Teacher’s activities Learner’s activities

Let us talk learners’ book page 77;

- Ask learners how many times

they eat in a day.

- Learners tell how many times they in a

day.

- Ask learners to tell the class what

they ate yesterday and at what

time. Let them ll the table given.

- Learners say what they ate and at what

time and ll in the table with what they

eat or drink and time.

- Ask learners whether their meals

were the same or not. If same,

what does that tell them?

- Learners answer the question. If almost

same answer, it tells them we eat similar

meals at particular times.

Lesson Summary

Emphasizethattherearemainlythreetypesofmeals.esemealsarebreakfast,lunch,

and supper. e other foods they eat or drink in between meals is called snacks. Refer

tocontentonpupil’sbookpages78.Wrapupthelessonbyemphasizingtheneedfor

eating food. .

Activity 8 (Pupils’ book page 78)

• Asklearnerstocomeupwithatimetableforaweekandsharewiththeparentsfor

adoption at home.

PCI to be incorporated – bring to the attention of learners the fact that it is their right

to eat quality food in the right amounts.

Lesson assessment / homework

1. What is breakfast?

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Ans: e rst meal we eat and drink aer a long time.

2. Howmanytimesdoyoueatinaday?

Ans: We should eat three meals in a day.

3. Am a delicious food am eaten at a time when people are tired and ready to sleep.

Who am I?

Ans: You are supper.

Lesson 6: Reasons for eating food

Refer to Pupil’s book page 79

Specic objective

• Explainthattheyeatinordertogetenergytocarryoutdailyactivities.

• Appreciatetheimportanceofeatingtoprovideenergyfordaily.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Games

Preparation for the lesson

• Teachertoavailcharts/picturesonfoodseatenatdierenttimesoftheday.

• Preparegroupsfordiscussionsduringthelesson.

Teaching aids/resources

• Charts

Teaching and learning activities

Introduction of the lesson

• Introducethelessonbyreviewingthepreviouslesson.

• Letthelearnerstellwhattheyhadlearnt.

Lesson development

‘Let us talk’ Pupil’s book page 79-81

Guide the learners through the activity as follows:

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Teacher’s activities Learner’s activities

- Ask learners to share experiences

on the activities that they do

during the day.

Learners share experience on what they do

during the day.

- Let them brainstorm this question

“why do you think you eat?”

what will happen if you don’t

eat any food for a few days? is

will enhance critical thinking to

them.

Learners brainstorm and discuss the

question and come up with their answers.

- Emphasize tothem thatitsfood

that food gives us energy to

move, play, work and do dierent

activities.

ey are made to know that its food that

gives them energy to do activities.

- Guide the learners to appreciate

the importance of eating food to

provide energy for daily activities.

Appreciate the importance of eating food

to provide energy.

Lesson Summary

Wind up by giving short notes on the importance of food to our body for learners to

copy as in pupil’s book page 80.

Further activity

Fun corner (Pupils’ book page 80)

Ask learners to form 3 groups and draw foods for breakfast, lunch and supper. ey

should colour the foods well and compare their work.

Suggested non-formal activity to support learning

• Encouragelearnerstoparticipatingintheschoolfeedingprogramme.

Lesson assessment / homework

1. Why do we eat?

Ans: We eat to get energy to do daily activities.

2. Which foods do you eat almost daily?

Ans: Rice, avocado, ugali, mukimo, chapati and meat.

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3. What activities do you do everyday?

Ans: Playing, walking, learning in school, working at home.

Answers to check your progress 3(e)

Refer to Pupil’s book page 81.

1. a) True b) False c) True

Types of Food Meat

Ugali and meat Breakfast

Tea and bread Supper

Sub-strand 6: Good behavior during mealtimes

Refer to Pupil’s book page 82

Lesson 6: Good eating habits

Refer to Pupil’s book page 82

Specic learning outcomes:

By the end of this lesson, the learner should be able to:

• Namesomegoodeatinghabitstheyhaveobservedduringmealtimes.

• Statewhyitisimportanttohavegoodbehaviorduringmealtimes.

• Practicegoodbehaviorduringmealtimes.

Preparation for the lesson

• Preparepicturesofsoandhardfoodsreadyforthelesson.

• Obtainchartsshowingsoandhardfoods.

Teaching methodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Games

• Songsandpoems

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• Experiments

• Role-play

Teaching aids

• Picturesandcharts

Teaching and learning activities

Introduction to the lesson

• Introducethelessonthroughabrainstormingsessionongoodbehaviorduring

meal times.

• Letlearnerssharetheirexperiencesonhowtheybehaveduringmeals.Letthem

come up with a table on good or bad behaviour.

Lesson development

‘Let us talk’ Pupil’s book page 82

Guide the learners through the activity as follows:

Teacher’s activities Learner’s activities

Ask learners to role– play bad

behaviour during eating.

Learners to role play bad behaviour during

eating.

Ask learners to name some good

eating habits they have observed

during mealtimes.

Learners give good eating habits.

Lesson Summary

Wind up the lesson by outlining good eating habits and bad eating habits and the

importance of good eating habits. Refer to learner’s book pages 82.

Further activity

Fun corner (Pupil’s book page 83)

Assign learners roles to perform. Watch them perform the play

PCI to be incorporated – Encourage learners to always practice good habits while

eating.

Lesson assessment / homework

1. What is good behaviour?

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Ans: It is habit that someone portray that is accepted by people

2. What are good habits that should be observed during meal times?

Ans: - Chewing food with mouth closed.

- Chewing food properly.

- Using utensils properly.

3. Mealtimeiswhattime?

Ans: It is time when people come together and share food.

4. Chewing food with your mouth open is an example of _________

Ans: bad habit

Check your progress 3 (f)

Refer to Pupil’s book page 83

1. (a) False

(b) True

(d) False

(e) True

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Safety education

Strand 4

Refer to pupil’s book pages 84-109

Core Competency

Aer studying this strand, learners should be able to carry out safety measures when

handling potentially hazardous chemicals at home and school.

Strand outline

4.1 Proper handling of raw food

4.2 Disposal of waste products at home

4.3 Danger and their causes at home

4.4 Dangerous household chemicals

Pre-requisite of the strand

is strand is about safety education. e learner has been exposed to handling wastes

from the previous lesson when cleaning the classroom. Let the learners apply the

knowledge of waste disposal when cleaning. By the end of this strand, the learner will

be able to handle potentially hazardous chemicals in their environment. e learners

will be equipped with knowledge to help them should they choose to pursue careers

that involve handling hazardous chemicals.

Background information

Safety measures are important for ensuring we do not get involved in accidents that can

harm our friends or us. Chemicals that are a hazardous should therefore be handled

with caution to ensure we are not exposed to danger. By the end of this strand the

learner should be prepared to handle chemicals that are potentially hazardous.

Pertinent and contemporary issues(PCIs) to be covered

1. Health education

Make the learners understand that by consuming raw foods without washing properly

they expose themselves to germs that cause communicable diseases.

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2. Learner support program

is is achieved by encouraging learners to join and participate in the environmental

club. Learners should also share what they have learnt in class with their friends and

also family members.

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 personal item tasks. e teacher should encourage all the learners

to take part in answering questions and asking probing question in their respective

groups.

2. Self- efﬁcacy

Encourage learners to manipulate or apply information acquired in the strand to

perform tasks or assignments given.

3. Critical thinking and problem-solving

Learners will perform quite a number of practical activities. e activities require

logical thinking such as stating procedures for washing raw foods. e teacher should

guide learners in proper washing of raw foods.

4. Creativity and imagination

Some activities such as the Fun corner on page 92 and 93 require creativity and

imagination. e teacher should challenge learners to come up with innovative ways

of handling such problems.

5. Digital literacy

Task learners to search for pictures of personal items from the internet, print media

and do class project on personal items.

Links to other subjects

• Environmentalactivities

• Literary-communication

• Movementandcreativeactivities-roleplaying

• Literacy-newwords

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• Language-listeningskill

New words in this strand and their meanings

Chemicals-dangeroussubstanceusedineasingsomework.

• Dangerous-theonethatcancauseordoharmorinjury.

• Raw -materialsorfoodsinitsnaturalstatebeforebeingcooked.

• Disposal-somethingthatyoucangetridof.

• Waste-whichisnotuseful;thebadonethatisnotwanted.

• Electricity-aformofenergy(occurringinpositiveandnegativemodes).

• Furniture-woodenthingsusedathomei.etables,chairs,cupboardsandwallunit.

• Flame-astreamofburningvapourorgas.

LessonNo. Lessontittle Numberofperiods

Sub-strand1 Properhandlingofrawfood

1 Foods eaten raw 1

Sub-strand2 Disposalofwasteproductsathome

2 Types of waste at home 1

Sub-strand3 Dangersandtheircausesathome

3 Dangers and their causes at home and

school

Sub-strand4 Dangeroushouseholdchemicals

4 Dangerous chemicals used at home 1

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Attention to special needs and multi-ability learning

Supportformulti-abilitylearning Supportforspecialneedslearning

• Supportformulti-abilitylearning.

• Peerteaching – engage high

achievers to help slow learners 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 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.

• 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.

Sub-strand 1: Proper handling of raw food

Refer to the pupil’s book pages 84

Lesson 1: Foods eaten raw

Refer to the pupil’s book page 84

Speciclearningoutcomes:

By the end of this strand, the learner should be able to:

a) Namefoodseatenrawwithintheirlocality.

b) Statehowtochoosefoodtobeeatenraw.

c) Washrawfoodsbeforeeating.

128

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

Preparationforthelesson

a) Obtainsamplesoffoodseatenrawandthoseeatenwhencooked.

b) Obtainpicturesoffoodseatenwhenraw.

c) Arrangetheclassforthelesson.

Teachingaids

• Rawfoods

• pictures

Teachingandlearningactivities

Introductionofthelesson

Begin the lesson by displaying pictures of dierent types of foods eaten raw and those

not eaten raw .

Lessondevelopment

Activity 1 and 2 (Pupil’s book page 84 and 87)

Guidelearnersthroughtheactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Activity 1 (Pupil’s book page 84)

- Ask learners to brainstorm about

thepicturesandthefoods.Which

foods are eaten raw and those eaten

raw among the foods you see? is

will enhance critical thinking and

problem solving in them

- Learnerstoobservefoodsanddiscuss

them.

- Learnersbrainstormaboutthefoods

and pictures showing raw foods and

cooked foods.

- Guide learners to sort out foods

according to foods eaten raw and

those cooked before eating. Let

them identify.

- Learnerssortoutthefoodsaccording

to those eaten raw and eaten when

cooked.

129

- Guidelearnerstocompleteatable

of foods eaten raw and those eaten

when cooked as in pupils book

page 84 by putting a tick

- Learners complete a table of foods

eaten raw and those eaten when

cooked.

Activity 2 (Pupil’s book page 87)

- Ask learners to discuss in groups

what they would consider when

choosing foods eaten raw. At this

time learners will enhance their

communication and collaboration.

- Learnerstodiscusswhattoconsider

when choosing foods to be eaten raw

- Emphasizetolearnersthatthey

should consider food maturity,

freshness, if its ripe or not infested

by pest.

- Learners should learn what they

shouldconsider(factorstoconsider)

when choosing raw foods.

- Demonstrate to learners how to

wash raw foods.

- Learnerstoobserveteachers

demonstration.

- Guidelearnersto washrawfoods

available in class. Let them wash

raw foods such as oranges, carrots,

mangoes, tomatoes etc.

- Learnerstrytowashrawfoodsunder

the teachers guidance.

- Ask learners to divide themselves

in groups of two. Instruct them

to peer teach each other how to

wash raw foods mentioned before

eating. is will instill cooperation

in learners.

- Learnersingroupsoftwopeerteach

each other how to wash raw foods

Lesson Summary

- Windupthelessonbyhighlightingthemainpointsforlearnerstonotedown.

Refer to Pupil’s book page 87

Furtheractivity

Funcorner(Pupil’sbook page 87)

Guidelearnerstoprepareaposteronwashingrawfoodsbeforeeatingandhangitin

the school kitchen.

130

Lessonassessment/homework

1. Complete the table below

Food Rawfoods Cookedfoods

Maize Maize

Beans Beans

Carrots Carrots

Meat Meat

Oranges Oranges

Eggs Eggs

2. How can raw foods be made ready for eating? Bywashingthem.

3. Whatfactorsdoyouconsiderwhenchoosingrawfoodstobeeaten?Maturity,

ripe,healthyandfreshness.

Answerstocheckyourprogress4a(Pupil’s book page 88)

1. a) Carrot  b) Tomatoes  c) Avacado

2. Tick no, Tick yes, Tick yes

Sub-strand 2: Disposal of waste products at home

Refer to the pupil’s book page 89

Speciclearningoutcomes:

By the end of this strand, the learner should be able to:

a) Nametypesofwasteathome.

b) Mentionssomecontainersusedforputtingwasteathome.

c) Sortoutthevarioustypesofwasteathome.

d) Appreciatetheimportanceofproperdisposalofwasteathome.

Lesson2:Types of wastes at home

Refer to the pupil’s book pages 89

Teachingmethodology

• Guideddiscovery

131

• Questionsandanswers

• Discussions

• Observation

• Poems

Preparationforthelesson

• Preparepicturesofwasteproductsathome.

• Availcontainerssuchasbasketorpolythenebagsandplasticcontainers.

Teachingaids

• Picturesshowingwastesathome.

• Basketorpolythenebag.

Teachingandlearningactivities

Introductionofthelesson

- Introducethelessonbyaskinglearnerstostatesomeoftheactivitiestheydoat

home.

- Findoutfurtherwhethertheactivitiesgeneratewaste.

Lessondevelopment

Guidelearnersthroughtheactivitiesasfollows:

Teacher’sactivities Learner’sactivities

Activity 3 (Pupil’s book page 89)

- Asklearnerstomentionthetypes

of containers they use at home for

putting the waste at home.

- Learners mention the containers they

use at home.

- Ask learners to brain-storm why

they think they should keep waste

at home? is will enhance their

critical thinking and problem

solving skills.

- Learnersbrainstormandthink where

they keep waste.

- Emphasize that types of waste

at home include rubbish, leaves,

animal dung, broken glasses, e.t.c

- Learnerslistenasteacherexplain.

- Guide them to come up with a

table on types of wastes found at

home.

- Learnersmakeatableontypesofwastes

at home.

132

Activity 4 (Pupil’s book page 91)

- Showthelearnerspicturesof

various containers used in

putting wastes.

- Learners observe the various types of

containers and name them.

- Ask learners to observe and

discuss the pictures. Ask them

probing questions. What do you

think the containers are used for?

is will enhance critical thinking

and problem solving in them

- Learners to answer probing questions

aer discussion.

- Asklearnersiftheyknowtheuse

of the containers is to put in the

waste. e containers includes

dustbin, bucket, plastic containers

and metallic containers.

- Learners know the use of containers

mentioned.

- Guidethemtodrawandcolorthe

container.

- Learners to draw and color the

containers.

Activity 5 (Pupil’s book page 92)

- Guidethelearnersinsortingout

waste from the school kitchen.

- Learners assort waste found from the

school kitchen.

- Guidelearnersonhowtodispose

waste according to what they are

made of. Tell them to dispose the

waste.

- Learners dispose the assorted wastes

from the kitchen according to the type

of waste.

‘Let us talk’ (learners’ book page 94)

- Guidelearnersbyshowing

pictures of broken glass, which

has cut a child and a dirty

compound infested by ies and

rats. Ask probing questions on

pictures.Whatiswrongwiththe

pictures?

- Learnersdiscussandexplainwhatthey

see in the pictures.

- Askthemtodiscussandexplain

the cause: this will instill critical

thinking and problem solving

skills in them.

- Learners to discuss and explain the

cause of a cut child and dirty compound.

133

- Asklearnerstoappreciatethe

importance of proper disposal of

wastes.

- Learners appreciateproper disposal of

waste.

Lesson Summary

Windupbygivingshortnotesforlearnerstocopyasinpupilsbookpage94.

Furtheractivity

Funcorner(Pupil’sbook page 94)

Guidethelearnerstopreparetheposterandseekpermissiontopintheirposterona

wall of the classroom.

Suggestednon-formalactivitytosupport

• Participateintheworldandenvironmentaldayanddosongsandpoemsonwaste

disposal.

• Followupactivityonobservingandidentifyingdierenttypesofwasteontheir

way to and from school at home and in the neighborhood and share this in class

PCItoincorporate – remind learners that they can use old buckets and other plastics

to store wastes before disposing.

Lessonassessment/homework

1. Whatisawaste?

 Ans:Itisanythingthatisnotwanted.Itcannotbeusedagain

2. Whatshouldwewearwhenhandlingwastes?

Ans: -Apron

  -Gloves

3. Wheredoweputinwaste?

Ans:Dustbin,bucket,plasticcontainerandmetalliccontainers.

Answerstocheckyourprogress4(b)

Refer to learners’ book page 95

1. COMPOST,DUSTBIN,POLYTHENE

2. a) Burydeepinthesoil b) compostpit  c)reuse

3. Dirt has potential of sustaining germs hence infection with diseases.

134

Sub-strand 3: Dangers and their causes at home and school

Refer to Pupil’s book pages 96

Lesson 2:Dangers and their causes at home and school

Refer to Pupil’s book page 96

Speciclearningoutcomes:

By the end of this strand, the learner should be able to:

a) Explainsomedangersathomeandschool.

b) Statethecausesofsomedangersathomeandschool.

c) Namewayspreventingdangersathomeandatschool.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Roleplay

Preparationforthelesson

a) Availpicturesandphotographsshowingdangersathomeandschool.

b) Availsomerealobjectslikebrokenglassesnakedwiresorames.

Teachingaids

• Pictures,photographs

• Brokenglasses

• Nakedwires

Teachingandlearningactivities

Introductionofthelesson

• Askthelearnerssomeofthedangersinthehomefromthepictures.

Lessondevelopment.

Guidethelearnerstogothroughtheactivitiesasfollows:

135

Teacher’sactivities Learner’sactivities

‘Let us talk’ (Pupil’s book page 96)

- Displaypicturesofdangerathome

andschool.Introducethelessonby

asking learners probing questions

such as “ what are the dangers at

home and school you have ever

come across.

- Learnerstodiscussandshare

experiences about dangers at

school and home

- Guidelearnerstoidentifydangers

at home like falls, drowning,

suocation, electrocution, burns

e.t.c.

- Learners to observe pictures and

discuss the pictures. Answer the

probing question

- Learnerstodiscussandshare

experiences about dangers at school

and home

-Learnerstoidentifydangersathome

Let us talk’ (Pupil’s book page 98)

- Guidelearnerstoshareexperiences

on causes of danger at home and

school.

- Ask them probing questions like:

what are the causes of dangers at

home and school? Let them discuss

and tell the class the causes. is

will enhance critical thinking.

- Explaintothelearnersthecauses

of dangers at home and school

includes some of the following:

sharp edges, slippery oors,

broken glass, uncovered pits,

rough oors, poorly arranged

furniture, electricity sockets and

naked ames.

- Asklearnerstotellstoriesoftheir

experiences about some dangers at

home and school.

- Learners to share experiences and

discuss.

- Learnerstoanswerprobingquestions.

- Learnerstolistentotheexplanation

about the causes of danger at home

and school.

- Learners to tell stories about their

experiences on dangers at home and

school.

136

Activity6(Pupil’s book page 99)

- Show pictures ofsafety signs like:

re, risk stop, wet oor, do not

swim or enter the pool without

a life saver; do not put objects in

the socket, burning charcoal jiko

in a poorly ventilated room is

dangerous, do not play with re,

slippery oor watch out!

- Explaintolearnershowtheabove

mentioned safety signs can be used

to avoid danger.

- Learners observe pictures of safety

signs and discuss.

- Learnerstolistentotheexplanation.

- Guidelearnerstoroleplayonsafety

measures to avoid these dangers at

home and school.

- Roleplayonsafetymeasures

Simplerstaid

Activity7(Pupil’sbook page 102)

-Introduce the lesson by explaining the

meaning of simple rst aid.

-Learnerstolistenastheteacherexplains.

-Show learners a short video clip on

components of a rst aid kit.

-Learnerstowatchthevideo.

-Letlearnersobservethepicturesonpage

102 and identify various items in a rst

aid kit activity 8 learner’s book page 103.

-Learners to observe the picture and

identify components in a rst aid kit.

-Explain to learners the functions of

dierent items found in a rst aid kit.

-Learnerstolistentotheexplanation.

-Explaintolearnersreasonsforcarrying

out rst aid.

-Learnerstolistentotheexplanation.

Activity9(Pupil’sbook page 105)

-Let learners observe the pictures in

activity 8 (Pupil’sbook page 105).

-Learnerstoobservethepicturesandtell

what is going on in the pictures.

137

-Explain to learners what’s going on in

the pictures.

-Learnerstolistentotheexplanation.

-Ask learners some learners to share

with the class how they got injured and

treated.

-Learners to share with the class how

they were treated from an injury.

Lesson Summary

Windupthelessonbyoutliningmainareasforlearnerstocopyasinpupil’sbookpage

100-106.

Lessonassessment/homework

1. Whataresomeofthedangersathomeandschool?

 Ans:Falls,drowning,suocation,electrocution,burns,fracturesetc

2. Whatcausesdangersathomeandschool.

 Ans:Sharpedges,slipperyoors,brokenglasses,uncoveredpit,roughoors,

poorlyarrangedfurniture,electricitysocketandnakedames,playingnear

bigwaterbodies.

3. Namewaysofpreventingdangers.

 Ans:Bynotplayingwithreinthekitchen.

 Byavoidingtoplaynearuncoveredpits.

 Byavoidingtoplaywithbrokenglasses.

 Walkingcarefullyonaslipperyoor.

 Arrangingfurniturewellinthehouseorclassroom.

 Bynotplayingwithelectricsocketsandnakedames.

 Bywalkingcarefullyonroughoors.

 Avoidingsharpedges.

Answerstocheckyourprogress4c

Refer to Pupil’s book page 100

1. a) Yes   b No   c) No

2. Picture1cuts,Picture2—fracture,Picture3—electricshock,Picture4-burns

Sub-strand 4: Dangerous household chemicals

Refer to the pupil’s book page 106

138

Lesson 4:Dangerous chemicals used at home

Refer to the pupil’s book page 106

Speciclearningoutcomes:

By the end of this strand, the learner should be able to:

a) Mentionsomedangerouschemicalsusedathome.

b) Statethedangerscausedbysomechemicalsusedathome.

c) Embracetheneedtoavoidhandlingdangerouschemicalsathome.

Teachingmethodology

• Guideddiscovery

• Questionsandanswers

• Discussions

• Observation

• Stories

Preparationforthelesson

a) Obtainpicturesshowingdangerouschemicalsusedathome.

b) Obtainrealiaofchemicals.

Teachingaids

• Pictures

• Realia

• Video

Teachingandlearningactivities

Introductionofthelesson

• Beginthislessonbydisplayingpicturesandemptycontainersofchemicalssuchas

bleaching agents, antiseptics, disinfectants, batteries, insecticides, perfumes, acids,

paran.

Guidethelearners’throughtheactivitiesasfollows:

Teacher’sactivities Learner’sactivities

‘Let us talk’(Pupil’s book page106)

139

- Ask learners to discuss in pairs

some of the dangerous chemicals

used at home. Ask them leading

questions to capture their know

how.iswillenhanceself-ecacy.

Ask them “who knows some of the

dangers of using these chemicals at

home?”

- Learnerstodiscussinpairs.

- Ask learners to mention some

dangerous chemicals used at home.

- Learners to ldentify some of the

dangerous chemicals used at home

and name them.

Activity 10 (learners book page 107)

- Ask learners to  story tell the

each other on dangers caused by

dangerous chemicals used at home.

- Learners to story tell each other in

groups.

- Ask them leading questions from

the story. Let them try to answer

from their discussion groups.

-  Learners to try to answer some

questions.

- Emphasizetothemthatchemicals

used at home such as mentioned

above are dangerous to our life.

Youcan tellthem the dangersfor

example paran can cause re,

and others are poisonous to us and

can cause death.

-Listentotheteacher’sexplanationon

how to avoid dangers associated with

chemicals at home..

- Explain to the learners what

they should do and not do about

chemicalsathome(refertopupils

bookpage108).

- Followteacher’sexplanation.

- Informthemtheimportanceofnot

embracing handling chemicals at

home without permission from an

adult.

- Embracetheimportanceofnotusing

dangerous chemicals at home.

140

- Guide them to draw and color

pictures of dangerous chemicals

used at home.

- Drawandcolorpicturesofdangerous

chemicals used at home.

Lesson Summary

- Windupbyhighlightingmainpointsforthemtocopyasinpupilsbookpage108-

109.

Lessonassessment/homework

1. Whataresomeofthedangerouschemicalsusedathome?Mentionfour.

 Ans:Bleachingagents,antiseptic,disinfectant,insecticides,paran.

2. Fire can burn true or false?

 Ans:True.

3. Whatcanwedotoavoiddangerswithchemicalsathome?

 Ans:Weshouldavoidhandlingthemexceptwiththehelpofanadult.

Answerstocheckyourprogress4d

Refer to learners’ book pages 109

Kerosene Poisoning

Pesticide Burns

Acid Fire

2. Saves life.

Reducespain

Prevents accidents and bleeding

141

Additionalactivitiestocaterforslowandgiedlearners

Remedialactivitiesforslowlearners Extended activities for gied and

talentedlearners

1. Cleaning raw foods eaten at home.

2. Mentioning some containers used

for putting waste at home and school.

3. Naming some causes of dangers at

home and school.

4. Mentioning food eaten raw.

1. Doing research on other foods eaten

at home when raw.

2. Sorting waste appropriately according

to its nature or form.

3. Role-playing on safety measures to

avoid these dangers.

4. Classifying foods eaten raw and those

cooked before eating in table.

Low order thinking (LOT) questions

forslowlearners

High order thinking (HOT) questions

forgiedlearners

1. Mention two dangers at home

-Suocation

 -Burns

2. Wheredowedisposewastes?

-Dustbin

 -Plasticcontainers

3. Rawfoodsarenotcooked?–––––––

True or false?

True

1. What can happen if you do not

control dangers at home?

Itcancausedeath,suocationand

burns.

2. How can we dispose of waste

properly? By sorting rst before

disposing

3. Classify the following foods

according to raw foods and cooked

foods in a table. Maize, millet, apple,

carrots, yams eggs and millet.

Rawfoods Cookedfoods

Apple,

Carrots

Maize, millet,

egg

Milk