Longhorn
Hygiene and Nutrition
Activities
Grade 2
Teacher’s Guide
Purity Ndanu
Millicent Omusikoyo
Rahab Thuguri Ngatunyi
ii
Published by
Longhorn Publishers Ltd.,
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P. O. Box 18033-00500,
Nairobi, Kenya.
Longhorn Publishers (Uganda) Ltd.,
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Longhorn Publishers (Tanzania) Ltd.,
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© P. Ndanu, M. Omusikoyo, R.T. Ngatunyi, 2017
e moral rights of the authors have been asserted.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system
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or otherwise without the prior written permission of the copyright owner.
First published 2017
ISBN 978-9966-64-039-0
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iii
Contents
Part 1: Introduction........................................................................1
Part 2: Classroom as a learning/teaching resource
and the teaching process................................................... 15
Part 3: Competence-based assessment.........................................28
Strand 1: Personal hygiene ............................................................. 34
1.1 Use and care of personal items .................................................. 38
Answers to check your progress 1(a) ..........................................40
Answers to check your progress 1(b) ..........................................43
Answers to check your progress 1(c)...........................................46
Answers to check your progress 1(d) ..........................................46
1.2 Steps used in cleaning personal items ...................................... 46
Answers to check your progress 1(e)...........................................48
1.3 Materials that can be improvised as personal items ............... 51
Answers to check your progress 1(f)...........................................52
Answers to check your progress 1(g)...........................................54
Strand 2: Health practices............................................................... 57
2.1 Health habits................................................................................ 61
Answers to check your progress 2(a) ..........................................64
2.2 Oral hygiene................................................................................. 64
Answers to check your progress 2(b) ..........................................66
2.3 Care for the home........................................................................ 67
Answers to check your progress 2(c)...........................................69
Answers to check your progress 2(d) ..........................................70
2.4 Cleaning utensils ......................................................................... 70
Answers to check your progress 2(e)...........................................76
2.5 Eects of second hand smoke.................................................... 76
Answers to check your progress 2(f)...........................................79
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2.6 Water contamination .................................................................. 80
Answers to check your progress 2(g)...........................................81
Answers to check your progress 2(h) ..........................................82
2.7 Re-using things at home............................................................. 82
Answers to check your progress 2(i) ...........................................83
Answers to check your progress 2(j) ...........................................85
Strand 3: Food and Nutrition ......................................................... 87
3.1 Food and our senses.................................................................... 91
Answers to check your progress 3(a) ..........................................94
3.2 Eating habits................................................................................. 95
Answers to check your progress 3(b) ..........................................98
3.3 Meals and snacks ........................................................................ 99
Answers to check your progress 3(c).........................................100
3.4 Classication of food ............................................................... 101
Answers to check your progress 3(d) ........................................105
3.5 Dietary needs for school going children ................................ 106
Answers to check your progress 3(e).........................................109
3.6 Good eating habits ................................................................... 109
Answers to check your progress 3(f).........................................111
3.7 Advertisement of food ............................................................ 111
Answers to check your progress 3(g).........................................112
Strand 4: Safety Education ........................................................... 114
4.1 Types of waste in classroom and its disposal......................... 117
Answers to check your progress 4(a) ........................................120
4.2 Dangers in the classroom......................................................... 121
Answers to check your progress 4(b) ........................................123
4.3 Food safety - handling of cooked food and food vendors ... 123
Answers to check your progress 4(c).........................................125
1
Introduction
Part 1
e vision of the basic education curriculum reforms is to enable every Kenyan to
become an engaged, empowered and ethical citizen. is will be achieved by providing
every Kenyan learner with the right standards in the skills and knowledge that they
deserve, and which they need in order to thrive in life. is shall be accomplished
through the provision of excellent teaching, school environments, resources and
a sustainable visionary curriculum that provides every learner with high quality
learning.
In order to do this, teachers must engage the learners in exciting activities that
allow them to use and progressively demonstrate the competencies outlined in the
curriculum.is Teacher’s Guide has been designed to do just that. It places the
learner at the centre of learning. e teacher’s guide provides pathways for identifying
and nurturing the talents and interests of learners early enough to prepare them for the
world of work, career progression and sustainability.
Based on a competency-based curriculum; the guide, as well as the learners’ book
provide methods of assessment, promoting of national values and national cohesion
and their integration into the curriculum.
e teacher should therefore strive to nurture the learner’s potential through the
learning pathways that are provided in this book. is is through recognition of the
learner’s potential, gis and talents. At the end of the day, no child should be labelled
a failure!
1.1 Hygiene and nutrition activities as a subject area
Hygiene and nutrition activities is aimed to equip learners with the basic knowledge,
skills and attitudes that promote a happy and healthy lifestyle. rough the subject
area, the learner is given the ability to take care of their own 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.
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Learning outcomes for hygiene and nutrition
By the end of the course, learners should be able to:
• Practicehygiene,propersanitationandsafetytopromotehealthandwell-being.
• Demonstrategoodhealthhabitsthatpromotethewell-beingofselfandothers.
• Makeappropriatechoicesoffoodsanddrinksthatpromotegoodhealth.
• Demonstrateabilitytoconserveresourcesintheirdailyactivities.
• Practiceappropriateetiquetteforinterpersonalrelationships.
1.2 Background Information on new curriculum
• Basedonthe2012ReportoftheTaskForceontheRe-alignmentoftheEducation
Sector to the Kenya Vision 2030 and Constitution of Kenya 2010, the Government
developed the Sessional Paper No. 2 of 2015 on “Reforming Education and
Training in Kenya”. e Sessional Paper states that the education sector is guided
by the national philosophy, which places education at the centre stage of the
country’s human and economic development. e Sessional Paper recommends
reforming the Education and Training Sector to provide for the development of the
individual learner’s potential in a holistic and integrated manner, while producing
intellectually, emotionally and physically balanced citizens. It further recommends
a competency based curriculum; establishment of a national learning assessment
system; early identication and nurturing of talents; the introduction of national
values and national cohesion and their integration into the curriculum; and the
introduction of three learning pathways at senior school level. It is against this
background that the Hygiene & Nutrition activities syllabus at primary level was
developed among other core competency areas.
• Competency-based learning unlike knowledge – based learning which is the
current practice, refers to systems of instruction, assessment, grading and academic
reporting that are based on students demonstrating that they have acquired and
learned the pre-requisite knowledge, skills and attitudes as they progress through
their education. Apart from being integrative, the newly revised syllabus guides
the interaction between the teacher and the learner in the learning process. It
further puts greater emphasis on skills a learner should acquire during each strand
of learning. As a competency-based syllabus, it elaborates on the three aspects of
knowledge, skills and attitudes change.
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1.3 e Book Structure
is teacher’s guide is organised into two main sections. Part 1 is the general
introduction section detailing pedagogical issues. Part 2 highlights the strands just as
outlined in the learner’s book.
Organisation of the strand
Each strand consists of the following:-
• Strandsandtitles
• Sub-strandsandtheirtitles
• Suggestedtimeofcoverage(numberoflessonsor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orlearningaidsor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, there are four strands these are
• Strand 1–Personalhygiene
• Strand 2–Healthpractises
• 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 through at a more advanced level.
(b) Sub Strands
Each strand is divided into sub-strand areas which indicate the scope of coverage
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of what a teacher should teach and learner should learn in line with stated learning
objectives.
(c) Suggested time
ese are number of lessons or periods suggested for each sub strand.
(d) Specic Learning Outcomes
ese are the learning objectives which must be achieved at the end of the sub-strand.
ey are accompanied with suggested learning experiences which are a summary of
activities that should be carried out to meet the specic objectives.
(e) Key inquiry questions
ese are comprehensive learning statements presented as a starting point. ey are
questions that are meant to make the learners want to nd out the solutions in the
course of learning. ey form the basis for measuring the level of achievement of the
learning objectives.
(f) Core Competences to be developed
A competency based approach enables meaningful connections within and between
subject areas. e seven core competencies to be achieved by every learner are:
• Communicationandcollaboration
• Self-ecacy
• Criticalthinkingandproblemsolving
• 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
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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:
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Sessional Paper No. 2 of 2015 on ‘Reforming Education and Training in Kenya’
recommends a reformed curriculum that adopts a competency based approach.
is is also recommended by the EAC Curriculum Harmonization Structures and
Framework. A competency-based approach enables meaningful connections within
and between subject areas through a focus on competencies. Subjects and Subjects
areas 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
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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 decentralised 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
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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
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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
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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
11
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,
12
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 and
human
sexuality,
etiquette.
13
4. Education for
Sustainable
Development
(ECD)
Environmental education, disaster risk
reduction,
safety and security
education (small
arms,
human traicking), nancial literacy,
poverty
eradication, countering terrorism,
extreme
violence and radicalisation,
gender issues
and
animal
welfare.
5. Learner support
programmes
Guidance services, career guidance,
counselling
services, peer
education, mentorship, learning
to
live together, clubs and societies,
sports
and games.
6. Community Service
Learning
and
Parental
Engagement
Service learning and community
involvement,
parental empowerment
and
engagement.
1.7 Special needs education and inclusivity
All Kenyans have the right to access education regardless of their dierent needs. e
underpinnings of this provision would naturally hold that all citizens benet from the
same menu of educational programs. e possibility of this assumption is the focus
of special needs education. e critical issue is that we have persons 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
14
aected, the learners will need assistance during activities that involve movement. is
could be during a nature walk and other activities that learners have to stand for some
reason. e teacher should 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.
(c) Learners with hearing diculties
e aected part in this case is the ear. e learner should have hearing aids. e
teacher should use as many visual aids as possible. ey should also project their voice
and always talk while facing the learners. Use of gestures and signs while talking helps
the learner gure out what the teacher is saying as well.
(d) Learners with speech diculties
A common example in a normal class is the stammerer. ey always speak with a lot
ofdiculties.eteachershouldbepatientwiththemandencouragesuchlearners
to express themselves in their own way. Such learners should be given more written
exercises.
(e) Learners with mental diculties
eteachershouldtrytoidentifythenatureandlevelofthementaldiculty.Learners
with mentaldiculties shouldthenbe givenspecial assistanceand attention at an
individual level. ey can be given special tests or assessments. In general, all the
learnerswithdicultiesshouldbereinforcedpromptly.isencouragesandmotivates
them. e teacher and the rest of the class should never ridicule learners with any
ofthediculties.Notethatgenerally,peoplewithanykindofdisabilitycanbevery
sensitive to any kind of negative comments or criticism.
Remind them that ‘Disability is not inability’.
e teacher should avoid giving privileges where the learners do not deserve them.
Treat them fairly but not with undue favours. In extreme cases it can be recommended
for the learners to join a special school.
15
Classroom as a learning /
teaching resource and the
teaching process
Part 2
Classroom generally refers to the place where learning takes place. Pupils learn from
everything that happens around them such as the things that they hear, see, touch, taste,
smell and play with. It is therefore important for the teacher to make his classroom an
attractive and stimulating environment. is can be done by:
• Carefullyarrangingthefurnitureanddesks.
• Puttinguplearningandteachingaidsonthewalls.Examplesarewallchartsor
pictures or photographs.
• Displayingmodels.
• Providingobjectsforplay,forexampletoys.
• Havingadisplaycornerintheclassroomwherelearnersdisplaytheirwork.
• Securingastoragearea
e materials in the classroom should get the learners thinking and asking questions
about what is around them and encourage them to do worthwhile activities.
2.1 Classroom organisation
A well-organised classroom is an asset to good teaching of Hygiene & Nutrition but
there is no one correct style to suit all classrooms and situations. However, the teacher
should consider the following factors when organising the classroom:
(a) Furniture should be well arranged so
as to allow free movement of learners
and the teacher.
(b) Set a corner for storing materials so
as not to obstruct learners or distract
them.
(c) e number of learners in the class
and their ages.
(d) Learners should be reasonably spread
out so that they do not interfere with
one another’s activities.
Sample classroom arrangement
16
(e) e series of lessons or activities going on for a number of days or weeks such as
individual or group work or whole class.
(f) Classroom itself, that is, positions of windows, doors such that learners face the
lighted areas of the room.
(g) Personal preferences. But these should be in the interest of the learners especially
where you normally stand, you should be able to communicate with all learners,
and also have a general view of all learners in the class.
Grouping learners for learning
Most of the Hygiene & Nutrition activities are carried out in groups and therefore the
teacher should place 2 or 3 desks against each other and then have a group of learners
sitting around those desks.
In certain activities, the teacher may
wish to carry out a demonstration. In
this case, the learners should be sitting
or standing in a semicircle, or arranged
around an empty shape of letter “U”
such that each learner can see what the
teacher is doing clearly and without
obstruction or pushing. If the learners
are involved in individual work, each
learner can work on the oor or on the desk or a portion of the desk if they are sharing.
In this case, they need not face each other.
Grouping learners for learning has increasingly become popular in recent years. In
fact, the shi from knowledge-based to competence-based curriculum will make
grouping the norm in the teaching process. Grouping learners can be informed by
one or all of the following:
(a) Similar ability grouping.
(b) Mixed ability grouping.
(c) Similar interests grouping.
(d) Needs grouping.
(e) Friendship grouping.
(f) Sex grouping.
In Hygiene & Nutrition Activities, groupings are commonly those of types (a), (b), (c)
and (d). Grouping learners has several advantages such as:
Sample classroom grouping
17
1. e individual learner’s progress and needs can easily be observed.
2. e teacher learner relationship is enhanced.
3. A teacher can easily attend to the needs and problems of a small group.
4. Materials that were inadequate for individual work can now easily be shared.
5. Learners can learn from one another.
6. Cooperation among learners can easily be developed.
7. Many learners accept correction from the teacher more readily and without feeling
humiliated when they are in a small group rather than the whole class.
8. Learners’ creativity, responsibility and leadership skills can easily be developed.
9. Learners can work at their own pace.
e type of “grouping” that a teacher may choose depends on:
• etopicortasktobetackled.
• ematerialsavailable.
• Abilityoflearnersintheclass(fast,average,slow).
However, the teacher must be exible enough to adjust or change his 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.
18
• Whenhandlingglassapparatus.
• Whenhandlingsharporpointedobjectslikemachete,pairofscissors,razorblade,
knife, etc.
• Duringnaturewalksandeldvisits.Learnersshouldavoidhandlingpoisonous
plants and harmful animals, etc.
Remember: According to Kenya laws, the teacher is responsible for the safety of the
children during the period he or she is handling them.
2.2 Apparatus and materials
For learners to study Hygiene and Nutrition through the activity method, a number
of materials and apparatus are required. e important role played by materials in
learning has been felt for centuries. is is noted for instance in the old Chinese
proverb that says:
• WhatIhearIforget
• WhenIseeIremember
• WhenIdoIunderstand
Since Hygiene and Nutrition Activities is largely a practical subject, materials help the
teacher to convey his 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, cartons
etc.
• Powders: Salt, sugar, our, soap, powder, ash e.t.c.
• Liquids: Water, kerosene, methylated spirit, used engine oil, cooking oil, ink etc
• Colours: for example, from owers, leaves, roots and stems, charcoal and chalk.
• Soils: Clay, loam, sand and gravel.
Others include pieces of wood and sticks of various sizes, wires, ropes, nails, pins,
thorns, grass stalks, growing plants like peas, beans, maize, seeds and cuttings of
various plants.
19
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.
20
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.
21
With the introduction of the new curriculum, this is the preferred method of teaching.
(c) Group or class discussion or pair work
In this technique, the teacher and learners interact through question and answer
sessions most of the time. e teacher carefully selects his questions so that learners
are prompted to think and express their ideas freely, but along a desired line of thought.
Discussion method should take learners from known to unknown in a logical sequence;
and works well with small groups of learners. e disadvantage of this method is that
some learners maybe shy or afraid to air their opinions freely in front of the teacher
or their peers. is may give them more condent learners a chance to dominate the
others. However, the method should be embraced as it intends to eliminate the lack of
condence in learners. Further, it is hoped that it will help improve interpersonal and
communication skills in learners.
(d) Project method
In this approach, the teacher 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 reallife problems which
cannot be realistically brought into a normal classroom situation. A project captures
learners’ enthusiasm, stimulates their initiative and encourages independent enquiry.
e teacher, using the project method, must ensure that the learners understand
the problem to be solved and then provides them with the necessary materials and
guidance to enable them carry out the study. In upper primary, a teacher can use the
project method for topics, which cannot be adequately studied during the normal
time-tabled school lessons.
Disadvantages
If a project is not closely supervised, learners easily get distracted and therefore lose
track of the main objective of their study. Studying by the project method does not
work well with learners who have little or no initiative.
(e) Educational visits and trips 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
22
be highly motivated and the teacher should exploit this in ensuring eective learning.
However, educational visits are time consuming and require a lot of prior preparation
for them to succeed. ey can also be expensive to undertake especially when learners
have to travel far from the school.
(f) Demonstration
In a demonstration, the teacher shows the learners an experiment, an activity or a
procedure to be followed when investigating or explaining a particular problem. e
learners gather around the teacher where each learner can observe what the teacher is
doing. It is necessary to involve the learners in a demonstration, for example by:
• Askingafewlearnerstoassistyouinsettinguptheapparatus.
• Requestingthemtomakeobservations
• Askingthemquestionsasyouprogresswiththedemonstration.
is will help to prevent the demonstration from becoming too teacher-centred.
When is a demonstration necessary?
A teacher may have to use a demonstration, for example when:
• eexperiment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
e most important document when planning to teach in the lesson plan. A lesson
plan is a detailed outline of how the teacher intends to carry out a specic lesson.
23
Importance of 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 strand competence
is is or 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 or 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.
24
9. Presentation or 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 pupils 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 or 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 or 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: Kikao Primary School Teacher’s name: Chausiku Nyamira
Ter m Date Subject Class Unit
N
o
Lesson
N
o
Duration Class size
I 15 or 10
or 17
Hygiene and
Nutrition
Activities
Grade
2
1 1 of 8 35 minutes 35
Type of Special Educational Needs to be
catered for in this lesson and
number of learners in each category
• Learners with low vision (2)
• Learners with hearing problems (3)
• Learnerswithlanguagediculties(4)
• Intellectually challenged learners (5)
• Bright learners (3)
Unit title Personal hygiene
Key Unit
Competence:
To be able to name, draw and state the use and care for personal items
appropriately.
Title of the
lesson
Items used in cleaning body
25
Instructional
Objective
By doing activity 1 in the learner’s book, learner should accurately identify
personal items in their use.
Plan for this
Class (location:
in or outside)
• Inside classroom
Learning
Materials (for
ALL learners)
• Pupil’s book, clean water, toothbrush, comb, face towel
• Videos on internal and external parasites and what causes them:
• Computers connected to the internet.
• DVD or VCD player and TV.
References Hygiene & Nutrition Activities text book. Computer with internet connection
and any other relevant reference textbook.
Timing for each
step
(5 minutes)
Description of teaching and learning activity
Pertinent and Contemporary
Issues (PCIs) to be addressed
plus a short explanation
Teacher to display teaching aids in acentral
point where every leaner can see and
demonstrate how each is used.
Teacher activities Learner activities
Introduction (10
minutes)
Ask for oral
questions on parts
of the body.
Sample questions
1. What is the
dierence
between personal
items and shared
2. State use of comb
and toothbrush.
Learners answer orally.
Answers Sample questions
1. Personal items are
items that cannot be
shared with any other
person while shared
items can be shared by
other people.
2. Some are found
outside others inside.
Toothbrush - used in
cleaning our teeth.
a) Pertinent and Contemporary
Issues (PCIs)
1. Child care and protection
Let the learners know that it is
their right to be provided with
medication in case of parasitic
infection and appropriate toileting
facilities by their parents.
2. Health education
Make the learners understand
the need for a clean environment
and personal hygiene to prevent
contracting diseases.
3. Life skills
is topic should equip leanerns
with the skills of cleaning their
bodies, caring for personal
items, use of personal items, use
of personal items and also on
improvisation of personal items
through all the practical items
activities and procedures stated in
the book.
4. Financial literacy
Learners should be meant to
understand that through taking
care of their personal hygiene and
cleanliness of their environment
they prevent diseases. is way
they will able to save on money that
could be used in buying drugs or
paying the doctor.
26
5. Learner support program
is is achieved by encouraging
learners to join and participate in
the school health clubs. Learner
should also to share what they have
learnt in class with their friends and
also family members.
6. Community service
Teach learners stories, poems and
songs to present during school
gatherings, churches and any other
society gathering.
Development of
the lesson (20
minutes)
Ask oral questions on
names of the displayed
items.
i) What are the colours
of the displayed items
ii) What are the uses of
displayed items
Guide leaners in doing
activity 1 and 2 of
learners book on page
1 and 3 respectively
Give leaners time to
do fun corner on page
5 of learner’s book.
Pupils to identify use of
each item
Pupils to do activity 1 and 2
in learners book.
Learners to draw and
colour personal items on
fun corner page 5.
a) Core competences to be
covered
1. Communication and
collaboration
In-group discussions and practical
activities the learners will improve
on language use. is will be
noted in the manner they will
be discussing their ideas and
presentations on personal items
tasks. e teacher should encourage
all the learners to take part in
answering questions and asking
question in their respective groups.
2. Self- ecacy
e learners should be able to
manipulate or apply information
acquired in the unit to perform
tasks or assignments given.
3. Critical thinking and problem
solving
In this unit the learners will
perform practical tasks that they
will be required to do tasks that will
involve logic thinking such stating
procedures for cleaning personal
items. e teacher should guide
learners in proper use of cleaning
agents.
4. Creativity and imagination
Learners will be creative and
imaginative when coming up and
reciting poems and songs and
during role play.
5. Citizenship
In this unit learners should
understand that infecting others
with diseases through sharing of
personal knowingly is violating
other people right to health.
27
6. Digital literacy
Task learners to use the Internet
to do research and to search
information in print media and
radio.
Conclusion:
(10 minutes)
a) Summary
b)Assessment
Asks a volunteer to
come and summarise
what they have learnt in
this lesson.
Recaps by highlighting
main points and
correcting the learner
who volunteered.
Teacher gives oral
questions to assess
achievement of lesson
objectives. e questions
may include:
Sample questions:
1. Name personal
items you know
Listens to the fellow
learners and takes short
notes.
Listens to the teacher and
corrects the wrong notes
taken during fellow learner
presentation
Answers to sample
question
1. handkerchief
comb
facebrush
toothbrush
socks
Teacher self-
evaluation
Every learner participitated during the lesson.
28
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
29
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.
30
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orPass
Below 40% E NotSucientor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.
31
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 students.
32
is portfolio is a folder (or binder or even a digital collection) containing the learner’s
work as well as the learner’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 learner’s 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 letter! Feel free to incorporate other innovative teaching
methods that will help in delivering the intended content optimally.
33
Note:
is teacher’s book has been written to help you guide pupils to learn Hygiene and
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outcomes–thisshouldhelpguidethemanner
of teaching.
• Read through the unit for the lesson in advance to get an overview of the content
required.
• Form a mental picture of the teaching situation and the ways in which you will
interact with 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 experiment failing to work during the lesson.
Remember:
e suggested teaching activities in this book are just a guide. You may not need to
follow them to the letter! Feel free to incorporate other innovative teaching methods
that will help in delivering the intended content optimally.
34
Personal hygiene
Strand 1
Refer to learner’s book page 1 - 21
Key unit competency
Aer studying this strand the learner should be able to name, draw and state the
use and care for personal items appropriately.
Strand outline
1.1 Use and care of personal items
1.2 Steps used in cleaning personal items
1.3 Materials that can be improvised as personal items
1.4 Importance of caring for personal items
Pre-requisite of the strand
is strand is about personal hygiene. Remember learners at this level have learnt
about parts of the body Grade 1. Take advantage of this and link what they learn here
with their past experiences about parts of the body. e concept in this strand is to
enable learners take care of their bodies, through knowing items used in cleaning
bodies, improvised personal items and also appreciating personal items.
Let learners understand that when they continue and further their education in this
area, they may become doctors, teachers, nurses and pharmacist. Give an example of a
well establish doctor, or nurse to motivate learners more.
Background information
Learners need knowledge, skills and change of attitude in taking care of their bodies.
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 illnesses that
arise from poor personal habits. Routine habits of personal hygiene help in minimising
the risk of infection and also enhance overall health.
is topic will aid the learners in becoming responsible over their bodies. ey will
know personal items by their names. is topic also addresses the consequences
of failure to clean their bodies. is enables the learners in changing their attitude
towards cleaning their bodies. Emphasize that the learners can improvise materials if
they cannot aord real personal items.
35
Pertinent and contemporary issues
1. Child care and protection
Emphasize that it is a child’s right to be taken care of by their parents. Let the learners
know that it’s their right to be provided with personal items by their parents. Emphasize
that failure to be provided with those items by the parents is neglect.
2. Health education
Make the learners understand that sharing of personal items can lead to contraction
of viral, communicable and chronic diseases. Diseases such as HIV and AIDS can be
caused by sharing of toothbrushes. Skin diseases can be spread through sharing of
towels. Discourage them from sharing personal items.
3. Life skills
is topic should equip the learners with the skills of cleaning their bodies, caring
for personal items, use of personal items and also on improvisation of personal items
through all the practical activities. By learning this strand, learners gain pre-requisite
skills that will come in handy in their lives if they were to become nurses, teacher and
doctors.
3. Financial literacy
Learners should be meant to understand that they can improvise on personal item by
making use of the locally available materials. is way they will able to save on money
that could be used in buying other things.
4. Learner support program
is is achieved by encouraging learners to join and participate in the school health
clubs. Learners also to share what they have learnt in class with their friends and also
family members.
5. Community service
Teach learners stories, poems and songs to present during school gatherings, churches
and any other society gathering.
Core competencies
1. Communication and collaboration
In group discussions and practical activities the learners will improve on language use.
is will be noted in the manner they will be discussing their ideas and presentations
on personal items tasks. e teacher should encourage all the learners to take part in
answering questions and asking question in their respective groups.
36
2. Self- ecacy
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 they will be required to do
tasks that will involve logic thinking such as stating procedures for cleaning personal
items. e teacher should guide learners in proper use of cleaning agents.
4. Creativity and imagination
Learners will be exposed to materials that they can use to come up with improvised
materials of personal items. e teachers should also assign them to draw and mount
them in a chat.
5. Citizenship
In this strand, learners should be meant to understand that infecting others with
chronic diseases through sharing of persona items knowingly is violating other people
right to health.
6. Digital literacy
Learners will be tasked to search for pictures of personal items from the internet, print
and do class project on personal items.
New words in this strand and their meanings
Hygiene- conditions or practices conducive to maintaining health and preventing
disease, especially through cleanliness.
Cleanliness- being clean and free from dirt, and the habit of achieving and maintaining
that state.
Personal hygiene- involves those practices performed by an individual to care for one’s
bodily health and well being, through cleanliness.
Rinse- wash (something) with clean water to remove soap, detergent, dirt, or impurities.
Soak- make or allow (something) to become thoroughly wet by immersing it in liquid.
Dandru- small pieces of dead skin in a person’s hair.
Improvise - produce or make (something) from whatever is available.
Learning to learn
Aer acquiring knowledge and skills the learners should exhibit improvement on their
personal hygiene. eir cleanliness standards should go up. e teacher should do an
impromptu check on their handkerchiefs.
37
Attention to special education needs
Support for multi ability learning Support for special needs learning
• Peer teaching – engage high
achievers to assist slow learners
in understanding the concepts.
• Plan to re do the lesson if the
objectives of the lesson were not
achieved.
• Give time to slow learners to
complete the lessons activity.
• Gied learners to be given high
mental tasks to perform.
• Put measures that will protect
slow learners from being bullied.
• Provide equal opportunities to all
learners.
• Identify learners with hearing problems
and visual impairment and have them
sit at the front of the class.
• Do large prints and write big letters on
the chalk board for the visually impaired
• Speak loudly and provide hearing aid to
those with hearing impairment.
• Make sure that the class is well arranged
to ease the movement of those who are
physically challenged.
• Assign learners to assist those with
physical challenges and visually
impaired with moving around and
carrying equipment for them.
• Keep encouraging all learners with
disabilities.
List of lessons
Lesson No. Lesson tittle Number of period
Sub-strand 1 Use and care for Personal items
1 Items used in cleaning body 1
Sub-strand 2 Steps used in cleaning personal items
2 Washing handkerchief 1
3 Washing toothbrush, hairbrush and combs 1
4 Washing face towels 1
5 Cleaning socks 1
Sub-strand 3 Materials that can be improvised as personal
item
6 Materials that can be improvised 1
Sub-strand 4 Importance of caring for personal items
7 & 8 Importance of caring for personal items 2
38
Sub-strand 1: Use and care of personal items.
Lesson 1: Items used in cleaning body (to be covered in one lesson)
Refer to learner’s book page 1
Specic objectives
By the end of the lesson the learner should be able to:
i. Name items used in cleaning our bodies.
ii. State their uses.
iii. Distinguish between personal item and shared item.
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Experiments
• Role play
Preparation for the lesson
1. Make sure that the items needed for the activity are available.
2. Do more research on the lesson
Teaching aids
Toothbrush, Plate, Seat, dress, Face towel, Towel, Spoon, blankets, inner wears,
handkerchief, Comb, Socks, improvised charts
Teaching /learning activities
Introduction of the lesson
1. Introduce the lesson by reminding the learner of what they learnt in grade one
about parts of the body.
2. Using improvised chart on personal items, ask the learner to identify personal
items in the charts.
Lesson development
3. Help the learner to carry out activity 1and activity 2 of learner’s book.
4. Refer to the highlighted points of learner’s book to clarify more about personal
items.
5. Guide the learners as shown in the table below.
39
Teacher’s activities Learner’s activities
Ask oral questions on parts of the body. Learners answer orally.
Lesson presentation
Display the teaching aids in a central point
where every learner can see them.
Ask oral questions on names of the displayed
items such as:
1. What are the colours of the displayed
items?
2. What are the uses of the displayed items?
Demonstrate on how the items are used.
Guide learners in grouping items according
to personal items and shared items.
Guide learners in doing activity 1 and
activity 2 of learner’s book on page 1 and 3
respectively.
Give learners time to do fun corner on page
5 of learner’s book.
Learners to observe keenly.
Learners answer orally aer
discussing with their friends.
Learners identify the use of each
item
Learners to group the items by lling
in this table
Learners items Shared items
Personal items Shared items
Learners to do activity 1 and 2
of learners book page 1 and 3
respectively.
Learners to draw and colour
personal items on fun corner page 5.
Assessment
Give a written exercise on the learner’s book
page 5.
Homework.
Review the lesson by asking the following
questions orally to check the extend on
which the lesson objectives where achieved
Qn 1. What is the dierence between
personal items and shared items?
Qn2: State the uses of the following items
a) comb
b) Toothbrush
c) Socks
d) Face-towel
Learners to attempt check your
progress (1a) page 5 of learners
book.
Answer
1.personal items are items that
cannot be shared with any other
personal while shared items are
items that can be shared with other
people.
2. Comb – used for keeping our hair
tidy
40
Toothbrush – used in cleaning our
teeth.
Socks – they are worn on the feet to
keep our feet warm
Facetowel – used in cleaning our
bodies
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?Ifyes,why?
 • Letlearnerswritesummarynotesonwhattheylearnt.
Suggested non formal activity to support learning
Encourage leaner to do cleaning activities in science club.
Answer to check your progress 1(a)
Refer to learner’s book page 5
1. a) Comb
b) Toothbrush
c) Handkerchief
d) Facetowel
2. a) For cleaning and managing hair and scalp
b) Cleaning the teeth, gums and tongue
c) Wiping hands or face or blowing nose
d) For drying the face aer washing
Lesson two: Washing handkerchief (to be covered in one lesson)
Refer to learner’s book page 6
Specic objectives
By the end of the lesson the learner should be able to:
i. Name things required to wash handkerchief.
ii. Write down the steps for washing a handkerchief
Teaching methods
• Practical activities
• Discussion
• Question and answer
41
• Guided discovery
• Observation
• Games
• Experiments
• Role play
Preparation for the lesson
1. is lesson involves a practical work. Ensure that all materials required for the
practical are available.
2. Improvise a chart with items needed in wash a handkerchief.
Teaching aids
Pupils book, clean water, soap, salt, basin.
Teaching/learning activities
Introduction of the lesson
1. Introduce the lesson by reminding learners what they learnt about handkerchief in
the previous lesson.
2. Give learners time to orally state what handkerchief is used for.
Lesson development
3. Using an improvised chart, show learners materials needed to wash handkerchief.
4. Help the learner to carry out activity 3 of the learner’s book. Make sure each learner
is participating in carrying out the activity.
5. Use the highlighted points from the learners book to clarify more to the learners.
6. Check on the table below for guideline.
Teacher’s activities Learner’s activities
Guide learners in naming things
they need to wash handkerchief.
Teacher to point at the items on the
improvised chat.
Learners to orally name item needed to wash
handkerchief.
Presentation
Group learners and help them in
setting up the working area
Advise on amounts of salt , water
and soap to use
Learners to take part in the discussion where
they will be required to talk about the activities
being carried out in the pictures.
Learners to listen carefully and take safety
precautions when handling washing agents
42
Learners to do activity 3 on page 6 of
learner’s page. Take them through
the steps of washing a handkerchief
by cleaning a handkerchief.
Learners to watch keenly and wash
handkerchiefs on their own as they follow
steps in activity 3 on page 6 of learners book.
Assessment
Guide learners in taking notes.
Guide learners in doing a written
exercise of learners book page 8
Homework
Questions
1. State reasons why we should
share a handkerchief.
2. is it necessary to add a
bleaching agent when cleaning
a handkerchief?
3. where should you store a
handkerchief?
Teacher to go through the exercise
with the learners
Learners write down notes and attempt the
exercise of learners book page 8.
Answers
1. We should not share a handkerchief with
other people because we can contract u
2. addition of bleaching agent is only
necessary to white handkerchief to
improve on its appearance
3. they should be stored in a dry area.
Learners do corrections
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? If yes, why?
• Let learners write summary notes on what they have learnt.
Suggested non formal activity to support learning
Learners to do cleaning activities in science club
Answers to check your progress 1(b)
Refer to learner’s book page 8
1. Water, soap, salt, basin
2. Salt is added to water because it soen the mucus in the handkerchief for easy
cleaning
3. We iron handkerchief to kill germs
4. Put clean warm water in a basin
Add soap and salt in the water
43
Soak the handkerchief for a few minutes
Rub it thoroughly using your hands
Rinse in clean water
Hang on the line to dry
Iron to kill germs
5. I would advise him to be cleaning his handkerchief aer use to avoid contracting
diseases.
Lesson 3: Washing toothbrushes, hairbrush and combs (to be covered in one lesson)
Refer to learner’s book page 9
Specic objectives
By the end of the lesson the learner should be able to:
i. Name things required to wash toothbrushes, hairbrushes and combs.
ii. Write down the steps for washing toothbrushes
iii. Write down procedure for cleaning hairbrushes and combs
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Songs and poems
• Experiments
• Role play
Preparation for the lesson
1. is lesson involves a practical work. Ensure that all materials required for the
practical are available.
Teaching aids
Learners book, a comb, hairbrush, tooth brush, tooth paste, salt, chewed twig, cups/
glass, clean water
Preparation for the lesson
1. Ensure that all the materials needed for this lesson are available.
44
Teaching/ learning activities
Introduction of the lesson
1. Introduce the lesson by reminding the learners what they learnt in lesson one
about toothbrush, hairbrush and comb. Give learner’s time to state what they are
used for.
Lesson development
2. Review the lesson by asking oral questions. Say the steps of cleaning a hairbrush or
comb?
3. Guide the learners to do activity 4 and activity 5.
4. Use highlighted points of learner’s book to clarify further.
5. Encourage learners to practise what they have in activity 4 and activity 5 at home.
6. Use the table below for guidance.
Teacher’s activities Learner’s activities
Discuss the pictures in pupils book.
Guide learners in identifying things
used for washing toothbrush and combs.
Learners to take part in the discussion.
Learners identify things for washing
toothbrush and combs.
Presentation
Group the learners and guide them in
listing items used tor washing toothbrush
and combs separately.
Demonstrate how to wash a toothbrush.
Use steps on activity 4 on page 9 of
learner’s book.
Guide learners in doing activity 5 on
page 11 of learner’s book.
Learners to list items used for washing
toothbrush and combs separately.
Two pupils to wash toothbrush as they
follow steps on activity 4 on page 10 of
learners’ book.
Learners to wash hair brushes and
combs as they follow steps on activity 5
of learner’s book page 11.
Assessment
Guide learners in doing a written
exercise of learners book page 11 and 13
respectively.
Learners to attempt exercise books in
their books.
45
Homework
Questions
1. Draw and colour pictures of a
hairbrush, comb and tooth brush
2. What are the things you need to
clean hairbrush and combs?
3. State the procedure of cleaning the
toothbrush?
Answers
1. Award marks according to the
drawings.
2. Start by removing the hair pieces
using a stick.
Dip the comb or the toothbrush in a
basin with warm soapy water.
Rub it using a brush.
Shake to remove water
Keep it on a rack to dry up or use a
clean towel to wipe it.
3. Put clean hot water in a cup.
Dip the toothbrush in the cup. Make
sure the side with the brush is in the
water
Leave it there for some time.
Rub the brush with your nger to
remove dirt
Rinse in clean water.
Shake to remove water.
Store it in a clean place.
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? If yes, why?
• Let learners write summary notes on what they learnt.
Suggested non formal activity to support learning
Learners to do cleaning activities in science club
Answer to check your progress 1(c)
Refer to learner’s book page 11
1. Toothbrush is used for cleaning our teeth.
2. Warm water, a cup.
3. True.
4. One can use a twig that is chewed at the one end
46
Answer to check your progress 1(d)
Refer to learner’s book page 13
1. Keeping our hair tidy.
2. A stick or our ngers.
3. Spreads diseases
4. False
Sub-strand 2: Steps used in cleaning personal items
Lesson 4 Cleaning face towel (to be covered in one lesson)
Refer to learner’s book page 13
Specic objectives
By the end of the lesson the learner should be able to:
i. Name materials used in cleaning a face towel
ii.. State the dierence between a face towel and a towel
iii. Wash a face towel.
Teaching methods
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Experiments
• Role play
Preparation for the lesson
1. Collect all the materials needed for practical activity in this lesson
Teaching aids
Learners book, face towel, soap, bottle, glass, basin, clean water, milk, salt
Teaching/learning activities
Introduction of the lesson
1. Using an improvised chart with a picture of a face towel and a normal towel. Ask
the learners to point out a face towel.
2. Ask them to state the use of face towel based on what they learnt in lesson one.
47
Lesson development
3. Guide learners in doing activity 6 of learner’s book.
4. Use the highlighted points of learner’s book to summarise the lesson.
5. Check on the table below for guidance.
Teacher’s activities Learners’ activities
Review the previous lesson asking
questions from the previous lesson.
Learners to answer questions orally.
Presentation
Guide learners in discussing pictures
on learner’s book about washing face
towel.
Guide learners in choosing materials
to use in washing face towel
Guide learners in washing face
towel. Use steps in activity 6 on page
13 of learner’s book.
Learners to say what they can in the pictures
Learners to select items required in washing
a face towel
and give reasons on why some of the things
provided are not necessary
Learners to wash face towel using steps on
activity 6 on page 13 of learners book
Assignment
Guide learners in doing a written
exercise on page 14
Homework
Question
Qn1: Write down the procedure for
washing face towel
Learners to attempt a written exercise on
page 14
Answer
Ans1: Get clean warm water, soap and a
basin.
Soak the face towel in warm soapy
water for a few minutes
Wash with soap, rubbing with your
hands thoroughly.
Rinse in clean water
Hang on a line to dry
Fold and store in clean dry place.
Lesson summary
Teacher to review the lesson by asking oral questions
1. Why do we need to wash face towels
2. How oen are we supposed to wash our face towel
48
Suggested non formal activity to support learning
Learners to do cleaning activities in science club
Answer to check your progress 1(e)
Refers to learners book page 14
1. Soap, soak, clean warm water
Lesson 5: Cleaning socks (to be covered in one lesson)
Refer to learner’s book page 15
Specic objectives
By the end of the lesson the learner should be able to:
i. Name items required in washing socks
ii. Wash socks
iii. Write down the procedure for cleaning socks
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Experiments
• Role play
Preparation for the lesson
is lesson involves a practical work. Ensure that all materials required for the practical
activity are available.
Teaching aids
• Pupils book
• Sock ,
• clean water,
• soap,
• basin
Teaching/learning activities
Introduction of the lessson
1. Discuss with the pupils the importance of using socks.
49
2. Ask them to bring their dirty socks.
Lesson development
3. Help the earners carry out activity 7 of learner’s book.
4. Encourage them to clean their socks at home based on the procedure learnt in
activity 7.
5. Use the highlighted points of learner’s book to explain more.
6. Check the table below for guidance.
Teacher’s activities Learners’ activities
Ask learners to bring their dirty socks. Learners to bring their dirty socks.
Presentation
Help learners in naming items required for
washing sock.
Group learners and discuss the procedure
for cleaning socks in activity 7 page 16 of
learners book.
Give notes to learners.
Learners to name items used for
cleaning socks.
Learners to take part in the discussion
and wash socks.
Learners note down.
Learners to practise washing socks as
they follow steps on activity 7 page 16
of learners book.
Assessment
Give a written exercise questions
Homework
Questions
1. Why do we need to wear socks?
2. What do we need to clean socks?
3. Socks are made for boys only. True or
false.
Learners to attempt the written exercise
in their books
Answers
1. To keep our feet warm and absorb
sweat in our feet
2. Soap ,water and basins
3. False. Socks are worn by both boys
and girls.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
50
Suggested non formal activity to support learning
Learners to do cleaning activities in science club
Suggested community service activity
is is mainly provided under fun corner page 16 of learner’s book.
Sub-strand 3: Materials that can be improvised as personal items
Lesson 6: Materials that can be improvised as personal items (to be covered
in one lesson)
Refer to learner’s book page 17
Specic objectives
By the end of the lesson the learner should be able to:
i Name the items that can be used in place of toothbrush, toothpaste,
handkerchief, combs and face towel.
ii State how to take care of them.
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
1. Do research to nd out more about improvised materials
2. Ensure that all materials required for the practical activity are available.
Teaching aids
Piece of cloth, twig, salt, shoe brush
Teaching/learning activities
Introduction of the lesson
1. Introduce the lesson by dening ‘improvise’ to the learners.
2. Guide the learners in through the pictures of learner’s book. Give them time to
identify improvised materials.
51
Lesson development
3. Explain to the learners why and when to use improvised materials.
4. Use highlighted points of learner’s book to clarify further on improvised materials.
Teacher’s activities Learner’s activities
Review previous lesson by asking oral
questions
Learners answer orally.
Presentation
Guide learners in identifying improvised
items in the pictures in pupils book page 18
Demonstrate how they are used.
Give notes on improvised personal items
Guide pupils to ll in the fun corner table
of learner’s book page 21
Learners identify improvised
materials in the learner’s book 18.
Learners to watch keenly
Learners to write notes in their
exercise books
Learners to ll in the fun corner
of learner’s book page 21 table and
colour the drawings
Assessment
Give a written exercise of learners book
page 22
Homework
Questions
Give reasons why we need to improvise?
What are the safety precautions that
need to be addressed when improvising
toothbrush?
What have you ever improvised?
Learners attempt the exercise on
learners book page 22
Answers
1. Lack of money or need to save
money
2. e twig should be cut from a tree
that is not poisonous
3. Learners to list items they have
ever improvised
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non formal activity to support learning
Learners to do cleaning activities in science club.
52
Answers to check your progress 1(f)
Refer to learner’s book page 19
1. It’s using of locally available materials to do the work of the real item
2. (a) piece of cloth
(b) Chewed twig
(c) A shoe brush
Lesson 7 and 8: Importance of caring for personal items (to be covered in two
lesson)
Refer to learner’s book page 20
Specic objectives
By the end of the lesson the learner should be able to:
i. Explain why we need to take care of personal items
ii. State how to take care of each item.
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
1. Ensure that all materials required for the practical activity are available
Teaching/learning activities
Introduction of the lesson
1. Introduce the lesson by reminding learners of what personal items are.
Lesson development
2. Lead learners in discussing importance of caring for personal items.
3. Use highlighted points of learner’s book to clarify more.
4. Use the table below for guidance.
53
Teacher’s activities Learner’s activities
Review the lesson by reminding
learners what they learnt in the
previous lesson.
Learners to listen keenly and do a presentation
to other learners.
Presentation
Guide learners in a discussion
on why we need to take care of
personal items.Guide learners in
doing presentations.
Give notes on importance of caring
for personal items.
Learners discuss importance of taking care of
personal items in their groups.
Learners to do a presentation of what they
came up with from their groups.
Learners to write down notes.
Assessment
Give a written exercise
Homework
Question
1. State importance of taking care
of personal items.
Learners to attempt the exercise.
Answers
1. To protect ourselves from communicable
diseases
To protect ourselves from chronic diseases
To protect ourselves from skin diseases
To protect ourselves from gum diseases
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 leaners write summary notes on what they havelearnt
Suggested non formal activity to support learning
Learners to do cleaning activities in science club
Answer to check your progress 1(g)
Refer to learner’s book page 21
1.
Personal item Reason for taking good care
Socks To avoid bad smelling feet
Combs To avoid dandrus
Towel To avoid skin disease
Toothbr ush To avoid gum disease
54
Additional information for the teacher
Proper personal hygiene means taking care of every aspect of your body, from keeping
it clean to looking your best. Personal hygiene practises include bathing, washing your
hands, keeping your hair clean and brushing your teeth. Your personal, social and
professional worlds are all aected by hygiene habits.
Reasons for personal hygiene
1. Disease prevention
Washing hands oen to prevent the spread of disease. is can be done aer visiting
restroom, before and aer eating.
2. Nice smile
Most people want to keep their teeth and have attractive smiles. is requires frequent
brushing and good dental habits. If you fail to brush your teeth, they are more likely to
become discolored, get cavities and possibly fall out.
3. Lower health care costs
Since it curbs the spread of disease, good hygiene results in lower health care costs.
Brushing your teeth and keeping clean could eliminate unnecessary visits to your
dentist and doctor, saving you money.
4. Dandru prevention
Good hygiene includes washing your hair and brushing it regularly to prevent dandru
and other scalp diseases. It’s embarrassing when you glance down at your dark shirt
and see white skin akes that everyone else has probably already noticed.
5. Self-esteem
When you’re clean, you’ll feel much better about yourself than when you’re dirty.
People will react more positively to you, which will also help raise your self-esteem.
6. Social acceptance
Good hygiene is critical for social acceptance, because most people don’t want to be
around others who are dirty or smelly. Children who practise good hygiene eliminate
one major reason for other kids to make fun of or bully them. It’s sad to see someone
on the playground getting taunted for smelling bad or having dirty hair.
7. Being a role model
Parents should set an example for their children by practising good hygiene. Children
are more likely to do what you do than what you say.
55
Additional Activities to cater for slow and gied learners
Remedial activities for slow learners Extended activities for gied and
talented learners
Use manila paper provided by the
teacher to draw personal items. Hang
it on the class wall and discuss it with
other learners.
Watch the video that is played by your
teacher showing dierent ways in which
personal hygiene is achieved.
Low order thinking (LOT) questions for
slow learners
1. What is personal hygiene?
2. Draw three personal items.
Answers Low order thinking questions
1. Involves those practises performed
by an individual to care for one’s
bodily health and well-being,
through cleanliness.
2. Refer to learners book page 2
Improvise personal items using available
materials.
Do further research from text books
about personal hygiene. Share results
with the rest of the class.
High order thinking (HOT) questions
for gied learners
1. Having good personal hygiene is a
way of preventing?
2. Name three ways of maintaining
personal hygiene.
Answers to high order thinking
questions
1. Diseases and sickness.
2. Brushing teeth twice a day
Washing hands frequently
Wearing clean clothes
56
Health practices
Strand 2
Refer to learner’s book page 22 - 55
Key strand competence
By the end of the strand, the learner should be able to know the types of food to be
taken and at what time, put into practice good oral habits, know dierent ways of
taking care of the home, avoid place where they can be second hand smokers and
also practice reusing things at home.
Strand outline
2.1Healthy habits
2.2 Oral hygiene
2.3 Care of the home
2.4 Cleaning of utensils
2.5 Eects of the second hand smoke
2.6 Water pollution
2.7 Re- using things at home
Pre-requisite of the strand
Learners have already been introduced to human body in grade one. In this strand
they will learn about health practices in terms of healthy habits, oral hygiene, water
pollution, eects of second hand smoke and also reuse of things at home. e concept
in this strand is to enable learners to practise good health in class and in real life
situation. Inform them that more information about health practises will be learnt
later in higher level. Let learners know that when they continue and further their
education in this area, they may become medical doctors, nurses and nutritionist. Give
examples of nurses, doctors and nutritionist who have prosper in the region.
Background information
In this strand learners will acquire knowledge and skills on oral hygiene, taking care
of home, taking care of water resources and re-use of things at home. e learners will
have a positive change of attitude towards wastage of available resources. At home
learners will deal with equipment that have sharp edges; therefore they have to handle
them with care. Emphasize that learners should always have the safety measures
right whenever they are carrying out activities that include handling of sharp objects,
cleaning agents and heavy objects.
57
Pertinent and contemporary issues
1. A. gender issues in education
Emphasize to learners that both men and women should take part in cleaning of
utensils and taking care of the home. No house chores are preserved for women only.
2. Health education
Encourage learners to practice healthy habits, oral hygiene, care of the home, cleaning
of utensils, avoiding second hand smokes and protecting water from pollution. By
practicing all the above mentioned activities the learners will keep their bodies healthy.
Learners will be healthy, strong and will be free from diseases.
3. life- skills
Caution learners to use polite language when addressing people smoking in the public.
Inform learners to make sure that equipment and furniture at home should be properly
arranged to avoid accidents. Make the learners understand why they need to re- use
things at home and also take care of the environment
4. Education for sustainable development
Safety education – warn learners on usage of washing agents, drugs and equipment at
home. Outline the safety measures to be observed. Insist on administering rst aid on
any injury before taking the victim to hospital.
Financial literacy – emphasize on re-use of things at home. Make them understand
that by re-using things at home they save some money that can be used in buying other
essential things.
5. Learners support system
Use health clubs to allow learners to educate others on health practices to be observed.
Hold debates on health practices.
6. Community service
Teach learners songs, poems and stories to present during any social gathering.
Encourage learners to make posters to create awareness on dental care.
Core competences
1. Communication and collaboration
Group activities such as discussions, sharing experiences, sorting items and naming
items help in language acquiring, improvement and team work. e teacher should
provide learning materials that are to the learner’s level.
58
2. Self- ecacy
at acquired skills on health practices should expand the learners thinking, behavior
and how they feel about themselves. e learners can collect soap pieces and make
soap gel other than throwing it. rough practical activities in a lesson the learners
are able to be in control of their hygiene and health. is promotes their self-esteem,
self-awareness and condence. Teacher to compliment learner’s eorts in applying
acquired skills.
3. Critical thinking/problem solving
is competence will be developed by learners as they answer questions and carry out
practical activities. Teacher to guide learners in discovering improvised materials used
for cleaning utensils and ways of re-using water. Guide them in understanding the
importance of taking care of the environment through addressing smokers and taking
care of water. Encourage masterly, manipulation and application of acquired skills on
health practices.
4. Creativity and imagination
Teacher to guide learners in supplementing items not available during practical
activities. Such as use of jars instead of bottles when storing soap-gel.
Teacher to encourage in improvising on drying of utensils where there is no kitchen
towel.
5. Citizenship
Teacher should emphasize on proper handling of chemicals, drugs and harmful home
equipment and furniture. Teacher should make it clear that safety measures must be
observed. Learners should be let to know that holding the said items intentionally is a
crime. In case of conicts, they should be solved peacefully.
6. Digital literacy
Teacher should guide learners in searching for important tutorials from the internet.
Let them know that they can get soap-gel tutorial from the internet and other tutorials
such as arranging home furniture, cleaning utensils, and making breakfast.
New words in this strand and their meanings
Addiction- the need or strong desire to do or to have something, or a very strong
liking for something.
Breakfast- a meal eaten in the morning, the rst of the day.
Cancer- tumour resulting from an uncontrolled division of cells.
Drug - medicine or other substance which has a physiological eect when ingested or
otherwise introduced into the body.
59
Pollution- the presence in or introduction into the environment of a substance which
has harmful or poisonous eects.
Resources - a source of help or information.
Sewage - waste water and excrement conveyed in sewers.
Reuse - the action of using something again.
Sning- draw in (a scent, substance, or air) through the nose.
Furniture - the movable articles that are used to make a room or building suitable for
living or working in, such as tables, chairs, or desks.
Harmful- causing or likely to cause harm.
Learning to learn
Skills acquired should be practiced both at home and school. Ask the learners to keep
an observable health practice change.
Attention to special education needs
Support for multi ability learning Support for special needs learning
• Peer teaching – engage high
achievers to assist weak pupils in
understanding the concepts
• Plan to redo the lesson if the
objectives of the lesson were not
achieved
• Give time to slow learners to
complete the lessons activity
• Gied learners to be given high
mental tasks to perform
• Put measures that will protect
slow learners from being bullied
• Provide equal opportunities to
all learners
• Identify learners with hearing problems
and visual impairment and have them sit
at the front of the class.
• Do large prints and write big letters on
the chalk board for the visually impaired
• Speak loudly and provide hearing aid to
those with hearing impairment.
• Make sure that the class is well arranged
to ease the movement of those who are
physically challenged
• Assign learners to assist those with
physical challenges and visually impaired
with moving around and carrying
equipment for them.
• Keep encouraging all learners with
disabilities.
60
List of lessons
Lesson
number
Lesson tittle Number of
lessons
Sub-Strand 1 Healthy habits
1 Food taken for breakfast and its importance 1
Sub-Strand 2 Oral hygiene
2 Good and bad oral habits 1
Sub-Strand 3 Care of the home
3 Dierent rooms in the house 1
4 Utensils 1
5 Materials used for cleaning utensils 1
Sub-Strand 4 Cleaning of utensils
6 Cleaning, drying and storing utensils 1
Sub-Strand 5 Eects of second hand smoke
7 Harmful drugs and substances 1
8 Eects of second hand smoke 1
Sub-Strand6 Water contamination
8 Ways of contaminating water 1
Sub-Strand 7 Re-using things at home
10 Ways of re-using water 1
11 Making soap - gel 1
Sub-stand 1: Healthy habits
Lesson 1: Food taken for breakfast and its importance (to be covered
in one lesson)
Refer to learner’s book page 22
Specic objectives
By the end of the lesson the learner should be able:
i. Dene breakfast.
ii. Name foods taken for breakfast.
iii. Give importance of eating breakfast.
iv. Keep an updated record on food taken for breakfast.
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Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
Collect all the materials needed for the activities in advance.
Teaching aids
Pictures in pupil’s book, improvised charts
Teaching/learning activities
Introduction of the lesson
1. Introduce the lesson by dening what breakfast is to the learners.
2. Ask them to mention food they took for breakfast.
Lesson development
3. Lead them in discussing the importance of breakfast.
4. Use the outlined points of learner’s book to explain further.
5. Use the table below for guidance.
Teacher’s activities Learner’s activities
Ask oral questions on breakfast
Such as
i. Which foods are taken for
breakfast?
ii. What is breakfast?
Learners to answer orally.
Presentation
Guide learners in discussing
pictures in activity one pupils book
page 25.
Learners say what they can see on page 25 of
learners book
62
Guide learners in listing foods they
take for breakfast.
Guide learners in lling in a
breakfast table and compare his or
her list with a friend.
Group learners and guide them
in stating importance of taking
breakfast.
Guide learners in doing fun corner
on page 24 of learners book.
Learners to list foods taken for breakfast
Learners to ll breakfast table
Day Drink Fruit Snack
Monday Monday Banana ree
slices
of
bread
Tuesday
Wednesday
ursday
Friday
Learners to discuss and write down the
importance of taking breakfast in the
following form.
1
2
3
4
5
Learners to draw, colour and compare foods
eaten for breakfast as in the fun corner on
page 24 of learner’s book.
Assessment
Teacher to give a written exercise
on page 25 of learners book
Homework
Questions
1. Name dierent types of food
taken for breakfast.
2. What is breakfast?
3. What is the importance of
taking breakfast?
Learners attempt the exercise on page 25 of
learners book
Answers
1. Pupils to name dierent foods
they take for breakfast
2. It’s the rst meal of the day
taking in the morning
3. It gives us energy to start up the
day activities
63
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non formal to support learning
Learners to sing songs and recite poems during parents meeting.
Answers to check your progress 2(a)
Refer to learner’s book page 25
1. Morning
2. Learners to name any food that they take for breakfast
Sub -strand 2: Oral hygiene
Refer to learner’s book page 25
Lesson 2: Bad and good oral habits (to be covered in one lesson)
Refer to learner’s book page 26
Specic objectives
By the end of the lesson the learner should be able to:
i. Name good and bad oral habits.
ii. State harmful habits that damage our teeth.
iii. Keep an updated record on brushing teeth.
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
Collect all the materials needed for the activities in advance.
Teaching aids
• A teeth model with broken and discoloured teeth
• A teeth model with healthy teeth
64
• Toothbrush, toothpaste, water and cups
• Learner’s book
Teaching/learning activities
Introduction of the lesson
1. Introduce the lesson by dening oral hygiene and giving examples of oral hygiene.
Lesson development
2. Guide the learners in doing activity 2 of learner’s book.
3. Use highlighted points of learner’s book to explain more about good and bad oral
habits.
4. Guide learners in doing activity 3. Encourage them to practise activity 3 at home.
5. Lead in discussing bad oral habits. Use outlined points of learner’s book to explain.
6. Check the table below for guidance.
Teacher’s activities Learner’s activities
Ask oral questions on teeth brushing
i. Do you brush your teeth?
ii. What do you use to brush your teeth?
iii. How many times do you brush teeth in a
day?
Learners to answer the questions
orally.
Presentation
Group and guide learners in discussing the
teeth models as they do activity 2 of learner’s
book.
Give learners time to present what they came
up with.
Demonstrate on how to brush teeth with the
guidance of activity 3 page 31 of learner’s
book.
Supervise learners as they brush their teeth.
Guide learners in role playing bad oral habits
as they do fun corner on page 30 of learner’s
book.
Learners to do activity 2 page
29 of learners book as they take
part in the discussion and writing
down points on what might have
happened to the teeth.
Learners to do a presentations.
Learners to look and listen keenly.
Learners brush their teeth as they
follow the procedure on activity 1
of learners book.
Learners to role play bad oral habits
as you do fun corner on page 30 of
learner’s book.
Assessment
Give a written exercise on page 31 of learners
book.
Learners to attempt the exercise.
65
Home work
Question
Give a printed paper with juggled oral habits
where the learners will cut out and stick in
their books
Answer
Learners to cut out the activities
and stick them under the correct
oral habit.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non-formal support learning
Learners to apply what is learnt in class in real life situation.
Learners to sing songs and recite poems during parents meeting.
Answer to check your progress 2(b)
Refer to learner’s book page 31
1.
Good oral habits Bad oral habits
Avoiding eating sugary things Nail biting
Always brush your teeth aer meals Pencil chewing
Brushing teeth at least twice a day Tongue thrashing
2. Sweets
Biscuits
Sub-strand 3: Care for the home
Lesson 3: Dierent rooms in the house (to be covered in one lesson)
Refer to learner’s book page 32
Specic objectives
By the end of the lesson the learner should be able to:
i. Name dierent rooms in the house.
ii. State the use of each room in the house.
iii. List equipment and furniture in each room.
iv. Draw the equipment and furniture found at home.
66
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
Collect all the materials needed for the activities in advance.
Teaching aids
Learners book, Video
Teaching/learning activities
Introduction of the lesson
1. Introduce the lesson by letting learners watch a video showing dierent rooms.
2. Ask them to mention dierent kind of rooms they saw in the video.
Lesson development
3. Lead them in discussing the purpose of each room.
4. Use the outlined points of learner’s book for more clarication.
Teacher’s activities Learner’s activities
Ask questions such as:
i. What types of houses are
found at your home?
ii. How many rooms are in your
house?
iii. Where do you take meals from
while at home?
Learners to answer questions orally.
Presentation
Supervise learners as they watch
a video of dierent rooms as in
activity 4 page 32 of learner’s
book.
Learners to watch video quietly.
Learners to answer the questions orally and
also ll in the table below.
67
Ask oral questions on the video
watched.
• How many rooms does the
house have?
• Identify the rooms in the
house.
• What furnitures and
equipment did you see in the
house?
Guide learners in identifying
pictures in the learner’s book page
33 and guide them in drawing
types of houses.
Guide learners in drawing,
colouring and pinning pictures of
equipment and furniture found
each room in the table.
Guide learners in role playing
activities that take place in each
room.
Guide learners in doing activity
on page 40 of learners book.
Guide learners in notes taking.
Learners to draw, colour and pin pictures in
the table below.
Sitting
room
Kitchen Bedroom bathroom toilet
Learners to identify the pictures in pupil’s book.
Learners to draw dierent types of house and
mount them.
Learners role play activities that take place in
each room.
Learners take notes.
Assessment
Give a written exercise on page 35
of learner’s book.
Homework
Questions
Draw equipments and furnitures
found in each room of a house
Learners to attempt the exercise
Learners to draw equipment and furniture
found it the rooms stated below
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
68
Suggested non formal support learning
Learners to compose and present poems and songs on correct use of rooms in a house
to avoid hazards.
Answer to check your progress 2(c)
Refer to learner’s book page 35
1. Traditional houses, modern houses
Name of the room Uses of the room
Sitting room Where preparation and cooking of food
takes place
Kitchen Where people sleep
Dining room A small room where people bask for
fresh air
Bedroom Used for taking bath
Veranda Where tools are kept
Laundry room Where family takes its food from
Bathroom Where people rest aer a long day at
work or school
Toilet Where clothes are stored and ironed
Store Where people help them themselves
Dressing and ironing room Where clothes are cleaned from
3. Timber, stones, iron sheets, tiles, cement
Answer to check your progress 2(d)
Refer to learner’s book page 43
1. Refer to learner’s book page 36
Sub-strand 4: Cleaning of utensils.
Refer to learner’s book page 38
Lesson 4 Cleaning of utensils (To be covered in one lesson)
Refer to learner’s book page 38
Specic objectives
By the end of the lesson the learner should be able to name dierent utensils found at
home.
69
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
Collect all the materials needed for the activities in advance.
Teaching aids
Cups, plates, spoons, sufuria, serving spoons, cooking sticks, frying pans, glasses
Teaching/ learning activities
Introduction of the lesson
1. Introduce the topic by dening utensils to the learners.
2. Ask the learners to name utensils they know.
Lesson development
3. Lead the learners in identifying utensils you provided.
4. Use outlined points of learner’s book to explain more.
5. Use the table below for guidance.
Teacher’s activities Learner’s activities
Guide learners in displaying utensils
in front of the class.
Learners to display the utensils in front of the
class.
Presentation
Guide learners in identifying
dierent utensils displayed in
activity 6 page 38 of learners book.
Guide learners on identifying
dierent materials used to make
utensils
Help learners in stating the uses of
dierent utensils
Guide learners in stating reasons
for washing utensils
Learners identify the utensils in display.
Learners to name dierent materials used to
make utensils.
Learners state uses of dierent utensils.
Learners state reasons for washing utensils.
70
Assessment
Guide learners in in drawing,
colouring naming utensils.
Give a written exercise
Homework
Questions
1. What materials are used to
make utensils?
2. Which material breaks when
dropped to the ground?
Learners to draw, colour and name utensils.
Learners attempt a written exercise
Answers
1. Glass, metal, plastic and melamine
2. Glass and melamine
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non formal support learning
Learners to apply what learnt in class at home by washing utensils.
Lesson 5 Materials used for cleaning utensils (to be covered in one lesson)
Refer to learner’s book page 40
Specic objectives
By the end of the lesson the learner should be able to:
i. Name materials used for cleaning utensils
ii. Name materials that can be improvised in cleaning utensils
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
Collect all the materials needed for the activities in advance.
71
Teaching aids
Washing pad, steel wool, kitchen towel, soap, water, charcoal, ash, sand
Teaching/learning activities
Introduction of the unit
1. Introduce the lesson by reminding learners what they learnt in previous lesson.
2. Ask learners to name materials they use at home when cleaning utensils.
Lesson development
1. Guide learners in doing activity.
2. Use outlined points on learners more to clarify more.
Teacher’s activities Learner’s activities
Ask oral questions on previous lesson. Learners to answer questions orally.
Presentation
Guide learners in doing activity 7 page 40 of
learner’s book.
Guide learners in feeling the texture of
washing materials.
Guide learners in identifying the real and
improvised washing materials.
Guide learners in drawing, naming and
colouring the washing materials displayed.
Guide learners in washing activity. Where
two groups will wash using real materials and
the other group use improvised materials.
Learners to do activity 7 page 40 of
learner’s book.
Learners to feel the texture of the
washing materials and talk about it.
Learners to identify real and
improvised washing materials.
Learners draw, name and colour the
materials.
Learners to wash utensils as
instructed.
Assessment
Give a written exercise
Homework
Questions
1. Which materials are used to clean
sufuria?
2. What do we use to clean materials made
from glass?
3. Draw, colour and name some of the
utensils found at home.
Learners attempt the exercise
Answers
1. Steel wool, sand, soap, eggshells
2. So washing pad, soap and water
3. Learners to draw, colour and
name utensils found at home.
72
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested community service activity
Learners to visit elderly people around and help them wash dirty utensils.
Lesson 6 Cleaning, drying and storing utensils (to be covered in one lesson)
Refer to learner’s book page 41
Specic objectives
By the end of the lesson the learner should be able to:
i. Clean, dry and store utensils
ii. Peer teach on how to clean, dry and store utensils
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Experiments
• Role play
Preparation to the lesson
Collect all the materials needed for the activities in advance.
Teaching aids
Learners book, soap, steel wool, ash, a piece of cloth, sand, clean water, basins, utensil
rack, kitchen towel
Teaching/learning activities
Introduction of the lesson
1. Remind learners of what they learnt in the previous lesson.
Lesson development
2. Guide learners in carrying out activity 8 of learner’s book.
3. Use outlined points of learner’s book to explain more.
4. Give learner’s time to carry out activities on fun corner.
73
Teacher’s activities Learner’s activities
Review the previous lesson by asking oral
questions.
Learners to answer questions
orally.
Presentation
Guide learners in doing activity 8 page 41 of
learner’s book.
Group the learners where some will use
improvised materials and the others use real
cleaning materials.
Guide learners in cleaning, drying and storing
utensils.
Guide learners in modelling utensils using clay.
Learners to do activity 8 page 47
of learner’s book.
Learners to take up duties in their
groups.
Learners to clean, dry and store
utensils.
Learners to model utensils using
clay.
Learners to role play using the
modelled utensils.
Assessment
Give a written exercise
Homework
Questions
1: Name materials that can be improvised?
2; How do we use the following materials
Water, soap and steel wool
Learners to attempt the exercise in
their exercise books.
Answers
1. ash
Eggshell
Sand
Piece of cloth
2.
• Cleaning and rinsing utensils
• Cleaning dirt and greasy
utensils
• Scrubbing metallic utensils
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
74
Suggested community service activity
Learners to visit elderly people around and help them wash dirty utensils.
Answer to check your progress 2(e)
Refer to learner’s book page 43
1. Eggshell
Piece of cloth
Sand
2. To avoid food poisoning
To keep away rodents
3. To keep away ies
Steel wool/ sand
4. Kitchen towel
Sub-strand 5: Eects of second hand smoke
Lesson 7: Harmful drugs and substances (to be covered in one lesson)
Refer to learner’s book page 44
Specic objectives
By the end of the lesson the learner should be able to:
i. Name harmful drugs and substances
ii. Mention some drugs that produce smoke
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
Collect all the materials needed for the activities in advance.
Teaching aids
Pictures in pupil’s book, improvised charts.
75
Teaching/learning activities
Introduction of the lesson
1. Introduce the lesson by dening drugs to learners.
2. Use improvised chart to show learners dierent drugs
Lesson development
3. Lead in discussing familiar drugs. Use activity 9 when discussing.
4. Use highlighted points of learner’s book to clarify further.
Teacher’s activities Learner’s activities
Ask oral questions on drugs and
substances
• Do you know what drugs are?
• Have you ever seen anyone take
drugs?
• Which drugs have you seen being
taken?
Learners to answer questions orally
Presentation
Guide learners in discussing pictures in
activity 9 on page 44 of learner’s book.
Guide learners in identifying ways of
taking in drugs.
Write down notes for learners to copy on
the chalkboard.
Learners say what they can see in the
pictures
Learners to identify forms in which
drugs are taken in.
Learners to write down notes.
Assessment
Give a written exercise
Homework
Questions
1. Which drugs are taken in trough
smoking?
2. Name three drugs that you know.
3. What are drugs
Learners attempt the exercise
Answers
1. Bhang
Tobacco
2. Miraa
Cocaine
Bhang
Tobacco
3. It is any substance that once taken
aects the functioning of the body ,
mind or both of them
76
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non-formal activity to support learning
Learner to put posters on ‘no smoking’ in and around school compound
Lesson 8 Eects of second hand smoke (to be covered in one lesson)
Refer to learner’s book page 45
Specic objectives
By the end of the lesson the learner should be able to:
i. List eects of harmful drugs and substances.
ii. State the eects of second hand smoke on health.
iii. Develop ecacy in avoiding second hand smoke.
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
1. Go through the learning points in advance to equip yourself with more knowledge.
2. Collect all the materials needed for the activities in advance.
Teaching aids
Pictures in pupils’ book
Teaching /learning activities
Introduction of the lesson
1. Introduce the lesson by reminding learners of what they learnt in the previous
lesson.
Lesson development
2. Lead the class in discussing ‘let us talk’ of learner’s book.
3. Use highlighted points of learner’s book for more clarication.
77
Teacher’s activities Learner’s activities
Review previous lesson by asking oral
questions.
Learners to listen carefully and
answer questions orally.
Presentation
Guide learners in discussing pictures in
pupils book page 51
Guide learners in listing eects of second
hand smoke by sharing experiences
Guide learners in doing a presentation on
eects of drugs
Learners to talk about what they see
in the pictures
Learners list eects of second
hand smoke in groups and do a
presentation
Assessment
Give a written exercise
Homework
Questions
Mount pictures of people who have been
aected by drugs.
Learners to attempt the exercise.
Learners to mount pictures of people
who have been aected by drugs.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non-formal activity to support learning
Learner to put posters on ‘no smoking’ in and around school compound
Suggested community service activity
Learners to recite poem on ‘eects of second hand smoke on health ‘during community
gathering
Answers to check your progress 2(f)
Refer to learner’s book page 46
1. False
True
False
True
False
2. Bhang
Tobacco
78
Alcohol
Tobacco
Cocaine
Bhang
3. Second hand smoke - is the smoke we breath in when we sit next to someone who
is smoking.
Sub-strand 6: Water contamination
Refer to learner’s book page 47
Lesson 8: Ways of contaminating water (to be covered in two lesson)
Refer to learner’s book page 47
Specic objectives
By the end of the lesson the learner should be able to:
i. Name ways of polluting water.
ii. State observable changes in water aer pollution.
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
1. Go through the learning points in advance to equip yourself with more knowledge.
2. Collect all the materials needed for the activities in advance
Teaching aids
Clean water, basins/buckets, soap, basin and bucket covers, soil, leaves, oil, polythene
bags.
Teaching /learning activities
Introduction of the lesson
1. Introduce the lesson by dening contamination.
Lesson development
2. Use improvised charts to show learners ways of water contamination.
79
3. Discuss with learners other ways of contaminating water through ‘let us talk’ on
learners book.
4. Clarify further by using highlighted points of learner’s book.
Teacher’s activities Learner’s activities
Review the previous lesson Learners to listen carefully
Presentation
Guide learners to dirt water as explained in
activity 10.
Guide learners in stating observable changes in
the water
Allow learners to do presentations of the changes
as they use pictures on page 57.
Learners to put dirt in water
Learners to state observable
changes in water and do a
presentation
Assessment
Give a written exercise
Homework
Questions
1. Carry out this experiment at home.
2. Put water in two buckets
3. Place them outside the house
4. Cover one bucket with a lid and leave the
other one open for a day.
5. Write down your observations
Learners to carry out the
experiment from home
Answer
With assistance from parents
write down the observations
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non-formal activity to support learning
Learners to participate in world water day activities like charity walks, reciting poems
and singing.
Answers to check your progress 2(g)
Refer to learner’s book page 49
1. Making water dirty for people, animals and plants.
2. B. Fetching water
80
3. Urinating in water
4. Bad
5. True
Answer to check your progress 2(h)
Refer to learner’s book page 50
1. Change in colour, there is smell and contains dirty substances or particles.
2. Brown
Sub-strand 7: Re-using things at home
Refer to learner’s book page 52
Lesson 9 Ways of re-using water
Refer to learner’s book page 52
Specic objectives
By the end of the lesson the learner should be able to state ways of re-using water
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
1. Go through the learning points in advance to equip yourself with more knowledge.
2. Collect all the materials needed for the activities in advance
Teaching aids
• Learner’s book, improvised chart
Teaching /learning activities
Introduction of the lesson
1. Introduce the lesson by dening reuse.
81
Lesson development
2. Help the learners carry out activity 12 of learner’s book.
3. Use outlined points of learner’s book to clarify further.
4. Use the table below for guidance.
Teacher’s activities Learner’s activities
Ask learners to name some of the things they re-
use.
Learners to answer questions
orally
Presentation
Guide learners in dening re-use of water.
Guide learners in doing activity 12.
Guide learners in discussing ways of re-using
water and things that are re-used at home and
school.
Guide learners in taking notes
Learners to dene re-use of
water.
Learners to do activity 12.
Learners to say ways of re-using
water and other things in groups
and do a presentation.
Learners take notes.
Assessment
Give a written exercise
Homework
Question
List other items at home that can be re-used.
Learners to attempt the exercise.
Answer
Learners to list items at home
that can be re-used.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non-formal activity to support learning
Learners to participate in the world water day celebrations
Answer to check your progress 2(i)
Refer to learner’s book page 53
1. Washing utensils, washing clothes and cleaning house
2. Re-using
3. Watering plants
Not re-usable
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Lesson 20: Making soap-gel
Refer to learner’s book page 54
Specic objectives
By the end of the lesson the learner should be able to:
i Write down the procedure for making soap-gel
ii Make soap-gel
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
1. Go through the learning points in advance to equip yourself with more knowledge.
2. Collect all the materials needed for the activities in advance
Teaching aids
Pieces of soap, water, sufuria, cooking stick, source of heat, leaners book
Teaching /learning activities
Introduction of the lesson
1. Guide learners in doing activity13 of the learner’s book. Encourage learners to
practice activity 13 at home.
Lesson development
2. Use outlined points of learner’s book to explainer more.
Teacher’s activities Learner’s activities
Guide learners in identifying items required to
make soap-gel.
Learners identify the items
Presentation
Ask oral questions on importance of the items
used in making soap gel.
Guide learners in making soap-gel. Check
activity 13 page 61.
Guide learners in taking notes.
Learners to say the uses of the
items for making soap-gel
Learners to make soap-gel
Learners to write down notes
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Assessment
Give a written exercise
Homework
Questions
Collect soap pieces and make soap gel at home
Learners to do a written exercise
Answer
Learners to make soap gel at
home.
Conclusion
Teacher to review the lesson by asking oral
questions
Learners to answer orally.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested community service action
Learners to teach their peers how to make a soap gel
Learners to do fun corner page 62 of learner’s book.
Answer to check your progress 2(j)
Refer to learner’s book page 55
1. Pieces of soap, water, sufuria and cooking stick
2. True
3. Money
4. Liquid
Additional information to the teacher
Other ways of practicing good health
Washing beddings and clothes Being able to regularly wash clothes and bedding can
help reduce the incidence ofinfectious diseases, such as respiratory infections,scabies
and other skin infections
Improving nutrition by storing cooked food well Poor nutrition causes infectious
diseases mostly in children therefore there is need to improve nutrition to curb diseases.
Reducing health impacts of dusts Dust causes direct health problems through the
infections of the skin which contribute to eye disease, skin infections and respiratory
diseases.
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Additional Activities to cater for slow and gied learners
Remedial activities for slow learners Extended activities for gied and
talented learners
1. Watch the video that is played by
your teacher showing dierent ways of
practicing good health.
2. Use manila paper to write six ways of
practicing good health. Hang it on the
class wall.
Low order thinking (LOT) questions
for slow learners
1. Draw three utensils.
Answers Low order thinking questions
Check learners book page 39
1. Teach your peers ways of practicing
good health as learnt in class.
2. Do further research from text books
about health practices.
High order thinking (HOT) questions
for gied learners
1. Name steps involved in brushing
teeth.
Answers to high order thinking
questions
i. Get toothbrush and put some
toothpaste.
ii. Pour water in the cup, brush teeth in
a circular motion.
iii. Brush outer, sides, upper and the
inner sides of the teeth.
iv. Gaggle water to clear the paste.
v. Clean the toothbrush
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Food and Nutrition
Strand 3
Refer to learner’s book page 56 - 81
Key strand 3 competence
Aer studying this strand, the learner should be able to identify dierent tastes of
food, practise good eating habits, dierentiate snacks from milk and classify foods.
Strand outline
3.1 Food and our senses
3.2 Eating habits
3.3 Meals and snacks
3.4 Classication of food
3.5 Dietary needs for school going children
3.6 Good eating habits
3.7 Advertisement of food
Pre-requisite of the strand
is strand will equip learners with skills and knowledge about food and nutrition.
ey will learn to plan for meals, practice good eating habits. ey will also have a
better understanding on why they need to eat dierent types of foods. ey will also
be able to distinguish between healthy and unhealthy foods. Let learners understand
that when they continue and further their education in this area, they may become
doctors, teachers and nutritionists. Give an example of a well establish nutritionist in
the community to motivate learners more.
Background information
Food is any substance that people and animals eat or drink to stay alive, grow and live
in good health. Food contains nutrients that are required by the body.
Dierent nutrients are required by the body for specic purposes. Carbohydrates, fats
and oils are required for providing energy. Proteins are required for body building,
tissue repair and maintenance of body cells. Vitamins and minerals are required for
protection and proper functioning of body systems.
In addition, water and ber (roughage) are also required for maintenance of proper
body uids and digestion respectively. However water and bre have no nutrient value.
Eating only one type of food cannot provide the body with all the nutrients required
for healthy growth.
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Pertinent and contemporary issues
1. Child rights and protection – let the learners know that it is their right to be given
good food three time a day. Encourage them to take right amounts of food, eat
fruits, vegetables and take lots of water.
2. Gender issues - Discourage learners from the cultural belief that some foods are
simply made for a certain gender. Let them know that foods function both in male
as well as in female.
3. Health education - Let the learners understand that they have to eat balanced food
to prevent nutritional deciency diseases. Advise them to avoid processed foods
since they can cause lifestyle diseases such as cancer.
4. Life skills and values - e teacher should emphasize that knowledge acquired on
this strand is relevant in their lives. It will help them in taking care of their health
and also develop nutritional skills. ese nutritional skills can propel them into the
eld of nutrition career and medical career.
5 Education and sustainable development - Warn learners not to eat too much
food. Advise them to apportion the right amounts of food to avoid wastage. Let
the learners know the importance of taking care of food by storing the remains
properly and recooking it. Emphasize that no food should be poured in the dustbin.
6. Learner support program - Provide learners with sessions in health club to peer
teach on food and nutrition. Let the learners’ debate on nutritional diseases and
importance of food in our bodies.
7. Community service learning - Teacher to guide learners in making posters to
create awareness on eating healthy foods.
Core competences
1. Communication and collaboration
Group discussions, role playing and sharing experiences, encourage language growth
and teamwork. e teacher should supervise the activities, provide study materials
and provide guidance in case of diculties.
2. Self – ecacy
Learners should be able to master, manipulate and apply knowledge and skills acquired
in performing tasks on this strand and in their lives. Teacher should provide learners
with situations that promote application of the skills. Let learners understand that
they should take part in planning for meals at home with the help of their parents.
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3. Critical thinking/ problem solving
Learners should develop these skills as they interact with the stipulated activities,
questions and teaching aids provided. Learners should be aided in coming with
advertisements, lling tables, lling meals journals and carrying out grouping foods.
4. Creativity and imagination
Teacher should emphasize on standards of the adverts to bring out their creativity and
imaginary levels. Allow them to do presentations of the projects in this strand.
5. Citizenship
Encourage learners to embrace foods from dierent communities and cultures.
Emphasize on the nutritional value of the foods.
6. Digital literacy
Let learners know that they can access pictures of dierent foods from the internet.
Encourage them to use digital mean to produce adverts on foods and nutrition.
New words for this strand
Nutrients- a substance that provides nourishment essential for the maintenance of life
and for growth.
Advertisement-a notice or announcement in a public medium promoting a product,
service, or event or publicizing a job vacancy.
Kwashiorkor-a form of malnutrition caused by protein deciency in the diet, typically
aecting young children in the tropics.
Vendor-a person or company oering something for sale, especially a trader in the
street.
Apportioning-divide up and share out.
Texture-the feel, appearance, or consistency of a surface or a substance.
Learning to learn
Skills learned should be applied in their lives. Make the learners aware that they can
become nutrionists or media personnel and they can help them in earning a living.
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Attention to special education needs
Support for multi ability learning Support for special needs learning
• Peer teaching – engage high
achievers to assist weak pupils
in understanding the concepts.
• Plan to redo the lesson if the
objectives of the lesson were
not achieved.
• Give time to slow learners to
complete the lessons activity
• Gied learners to be given high
mental tasks to perform.
• Put measures that will protect
slow learners from being bullied
• Provide equal opportunities to
all learners.
• Identify learners with hearing problems
and visual impairment and have them sit
at the front of the class.
• Do large prints and write big letters on
the chalk board for the visually impaired
• Speak loudly and provide hearing aid to
those with hearing impairment.
• Make sure that the class is well arranged
to ease the movement of those who are
physically challenged.
• Assign learners to assist those with
physical challenges and visually impaired
with moving around and carrying
equipment for them.
• Keep encouraging all learners with
disabilities.
List of lessons
Lesson no. Lesson tittle Number
of lessons
Sub-strand 1 Foods and our senses
1 Foods and our senses 1
2 Grouping food according to taste 1
Sub-strand 2 Eating habits
3 Food eaten by family and friends 1
4 Reasons for liking and disliking dierent types of food 1
Sub-strand 3 Meals and snacks
5 Meals and snacks 1
Sub-strand 4 Classication of food
6 Foods from plants 1
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7 Foods we get from animals 1
Sub-strand5 Dietary needs for school going children
8 Naming dierent types of food eaten by school going
children
1
9 Dangers of eating too much or too little 1
Sub-strand 6 Good eating habit
10 Good eating habits 1
Sub-strand7 Advertisement of food
11 Advertisement of food 1
Sub-starnd 1: Food and our senses
Lesson 1 Food and our senses (to be covered in one lesson)
Refer to learner’s book page 56
Specic objectives
By the end of the lesson the learner should be able to:
i. Identify the four basic tastes.
ii. Appreciate the dierent tastes of dierent foods.
Teaching methods
• Practical activities
• Discussion
• Question and answer
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
Preparation for the lesson
1. Go through the learning points in advance to equip yourself with more knowledge.
2. Collect all the materials needed for the activities in advance.
Teaching aids
• Dierent types of food such as ugali, beef stew, rice, githeri
• Fruits such as lemon, water melon, oranges, pineapple,
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Teaching /learning activities
Introduction of the lesson
1. Introduce the lesson by reminding learners of function of tongue as learnt in
grade 1.
2. Ask them to name four basic taste as learnt in grade one.
Lesson development
3. Guide them in doing activity one on learners book.
4. Give them appropriate time to ll the table with their results.
5. Use highlighted points of learner’s book to clarify more.
6. Check the table below for guideline.
Teacher’s activities Learner’s activities
Guide learners in identifying areas of
tastes in the tongue.
Guide learners in drawing tongue and
labelling areas of dierent tastes.
Learners to listen carefully.
Learners to draw the tongue and label the
areas of taste.
Presentation
Group the learners and guide them
in tasting dierent types of food as in
activity 1 of learner’s book page 56.
Guide the learners in lling in a table.
Give notes.
Learners to taste dierent foods.
Learners to identify the taste of the
dierent foods available and ll the table
below.
Pupils
name
Salt Sugar S o u r
milk
Lemon
Learners to copy notes in their exercise
books
Assessment
Give a written exercise
Homework
Questions
1. List two foods that are sweet?
2. A ripe pineapple tastes ______
3. Beef stew is sweet. True or false
Learners attempt the exercise
Answers
1. Ripe banana, ripe mangoes
2. Sweet
3. False.
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Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non-formal activity to support learning
Learners to report on food eaten at home.
Lesson 2: Grouping food according to taste (to be covered in one lesson)
Refer to learner’s book page 57
Specic objectives
By the end of the lesson the learner should be able to classify food according to their
tastes.
Teaching methods
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
• Practical activities
• Discussion
• Question and answer
Preparation for the lesson
1. Go through the learning points in advance to equip yourself with more knowledge.
2. Collect all the materials needed for the activities in advance.
Teaching aids
• Chart of dierent types of food such as ugali, beef stew, rice, githeri
• Fruits such as lemon, water melon, oranges, pineapple,
Teaching /learning activities
Introduction of the lesson
1. Review the lesson by reminding learners what they learnt in the previous lesson.
Lesson development
2. Guide them in doing activity 2 of learner’s book.
3. Use highlighted points of learner’s book to clarify further.
4. Check the table below for guidance.
92
Teacher’s activities Learner’s activities
Review the previous lesson. Learners to listen carefully.
Presentation
Guide learners in lling a table showing
dierent tastes of food of activity 2 of
learners book.
Guide learners in taking notes.
Learners to taste dierent types
of food and ll in a table showing
dierent tastes of food correctly.
Learners take notes.
Assessment
Guide learners in drawing dierent types
of food, cutting out printed names of the
foods and pinning them in a table on a
manila paper
Learners to draw, cut out and pin
dierent types of foods.
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non-formal activity to support learning
Learners to report on food eaten at home.
Answer to check your progress 3(a)
Refer to learner’s book page 59
1. Rough
2. Pupils to draw foods that taste as given in the question.
(a) Lemon, unripe pineapple
(b) Ripe banana
(c) Cooked kales
Sub-strand 2: Eating habit
Lesson 3: Food eaten by family members and friends (to be covered in one lesson)
Refer to learner’s book page 60
Specic objectives
By the end of the lesson the learner should be able to mention what family members
and friends eat and drink.
93
Teaching methods
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
• Practical activities
• Discussion
• Question and answer
Preparation for the lesson
1. Improvise charts with pictures of dierent foods.
2. Go through the learning points in advance to equip yourself with more knowledge.
3. Collect all the materials needed for the activities in advance.
Teaching aids
• Pictures in pupil’s book
• Improvised charts of dierent types of food.
• Video of dierent food types
Teaching /learning activities
Introduction of the lesson
1. Review the topic by reminding learners what they learnt in the previous lesson.
2. Ask them to name some of the food that their family members and friends do
consume.
Lesson development
2. Lead in discussing pictures on let us talk.
3. Ask them to compare what they eat at home and food in the pictures of learner’s
book.
4. Use highlighted points of learner’s book to explain more.
5. Use the table below for guidance.
Teacher’s activities Learner’s activities
Guide learners in discussing pictures in the
pupils book.
Learners say what they can see
in the pictures.
Presentation
Group and guide learners in identifying foods
and drinks and state the time when they are
taken as in the page 60 of learners book.
Learners identify foods and
drinks and state when they are
taken.
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Guide learners in doing a presentation.
Give notes to the learners.
Learners to do a presentation.
Learners to write notes.
Assessment
Give them a written exercise
Homework
Questions
1. List down three dierent types of food eaten
at home.
2. Which drinks are taken at home?
Learners attempt the written
exercise
Answers
1. Beans stew
Beef stew
Rice
2. Porridge
Tea
Fruit juice
Milk
Water
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non-formal activity to support learning
Learners to report on food eaten at home.
Lesson 4 Foods liked or disliked by family members and friends (to be covered in
one lesson)
Refer to learner’s book page 62
Specic objectives
By the end of the lesson the learner should be able to:
i. Give reasons why dierent people like dierent foods.
ii. Appreciate the likes and dislikes of food of various people.Teaching methods
Teaching methods
• Guided discovery
• Observation
• Games
95
• Songs and poems
• Role play
• Practical activities
• Discussion
• Question and answer
Preparation for the lesson
1. Improvise charts of dierent foods.
2. Do research on foods that are liked and disliked by people.
3. Go through the learning points in advance to equip yourself with more knowledge.
4. Collect all the materials needed for the activities in advance.
Teaching aids
Pictures in pupil’s book, improvised charts of dierent types of food.
Teaching /learning activities
Introduction of the lesson
1. Introduce the lesson by reviewing the previous lesson.
2. Ask learners to name foods that they like and the ones that they dislike.
Lesson development
3. Divide them into four groups, each group to play the role of each character in
reading the conversation of learner’s book.
4. Give learners time to answer questions below the conversation of learner’s book.
5. Use highlighted points of learner’s book to explain further.
6. Use the table below for guidance.
Teacher’s activities Learner’s activities
Introduce the lesson by reviewing the
previous lesson.
Learners to answer listen keenly.
Presentation
Guide learners in sharing personal
experiences on liking and disliking
dierent types of food.
Guide learners in reading a conversation
in pupils book page 62
Learners share experiences on liking and
disliking of dierent types of foods
Learners to read a conversation in
learner’s book page 62.
Assessment
Guide learners in taking notes and
doing a written exercise
Learners to write notes and attempt the
exercise.
96
Homework
Questions
1. Come up with a list of what each
pupil like or dislike
2. Back home in the evening ask your
family members what they like or
dislike. Write down your ndings
in your note book.
Answers
1. Learners to write a list of foods liked
and disliked by family members.
2. Learners to note down the ndings
and do a presentation to other learners
during the next lesson.
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 the learners write summary notes on what they learnt.
Suggested non-formal activity to support learning
Learners to report on food eaten at home.
Answer to check your progress 3(b)
Refer to learner’s book page 64
1. Healthy and strong
2. Some foods don’t taste nice
Some are too sugary
Some react with our bodies
Doctor’s instructions
Sub-starnd 3 : Meals and Snacks
Lesson 5 Meals and snacks (to be covered in one lesson)
Refer to learner’s book page 65
Specic objectives
By the end of the lesson the learner should be able to:
i. State the number of meals taken in a day.
ii. Dierentiate between a meal and a snack from food items in the locality.
iii. Embrace the importance of taking meals and snacks at the right tight.
Teaching methods
• Guided discovery
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• Observation
• Games
• Songs and poems
• Role play
• Practical activities
• Discussion
• Question and answer
Preparation for the lesson
• Improvise charts of dierent foods.
• Go through the learning points in advance to equip yourself with more knowledge.
• Collect all the materials needed for the activities in advance.
Teaching aids
Pictures in pupil’s book, improvise charts
Teaching /learning activities
Introduction of the lesson
1. Introduce the lesson by asking learners the number of meals they take per day.
2. Using an improvised chat, show learners types of meals taken and at what time.
Lesson development
3. Ask them to name snack and meals from the chart.
4. Use outlined points of learner’s book to explain more.
5. Use the table below for guidance.
Teacher’s activities Learner’s activities
Guide learners in discussing pictures on the
improvised chart.
Learners talk about the pictures
on improvised chart.
Presentation
Guide learners in sharing personal experiences
on food they eat and the number of times they
eat as you refer to let us talk on page 65.
Guide learners in telling the dierence between
a meal and a snack
Guide learners in lling in the table on meals
and snacks of learner’s book page 65.
Guide learners in drawing , colouring, cutting
out pictures and mounting on a chart
Learners to share their
experiences
Learners to ll in the table on
meals and snacks
Learners to draw, colour, cutting
out pictures and mount on a
chart
98
Assessment
Homework
Learners to read a story in the pupils book on
reasons for taking meals at the right time and
answer the passage questions
Learners to read the story and
answer questions on the story
Lesson summary
Wrap up the lesson by asking probing questions such as:
 • Whatdidyoulearninthislesson?
 • Doyouthinkwhatyoulearntisimportant?Why?
 • Letlearnerswritesummarynotesonwhattheylearnt.
Suggested non-formal activity to support learning
Learners to record meal times in school.
Answer to check your progress 3(c)
Refer to learner’s book page 69
1.
Meals Snacks
Rice
Ugali
Mashed potatoes
Groundnuts
Crips
2. Breakfast – morning
Lunch – midday
Supper – evening
Snack – between meals
Sub-strand 4 : Classication of food
Lesson 6: Foods from plants (to be covered in one lesson)
Refer to learner’s book page 69
Specic objectives
By the end of the lesson the learner should be able to mention food we get from plants
within our locality.
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Teaching methods
• Guided discovery
• Observation
• Games
• Songs and poems
• Role play
• Practical activities
• Discussion
• Question and answer
Preparation for the lesson
1. Improvise charts of dierent foods from plants
2. Collect all the materials needed for the activities in advance.
3. Seek permission from the school head and the farm owner
Teaching aids
Pens, Note books, Learner’s book, A farm
Teaching /learning activities
Introduction of the lesson
1. Use improvised chart to show learners food from plants.
Lesson development
2. Guide learners in doing activity 5.
3. Use highlighted points of learner’s book to explain more.
4. Check the table below for guidance.
Teacher’s activities Learner’s activities
Read out safety precautions
to be observed before
visiting the school garden
Guide learners in picking
materials they require before
going to the school garden.
Group learners and give out
questionnaires.
Learners listen carefully.
Learners to take materials they will require with
them.
Learners read out the questionnaire and understand
what is expected.
Presentations
Guide the learners to the
school garden as in activity
5 page 78
Learners to move in groups and discuss about the
crops available in the school garden and identify
edible parts of the crops.
100
Guide learners in lling a
table and presenting their
ndings.
Learners ll a table and present to the rest of the
class.
Food
item
Stem leaves owers roots fruits Seeds
Sugar
cane
√
Assessment
Guide learners in taking
notes.
Give an exercise.
Homework activity
Learners to draw pictures,
colour them and mount
them on a manila for display
in the science corner.
Learners write notes.
Learners to do exercise.
Learners to draw pictures of plants and their edible
part, colour and mount on a manila.
Lesson summary
Wrap up the lesson by asking probing questions such as:
 • Whatdidyoulearninthislesson?
 • Doyouthinkwhatyoulearntisimportant?Why?
 • Letlearnerswritesummarynotesonwhattheylearnt.
Suggested non-formal activity to support learning
Learners to visit a school farm or neighbouring farm or take or nature walk.
Lesson 7 Foods we get from animals (to be covered in one lesson)
Refer to learner’s book page 72
Specic objectives
By the end of the lesson the learner should be able to:
i. Name foods we get from animals
ii. Appreciate the importance of animals.
Teaching methods
• Guided discovery
101
• Observation
• Games
• Songs and poems
• Role play
• Practical activities
• Discussion
• Question and answer
Preparation for the lesson
1. Improvise charts of dierent foods from animals.
2. Collect all the materials needed for the activities in advance.
Teaching aids
Pictures in pupil’s book, improvised chart
Teaching /learning activities
Introduction of the lesson
1. Review the lesson by reminding learners what they did in the previous lesson.
Lesson development
2. Guide learners in discussing pictures in the pupils book
3. Use highlighted points to clarify more.
4. Check the table below for guidance.
Teacher’s activities Learner’s activities
Introduce the lesson by reviewing the
previous lesson.
Learners to listen carefully.
Presentations
Guide learners in discussing pictures in
the learner’s book page 72.
Guide learners in naming animals kept at
home.
Guide learners in naming animal
products.
Lead learners discussing importance of
eating animal products.
Guide learners in drawing and colouring
animals and animal products, then cut
them out and sticking them in the table
Learners to take part in the discussion
on pictures in the pupils book.
Learners to name animals kept at home.
Learners to name animal products.
Learners to say the importance of eating
animal products.
Learners to draw and colour animals
and their products, then cut them out
and stick in the table below
102
Animal Product
Assessment
Teacher to give notes and written exercise
Homework
Match the following
Animal Product
Sheep Beef
Pig Milk
Goat Eggs
Cow Mutton
Hen Pork
Draw the above animals and their product
Learners to write notes and attempt the
exercise
Answers
Animal Product
Sheep Mutton
Pig Pork
Goat Beef
Cow Milk
Hen Eggs
Learners to draw the animals and the
animal products
Lesson summary
Wrap up the lesson by asking probing questions such as:
 • Whatdidyoulearninthislesson?
 • Doyouthinkwhatyoulearntisimportant?Why?
 • Letlearnerswritesummarynotesonwhattheylearnt.
Suggested non-formal activity to support learning
Learners to visit a school farm or neighbouring farm or take or nature walk.
Answer to check your answer 3(d)
Refer to learner’s book page 73
1. From plants.
Cabbage,coee,carrots,onions,ginger,kales,tomatoesbread,cake, rice
From animals
Pork,beef,eggs
103
2.
Animal Animal produce
1
Sheep Mutton
2
Chicken Eggs
3
Cow Milk
4
Pig Pork
3.
Sentence True False
We eat the roots of a sugarcane. False
We should only serve food that we can nish. True
Eating too much food makes us grow fast. False
We should only wash our hands aer eating. False
Foods of dierent colours are harmful to our
bodies.
False
We should brush our teeth once. False
Sub-strand 5 Dietary needs for school going children
Lesson 8: Naming dierent types of food eaten by school going children
Refer to learner’s book page 74
Specic objectives
By the end of the lesson the learner should be able to:
i. Name foods eaten by school going children
ii. State reasons why children to eat before going to school
Teaching methods
• Guideddiscovery
• Observation
• Games
• Songsandpoems
• Roleplay
• Practicalactivities
• Discussion
• Questionandanswer
104
Preparation for the lesson
1. Improvise charts of dierent foods served in plates.
2. Collect all the materials needed for the activities in advance.
Teaching aids
Pictures in learner’s book, improvised charts
Teaching /learning activities
Introduction of the lesson
1. Use improvised chart to show learners dierent types of food.
Lesson development
2. Guide learners in doing activity 6 of learner’s book.
3. Use highlighted points of learner’s book to explain further.
4. Use the table below for guidance.
Teacher’s activities Learner’s activities
Introduce this unit by showing learners dierent
types of food using improvised chart.
Learners to name foods they are
familiar with.
Presentations
Guide learners in naming foods in the pictures
on activity 6 page 74 of learner’s book.
Ask oral questions on food that they eat at home
i. Which foods do you eat at home?
ii. Which food do you eat at school?
Guide learners in naming foods found in their
locality.
Learners to name foods in the
learner’s book.
Learners to answer orally.
Learners to name foods found in
the locality.
Assessment
Teacher to give a written exercise.
Homework
Question
Name foods that you grow in the school garden
and at home.
Learners to attempt the exercise.
Answer
Learners to name foods that
grow in the school garden and
home garden
105
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Letlearnerswritesummarynotesonwhattheylearnt.
Suggested non-formal activity to support learning
School feeding programme.
Lesson 9: Dangers of eating too much or too little (to be covered in one lesson)
Refer to learner’s book page 75
Specic objectives
By the end of the lesson the learner should be able to:
i. Mention dangers of eating too much or too little.
ii. List Importance of eating enough food
Teaching methods
 • Guideddiscovery
 • Observation
 • Games
 • Songsandpoems
 • Roleplay
 • Practicalactivities
Preparation for the lesson
Improvise charts of dierent foods served in plates
Teaching aids
Pictures in pupils’ book, Improvised charts.
Teaching /learning activities
Introduction of the lesson
1. Introduce the topic by reviewing what was learnt in the previous lesson.
Lesson development
2. Take the learners picture A and B respectively and lead in discussing what happens
in each picture.
3. Use outlined points of learner’s book to explain more.
4. Use the table below for guidance.
106
Teacher’s activities Learner’s activities
Review the topic by asking oral questions about
the previous lesson.
Learners to answer orally.
Presentation
Guide learners in discussing pictures in pupils
book page 75.
Guide learners in role playing what is in the
pictures.
Learners say what they can see
in the learner’s book
Learners to role play
Assessment
Guide learners in doing a written exercise
Write down a story on a child that eats too much
Learners to write down a story a
child that eats too much
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
Suggested non-formal activity to support learning
School feeding programme
Answer to check your progress 3(e)
Refer to learner’s book page 76
1. Enough
2. Obesity
Sub-strand 6 : Good eating habits
Lesson 10: Food that is good for your body (to be covered in one lesson)
Refer to learner’s book page 77
Specic objectives
By the end of the lesson the learner should be able to:
i. Explain how food is apportioned in a plate
ii. Identify suitable foods that promote good health when apportioning
iii. Appreciate variety of foods on a plate
Teaching methods
• Guideddiscovery
• Observation
107
• Games
• Songsandpoems
• Roleplay
• Practicalactivities
• Discussion
• Questionandanswer
Preparation for the lesson
1. Improvise charts of dierent foods served in plates
2. Collect all the materials needed for the activities in advance.
Teaching aids
Dierent kinds of foods, plates, spoons, pupil’s book
Teaching /learning activities
Introduction of the lesson
1. Introduce the lesson by reviewing what was learnt in the previous lesson.
Lesson development
2. Guide learners in doing activity seven
3. Use outlined points of learner’s book to explain more.
4. Check the table below for guidance.
Teacher’s activities Learner’s activities
Review the previous lesson. Learners to listen carefully.
Presentation
Guide learners in a practical activity of serving
food by observing good quantity, variety and
colours correctly
Allow learners to eat
Guide learners in taking notes
Learners to serve food correctly.
Learners to eat their food
observing table manners.
Learners to write notes.
Assessment
Guide learners in doing a written exercise
Homework
Questions
1. We should ll our plates whenever we
serving meals? True or false
2. Draw a well apportioned plate of food
Learners attempt the exercise.
Answer
1. False
2. Pupils to draw apportioned
plate of food.
108
Lesson summary
Wrap up the lesson by asking probing questions such as:
 • Whatdidyoulearninthislesson?
 • Doyouthinkwhatyoulearntisimportant?Why?
 • Letlearnerswritesummarynotesonwhattheylearnt.
Suggested non-formal activity to support learning
School feeding programme.
Learners to attend wedding ceremonies and family functions such as get together.
Answer to check your progress 3(f)
Refer to learner’s book page 78
1. Divide or share out food.
2. Obesity, kwashiorkor
3. Nutrients
Sub-strand 7 : Advertisement of food
Lesson 11: Advertisement of food (to be covered in one lesson)
Refer to learner’s book page 78
Specic objectives
By the end of the lesson the learner should be able to:
i. Identify an advertisement on food.
ii. Tell the eects of food advertisements on their feelings.
iii. Tell how advertisements can inuence their choice of food.
Teaching methods
 • Guideddiscovery
 • Observation
 • Games
 • Songsandpoems
 • Roleplay
 • Practicalactivities
 • Discussion
 • Questionandanswer
Preparation for the lesson
1. Improvise charts of dierent foods advertisements
2. Play the video to taste if it’s working properly.
109
Teaching aids
Print adverts on food in magazines and gazettes, video of food advertisement
Teaching /learning activities
Introduction of the lesson
1. Play video showing food advertisement, ask learners what they feel aer watching
the advertisement.
Lesson development
2. Guide learners in doing activity 8 of learner’s book.
3. Use highlighted points of learner’s book to explain more.
4. Check the table below for guidelines.
Teacher’s activities Learner’s activities
Allow learners to watch an advert and also read
a cut out advert from a gazette.
Learners to watch and read
adverts.
Presentation
Guide learners in doing activity 8 of the learner’s
book.
Guide learners in telling dierent forms of
adverts.
Guide learners in sharing experiences on how
adverts inuence their choice on food
Learners to do activity 8 of
learner’s book.
Learners tell dierent forms of
adverts.
Learners to share their
experiences on how adverts of
food inuence their choices on
food.
Assessment
Give a written exercise.
Homework
Question
Lead learners in coming up with a written advert
and audio advert on their favourite meal
Learners attempt a written
exercise.
Answer
Learners to come up with adverts
on their favourite meal
Lesson summary
Wrap up the lesson by asking probing questions such as:
• What did you learn in this lesson?
• Do you think what you learnt is important? Why?
• Let learners write summary notes on what they learnt.
110
Suggested non-formal activity to support learning
Visitation of a TV station by learners.
Answers to check your progress 3(g)
Refer to learner’s book page 81
1. Advertisements are used to promote products and services
2. Television, Radio, and newspapers
3. TV
4. Our choices
Additional information for the teacher
Eating out is not only about the way food tastes, but a wider experience bringing
together one’s dierent senses. Because of this there are new ways to enhance our smell,
feel, taste, sight and hearing senses. It is well known that the way food is presented
plays a huge role in how it taste.
e texture of food is also important when eating. Having a bite of something with
an unpleasant texture puts someone o from eating the whole dish, whereas having a
pleasant texture can make the food more enjoyable.
It is also shown thatsound plays a role in eating. While this might seem weird for
some, it is true. Although taste is the most important sense when eating, smell also
plays an important role. e combination of the smell and taste senses enable a person
to experience the real avour of the food.
Healthier eating habits mean that:
 • Drinkmorewaterthroughouttheday.
 • Scheduletimestoeatyourmealsandsnacks.
 • Planandpreparehealthymealsandsnackstoincreasechanceofsuccess.
 • Payattentiontoyourfeelingsofhunger.Learnthedierencebetweenphysical
hunger and habitual eating.
Additional Activities to cater for slow and gied learners
Remedial activities for slow learners Extended activities for gied and
talented learners
1 Draw a tongue and label four basic
tastes.
2 Use a table to list food you get from
animals and those you get from plants.
Low order thinking (LOT) questions for
slow learners
1. Write a poem on food and nutrition.
Recite the poem to the class.
2. Compose a song with the theme good
eating habits, sing the song during a
community gathering.
3. Share what you learnt about food
nutrition in class with your peer.
111
Draw three foods that taste sour.
Answers Low order thinking questions
1. Refer to learners book page 58
4. Improvise charts portraying food
advertisements.
High order thinking (HOT) questions for
gied learners
1. List importance of animals and plants
as source of food.
Answers to high order thinking
questions
Refer to learner’s book page 60
112
Safety Education
Strand 4
Refer to learner’s book page 82 - 97
Key strand 4 competence
Aer studying this strand, the learner should be able to know the types of wastes
in classroom, wastes disposal, dangers in classroom and food safety.
Strand outline
4.1 Types of waste in the classroom and its disposal
4.2 Dangers in the classroom
4.3 Food safety
Pre requisite of the strand
In this strand the learners will be guided to identify foods that should be cooked before
eating and those eaten raw. Learners will be taught on food handling in the kitchen
and other areas where food is prepared. Learners will also be taught on dangers that
take place in class, causes of dangers and ways of preventing it. Pupils in this grade
will also be taught on grouping of wastes and proper disposal of wastes. Let learners
understand that when they continue and further their education in this area, they may
become doctors, teachers, nurses and nutritionists. Give an example of a well establish
doctor, teacher, nurse or nutritionist to motivate learners more.
Background information
It is important to understand the seriousness of personal safety and how to avoid
dangerous situations at home or in school. Learning about all aspects of proper safety
is an important part of education. Whether you are at home or in school, staying safe
is the top priority. ere are many things to learn about when you are at home and in
school. Staying safe at school is just as important. A lot can happen on your way to
school and in class.
Pertinent and contemporary issues
1. Gender issues - Teacher should emphasize that food industry is not only for
women. Let the learners know that there is no career made for women and food
vending is for all genders.
113
2. Health education
Let learners know that poor handling of food causes communicable diseases that can
kill in a short time. Let the learners understand that these diseases can be protected by
practicing hygiene when handling food.
3. Life skills and values
Encourage learners to be responsible over their environment. Challenge them to
strive for zero hazards in their environment. Encourage them to be aware of their
surrounding by observing safety signs put in place. Emphasize on cleaning aer them
to prevent health hazards
4. Education and sustainable development
Learners should be meant to understand the importance of taking care of their
environment by collecting litter around their compound both at school and at home.
5. Learner to support education
Teacher to organize for peer teaching sessions to educate on dangers in classroom and
waste disposal
6. Community service
Encourage learners to take part in environmental day by presenting songs and poems
on environment issues.
Core competences
1. Communication and collaboration
Group discussions, role play, peer teaching, sharing of experiences and working
out problems help the learners to work as team and encourage growth of language.
Teachers to guide learners in carrying out these activities
2. Self – ecacy
Learners to be asked probing question both in written form and oral. is way the
teacher will be able to know how the learner is able to express themselves. is promotes
self-esteem and condence in learners. e learners are able to apply knowledge and
skills acquired.
3. Critical thinking / problem solving
Teacher should emphasize on these competence by carrying out practical activities
and giving tasks. e learners will be able to dierentiate dierent types of wastes
through critical thinking.
4. Creativity and imagination
Teacher should guide learners in improvising on containers that are used to put wastes.
Learners to draw, color and mount containers used in putting litter.
114
5. Citizenship
Emphasize on laws that are in place to govern waste and waste disposal in the country.
Encourage them in becoming law abiding citizens
6. Digital literacy
Teacher to guide learners in watching videos from the internet on waste management
New words for this strand
Dustbin- a container for household refuse, especially one kept outside.
Waste disposal- Removing and destroying or storing damaged, used or other unwanted
domestic, agricultural or industrial products and substances.
Vendors- person or company oering something for sale, especially a trader in the
street.
Learning to learn
Skills acquired by the learners should be applied both in school and at home. Make
the learners aware of dangers that are in our surrounding and how to prevent them.
Emphasize on skill of reading and interpreting safety signs in their surroundings.
Attention to special education needs
Support for multi ability learning Support for special needs learning
• Peer teaching – engage high
achievers to assist weak pupils in
understanding the concepts
• Plan to redo the lesson if the
objectives of the lesson were not
achieved
• Give time to slow learners to
complete the lessons activity
• Gied learners to be given high
mental tasks to perform
• Put measures that will protect slow
learners from being bullied
• Provide equal opportunities to all
learners
Identify learners with hearing problems
and visual impairment and have them sit
at the front of the class.
Do large prints and write big letters on
the chalk board for the visually impaired
Speak loudly and provide hearing aid to
those with hearing impairment.
Make sure that the class is well arranged
to ease the movement of those who are
physically challenged
Assign learners to assist those with
physical challenges and visually
impaired with moving around and
carrying equipment for them.
Keep encouraging all learners with
disabilities.
115
List of lessons
Lesson
number
Lesson tittle No. of
lessons
Sub-strand
1
Types of waste in the classroom and its disposal
1 Types of wastes in classroom 1
2 Proper disposal of waste 1
Sub –strand
2
Dangers in classroom
3 Dangers in classroom 1
Sub –strand
3
Food safety-handling of cooked food and food vendors.
4 Hygiene practices while handling food 1
5 Importance of observing hygiene when handling food 1
Sub-strand 1: Types of waste in classroom and its disposal
Lesson 1 Types of wastes in classroom (to be covered in one lesson)
Refer to learner’s book page 82
Specic objectives
By the end of the lesson the learner should be able to:
i. Identify types of waste found in the classroom.
ii. Identify containers used for putting waste in the classroom.
Teaching methods
• Guideddiscovery
• Observation
• Games
• Songsandpoems
• Roleplay
• Practicalactivities
• Discussion
• Questionandanswer
Preparation for the lesson
Improvise charts of dierent dustbins
116
Teaching aids
Dustbin in class, wastes in the bin, learner’s book
Teaching /learning activities
Introduction of the lesson
1. Ask learners to look around to see if there is any waste products around them.
Lesson development
2. Engage them in discussion based on the picture of learner’s book.
3. Help learners do activity 1.
4. Use highlighted points of learner’s book to clarify more.
5. Check the table below for guidance.
Teacher’s activities Learner’s activities
Ask oral questions on wastes. Learners to answer orally
Presentation
Guide learners in drawing, colouring and
naming the waste in their exercise books.
Guide learners in discussing pictures of dierent
containers used in disposing waste.
Learners to draw, colour and
name the waste in their exercise
books.
Learners talk about pictures on
containers used in disposing
waste.
Assessment
Teacher to give learners a written exercise.
Homework
Questions
1. Name dierent wastes found in a class.
2. Pupils to draw containers used in putting
waste at school and home
Learners to do a written exercise.
Answers
1. Papers, pencil sharpening,
bottles, fruit peelings
2. Drawings of containers used
in putting litter at home and
school
Lesson summary
Wrap up the lesson by asking probing questions such as:
 • Whatdidyoulearninthislesson?
 • Doyouthinkwhatyoulearntisimportant?Why?
 • Letlearnerswritesummarynotesonwhattheylearnt.
117
Suggested non-formal activity to support learning
Class cleanliness competition.
Lesson 2 Proper disposal of waste
Refer to learner’s book page 84
Specic objectives
By the end of the lesson the learner should be able to:
i. List importance of proper disposal of waste
ii. State ways of disposing waste properly
Teaching methods
 • Guideddiscovery
 • Observation
 • Games
 • Songsandpoems
 • Roleplay
 • Practicalactivities
 • Discussion
 • Questionandanswer
Preparation for the lesson
1. Improvise charts of dierent dustbins
2. Provide a picture of a compost pit
Teaching aids
Learner’s book, two dustbins
Teaching /learning activities
Introduction of the lesson
1. Introduce the lesson by reviewing what was learnt in the previous lesson.
Lesson development
2. Engage learners in discussing pictures of learner’s book.
3. Help learners in doing activity 2 of learner’s book.
4. Use outlined points of learner’s book for more clarication.
5. Check the table below for guidance.
118
Teacher’s activities Learner’s activities
Teacher to review the previous lesson. Learners to listen carefully.
Presentation
Teacher to pour dirt in the dustbin and guide
learners in sorting them as in activity 2.
Ask the learners to identify and name the waste.
Guide learners in discussing pictures in the
learners book on importance of disposing waste
properly
Learners sort out the waste as
directed in activity 2.
Learners to identify and name
the waste
Learners talk about the pictures
on importance of disposing
waste properly
Assessment
Teacher to give a written exercise
Homework
Come up with a table and group the wastes
found at home.
Learners to do a written exercise
Answer
Pupils to come up with a table
that clearly shows dierent types
of wastes found at home
Lesson summary
Wrap up the lesson by asking probing questions such as:
• Whatdidyoulearninthislesson?
• Doyouthinkwhatyoulearntisimportant?Why?
• Let learners write summary notes on what they have learnt.
• Teacher to review the lesson by going through the main points of the lesson
Suggested non-formal activity to support learning
Class cleanliness competition, talking walls
Answers to check your progress 4(a)
Refer to learner’s book page 87
1. Food wastes and re-usable wastes
2.
Food and garden waste Recyclable waste
Banana peelings Plastic cups
119
Bread Writing pads
Rice Reusable bags
Orangespeelings
Cake
kales
3. Dustbin
4. Landll
Sub-strand 2 : Dangers in the classroom
Lesson 3: Dangers in classroom (to be covered in one lesson)
Refer to learner’s book page 88
Specic objectives
By the end of the lesson the learner should be able to:
i. Identify dangers in the classroom.
ii. Name the causes of dangers in classroom.
iii. Tell how to prevent dangers in classroom.
iv. Develop responsibility in preventing dangers in the classroom.
Teaching methods
 • Guideddiscovery
 • Observation
 • Games
 • Songsandpoems
 • Roleplay
 • Practicalactivities
 • Discussion
 • Questionandanswer
Preparation for the lesson
Improvise charts which shows common dangers that occurs in classrooms
Provide a picture of a compost pit
Teaching aids
Learner’s book, improvised charts
Teaching /learning activities
Introduction to the lesson
1. Ask learners to mention some of the dangers they experience in class.
120
Lesson development
2. Lead in discussion based on the picture of learner’s book.
3. Use highlighted points of learner’s book to explain more.
4. Check the table below for guidance.
Teacher’s activities Learner’s activities
Ask oral questions on accidents that happen in
classroom
Learners to answer orally.
Presentation
Guide learners in discussing pictures showing
dangers in the classroom.
Guide learners in sharing experiences on
dangers encountered in classroom.
Guide learners in discussing causes of dangers
in classroom.
Guide learners in role playing causes and
prevention of dangers in classroom.
Guide learners in identifying and interpreting
safety signs.
Task the class representatives to come up with
a duty rota on measures on how to reduce
classroom accidents.
Learners talk about the pictures
Learners to share experiences
on dangers encountered in
classroom.
Learners talk about causes of
dangers in classroom.
Learners role play on causes
and prevention of dangers in
classroom.
Learners identify and interpret
safety signs.
Learners to carry out activities
as allocated per duty roster.
Assessment
Homework activity
Task learners with making safety signs.
Learners to make safety signs.
Lesson summary
Wrap up the lesson by asking probing questions such as:
 • Whatdidyoulearninthislesson?
 • Doyouthinkwhatyoulearntisimportant?Why?
 • Letlearnerswritesummarynotesonwhattheyhavelearnt.
 • Teachertoreviewthelessonbygoingthroughthemainpointsofthelesson
Suggested non-formal activity to support learning
Talking walls, songs and poems, scouts and girl guides.
121
Answers to check your progress 4(b)
Refer to learner’s book page 93
1.
(a) True
(b) True
(c) True
(d) True
(e) False
(f) True
(g) True
2. Arranging desks, chairs and tables in our classes properly
Collecting wastes in the class
Taking note of safety signs
3. Learners to draw signs of mind your step, slippery oor and do not run
4. Walking
Sub-strand 3: Food safety- handling of cooked food and food venders
Lesson 4: Hygiene practises while handling food (to be covered in one strand)
Refer to learner’s book page 106
Specic objectives
By the end of the lesson the learner should be able to:
i. Identify food eaten before and aer cooking
ii. List hygienic practices to be observed while handling food
iii. List factors to consider when buying food from a food vendor
Teaching methods
 • Guideddiscovery
 • Observation
 • Games
 • Songsandpoems
 • Roleplay
 • Practicalactivities
 • Discussion
 • Questionandanswer
Preparation for the lesson
1. Improvise charts with pictures of dierent food venders.
2. Test video to make sure it is working properly.
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Teaching aids
Dierent types of food, water, learner’s book, video
Teaching /learning activities
Introduction of the lesson.
1. Lead learners in discussing pictures of learner’s book.
2. Ask them to name other foods that are not in the pictures.
Lesson development
3. Help learners to categorise the names food as cooked or non-cooked.
4. Use highlighted points of learner’s book to give more clarication.
5. Check on the table below for guidance.
Teacher’s activities Learner’s activities
Ask oral questions on hygienic practices. Learners answer orally.
Presentation
Guide learners in discussing ‘let us talk of
learners book.
Guide learners in drawing foods eaten before
and aer cooking.
Teacher to guide learners in role playing hygienic
practices to be observed when handling food.
Teacher to guide learners in talking about
pictures in learners book.
Teacher to guide learners in discussing factors to
consider when buying food from a food vendor.
Learners to watch video on
health practices.
learners to draw foods eaten
before and aer cooking.
Learners to role play hygienic
practices observed when
handling food.
Learners to discuss what they
can see.
Learners to discuss factors to
consider when buying food from
a food vendor.
Assessment
Teacher give a written exercise
Homework
Question
Name foods that must be cooked before eating
What are some of the hygienic practises in
handling food
Learners to do a written exercise
Answers
1. Maize
Beans
Beef
2. Washing hands
Covering food
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Lesson summary
Wrap up the lesson by asking probing questions such as:
 • Whatdidyoulearninthislesson?
 • Doyouthinkwhatyoulearntisimportant?Why?
 • Letlearnerswritesummarynotesonwhattheylearnt.
• Teacher to review the lesson by going through the main points of the lesson.
Answer to check your progress 4(c)
Refer to learners book page 97
1. He should practice good hygiene
2. Hygiene
Additional information to the teacher
Safety education is the teaching of specic knowledge, skills and understanding that
children need in order to stay safe in a given situation. Generally, schools themselves
are safe places for children of all ages, so the focus of safety and risk education is to
prepare children and young people for the world outside of school, now and in the
future.
A safe learning environment is essential for learners of all ages. Without it they are
unable to focus on learning the skills needed for a successful education and future.
When violence is part of the educational setting, all students are aected in some way.
School safety is important to protect all learners and school personnel from violence
that includes:
• Assaults
• Bullying
• Victimization
• e
• Classroom disorder
• Fights
• Robbery
• Use of weapons
• Sexual attacks
• Violent crime
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Additional Activities to cater for slow and gied learners
Remedial activities for slow learners Extended activities for gied and
talented learners
1 Draw various safety signs in a manila
paper. Colour them then hang them on
the wall.
Low order thinking (LOT) questions for
slow learners
Draw three foods that must be cooked
before eating.
Answers Low order thinking questions
Learners to draw carrots, mango, orange,
cabbage
Demonstrate ways of handling food
hygienically.
High order thinking (HOT) questions for
gied learners
School safety is important to protect
all learners and school personnel from
violence that includes:
Answers to high order thinking
questions
Assaults, bullying, victimization, the,
classroom disorder, ghts