Longhorn

Hygiene and Nutrition

Activities

Grade 2

Teacher’s Guide

Purity Ndanu

Millicent Omusikoyo

Rahab Thuguri Ngatunyi

Published by

Longhorn Publishers Ltd.,

Funzi Road, Industrial Area,

P. O. Box 18033-00500,

Nairobi, Kenya.

Longhorn Publishers (Uganda) Ltd.,

Plot 4 Vubyabirenge, Ntinda

P. O. Box 24745

Kampala, Uganda

Longhorn Publishers (Tanzania) Ltd.,

New Bagamoyo/Garden Road

Mikocheni B, Plot No. MKC/MCB/81,

P O Box 1237

Dar es Salaam, Tanzania.

Longhorn Publishers (Rwanda) Ltd.,

Remera opposite COGE Bank

P.O. Box 5910

Kigali, Rwanda

e moral rights of the authors have been asserted.

or transmitted in any form or by any means, electronic, mechanical, photocopying, recording

or otherwise without the prior written permission of the copyright owner.

First published 2017

ISBN 978-9966-64-039-0

Printed by Ramco Printing Works Ltd,

Unit 2, Ramco Industrial Complex,

Before Imara Daima Turn o, Mombasa Road,

P. O. Box 27750 - 00506,

Nairobi, Kenya.

iii

Contents

Part 1: Introduction........................................................................1

Part 2: Classroom as a learning/teaching resource

and the teaching process................................................... 15

Part 3: Competence-based assessment.........................................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

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

Introduction

Part 1

e vision of the basic education curriculum reforms is to enable every Kenyan to

become an engaged, empowered and ethical citizen. is will be achieved by providing

every Kenyan learner with the right standards in the skills and knowledge that they

deserve, and which they need in order to thrive in life. is shall be accomplished

through the provision of excellent teaching, school environments, resources and

a sustainable visionary curriculum that provides every learner with high quality

learning.

In order to do this, teachers must engage the learners in exciting activities that

allow them to use and progressively demonstrate the competencies outlined in the

curriculum.is Teacher’s Guide has been designed to do just that. It places the

learner at the centre of learning. e teacher’s guide provides pathways for identifying

and nurturing the talents and interests of learners early enough to prepare them for the

world of work, career progression and sustainability.

Based on a competency-based curriculum; the guide, as well as the learners’ book

provide methods of assessment, promoting of national values and national cohesion

and their integration into the curriculum.

e teacher should therefore strive to nurture the learner’s potential through the

learning pathways that are provided in this book. is is through recognition of the

learner’s potential, gis and talents. At the end of the day, no child should be labelled

a failure!

1.1 Hygiene and nutrition activities as a subject area

Hygiene and nutrition activities is aimed to equip learners with the basic knowledge,

skills and attitudes that promote a happy and healthy lifestyle. rough the subject

area, the learner is given the ability to take care of their own well-being as well as

that of others by learning and adopting healthy habits. rough it, the learner shall

be engaged in practical activities that promote healthy eating habits and adoption

of appropriate hygiene practices. is will enable the country prevent many of the

infections associated with poor hygiene and sanitation practices. Chronic lifestyle

diseases associated with poor eating habits will also be minimised by making sure that

healthy habits are introduced as the children start their education. Other topics to be

covered will include oral and dental health and de-worming.

Learning outcomes for hygiene and nutrition

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

• Practicehygiene,propersanitationandsafetytopromotehealthandwell-being.

• Demonstrategoodhealthhabitsthatpromotethewell-beingofselfandothers.

• Makeappropriatechoicesoffoodsanddrinksthatpromotegoodhealth.

• Demonstrateabilitytoconserveresourcesintheirdailyactivities.

• Practiceappropriateetiquetteforinterpersonalrelationships.

1.2 Background Information on new curriculum

• Basedonthe2012ReportoftheTaskForceontheRe-alignmentoftheEducation

Sector to the Kenya Vision 2030 and Constitution of Kenya 2010, the Government

developed the Sessional Paper No. 2 of 2015 on “Reforming Education and

Training in Kenya”. e Sessional Paper states that the education sector is guided

by the national philosophy, which places education at the centre stage of the

country’s human and economic development. e Sessional Paper recommends

reforming the Education and Training Sector to provide for the development of the

individual learner’s potential in a holistic and integrated manner, while producing

intellectually, emotionally and physically balanced citizens. It further recommends

a competency based curriculum; establishment of a national learning assessment

system; early identication and nurturing of talents; the introduction of national

values and national cohesion and their integration into the curriculum; and the

introduction of three learning pathways at senior school level. It is against this

background that the Hygiene & Nutrition activities syllabus at primary level was

developed among other core competency areas.

• Competency-based learning unlike knowledge – based learning which is the

current practice, refers to systems of instruction, assessment, grading and academic

reporting that are based on students demonstrating that they have acquired and

learned the pre-requisite knowledge, skills and attitudes as they progress through

their education. Apart from being integrative, the newly revised syllabus guides

the interaction between the teacher and the learner in the learning process. It

further puts greater emphasis on skills a learner should acquire during each strand

of learning. As a competency-based syllabus, it elaborates on the three aspects of

knowledge, skills and attitudes change.

1.3 e Book Structure

is teacher’s guide is organised into two main sections. Part 1 is the general

introduction section detailing pedagogical issues. Part 2 highlights the strands just as

outlined in the learner’s book.

Organisation of the strand

Each strand consists of the following:-

• Strandsandtitles

• Sub-strandsandtheirtitles

• Suggestedtimeofcoverage(numberoflessons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

of what a teacher should teach and learner should learn in line with stated learning

objectives.

ese are number of lessons or periods suggested for each sub strand.

(d) Specic Learning Outcomes

ese are the learning objectives which must be achieved at the end of the sub-strand.

ey are accompanied with suggested learning experiences which are a summary of

activities that should be carried out to meet the specic objectives.

(e) Key inquiry questions

ese are comprehensive learning statements presented as a starting point. ey are

questions that are meant to make the learners want to nd out the solutions in the

course of learning. ey form the basis for measuring the level of achievement of the

learning objectives.

(f) Core Competences to be developed

A competency based approach enables meaningful connections within and between

subject areas. e seven core competencies to be achieved by every learner are:

• Communicationandcollaboration

• Self-ecacy

• Criticalthinkingandproblemsolving

• Creativityandimagination

• Citizenship

• Digitalliteracy

• Learningtolearn

ey should be achieved once learners have met all the learning objectives in the

lesson. ese will be explained in more details later.

(g) Links to PCIs

ese are instructions that set out approach to Pertinent and Contemporary issues.

Examples are life skills, citizenship skills, animal welfare, environmental education

and many more.

(h) Links to other subjects

It is important for learners to gain an understanding of the interconnections between

dierent subjects so that learning in each subject is reinforced across the curriculum.

is platform does exactly that. It prepares the teacher to pass this information to the

learners so that they are aware!

(i) Links to attitudes and values

Values are standards that guide an individual on how to respond or behave in a given

circumstance. e teaching of values will facilitate the achievement of the curriculum

reforms’ vision with respect to moulding ethical citizens. Truly engaging with the

learning, requires appropriate attitudes and values that relate to the lesson or the topic

being taught.

(j) Attention to Special Education Needs

is section provides a way that the teacher can cater for the dierent special education

needs with a consideration to the nature and requirements of the lesson.

(k) Teaching aids

is section lists the teaching aids needed for the strand or sub-strand. It also indicates

the alternative teaching aids and materials for learners with special needs and for

schools with limited resources.

(l) Suggested Community Service Learning

e learner is part of a larger community and therefore, education should lead the

youth of the country to accept membership of this community with all the obligations

and responsibilities, rights and benets that this membership entails.

(m) Assessment

is section contains the questions and suggested answers to assess the lesson learning

objective.

(n) Suggested non-formal activities to support through application

ese are non-formal activities which are aimed at further reinforcing the concepts being

learnt

. ey are given as additional activities to the main activities in the learner’s book.

1.4 Core Competences for basic education and their acquisition

Competencies are statements of the characteristics that students should demonstrate

which indicate they are prepared and have the ability to perform independently in

professional practice. e two types of competencies envisaged in this curriculum are:

Sessional Paper No. 2 of 2015 on ‘Reforming Education and Training in Kenya’

recommends a reformed curriculum that adopts a competency based approach.

is is also recommended by the EAC Curriculum Harmonization Structures and

Framework. A competency-based approach enables meaningful connections within

and between subject areas through a focus on competencies. Subjects 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

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

groups that ultimately increase the success of teams as they engage in collaborative

problem solving. Collaboration is also present in opposing goals exhibiting the

notion of adversarial collaboration, though this is not a common case for using the

word. Collaborative learning is a system in which two or more people co-operate in a

learning experience to share and contribute to each member’s understanding of a topic

and to complete a given task. Collaborative learning is designed to help learners learn

from each other and can be an important aspect of the school curriculum. Lesson

plans for collaborative learning may vary greatly. Sometimes teachers will build a

lesson designed specically to teach collaborative learning and teamwork. ere are

many team building games and activities that can be done in a classroom that force

learners to work together to complete a task. Other collaborative learning exercises are

designed around a particular school subject. For instance, in a speech class, a teacher

might put learners up into teams and have them work together to make a presentation

on a subject together. In this scenario, learners can learn just as much as if they were

developing a presentation on their own, but they get the added benet of learning how

to collaborate.

Self-ecacy

Self-ecacy is a person’s belief about his or her capabilities to perform tasks or

assignments that can change and transform his or her life. It determines how the

personfeels,thinks,behavesandmotivatesthemselves.Self-ecacyhasthepotential

to determine four major processes namely cognitive, motivational, aective and

selection processes.

A strong sense of self-ecacy enhances a learner’s accomplishment and personal

well-being in many ways. Learners with high assurance in their capabilities approach

diculttasksaschallengestobemastered,ratherthanasthreatstobeavoided.Self-

ecacy fosters intrinsic interest and deep engrossment in activities. Learners set

themselves challenging goals and maintain a strong commitment to them.

Self-ecacy as a competence will enable learners to develop and nurture intra-

personal skills and values such as self-awareness, self-esteem, condence and personal

integrity. ese competencies will enhance the learner’s ability to heighten and sustain

eorts in the face of failure and eectively manage stressful situations. A learner with

astrongsenseofself-ecacywillbecourageousandboldenoughtosetandpursue

personal educational, family, community, entrepreneurial, professional, and career

goals in all forms of employment that will lead to personal accomplishment (British

Council,2016).Anecaciouslearnerwillbeawareoftheresourcesattheirdisposal

and will take personal responsibility for the use, care, management, protection and

preservation of these resources.

Alearnerwithstrongself-ecacywillbeinternallymotivatedtoestablishandmaintain

healthy interpersonal relationships. ey will demonstrate interpersonal relationship

skills such as assertiveness, empathy, eective communication, negotiation skills,

non-violent conict resolution skills and peer pressure resistance skills. Creative and

critical thinking that leads to eective decision making and problem solving is based

onastrongsenseofself-ecacy(BritishCouncil,2016).Capacitybuildingofteachers

and parental engagement are two crucial factors that would determine acquisition of

self-ecacy. eschoolwillbeexpectedtoprovideopportunitiesforparentstobe

empowered and engaged in the aairs and welfare of their children’s education.

Critical inking and Problem Solving

An important outcome of quality education is teaching learners how to think critically.

e British Council (2015) identies three types of thinking: reasoning, making

judgements and problem solving. It is possible for learners to reason in an uncritical

way. When learners are empowered with critical thinking, they avoid being subjective,

and use logic and evidence to arrive at conclusions. Critical thinking also facilitates

exploring new ways of doing things and learner autonomy. Learners learn that for every

issue there are multiple perspectives that they can explore, rather than a rigid recall

and regurgitation of information. Critical thinking is important for lifelong learning. It

helps learners to have an open mind and be ready to listen and appreciate information

and opinions that may sometimes conict with their earlier held beliefs and positions.

Critical thinking and problem solving are useful for learners of all ages and in all the

subjects and disciplines oered in the basic education curriculum. For example, in the

sciences learners need to think critically about observations and patterns to develop

ideas on how to solve problems. ese competencies are also important for solving

problems in their lives and communities, and will ultimately help them to full their

potential, which is the vision for the basic education curriculum. is will contribute

to addressing the unemployment challenge in Kenya.

Critical thinking and problem solving will be developed through age appropriate

activities and programmes in the school curriculum. For example, at pre-primary

school level learners can be asked to come up with the best ways of using and keeping

their books, stationery and other personal items safe. At the other end of the basic

education spectrum, learners can be asked to come up with the best ways of addressing

the challenge of scarce resources such as water in the school and community.

Creativity and Imagination

Creativity and imagination refers to the ability to form new images and sensations

in the mind, and to turn them into reality (British Council, 2016). It is the ability to

imagine things that are not real, to form pictures in the mind of things that one has

not seen or experienced, and turn those pictures into real things. It also refers to the

act or power of forming mental images of things that are not present to the senses,

or that are never wholly perceived in reality, and creating physical representations of

those images. Imagination only exists or happens in the mind, and it remains in the

mind. Creativity and imagination on the other hand, is characterized by the ability to

perceive the world in new ways, to nd hidden patterns, to make connections between

seemingly unrelated phenomena, and to generate solutions. It is a phenomenon

whereby something new and valuable is formed.

In educational terms, creativity and imagination refers to the ability of learners and

their teachers to form images and ideas in their minds, and turn them into real, visible

creations. Learners who are imaginative and creative are able to make life interesting

for themselves and others around them. ey are able to use the knowledge, skills

and values acquired in the learning process to create new ideas that result in products

that add value to their lives and to the lives of others around them. e competence-

based curriculum recognises this hidden ability in learners. It will therefore, inspire

learners’ imagination by presenting knowledge in ways that encourage learners to

think as individuals. It will create scenarios that help learners to engage in imagination

and encourage them to develop creations steered by the imagination. eir ability

to imagine will be stretched through exposure to challenging situations that help to

expand their thinking and creativity skills. e curriculum will also create room for

innovative ways of teaching as well as creating an environment conducive to learning

that oers all learners opportunities to explore their full potential in and through

creativity and imagination.

Citizenship

Historically, human beings have always formed communities based on a shared

identity. Such identities are forged in response to a variety of human needs, which might

be economic, political, religious or social. As group identities grow stronger, those

who hold them in commonality with others organise themselves into communities,

articulate their shared values, and build governance structures to support their beliefs.

e individuals in these communities identify themselves as citizens.

Citizenship is the state of being vested with the rights, privileges, and duties of a citizen.

It creates a sense of belonging and attachment to one’s nation. A sense of citizenship

helps to equip young people to deal with situations of conict and controversy

knowledgeably and tolerantly. ey are able to understand the consequences of their

actions, and those of the adults around them.

Global citizenship is a way of living which recognises that our world is an increasingly

complex web of connections and interdependencies. One in which our choices and

actions may have repercussions for people and communities locally, nationally or

internationally. It nurtures personal respect and respect for others, wherever they live.

It encourages individuals to think deeply and critically about what is equitable and

just, and what will minimise harm to our planet.

Digital Literacy

Digital literacy can be described as having the knowledge, skills and behaviours which

are necessary to eectively and safely use a wide range of digital content and devices.

Such devices include mobile phones, smart phones, tablets, laptops and desktops

among others. All these fall within the category of network enabled devices. Digital

literacy focuses mainly on network enabled devices and should not be confused with

computer literacy skills. However, traditional forms of literacy and computer literacy

are enhancers in the acquisition of digital literacy skills.

Individuals are presumed to be digitally literate if they possess a broad range of

digital skills and knowledge, and have a basic understanding of the potential uses

of computing devices. Digital literacy skills also include being able to use computer

communication networks, being able to engage in online communication and social

networks, being aware of and adhering to ethical behaviour protocols, being aware

of societal issues raised through digital media, and being able to search, evaluate and

use information channelled through digital platforms. Furthermore, the digital literate

individual should also have the ability to safely and securely use technology while

being able to assess the nature of the information acquired in order to support and

enhance the environment (British Council, 2015). Digital literacy as a competence

therefore encompasses knowledge and skills concerning the appropriate application

of a variety of hardware platforms such as computers, tablets and mobile devices, and

their soware including but not limited to web search or internet application soware.

Digital literacy is a dynamic competence due to the fast-changing world of information

communication technology and the ongoing development of technological devices as

well as their related soware. is is an area in which there is constant innovation and

development as the industry attempts to keep up with a globally increasing demand

for ecient and eective communication technologies. Currently, digital literacy

is considered as one of the main core competencies for learning and life in the 21st

century. It challenges existing thinking and practice while leading to a more innovative,

creative and oen transformational learning.

Learning to Learn

Learning is a continuous process that begins at birth and continues until death; it is

the process through which we use our experience to deal with new situations and to

develop relationships. As a concept, it involves far more than thinking as it incorporates

thewholepersonality–senses,feelings,intuition,beliefs,valuesandwill.Ifwedonot

have the will to learn, we will not learn and if we have learned, we are actually changed

in some way. If the learning makes no dierence it can have very little signicance

beyond being random ideas that oat through our consciousness.

Learning to learn is the ability to pursue and persist in learning, to organise one’s own

learning by the eective management of time and information, both individually and

in groups. is competence includes awareness of one’s learning process and needs,

identifying available opportunities, and the ability to overcome obstacles in order to

learn successfully. is competence means gaining, processing and assimilating new

knowledge and skills as well as seeking and making use of guidance. Learning to learn

helps learners to build on prior learning and life experiences in order to use and apply

knowledge and skills in a variety of contexts. ere are four pillars of learning: Learning

to know, learning to do, learning to be and learning to live together.

1.5 Pertinent and Contemporary Issues (PCIs)

ese are emerging issues which need to be incorporated in the learning process.

Each of the PCI has its own important programme of learning reecting key national

priorities. is learning is integrated into the syllabuses of subjects across the

curriculum rather than each issue having a dedicated timetable slot of its own. As

a result of this integration, the learning activities in the units of subjects across the

curriculum incorporate all the learning associated with the PCIs. e six broad areas

of pertinent and contemporary issues are:

Broad

Area

Pertinent and Contemporary

Issue

1. Global

Citizenship

Peace education, integrity, ethnic and

racial

relations, social cohesion,

patriotism and

good

governance, human rights and

responsibilities,

child’s rights, child care and protection,

gender

issues in

education.

2. Health

Education

HIV and AIDS Education, alcohol and

drug

abuse prevention,

life style diseases, personal hygiene, preventive

health,

common

communicable and chronic

diseases.

3. Life Skills and Values

Education

Life skills, values, moral education and

human

sexuality,

etiquette.

4. Education for

Sustainable

Development

(ECD)

Environmental education, disaster risk

reduction,

safety and security

education (small

arms,

human traicking), nancial literacy,

poverty

eradication, countering terrorism,

extreme

violence and radicalisation,

gender issues

and

animal

welfare.

5. Learner support

programmes

Guidance services, career guidance,

counselling

services, peer

education, mentorship, learning

live together, clubs and societies,

sports

and games.

6. Community Service

Learning

and

Parental

Engagement

Service learning and community

involvement,

parental empowerment

and

engagement.

1.7 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

aected, the learners will need assistance during activities that involve movement. is

could be during a nature walk and other activities that learners have to stand for some

reason. e teacher should organise for the learner’s ease of movement around. e

learner should also be given time to catch up with the others.

In case the hands are aected, the learners should be given more time to nish their

work. In both cases, the learners should not be pressurised to do things that can cause

injury or ridicule.

(b) Learners with visual diculties

ese learners normally have problems with their eyesight. ey should sit in a position

where they are able to see the chalkboard without straining.

e aected part in this case is the ear. e learner should have hearing aids. e

teacher should use as many visual aids as possible. ey should also project their voice

and always talk while facing the learners. Use of gestures and signs while talking helps

the learner gure out what the teacher is saying as well.

(d) Learners with speech diculties

A common example in a normal class is the stammerer. ey always speak with a lot

ofdiculties.eteachershouldbepatientwiththemandencouragesuchlearners

to express themselves in their own way. Such learners should be given more written

exercises.

(e) Learners with mental diculties

eteachershouldtrytoidentifythenatureandlevelofthementaldiculty.Learners

with mentaldiculties shouldthenbe givenspecial assistanceand attention at an

individual level. ey can be given special tests or assessments. In general, all the

learnerswithdicultiesshouldbereinforcedpromptly.isencouragesandmotivates

them. e teacher and the rest of the class should never ridicule learners with any

ofthediculties.Notethatgenerally,peoplewithanykindofdisabilitycanbevery

sensitive to any kind of negative comments or criticism.

Remind them that ‘Disability is not inability’.

e teacher should avoid giving privileges where the learners do not deserve them.

Treat them fairly but not with undue favours. In extreme cases it can be recommended

for the learners to join a special school.

Classroom as a learning /

teaching resource and the

teaching process

Part 2

Classroom generally refers to the place where learning takes place. Pupils learn from

everything that happens around them such as the things that they hear, see, touch, taste,

smell and play with. It is therefore important for the teacher to make his classroom an

attractive and stimulating environment. is can be done by:

• Carefullyarrangingthefurnitureanddesks.

• Puttinguplearningandteachingaidsonthewalls.Examplesarewallchartsor

pictures or photographs.

• Displayingmodels.

• Providingobjectsforplay,forexampletoys.

• Havingadisplaycornerintheclassroomwherelearnersdisplaytheirwork.

• Securingastoragearea

e materials in the classroom should get the learners thinking and asking questions

about what is around them and encourage them to do worthwhile activities.

2.1 Classroom organisation

A well-organised classroom is an asset to good teaching of Hygiene & Nutrition but

there is no one correct style to suit all classrooms and situations. However, the teacher

should consider the following factors when organising the classroom:

(a) Furniture should be well arranged so

as to allow free movement of learners

and the teacher.

(b) Set a corner for storing materials so

as not to obstruct learners or distract

them.

and their ages.

(d) Learners should be reasonably spread

out so that they do not interfere with

one another’s activities.

Sample classroom arrangement

(e) e series of lessons or activities going on for a number of days or weeks such as

individual or group work or whole class.

(f) Classroom itself, that is, positions of windows, doors such that learners face the

lighted areas of the room.

(g) Personal preferences. But these should be in the interest of the learners especially

where you normally stand, you should be able to communicate with all learners,

and also have a general view of all learners in the class.

Grouping learners for learning

Most of the Hygiene & Nutrition activities are carried out in groups and therefore the

teacher should place 2 or 3 desks against each other and then have a group of learners

sitting around those desks.

In certain activities, the teacher may

wish to carry out a demonstration. In

this case, the learners should be sitting

or standing in a semicircle, or arranged

around an empty shape of letter “U”

such that each learner can see what the

teacher is doing clearly and without

obstruction or pushing. If the learners

are involved in individual work, each

learner can work on the oor or on the desk or a portion of the desk if they are sharing.

In this case, they need not face each other.

Grouping learners for learning has increasingly become popular in recent years. In

fact, the shi from knowledge-based to competence-based curriculum will make

grouping the norm in the teaching process. Grouping learners can be informed by

one or all of the following:

(a) Similar ability grouping.

(b) Mixed ability grouping.

(d) Needs grouping.

(e) Friendship grouping.

(f) Sex grouping.

In Hygiene & Nutrition Activities, groupings are commonly those of types (a), (b), (c)

and (d). Grouping learners has several advantages such as:

Sample classroom grouping

1. e individual learner’s progress and needs can easily be observed.

2. e teacher learner relationship is enhanced.

3. A teacher can easily attend to the needs and problems of a small group.

4. Materials that were inadequate for individual work can now easily be shared.

5. Learners can learn from one another.

6. Cooperation among learners can easily be developed.

7. Many learners accept correction from the teacher more readily and without feeling

humiliated when they are in a small group rather than the whole class.

8. Learners’ creativity, responsibility and leadership skills can easily be developed.

9. Learners can work at their own pace.

e type of “grouping” that a teacher may choose depends on:

• etopicortasktobetackled.

• ematerialsavailable.

• Abilityoflearnersintheclass(fast,average,slow).

However, the teacher must be exible enough to adjust or change his or her type of

grouping to cope with new situations.

ere is no xed number of learners that a group must have. is again will be dictated

by such factors as the task to be done, the materials, characteristics of learners in your

class, size and the space available. However, groups should on average have between

four to seven learners. You can also resort to pair work depending on the nature of the

content being taught at the time.

ere is no one method or approach to teaching that is appropriate to all lessons.

A teacher should, therefore, choose wisely the method to use or a combination of

methods depending on the nature of the topic or subtopic at hand.

Safety in the classroom

Pupils in primary school are extremely active and curious. As such, they are inclined

to getting harmed and injured. ey should therefore be constantly protected from

sources of injury and harm. e teacher is therefore advised to take strict safety

precautions whenever learners are in class or outside the classroom. Some areas that

need consideration as far as safety is concerned include:

• Duringtastingandsmellingthings.

• Whenusingtoolsandequipment.

• Duringexperiments,demonstrationsinvolvinguseofreorharmfulchemicals.

• Whenhandlingglassapparatus.

• Whenhandlingsharporpointedobjectslikemachete,pairofscissors,razorblade,

knife, etc.

• Duringnaturewalksandeldvisits.Learnersshouldavoidhandlingpoisonous

plants and harmful animals, etc.

Remember: According to Kenya laws, the teacher is responsible for the safety of the

children during the period he or she is handling them.

2.2 Apparatus and materials

For learners to study Hygiene and Nutrition through the activity method, a number

of materials and apparatus are required. e important role played by materials in

learning has been felt for centuries. is is noted for instance in the old Chinese

proverb that says:

• WhatIhearIforget

• WhenIseeIremember

• WhenIdoIunderstand

Since Hygiene and Nutrition Activities is largely a practical subject, materials help the

teacher to convey his or her points, information or develop skills, simply and clearly,

and to achieve desired results much faster.

Most of the materials that a teacher requires for Hygiene and Nutrition Activities can

be collected from the local environment.

Many others can be improvised while some will have to be purchased. Whether

collected, improvised or purchased, there are certain materials that are valuable to

have around almost all the time. ese include:

• Tools: Knife, hammer, chisel, screwdriver, saw, magniers, machetes, strings, cloth

etc.

• Containers: Tins, gourds, bottles, coconut shells, jars, shells, calabashes, cartons

etc.

• Powders: Salt, sugar, our, soap, powder, ash e.t.c.

• Liquids: Water, kerosene, methylated spirit, used engine oil, cooking oil, ink etc

• Colours: for example, from owers, leaves, roots and stems, charcoal and chalk.

• Soils: Clay, loam, sand and gravel.

Others include pieces of wood and sticks of various sizes, wires, ropes, nails, pins,

thorns, grass stalks, growing plants like peas, beans, maize, seeds and cuttings of

various plants.

e teacher should organise a place within the school for the proper storage of science

materials and in labelled boxes.

Encourage learners to collect and bring as many materials and apparatus to the school

as they can. is will continuously replenish your materials and apparatus collection.

Improvisation

If each learner is to have a chance of experimenting, cheap resources must be made

available. Expensive, complicated apparatus may not always be available in most

schools. Such sophisticated equipment made by commercial manufacturers are usually

expensive and majority of schools cannot aord them. e teacher is therefore advised

to improvise using locally available materials as much as possible. Improvisation should

however not be regarded as a cheap substitute of proper laboratory equipment. Many

of the great masters of Science used improvised apparatus and many great discoveries

have been made using improvised equipment.

However,agoodschemeofworkshouldbesucientlyexibletocopewithunexpected

situations and can be altered or modied to suit certain circumstances.

a) Science kit

A science kit is a special box containing materials, apparatus and equipment necessary

to conduct an array of experiments. e content of the science kit depends on the

curriculum requirements per level. Most science kits are commercially available and

target particular levels of learners. However, the teacher is encouraged to come up with

a kit based on the syllabus requirements.

b) Resource persons

A resource person refers to anybody with better knowledge on a given topic area.

Examples include health practitioners such as doctors, nurses and laboratory

technologists,agriculturalextensionocers,environmentalspecialistsamongothers.

Depending on the topic under discussion, the teacher can organise to invite a resource

person in that area to talk to learners about the topic. e learners should be encouraged

to ask as many questions as possible to help clarify areas where they have problems.

c) Models

A model refers to a three-dimensional representation of an object and is usually much

smaller than the object. Several models are available commercially in shops. Examples

include model of the heart, skin, lungs, eye, ears, among others. ese can be purchased

by schools for use during practicals.

2.3 Teaching methods

ere is a variety of possible ways in which a teacher can help the pupils to learn. ese

include :

• Directexposition

• Discoveryorpracticalactivity

• Group,classorpairdiscussion

• Projectmethod

• Educationalvisitoreldtrips

• Teacherdemonstration

• Experimentation

e particular technique that a teacher may choose to use is inuenced by several

factors such as:

• eparticulargroupoflearnersintheclass.

• eskills,attitudesandknowledgetobelearned.

• Learningandteachingaidsavailable.

• elocalenvironment.

• eteacher’spersonalpreference.

• eprevailingweather.

• erequirementsoftheSciencesyllabus.

(a) Direct exposition

is is the traditional way of teaching whereby the teacher explains something while

the learners listen. Aer the teacher has nished, the learners may ask questions.

However, remember that in competence-based curriculum, this technique should be

used very minimally.

(b) Guided discovery

In this technique, the teacher encourages learners to nd out answers to problems by

themselves. e teacher does this by:

• Givinglearnersspecictaskstodo.

• Givinglearnersmaterialstoworkwith.

• Askingstructuredorguided questions that lead learners to the desired outcome.

Sometimes learners are given a problem to solve and then le to work in an open-

ended manner until they nd out for themselves.

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

In this technique, the teacher and learners interact through question and answer

sessions most of the time. e teacher carefully selects his questions so that learners

are prompted to think and express their ideas freely, but along a desired line of thought.

Discussion method should take learners from known to unknown in a logical sequence;

and works well with small groups of learners. e disadvantage of this method is that

some learners maybe shy or afraid to air their opinions freely in front of the teacher

or their peers. is may give them more condent learners a chance to dominate the

others. However, the method should be embraced as it intends to eliminate the lack of

condence in learners. Further, it is hoped that it will help improve interpersonal and

communication skills in learners.

(d) Project method

In this approach, the teacher organises and guides a group of learners or the whole

class to undertake a comprehensive study of something in real life over a period of

time such as a week or several weeks.

Learners using the project method of studying encounter 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

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.

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.

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

Lesson

Duration Class size

I 15 or 10

or 17

Hygiene and

Nutrition

Activities

Grade

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

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.

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.

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.

Competence-based Assessment

Part 3

Assessment is the process of evaluating the teaching and learning processes through

collecting and interpreting evidence of individual learner’s progress in learning and to

make a judgment about a learner’s achievements measured against dened standards.

Assessment is an integral part of the teaching and learning processes. In the new

competence-based curriculum assessment must also be competence-based; whereby a

learner is given a complex situation related to his or her everyday life and asked to try

to overcome the situation by applying what he or she learned.

Competency-based Assessment

Assessment is the process of evaluating the teaching and learning processes through

collecting and interpreting evidence of individual learner’s progress in learning and to

make a judgement about a learner’s achievements measured against dened standards.

Assessment is an integral part of the teaching and learning processes. In the new

competence-based curriculum, assessment must also be competence-based; whereby

a learner is given a complex situation related to his or her everyday life and asked to try

to overcome the situation by applying what he or she learned.

“An assessment is a machine for reasoning about what students know, can do or

have accomplished based on a handful of things they say, do or make in particular

settings.” (Mislevy et al, 2003). Assessment is not just designing an assessment task and

producing an assessment score. A good assessment also denes the size and nature of

the learning gap.

3.1 Purposes of assessment

e aim of assessment is to establish the extent to which the learner has acquired the

expected competencies with a view to informing interventions for further acquisition

and mastery of expected competencies. Assessment helps to diagnose and monitor

the progress of a learner, and provides feedback to learners, parents, teachers and

curriculum designers and implementers. It also provides guidance on the selection of

future courses, certication and promotion to the next progression level.

e assessment needs to use a variety of ways to collect information about a learner’s

learning and progress in all subjects. e collection of a learner’s information should

be a continuous process and should be recorded constantly. e teacher should give

importance to each learner’s way of responding and learning and the span of time he

or she takes to do so. e teacher should provide feedback that will lead to positive

action and help the learner. When a teacher is providing reports on a continuous basis

he or she should be sensitive to every learner’s response.

3.2 Types of assessment

e

two types of assessment that will be employed in the new curriculum is formative

and summative assessment.

a) Formative and continuous assessment (assessment for learning)

Formative or continuous assessment involves formal and informal methods used by

schools to check whether learning is taking place. When a teacher is planning his or

her lesson, he or she should establish criteria for performance and behaviour changes

at the beginning of a strand. en at the end of every strand, the teacher should

ensure that all the learners have mastered the stated key unit competences basing on

the criteria stated before going to the next strand. e teacher will assess how well

each learner masters both the subject matter and the generic competences described

in the syllabus and from this, the teacher will gain a picture of the all-round progress of

the learner. e teacher will use one or a combination of the following:

• Observation to judge the extent of skills acquisition

• Written tests

• Oral questions

• Project work

• Attitude change – this can be done by asking probing questions and checking

body language as learners respond to the questions.

b) Summative assessment (assessment of learning)

When assessment is used to record a judgement of a competence or performance

of the learner, it serves a summative purpose. Summative assessment gives a picture

of a learner’s competence or progress at any specic moment. e main purpose of

summative assessment is to evaluate whether learning objectives have been achieved

and to use the results for the ranking or grading of learners, for deciding on progression,

for selection into the next level of education and for certication.

is

assessment

should have an integrative aspect whereby a student must be able to show mastery of all

competences.

It can be internal school-based assessment or external assessment in the form of

national examinations. School based summative assessment should take place once

at the end of each term and once at the end of the year. School summative assessment

average scores for each subject will be weighted and included in the nal national

examinations grade. School based assessment average grade will contribute a certain

percentage as teachers gain more experience and condence in assessment techniques,

and in the third year of the implementation of the new curriculum it will contribute

10% of the nal grade, but will be progressively increased. Districts will be supported

to continue their initiative to organise a common test per class for all the schools to

evaluate the performance and the achievement level of learners in individual schools.

External summative assessment will be done at the end of Grade 6.

Proposed Grading System

Mark Range Grade Quality of Grade Competency

80% and above A Excellent Competent

60-79% B Very Good

50-59% C Good Fairly Competent

40-49% D Sucient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.

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.

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.

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.

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.

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.

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.

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

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.

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

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

• 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

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

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.

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.

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

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.

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

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.

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.

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.

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.

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

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.

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

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

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.

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

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.

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.

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.

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.

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.

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

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

bread

Tuesday

Wednesday

ursday

Friday

Learners to discuss and write down the

importance of taking breakfast in the

following form.

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

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

• 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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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

• 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.

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.

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

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.

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

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.

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

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.

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

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

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.

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

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.

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.

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.

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

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

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,

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.

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.

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

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.

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.

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

• 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.

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

• 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

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

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.

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

Animal Animal produce

Sheep Mutton

Chicken Eggs

Cow Milk

Pig Pork

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

Types of waste in the classroom and its disposal

1 Types of wastes in classroom 1

2 Proper disposal of waste 1

Sub –strand

Dangers in classroom

3 Dangers in classroom 1

Sub –strand

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

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

(a) True

(b) 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.

122

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

123

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

124

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