Hygiene and Nutrition Schemes - Grade 1 Schemes of Work Term 2 2023

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Week

Lesson

Strand

Sub-strand

Specific learning outcome

Key inquiry question

Learning experiences

Learning resources

Assessment

Reflection

1

1

Personal Hygiene

Use of toilets and latrines 

By the end of the of the lesson, the learner should be able to: Identify a toilet/latrine and urinal in the school.

What do we use to relieve our urges? What is the difference between a toilet, latrine and a urinal?

Guide learners to locate the ablution block and identify a toilet/latrine and urinal. 

Learners to identify a toilet/ latrine using charts, pictures, video clips. 

  • Video clips
  • Charts
  • Pictures Real toilets, latrines and urinal buildings
  • Oxford
  • Everyday
  • Hygiene and Nutrition, 
  • Learner’s Book Grade 1 pg. 30-31

Ask learners oral questions on toilets, latrines and urinals.

 

 

2

 

Use of toilets and latrines

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

State why we need to use a toilet in our environment for the wellbeing of self and others.

Why should we usethe toilet/latrine and urinal appropriately? 

 

Guide learners to mention why they need to use the toilet appropriately. 

  • Charts
  • Pictures Real toilets, latrines and urinal buildings
  • Oxford
  • Everyday
  • Hygiene and Nutrition, 
  • Learner’s BookGrade 1 pg. 32

Listen to answers from the learners on the need of toilets, latrines and urinal in our environment

 

2

1

 

Good use of toilets and urinals

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

Use appropriately a toilet and urinal in their locality. Dispose of soiled materials used in the toilet.

Why should we use the toilet and urinal appropriately?

What materials do we use for toilet purposes? 

What is toilet, latrine etiquette? 

Learners are guided on how to use the toilet and urinal and dispose of soiled materials

Learners observe simple toileting etiquette (knocking the door before accessing, flushing the toilet, disposing off used materials appropriately, unnecessary touching of surfaces in the toilet; not eating in the toilet). 

Learners’ role play on how to use the toilet.

  • Video clips on good use of a urinal and a toilet
  • Pictures on the procedure of a urinal and toilet Urinal and toilet
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 33

Observing the procedure of toileting

 

 

2

 

Good use of latrine

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

Use appropriately a latrine in their locality.

Dispose of soiled materials used in the latrine.

Why should we use latrine appropriately? 

What materials do we use for toileting purposes? 

What is latrine etiquette?

Learners are guided on how to use the latrine and dispose of soiled materials.

Learners observe simple toileting etiquette (knocking the door before accessing, positioning themselves in the latrine, disposing off used materials appropriately, unnecessary touching of surfaces in the latrine; not eating in the latrine). 

Learner’s role play on how to use the latrine.

  • Video clips on good use of a latrine
  • Pictures on the procedure of using a latrine
  • A latrine
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 33

Observing the procedure of toileting

 

3

1

Foods

Sources of food

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

Name the different sources of food in their locality (school and home).

Which foods do you know?

Which are the sources of those foods?

Which ones are your favorite foods?

Guide learners to identify different sources of food in the locality using regalia.

Learners to draw and color pictures on sources of food they have mentioned using computing devices, paper, pencils, and crayons.

  • Regalia foods
  • Food chart
  • Crayons
  • Drawing books
  • Pencils
  • Video clips of foods
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 35

Listening to the learners name the sources of food.

 

 

2

 

Food sources

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

Classify food into plant and animal sources.

Embrace the different sources of food in their locality.

Which foods do we get from animals?

Which foods do we get from plants?

Guide learners to classify the foods into plant and animal source. 

Learners to play games on food sources using computing devices 

Learners to take pictures of food sources and display in class

  • Regalia foods
  • Food sources charts
  • Computers/table
  • Camera/phones
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 36

Observing learners as they classify sources of food (plants and animals).

 

4

1

Foods

Eating habits

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

Name foods and drinks they consume on a daily basis.

Mention their likes and dislikes of food and drinks they eat at home.

 

Which foods do I like and dislike? 

 

Guide learners name the foods and drinks they consume on daily basis. 

In pairs, learners share experiences on the foods and drinks they like and dislike.  Learners can take pictures of foods and drinks they like or dislike using computing devices and display in class

  • Regalia foods
  • Video clips of foods
  • Pictures of foods
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 41

Listen to the learners as they discuss on the foods they like and dislike.

 

 

2

 

Eating habits

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

Choose healthy food for strong teeth.

Appreciate healthy food for teeth. 

Which foods are good for my teeth? 

Guide learners to mention foods that are good for their teeth. 

Learners to draw and color using computing devices, paper, pencil or crayons; model foods that are good for their teeth. 

Learners to keep a daily log on the foods and drinks they choose to eat that are healthy for their teeth. 

Learners to take pictures of foods that are healthy for their teeth using computing devices and display in class.

  • Regalia foods
  • good for the teeth like fruits
  • Video clips of children eating healthy foods. Pictures of healthy foods.
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 42

Observing learners as they sort out good foods for the teeth.

 

5

1

Foods

Eating habits

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

Choose foods that are bad for the teeth.

Appreciate healthy food for teeth. 

Which foods are bad for my teeth? 

 

Guide learners to mention foods that are bad for their teeth. 

Learners to take pictures of foods that are bad for their teeth using computing devices and display them in class.

  • Regalia foods bad for the teeth like fruits
  • Video clips of unhealthy foods for the teeth. Pictures of unhealthy foods.
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 42

Observing Learners as they sort out bad foods for the teeth.

 

 

2

 

Common foods at our locality

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

Mention different foods eaten at home or at school.

Identify common foods in the locality.

Which foods are available in the locality? 

Guide learners to mention foods that they eat at home and at school 

Learners to draw and color food

items found in the locality using computer applications, paper, pencil, crayons 

Learners to take pictures of different foods available in the locality using different computing devices and display in class.

  • Camera/mobile phones/tablets
  • Charts of foods in the learners’ locality
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 44-45

Listen to the learners as they mention foods in their locality.

 

6

1

Foods

Senses and food

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

Look at and taste some selected foods for fun.

Appreciate different foods in the locality irrespective of color and taste. 

How do these food items, look and taste like?

In groups, provide learners with an assortment of food items from the locality to look at and taste. 

Learners to identify food items according to color and taste.

  • Regalia foods Pictures of foods.
  • Video clips of learners identifying food through looking and tasting.
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 46-47

Observe learners as they look at and taste food.

 

 

2

 

Senses and food

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

Touch and smell some selected foods for fun.

Appreciate different foods in the locality irrespective of touch and smell. 

How do these food items smell and feel like?

In groups, provide learners with an assortment of food items from the locality to feel and smell.

Learners to identify food items according to touch and smell  

  • Regalia foods Pictures of foods.
  • Video clips of learners identifying food through smelling and touching.
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 46-47

Observe learners as they feel and smell food.

 

7

1

Foods

Fruits at our place

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

Mention fruits eaten within their locality.

Which fruits do we eat in our locality?  Which fruits do you like eating?

Learners to be provided with an assortment of fruits from the locality to identify.  

Learners to take a walk within their locality and choose pick the fruits they usually eat.

Learners can use computing devices to search for other fruits eaten

  • Regalia fruits from the locality Fruits chart
  • Computers/Tablets
  • Fruits flash cards
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 49

Observe learners as they collect and identify edible fruits from their locality.

 

 

2

 

Choosing fruits to eat

By the end of the

sub-strand, the learner should be able to: 

a) Tell how to choose fruits eaten within their locality.

 

How do we choose the fruits we eat? 

 

Learners are

guided to tell factors to consider when choosing

fruits (not rotten, withered, infested by pests, discolored, dirty coated, bruised, moldy or unripe)   Learners can play games on choosing fruits to eat 

  • Fresh fruits 
  • Pictures of fruits that are fresh, rotten, withered, infested by pests, discolored, dirty coated, bruised, moldy or unripe)
  • Flash cards of fruits that are good and bad for eating
  • Computers/tablets 
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 50-51

Observe learners as they choose fruits to eat.

 

8

1

 

Washing fruits

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

Wash fruits before eating to prevent illnesses.

Appreciate the importance of washing fruits before eating to prevent illnesses.

Why do we clean the fruits we eat? 

In groups, learners are guided on how to wash fruits before eating (wash hands before washing fruit, wash using running water)  

  • Regalia fruits
  • Running water
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 52-53

 

Observing the procedure of washing fruits.

 

 

2

Foods

How many times do you eat in a day?

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

State the number of times they eat in a day.

How many times do you eat in a day? 

Learners mention how many times they eat in a day; what they eat and drink during times.

Learners can sing songs and recite poems on how many times to eat in a day.

  • Video clips on times to eat in a day Songs
  • Poems
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book  Grade 1 pg. 55

Ask learners questions on how many times they need to eat in a day.

 

9

1

 

Foods we eat at different eat

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

Mention the foods they eat at different times of the day.

Why do you need to eat at different times of the day? 

Guide learners to name the foods eaten at different times of the day.  Learners can draw and color foods eaten at different times of the day using digital devices, paper, pencil, colors, and crayons. 

  • Different types of regalia foods
  • A chart of different foods eaten at different times of the day
  • Pictures of different foods
  • Video clip of a child eating different foods at different times of the day
  • Pencils
  • Crayons
  • Drawing books
  • Computers/
  • Tablets
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 56

Observe learners as they choose the foods they eat at different times of the day

 

 

2

 

Why do we eat every day?

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

State the reasons why we eat food every day.

Appreciate the importance of eating food daily.

Why is it important to eat food daily? 

Guide learners to state the reasons for eating food every day (for growth, to provide energy for daily activities, to stay healthy and prevent illness)

In groups, learners to share experiences on activities that they do during the day that require energy. 

Guide learners to sing songs and recite poems on importance of eating daily. 

  • Pictures of healthy and unhealthy children 
  • Pictures of children engaging in physical activities
  • Songs and poems on eating
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 56-58

Listen to learners as they give reasons as to why they eat.

 

10

1

Foods

Good behaviour during mealtimes

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

Name appropriate behaviour when eating foods that should be observed during mealtimes.

What is good behaviour during mealtime 

Guide learners to name good eating behaviour to be observed during mealtimes (good posture at the table, serving what you can finish, eating food with the mouth closed, washing hands before and after eating, excuse oneself when leaving the table, clearing one’s place on the table)

  • Pictures of children observing good behaviour during mealtimes
  • Video clips of children observing good behaviour during mealtimes
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 59-61 

Observe learners as they role play on good behaviour during mealtimes

 

 

2

 

Why we show behaviour during mealtimes

By the end of the sub-strand, the learner should be able to:  State why it is important to have good behaviour during mealtimes. Practice good behaviour during mealtimes.

Why is it important to observe good behaviour during mealtimes?

Guide learners to explain why it is important to observe good eating behaviour during meal times (not to be offensive to others, to show respect, to avoid accidents). 

Learners to role play on good behaviour during mealtimes 

  • Pictures of children observing good behaviour during mealtimes
  • Video clips of children observing good behaviour during mealtimes
  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 61-62

Observe learners as they role play on good behaviour during mealtimes

 

11

END TERM ASSESSMENT AND CLOSING

Read 171 times Last modified on Wednesday, 01 February 2023 09:22

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