Hygiene and Nutrition

Wednesday, 15 February 2023 13:48

Hygiene and Nutrition Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand Theme	Sub-Strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	Health practices	Care of toilets/ latrines and urinals	By the end of the sub-strand, the learner should be able to: explains the procedure of cleaning a toilet, latrine or urinal in their environment	How should we clean the toilet/latrine and urinal	Learners are guided on how clean a toilet, latrine or urinal using demonstration and video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 44 Toilet cleaning equipment Materials video clips computing devices	Observations oral questions written questions
	2	Health practices	Care of toilets/ latrines and urinals	By the end of the sub-strand, the learner should be able to: appreciate the need for a clean toilet, latrine or urinal in their environment	How should we clean the toilet/latrine and urinal	In pairs, learner’s role play on how to clean a toilet, latrine or urinal. Learners are guided to visit the school ablution block and assess the level of cleanliness and report in class.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 45 Toilet cleaning equipment Materials video clips computing devices	Observations oral questions written questions
2	1	Personal hygiene	Bed making	By the end of the sub-strand, the learner should be able to: identify materialsused as beddings at home	What materials do we use as bedding?	In groups, learners are guided to identify the different bedding materials available at home using regalia, pictures and experience sharing.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 47	Observations oral questions written questions
	2	Personal hygiene	Bed making	By the end of the sub-strand, the learner should be able to: state the uses of different bedding materials at home	What materials do we use as bedding?	Learners are guided to state the use of different bedding materials available at home using pictures and regalia	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 48 Bed Beddings Pictures of beddings Computing devices	Observations oral questions written questions
3	1	Personal hygiene	Bed making	By the end of the sub-strand, the learner should be able to: make a bed using available beddings at home	What are the uses of the different bedding materials?	Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 49 Bed Beddings Pictures of beddings Computing devices	Observations oral questions written questions
	2	Personal hygiene	Bed making	By the end of the sub-strand, the learner should be able to: state the importance of making a bed	Why is it important to make a bed?	Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 49 Bed Beddings Pictures of beddings Computing devices	Observations oral questions written questions
4	1	Personal hygiene	Bed making	By the end of the sub-strand, the learner should be able to: appreciate the need for a well-made bed	Why is it important to make a bed?	Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 49 Bed Beddings Pictures of beddings Computing devices	Observations oral questions written questions
	2	Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: name common external parasites found on the body	How do external and Internal parasites look like?	Learners name common body parasites	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 53 Pictures Charts video clips computing devices	Observations oral questions written questions
5	1	Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: identify common external parasite found on the body	Which parts of the body do they infest?	Learners identify common external body parasites (lice and jiggers) and where they are found in the body using pictures, video clips, charts	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 54 Pictures Charts video clips computing devices	Observations oral questions written questions
	2	Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: name common internal parasites found in the body	What leads to infestation of parasites on or in the body?	Learners name common internal body parasites	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 54 Pictures Charts video clips computing devices	Observations oral questions written questions
		Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: identify common internal parasites found in the body	What are the effects of parasite infestation on and in the body?	Learners identify common internal body parasites (intestinal worms) using pictures, video clips and charts	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 54 Pictures Charts video clips computing devices	Observations oral questions written questions
6	1	Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: mention the causes of external and internal parasites in the body mention the effects of parasite infestation to the body	What are the effects of parasite infestation on and in the body?	Learners identify common internal body parasites (intestinal worms) using pictures, video clips and charts on and in the body	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 56 Pictures Charts video clips computing devices	Observations oral questions written questions
	2	Personal hygiene	Prevention of parasites in and out of the body	By the end of the sub-strand, the learner should be able to: state the importance of personal cleanliness in preventing internal and external parasites. Practice personal cleanliness to prevent parasite infestation.	What can I do to prevent parasite infestation in the body?	Learners can watch a demonstration, video clips on good practices of personal cleanliness to prevent parasite infestation. Learners can search other body parasites using computing devices	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 57 Pictures Charts video clips computing devices	Observations oral questions written questions
7	1	Personal hygiene	Personal hygiene during bed wetting	By the end of the sub-strand, the learner should be able to: mention causes of bed wetting. State the effects of bed wetting	What are the reasons for bed wetting? What are the effects of bed wetting?	Learners will be guided to mention causes of bed wetting (drinking too much liquids before sleeping, dreaming, not able to control the bladder, feeling unwell).	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 62 Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 63 Bed bedding materials charts pictures video clips computing devices	Observations oral questions written questions
	2	Personal hygiene	Personal hygiene during bed wetting	By the end of the sub-strand, the learner should be able to: state hygienic practices to observe during bed wetting. Appreciate the importance of personal hygiene during bed wetting	How do we relate with those who bed wet?	The learners will listen to stories and share experiences on bed wetting.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 64 Bed bedding materials charts pictures video clips computing devices	Observations oral questions written questions
8	1	Foods	Eating Habits and Values	By the end of the sub-strand, the learner should be able to: name foods available in our community	Which foods are available in our community?	learners are guided to identify foods available in their community through brainstorming, pictures, buzz groups, video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg 69- Pictures charts video clips
	2	Foods	Eating Habits and Values	By the end of the sub-strand, the learner should be able to: Give reasons for not eating certain foods available in the community. Appreciate reasons for not eating certain types of foods	Why do some members of the community avoid eating certain foods? How should we handle members of the community who do not eat certain foods?	Learners are guided to mention reasons why some members of the community do not eat certain foods (health, religion, personal preferences, culture, availability) through experience sharing, discussion, buzz groups Learners role play on how to handle a person who does not eat certain food available in their community	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 70-71 Pictures charts video clips	oral questions observation
9	1	Food	Food Etiquette	By the end of the sub-strand, the learner should be able to: Identify good table manners to observe when taking meals. Practice good table manners when taking meals.	Which are the good table manners?	learners are guided to identify good table manners (eating with mouth closed, not talking while eating, not placing elbow on the table, washing hands before eating, not picking nose or teeth while at the table, not stretching your hand to pick table condiments or food, correct use of cutlery and crockery, eating with the pace of the others, keeping low tone when conversing with others at the table) through discussion, pictures, video clips and storytelling. Learners role play good table manners	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 72-73 Pictures charts video clips regalia of food relevant pictures videos clips computing devices	oral questions oral reports observation
	2	Food	Food Etiquette	By the end of the sub-strand, the learner should be able to: Appreciate the importance of practicing good table manners when taking meals.	How should we behave when taking meals	In pairs, learners are guided to assess each other’s table manners during snack and meal times in school. Learners can take pictures or record on table manners using computing devices and share in class.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg 72-73 Pictures charts video clips regalia of food, relevant pictures videos clips computing devices	oral questions oral reports observation
10-11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:43

Hygiene and Nutrition Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experiences	Learning Resources	Assessment	Reflection
1	1	Health practices	Healthy habits	By the end of the sub strand, the learner should be able to: Mention healthy habits that promote our wellbeing,	Which health habits promote our wellbeing	In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 3 Video clips Charts Bicycle Water Bean bags Tires Huddles Skipping ropes Starter Swings Slides See-saws	Observing the health habits from the pupils Asking questions
	2	Health practices	Healthy habits	By the end of the sub strand, the learner should be able to: state the importance of practicing health habits for our well-being	Why is it important to practice these health habits?	Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites)	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 3 Video clips Charts Bicycle Water	Asking questions
2	1	Health practices	Healthy habits	By the end of the sub strand, the learner should be able to: practice health habits that promote our wellbeing, appreciate the importance of observing health habits for our well-being	Which health habits do you practice daily?	Learners listen to stories and share experiences that bring out the importance of practicing health habits. Learners are guided to keep a record of the health habits they practice on a daily basis	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 3 Video clips Charts Bicycle Water	Observing the healthy habits practiced by the pupils Asking and answering question
	2	Health practices	Oral Hygiene	By the end of the sub strand, the learner should be able to: name common problems related to teeth	What are the common problems related to teeth?	In pairs, learners share experiences on the problems they have experienced with their teeth Learners are guided to identify the common problems related to teeth (bad breath, pain, mouth sores, cavities, teeth not in line, new teeth are bigger than the old) using pictures, video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 9- 10 video clips pictures charts resource person	Observations, oral questions written questions
3	1	Health practices	Oral Hygiene	By the end of the sub strand, the learner should be able to: mention ways of dealing with common problems related to teeth.	How do we prevent teeth problems	Learners are guided to identify the common problems related to teeth (bad breath, pain, mouth sores, cavities, teeth not in line, new teeth are bigger than the) using pictures, video clips Learners are guided to tell ways in which common problems relating to teeth can be managed using pictures, video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 12-13 video clips pictures charts resource person	Observations, oral questions written questions
	2	Health practices	Cleaning the classroom	By the end of the sub strand, the learner should be able to: give reasons for cleaning the classroom	What materials do we use to clean the classroom?	In groups, learners are guided to give reasons for cleaning the classroom. Learners identify the materials and equipment used for cleaning the classroom using regalia and pictures.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 15 Dusters cobweb broom Broom Dustpan Dustbin Computing Devices	Observations, oral questions written questions
4	1	Health practices	Cleaning the classroom	By the end of the sub strand, the learner should be able to: identify materials used to clean the classroom	Why do we clean our classroom?	Learners assess their own classroom and identify areas that need to be cleaned. Learners are guided to clean the classroom (collecting litter, sweeping the floor, dusting surfaces like desks and chairs, removing cobwebs, emptying the dustbin, opening windows for aeration, arranging furniture)through demonstration, video clips. Learners practice how to clean the classroom	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 16-17 video clips Dusters cobweb broom Broom Dustpan Dustbin Computing Devices	Observations, oral questions written questions
	2	Health practices	Cleaning the classroom	By the end of the sub strand, the learner should be able to: care for the classroom appreciate the importance of having a clean classroom	How do we clean the classroom? How can we ensure that we maintain class cleanliness?	Learners are guided to develop a duty roster on cleaning their classroom Learners are guided to develop a checklist which they will use to assess cleanliness of their classroom Learners can simulate how to clean a classroom using computing devices to clean the classroom	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 18-19 Pictures Charts Dusters cobweb broom Broom Dustpan Dustbin Computing Devices	Observations, oral questions written questions
5	1	Health practices	Use of improvised materials for cleaning utensils	By the end of the sub strand, the learner should be able to: identify types of dirt found on utensils	What type of dirt do we find on utensils?	Learners are guided to identify types of dirt found on utensils (greasy, starchy, milky dirt) using regalia, pictures, video clips.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 21-22 egg shells charcoal ash sieve utensils to clean clean water basins	Observations, oral questions written questions
	2	Health practices	Use of improvised materials for cleaning utensils	By the end of the sub strand, the learner should be able to: identify materials that can be improvised for cleaning utensils,	Which materials can be improvised to clean utensils?	Learners are guided to identify cleaning materials using pictures, regalia. Learners are guided to identify materials that can be improvised	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 23-24 egg shells, charcoal, ash, sieve, utensils to clean, clean water,	Observations, oral questions written questions
6	1	Health practices	Use of improvised materials for cleaning utensils	By the end of the sub strand, the learner should be able to: prepare improvised cleaning materials for cleaning utensils demonstrate how to clean utensils using the improvised cleaning materials,	How can we prepare improvised materials for cleaning utensils	Learners are guided in preparing the improvised materials for cleaning e.g. sieving ash, crush charcoal, crush egg	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 25 egg shells, charcoal, ash, sieve, utensils to clean, clean water,	Observations, oral questions written questions
	2	Health practices	Use of improvised materials for cleaning utensils	By the end of the sub strand, the learner should be able to: clean utensils using improvised cleaning materials, appreciate the use of improvised cleaning materials	How do we clean utensils using improvised cleaning materials?	In groups, learners are guided to clean the utensils using the improvised cleaning materials. Learners can find out other materials that can be improvised for cleaning utensils using computing devices, talking to parents and other members in the community	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 26-27 egg shells, charcoal, ash, sieve, utensils to clean, clean water,	Observations, oral questions written questions
7	1	Health practices	Proper use and storage of medicine at home	By the end of the sub strand, the learner should be able to: identify medicines for internal and external use at home Interpret simple instructions on dosage of medicine for various ailments,	Which are the internal and external medicines used at, home?	Learners are guided to identify internal and external medicines used at home (those to be swallowed and those to be applied) using empty packets and containers.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 28-29 empty packets of medicine computing devices	Observations, oral questions written questions
	2	Health practices	Proper use and storage of medicine at home	By the end of the sub strand, the learner should be able to practice proper storage of medicine at home.	How do we store medicine	Learners’ role play on interpreting instructions on use and storage of medicine. Learners can play games on interpreting simple instructions on dosage of medicine using computing devices	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 30-31 empty packets of medicine computing devices	Observations oral questions written questions
8	1	Health practices	Making water safe for drinking	By the end of the sub strand, the learner should be able to: mention ways in which water is contaminated in the environment, differentiate between clean water and safe water for drinking,	How is water contaminated?	Learners are guided to discuss ways in which water can be contaminated in their environment (human activities-washing clothes, bathing, urinating, swimming and animals- drinking directly from water source, excreting in water) through pictures, charts, video clips.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 34 Pictures Charts Handkerchief Sufuria water bottle computing devices burner	Observations oral questions written questions
	2	Health practices	Making water safe for drinking	By the end of the sub strand, the learner should be able to: state the importance of drinking safe water for good health,	Is clean looking water safe for drinking	Learners are guided to differentiate between clean water and safe water through experimentation (sieve clean looking water with a clean white handkerchief; presence of substances left on the handkerchief is an indication that the water has suspensions in it which makes it unsafe for drinking).	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 34 Pictures Charts Handkerchief Sufuria water bottle computing devices burner	Observations oral questions written questions
9	1	Health practices	Making water safe for drinking	By the end of the sub strand, the learner should be able to: make water safe for drinking by boiling. store boiled water meant for drinking, appreciate the need for safe water for drinking	How can we make water safe for drinking?	Learners are guided in group discussions on reasons why we need to drink safe water Learners are guided on how to boil water for drinking through a demonstration or watching video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 34 Pictures Charts Handkerchief Sufuria Water Bottle Computing Devices Burner	Observations oral questions written questions
	2	Kitchen Garden	Types of Kitchen Garden	By the end of the sub strand, the learner should be able to: identify forms of kitchen gardens name different crops grown in a kitchen garden state the importance of a kitchen garden at home and school.	What forms of kitchen gardens do we have?	Learners are guided to identify forms of kitchen gardens (bags, tires, basins/boxes, pipes, plots, hanging/floating pots, hanging walls) using pictures, charts, video clips Learners can take photos of kitchen gardens at home using computing devices and display in their classroom	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 38-39 relevant farm tools Seeds Seedlings Watering Can Bags And Sacks Pipes Tires Pots Tins Computing Devices	Observations oral questions written questions
10	1	Kitchen garden	types of kitchen garden	By the end of the sub strand, the learner should be able to: Create a kitchen garden at home and school, appreciate the importance of a kitchen garden at home and school.	How can I make and maintain my kitchen garden?	Learners are guided in creating a kitchen garden within the school compound Learners maintain the kitchen garden in school and at home with the help of a teacher/parent/guardian	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 42 relevant farm tools Seeds Seedlings Watering Can Bags And Sacks Pipes Tires Pots Tins Computing Devices	Observations oral questions written questions
	2	Health practices	Care of toilets/latrines and urinals	By the end of the sub strand, the learner should be able to: mention reasons for cleaning a toilet, latrine or urinal in their environment identify the materials used in cleaning a toilet, latrine or urinal in their environment	What materials do we use to clean the toilet, latrine or urinal	Learners are guided to mention the importance of cleaning toilets, latrines or urinal	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 43 Toilet cleaning equipment Materials video clips computing devices	Observations oral questions written questions

Published in Grade 3 Schemes of Work Term 1 2023

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Wednesday, 15 February 2023 07:54

Hygiene and Nutrition Schemes - Grade 2 Schemes of Work Term 3 2023

Week	Lesson	Strand	Sub-strand	Specific learning outcomes	Key inquiry questions	Learning Experiences	Learning resources	Assessment	Reflection
1	1	Foods	Meals and Snacks	By the end of the sub strand, the learner should be able to: tell the number of meals taken in a day,	How many meals do we take in a day?	Learners are guided to tell the number of meals taken in a day. Learners are guided to differentiate between meals and snacks using regalia and pictures.	Hygiene and nutrition Grade 2 page 79-80 pictures of meals and snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals	oral questions
	2	Foods	Meals and Snacks	By the end of the sub strand, the learner should be able to: differentiate between a meal and a snack from food items in the locality, embrace the importance of taking meals and snacks at the right time.	What is the difference between a meal and a snack? Why should we take meals and snacks at the right time?	Learners are guided to tell when they should take meals and when they should take snacks, learners can choose meals and snacks eaten through pictures, computer game	Hygiene and nutrition Grade 2 page 81-83 pictures of meals and snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals	oral questions
2	1	Foods	Grouping of food	By the end of the sub strand, the learner should be able to: mention foods from plant sources within their locality group foods according to the different parts of the plants that they come from,	What foods do we get from plants? Which are the different parts of the plant that we get food from?	Learners are guided to identify foods they get from plants within their locality learners are guided to group foods from plant sources according to the parts of the plant they come from (leaves, roots, fruits, seeds and stem) using pictures or regalia	Hygiene and nutrition Grade 2 page 84-86	observation, written exam, oral questions

	2	Foods	Grouping of food	Mention different foods from animal sources within the locality, appreciate the importance of animal and plants as sources of food.	What foods do we get from animals What foods do we get from animals	Learners are guided to identify animals in their locality and the food we get from those animals using pictures or a video Learners can play games on grouping of food using computing devices Learners draw and color food from plant and animal sources	Hygiene and nutrition Grade 2 page 87-89	observation, written exam, oral questions
3	1	Foods	Food for school going children	By the end of the sub strand, the learner should be able to: mention foods eaten by school going children in the locality, identify the amount of food eaten by school going children in the locality	What type of food do you eat? How much food do you eat?	Learners name different types of food they eat. Learners are guided to identify the amount of food they eat using pictures.	Hygiene and nutrition Grade 2 page 90-91 pictures, charts, video clips	oral report, oral questions
	2	Foods	Food for school going children	By the end of the sub strand, the learner should be able to: mention dangers of eating too much or too little food for wellbeing, State the importance of eating enough food for good health.	What happens if you eat too much or too little food? Why is it important to eat food that is enough	Learners share experiences on what happened to them when they eat too much food (vomiting, stomach pains, diarrhea, stomach upset, constipation). Learners listen to stories and experiences on dangers of eating too much and too little (overweight and underweight) using pictures or a video. Learners are guided to tell the importance of eating enough food.	Hygiene and nutrition Grade 2 page 92-95 pictures, charts, video clips	oral report, oral questions
4	1	Foods	Good eating habits	By the end of the sub strand, the learner should be able to: state how food is apportioned on a plate	How do I apportion food on a plate	Learners are guided to brainstorm on how food should be apportioned on a plate (proteins, vegetables, starch and a fruit on the side) Learners can observe pictures or videos on correct apportioning of food on a plate (show variety to include plates	Hygiene and nutrition Grade 2 page 96-97 pictures, charts, video clips	oral report, oral questions
	2	Foods	Good eating habits	By the end of the sub strand, the learner should be able to give the importance of using a variety of foods in a plate appreciate variety of foods on a plate.	Why should I use the right amount of food when apportioning? Why should we minimize food wastage?	In groups learners are guided to tell the importance of using the right amount of food while apportioning on a plate (to ensure that you do not eat only one group of foods, to ensure variety, to minimize food wastage). Learners are guided to identify suitable foods that promote health when apportioning using regalia or pictures or simulations. Learners draw and color a well apportioned amount of food on a plate.	Hygiene and nutrition Grade 2 page 96-98 pictures, charts, video clips	oral report, oral questions
5	1		Food Advertisement	By the end of the sub- strand, the learner should be able to: tell the meaning of the word advertisement identify an advertisement on food	What is food advertisement How do food advertisements make you feel?	Learners can be guided to tell what is food advertisement using charts, posters, pictures, video clips, radio commercials. Learners are guided to identify an advertisement on food from media (print and audio visual).	Hygiene and nutrition Grade 2 page 99-100 pictures, charts, video clips	oral report, oral questions
	2		Food Advertisement	By the end of the sub-strand, the learner should be able to: tell the effects of food advertisements on their feelings. tell how advertisement can influence their choice of food	How do advertisements influence your choice of food?	Learners share experiences on how advertisements makes them feel. Learners are guided to tell how advertisements can influence our choice of foods. Learners open and play several video clips on food advertisements and report their observations in class	Hygiene and nutrition Grade 2 page 101-103 pictures, charts, video clips	oral report, oral questions
6	1	Safety Education	Food Safety Handling of cooked food	By the end of the sub- strand, the learner should be able to: mention hygiene practices while handling cooked food.	How should we handle cooked food?	the hygiene practices to observe when handling cooked food (putting on a clean container that is covered, storing in a cool and clean place, washing hands before handling food, using clean serving equipment, using protective gear) using demonstration, pictures, video clips and illustrations	Hygiene and nutrition Grade 2 page 104-105 pictures, charts, video clips	oral report, oral questions
	2	Safety Education		By the end of the sub-strand, the learner should be able to: mention factors to observe when buying food from a food vendor, appreciate the importance of observing hygiene when handling cooked food.	What should we look for when buying food from food vendors? Why should we observe hygiene practices when handling cooked food	learners are guided to mention factors to observe when buying food from food vendors (clean premises/food containers; vendor wears protective gear; fresh food; food covered/not fly flown/dusty; vendor practices hygiene/ not mixing money and food) learners role play practicing hygiene as food vendors	Hygiene and nutrition Grade 2 page 106-107 pictures, charts, video clips	oral report, oral questions
7	1	Safety Education	Waste disposal in the classroom	By the end of the sub-strand, the learner should be able to: identify types of waste found in the classroom, identify containers used for putting waste in the classroom,	What waste is found in the classroom? Where do we put waste in the classroom?	Learners are guided to identify the various types of waste in the classrooms using regalia or pictures (papers, pencil sharpening, dust, bottles/bottle tops, sticks, and small unused containers). Learners are guided to identify containers used to put waste in the classroom using pictures, illustration or video clips	Hygiene and nutrition Grade 2 page 10-110 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations	oral report, oral questions
	2	Safety Education		By the end of the sub- strand, the learner should be able to practice waste collection and proper disposal of the waste found in the classroom, mention the importance of waste disposal in the classroom, appreciate the importance of proper disposal of waste in the classroom	How do we dispose waste collected in the classroom? Why should we dispose waste collected in the classroom?	learners are guided to collect and dispose waste from the classroom using demonstration Learners practice waste disposal in their classroom. Learners are guided to tell the importance of proper waste disposal in the classroom. Learners sing songs and recite poems on the importance of disposal of waste	Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations	oral report, oral questions
8	1	Safety Education	Common accidents and Basic First aid	By the end of the sub strand, the learner should be able to: identify common accidents in the classroom, name the causes of common accidents in classroom,	What are the common accidents in the classroom?	Learners brainstorm on common accidents in the classroom (bumps, grazes, and pricks). Learners are guided to identify causes of common accidents in the classroom (head knocks, rough surfaces, and sharp objects) using pictures or video.	Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations	oral report, oral questions
	2	Safety Education	Common accidents and Basic First aid	By the end of the sub-strand, the learner should be able to: demonstrate First Aid for common accidents in the classroom, develop responsibility in preventing accidents in the classroom	What are the causes of common accidents in the classroom? What is the simple first aid for common accidents in the classroom? how can these dangers in the classroom be prevented	In groups, learners listen to stories and share experiences of common accidents they have encountered or witnessed in the classroom. Learners are guided to tell how they can prevent common accidents in the classroom using demonstration, pictures and illustrations. Learners are guided to role play in carrying out First Aid for bumps, grazes and pricks. Learners are guided to develop a duty roster to arrange the class and report any dangers in the classroom.	Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations	oral report, oral questions
9	ASSESSMENT

Published in Grade 2 Schemes of Work Term 3 2023

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Thursday, 02 February 2023 13:59

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

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experiences	Learning Resources	Assessment	Reflection
1	1	Personal Hygiene	Use and care of personal items	By the end of the sub-strand, the learner should be able to: Making personal item tooth brush	How to make personal items	Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips	Hygiene and nutrition Grade 2 page 56-57 regalia, cleaning materials, water, soap, computing devices	observation, oral questions
	2	Personal Hygiene	Use and care of personal items	By the end of the sub-strand, the learner should be able to: state the procedure used when cleaning items for personal use Making toothpaste	How to make toothpaste	Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips. Learners clean their personal items. In groups, learners peer teaches on how to clean personal items	Hygiene and nutrition Grade 2 page 56-57 regalia, cleaning materials, water, soap, computing devices	observation, oral questions
2	1	Personal Hygiene	Use and care of personal items	By the end of the sub-strand, the learner should be able to: state the procedure used By the end of the sub-strand, the learner should be able to: when cleaning items for personal use, handkerchief	How do we clean a handkerchief	Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips. Learners clean their personal items. In groups, learners peer teaches on how to clean personal items	Hygiene and nutrition Grade 2 page 58-59 regalia, cleaning materials, water, soap, computing devices	observation, oral questions

2

Personal Hygiene

Use and care of personal items

By the end of the sub-strand, the learner should be able to: clean personal items to promote cleanliness for self and others i.e. face towel

How to use a face towel

Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.

Learners clean their personal items.

In groups, learners peer teaches on how to clean personal items

observation, oral questions

3

1

Personal Hygiene

Use and care of personal items

By the end of the sub-strand, the learner should be able to: clean personal items to promote cleanliness for self and others i.e. face towel

How to use a face towel

Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.

Learners clean their personal items.

In groups, learners peer teaches on how to clean personal items

Hygiene and nutrition Grade 2 page 60-61 regalia, cleaning materials, water, soap, computing devices

observation, oral questions

2

Personal Hygiene

Use and care of personal items

By the end of the sub-strand, the learner should be able to: clean personal items to promote cleanliness for self and others i.e. combs and hairbrushes

How do we clean combs and hairbrushes

Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.

Learners clean their personal items.

In groups, learners peer teaches on how to clean personal items

Hygiene and nutrition Grade 2 page 64-65 regalia, cleaning materials, water, soap, computing devices

observation, oral questions

4	1	Personal Hygiene	Use and care of personal items	By the end of the sub-strand, the learner should be able to: clean personal items to promote cleanliness for self and others toothbrush	How to clean toothbrush	Learners are guided to clean Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips. Learners clean their personal items. In groups, learners peer teaches on how to clean personal items	Hygiene and nutrition Grade 2 page 66-67 regalia, cleaning materials, water, soap, computing devices	observation, oral questions
	2	Personal Hygiene	Use and care of personal items	By the end of the sub-strand, the learner should be able to: Identify materials that can be improvised for personal use	What other materials can we use to improvise personal items?	Learners identify materials that can be improvised for personal care (chewed sticks, salt and old pieces of cloth). Learners take videos of their family members or friends cleaning personal items at home and present them to the teacher.	Hygiene and nutrition Grade 2 page 66-67 regalia, cleaning materials, water, soap, computing devices	observation, oral questions
5	1	Personal Hygiene	Use and care of personal items	By the end of the sub-strand, the learner should be able to: Appreciate the importance of caring for personal items to promote cleanliness for self and others	What other materials can we use to improvise personal items?	Draw and color personal items using pens, papers, crayons and computing devices.	Hygiene and nutrition Grade 2 page 66-67 regalia, cleaning materials, water, soap, computing devices	observation, oral questions
	2	Foods	Basic Tastes of Food	By the end of the sub-strand, the learner should be able to: a) identify the four basic tastes in a variety of foods,	How do the foods you eat taste?	Learners brainstorm on different tastes of foods they eat In groups, learners are guided to share experiences on taste of varied food using pictures of food items that have varied tastes (sour, bitter, sweet and salty)	Hygiene and nutrition Grade 2 page 70-72 Regalia Pictures photos and videos of food items computing devices	observation, oral questions
6	1	Foods	Basic Tastes of Food	By the end of the sub-strand, the learner should be able to: classify foods according to their tastes appreciate the different foods have different taste	Which are the four basic tastes of food?	Learners sort out food items according to taste using pictures or regalia. Learners draw some foods and indicate their taste Learners play games on classification of foods according to their taste using computing devices.	Hygiene and nutrition Grade 2 page 73-74 Regalia Pictures photos and videos of food items computing devices	observation, oral questions
	2	Foods	Eating habits	By the end of the sub-strand, the learner should be able to: mention what family members and friends eat and drink.	What foods and drinks are taken by our family members and friends?	In groups, the learners could be guided to share experiences on the foods their family members and friends eat and drink	Hygiene and nutrition Grade 2 page 75-76 Pictures charts and regalia of foods eaten computing devices papers pencils and crayons	observation, oral questions
7	1	Foods	Eating habits	By the end of the sub-strand, the learner should be able to identify the food likes and dislikes of family members and friends,	What foods are liked or disliked by our family members and friends?	In groups the learners identify the likes and dislikes of food of their family members and friends.	Hygiene and nutrition Grade 2 page 77 Pictures charts and regalia of foods eaten computing devices papers pencils and crayons	observation, oral questions
	2	Foods	Eating habits	By the end of the sub-strand, the learner should be able to give reasons why different people like different foods,	Why do different people like different foods?	Learners are guided to tell why different people like different foods. Role plays food selection for their friends and family members using pictures or regalia.	Hygiene and nutrition Grade 2 page 75-76 Pictures charts and regalia of foods eaten computing devices papers pencils and crayons	observation, oral questions
8	1	Foods	Eating habits	By the end of the sub-strand, the learner should be able to appreciate the likes and dislikes of food of various people	Why do different people like different foods?	Draw and color foods that their friends and family members like and dislike. Learners take pictures of their family members taking a meal and present them in class	Hygiene and nutrition Grade 2 page 79-81 Pictures charts and regalia of foods eaten computing devices papers pencils and crayons	observation, oral questions
	2	Food	Meals and Snacks	By the end of the sub-strand, the learner should be able to: a) tell the number of meals taken in a day,	How many meals do we take in a day	Learners are guided to tell the number of meals taken a day.	Hygiene and nutrition Grade 2 page 84-85 pictures of meals snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals	observation, oral questions
9	1	Food	Meals and Snacks	By the end of the sub-strand, the learner should be able to: differentiate between a meal and a snack from food items the locality,	What is the difference between a meal and a snack?	Learners are guided to differentiate between meals and snacks using regalia and pictures	Hygiene and nutrition Grade 2 page 86-87 pictures of meals snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals	observation, oral questions
	2	Food	Meals and Snacks	By the end of the sub-strand, the learner should be able to: Embrace the importance of taking meals and snacks at the right time.	Why should we take meals and snacks at the right time?	Learners are guided to tell when they should take meals and when they should take snacks, learners can choose meals and snacks eaten through pictures, computer games	Hygiene and nutrition Grade 2 page 88-89 pictures of meals snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals	observation, oral questions
10	1	Food	Grouping of food	By the end of the sub-strand, the learner should be able to: mention foods from plant sources within their locality	What foods do we get from plants?	Learners are guided to identify foods they get from plants within their locality	Hygiene and nutrition Grade 2 page 90-91	observation, oral questions
	2	Food	Grouping of food	By the end of the sub-strand, the learner should be able to: group foods according to the different parts of the plants that they come from,	What foods do we get from plants?	Learners are guided to group foods from plant sources according to the parts of the plant they come from (leaves, roots, fruits, seeds and stem) using pictures or regalia	Hygiene and nutrition Grade 2 page 92-93	observation, oral questions
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 2 Schemes of Work Term 2 2023

Tagged under

Thursday, 02 February 2023 13:55

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

WEEK

LESSON

STRAND

SUB-STRAND

SPECIFIC LEARNING OUTCOME

KEY INQUIRY QUESTIONS

LEARNING EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHOD

REFLECTION

1

1-2

Health practices

Importance of breakfast

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

State the meaning of the word breakfast

Identify when breakfast is taken during the day

What is breakfast?

When do we take breakfast?

Guide learners to brainstorm on meaning of the word breakfast

Pictures

oral questions

2

1-2

Health practices

Items taken during breakfast

Name food items taken during breakfast

Which food items are taken during breakfast?

Learners name food items they eat and drink in the morning

Slices of bread

Arrowroots

Sausages

Sweet potatoes

Eggs

Oral questions

3

1-2

Health practices

Drawing food item

Draw and color food eaten for breakfast

Which food items are eaten during breakfast?

Learners draw and color foods eaten for breakfast

Pencils Crayons

Observation

4

1-2

Health practices

Importance of eating breakfast

Tell the importance of eating breakfast as healthy habits

What is the importance of eating breakfast?

Learners are guide to tell the importance of eating breakfast as a habit

Pictures

Observation

5

1-2

Health practices

Good oral habits

Identify good oral habits that promote development of healthy teeth

What things do I do that are good for my teeth?

Learners are guided to identify good oral habits

Milk

Sweets

Biscuits

Oral questions

6

1

Health practices

Oral hygiene

Identify harmful oral habits that damage teeth

What is harmful to our teeth?

Learners are guided to identify harmful oral habits that damage teeth

Pencils

Tooth picks

Oral questions

2

Health Practices

Oral hygiene

Brush their teeth

What do we use to brush our teeth?

Learners are guided on how to brush their teeth

Tooth brush

Observation

7

1

Practices

Cleaning utensils at home

Utensils?

Reasons for cleaning utensils at home

Healthy and unhealthy person

2

Health practices

Materials used for cleaning utensils

Identify materials used for cleaning utensils at home

What do we use to clean the utensils?

Learners identify materials for cleaning utensils

Soap

Soap dish

Sponge/sisal fiber

Piece of cloth

Oral questions

8

1

Health practices

Cleaning, drying and storing utensils

Clean, dry and store the utensils used at home

How do we dry and store the utensils?

Learners peer teach on how to clean, dry and store utensils and they do it practically

Utensils

Soap

Sponge

Oral questions

Experiment

2

Health practices

Danger of second hand smoking

By the end of the sub strand, the learner should be able to mention substances that people smoke that are harmful to our health Mention places where people smoke these substances

Which are the harmful substances that people smoke?

Which places/areas do people smoke from?

Learners brainstorm on substances that people smoke and are harmful to our health

Learners to mention areas and places where people smoke these substances

Pictures

Posters

Video clip

Oral questions

9

1

Health practices

Dangers of second hand smoking

State the meaning of the word

second hand smoke and its effects on health

What is second hand smoking?

Learners are guided to explain the meaning of the second hand smoke

Pictures Posters

Observation

Oral questions

2

Health practices

Keeping water safe from contamination

By the end of the sub strand, the learner should be able to: Tell what is water contamination

Carry out experiment to demonstrate water contamination

What is water contamination?

Learners are guided to brainstorm on the meaning of contaminated water

Learners are guided to carry out a simple experiment to illustrate how water is contaminated

Pictures

Real objects

Observation

Experiment

10

1

Health practices

Keeping water safe from contamination

The learner should be able to mention changes in water that is contaminated

State ways in which we can prevent water from contamination

What happens when water is contaminated?

Learners to experiment and observe physical changes that occur in contaminated water

Learners to be guided to tell how they can prevent contamination of water

Pictures

Real objects

Oral questions

Observations

Oral reports

2

Health practices

Re-using water and soap at home

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

explain the meaning of word re-using

What do we use water and soap for?

Learners to brainstorm on the meaning of reusing

Water and soap

Oral questions

11

1

Health practices

Ways of reusing water and soap at home

The learner should be able to mention ways of re-using water and soap at home

How can we use water and soap?

Learners to be guided to tell activities

Water and soap

Oral questions

2

Health practices

Makin soap gel

The learner should be able to make a soap gel from left over soap

How do we make a soap gel?

Learners to observe a demonstration on how to make a soap gel using left over soap from home

Regalia (left over soap, water, bottles)

Observation

Experiments

12

1

Health practices

Re-using water and soap to minimize wastage in the home

The learners should be able to re-use water and soap to minimize wastage in the home

How can we re-use water and soap?

Learners practice how to make the soap gel and use it for hand washing

Soap Water

Observation

Experiment

2

Personal hygiene

Use and care of personal items

By the end of the sub strand the learner should be able to identify the items used for personal cleanliness

What items do we use for personal cleanliness?

Learners to be guided on mentioning items for personal cleanliness

Nail cutter

Toothpaste

Cotton buds

Shoes

Body lotion

Oral questions

observation

13

1

Personal hygiene

Personal items

Identify personal items and give reasons why we should not share them

Which are the personal items?

Learners are guided to identify personal items and give reasons why they should be shared

Towel

Handkerchief

Combs

Sock

Oral questions

Observation

2

Personal hygiene

Cleaning a handkerchief

State the procedure used for cleaning a handkerchief

How do we clean a handkerchief?

Learners are guided on how to clean a handkerchief?

Handkerchief

Oral questions

14

1

Personal hygiene

Cleaning a handkerchief

State the procedure used for cleaning a handkerchief

What do we need to clean a handkerchief?

Learners to clean their handkerchief

Handkerchief

Salt

Warm water

Soap

Observation

2

Personal hygiene

Cleaning a comb

Clean a comb correctly

How do we clean a comb?

Learners to be guided on how to clean a comb.

Comb

Soft brush

Water

Soap

Oral questions

Observation

Published in Grade 2 Schemes of Work Term 1 2023

Tagged under

Thursday, 26 January 2023 09:12

Hygiene and Nutrition Schemes - Grade 1 Schemes of Work Term 3 2023

Week	Lesson	Strand	Sub-strand	Specific Learning Outcome		Key Inquiry Question		Learning Experiences	Learning Resources	Assessment	Reflection
1	1	Safety education	Common accidents at home - Drowning	By the end of the sub-strand, the learner should be able to: Describe drowning. Mention causes of drowning at home. Identify ways of preventing drowning at home.		What causes drowning at home? How can we prevent drowning at home?		Learners are guided to identify drowning at home. Learners are guided to state the causes of drowning at home such as swimming alone. Learners to tell stories of their experiences of drowning at home Learners to identify ways of preventing drowning at home such as swimming under supervision. Learner to view pictures and video clips on causes of drowning at the home and share them in class.	Pictures of children drowning and their causes such as swimming alone. Pictures and video clips on drowning and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. and 77	Ask learners oral questions on drowning.
	2		Common accidents at home - Electric shock	By the end of the sub-strand, the learner should be able to: Describe an electric shock. Mention causes of electric shock at home. Identify ways of preventing electric shocks at home.		What causes electric shock at home? How can we prevent electric shock at home?		Learners are guided to describe an electric shock. Learners are guided to state the causes of electric shock at home such as naked electricity sockets, touching naked wires and inserting metal objects into the sockets. Learners to tell stories of their experiences of electricity sockets at home Learners identify ways of preventing electricity sockets at home keeping naked flame and water out of reach Learners to view pictures and video clips on causes of electric shocks at the home and share them in class.	Naked wires Naked sockets Pictures of Children inserting metals into the sockets Pictures and video clips on electric shocks and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 71&74	Ask learners oral questions on electric shocks.
2	1		Common accidents at home - Choking	By the end of the sub-strand, the learner should be able to: Describe choking. Mention causes of choking at home. Identify ways of preventing choking at home.	What causes choking at home? How can we prevent choking at home?		Learners are guided to identify choking at home from a variety of pictures on common accidents that occur at home. Learners are guided to state the causes of choking at home such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food. Learners to tell stories of their experiences of choking at home Learners to identify ways of preventing choking at home like chewing food completely before swallowing, swallowing small pieces of food and not to speak or laugh while swallowing food. Learners to view pictures and video clips on causes of choking at the home and share them in class.		Pictures of children who have been choked and their causes such as speaking or laughing while eating, swallowing food that is chewed properly and swallowing large pieces of food. Pictures and video clips on choking and how to prevent them. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 68&71	Ask learners oral questions on choking.
	2		Common accidents at home - Suffocation	By the end of the sub-strand, the learner should be able to: Describe suffocation. Mention causes of suffocation at home. Identify ways of preventing suffocation at home.	What causes suffocation at home? How can we prevent suffocation at home?		Learners are guided to identify suffocation from a variety of pictures on common accidents that occur at home. Learners are guided to state the causes of suffocation at home such as placing paper bags over their heads. Learners to tell stories of their experiences of suffocation at home Learners identify ways of preventing suffocation at home such as proper disposal of paper bags. Learners to view pictures and video clips on causes of suffocation at the home and share them in class.		Pictures of children with paper bags over their heads. Pictures and video clips on suffocation and how to prevent them.	Ask learners oral questions on suffocation.
3	1		Importance of preventing accidents at home	By the end of the sub-strand, the learner should be able to: State common accidents that occur at home Mention causes of accidents at home, Appreciate the importance of preventing accidents at home.	What are some of the accidents at home? What causes accidents at home? How can we prevent accidents at home?		Learners are guided to identify accidents at home like falls, cuts, drowning, suffocation, choking electrocution, burns. Learners are guided to state the causes of accidents at home such as sharp edges, slippery floors, vegetable/fruit peelings, broken glass, uncovered pits, rough floors, poorly arranged furniture, electricity sockets and the naked flame Learners identify ways of preventing accidents at home (wiping spills, arranging furniture properly, disposing off waste appropriately, covering open pits, proper handling of tools like knives and forks)		Pictures of common accidents at home. Video clips on how to prevent common accidents that occur at home. Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 67-79	Ask learners oral questions on common accidents that occur at home
	2	Safety education	Dangerous chemicals at home	By the end of the sub-strand, the learner should be able to: Name some dangerous chemicals found at home and where they are used.	Which are some of the dangerous chemicals used at home?		Guide learners to identify dangerous chemicals used at home (detergents and cleaning agents, kerosene, pesticides, insecticides) In groups, learners to mention dangerous chemicals found in their homes		Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80	Ask learners oral questions on dangerous chemicals found in their homes
4	1		Dangers chemicals cause at home	By the end of the sub-strand, the learner should be able to: Mention the dangers caused by chemicals used at home,	What are some of dangers caused by these household chemical s?		Guide learners to mention the dangers caused by chemicals used at home.		Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80	Ask learners oral questions on dangers of chemicals found in their homes
	2		Dangers chemicals cause at home	By the end of the sub-strand, the learner should be able to: Embrace the need to avoid handling dangerous chemicals used at home to ensure safety.	Which are some of the dangerous chemicals used at home? What are some of dangers caused by these household chemical s?		Let learners listen to stories or watch a video on dangers caused by dangerous chemicals used at home.		Detergents Cleaning agents Kerosene Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 83	Ask learners oral questions on dangers chemicals of found in their homes
5	1		Dangers chemicals cause at home	By the end of the sub-strand, the learner should be able to: Mention the dangers caused by chemicals used at home, Embrace the need to avoid handling dangerous chemicals used at home to ensure safety.	Which are some of the dangerous chemicals used at home? What are some of dangers caused by these household chemicals? Which dangerous chemicals found at home can you draw?		Learners can draw and color some of the dangerous chemicals at home using pencils, colors, crayons and computing devices		Empty containers of dangerous chemicals at home (Insecticides and pesticides) Pictures of dangerous chemicals at home Video clips of dangerous chemicals at home Pencils Crayons/Colors Drawing books Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 80-83	Ask learners oral questions on dangers of chemicals found in their homes
	2	Simple first aid	What is first aid?	By the end of the sub-strand, the learner should be able to: Know what first aid is Define first aid	Which accident has ever happened to you? What was done to you after the accident? Why did they do first aid to you?		Guide learners in telling stories on when an accident happened to them and what was done to them after the accident. Guide learners to read pictures on first aid.		First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 85	Ask learners oral questions to what first aid is.
6	1		Why do we do first aid?	By the end of the sub-strand, the learner should be able to: State reasons for carrying out First Aid to an injured person.	Why do we do First Aid on an injured person?		Let learners listen to a story on First Aid and answer questions asked. Guide learners to mention reasons for carrying out First Aid on an injured person.		First aid kit Charts on First Aid Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 86	Ask learners oral questions on why we do first aid.
	2		The first aid kit	By the end of the sub-strand, the learner should be able to: Identify a First Aid kit. Draw and color a First Aid kit.	What is a First Aid kit?		Let learners observe a first aid kit. Guide learners in telling where they saw the item (First Aid kit) Learners to mention where they do see the First Aid kit Guide learners to draw a First Aid kit and color it.		First aid kit A chart/picture with a First Aid kit Pencils Drawing books Colors/crayons Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 87
7	1		Things found in the First Aid kit (Bandage, Scissors and Gloves)	By the end of the sub-strand, the learner should be able to: Identify contents of a First Aid kit Know the use of the First Aid kit contents.	Which contents are found in the First Aid kit? How are the contents used?		Guide learners to identify contents of a First Aid kit (Bandage, Scissors and Gloves) and how they are used. Learners to draw and color First Aid kit contents (Bandage, Scissors and Gloves.		First Aid kit Bandage Scissors Gloves Pencils Drawing books Crayons/Colors Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88	Ask learners oral questions on First Aid kit contents and how they ae used.
	2		Things found in the First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins)	By the end of the sub-strand, the learner should be able to: Identify contents of a First Aid kit Know the use of the First Aid kit	Which contents are found in the First Aid kit? How are the contents used?		Guide learners to identify contents of a First Aid kit (Bandage, Scissors, Gloves, Cotton wool, Tweezer and Safety pins)) and how they are used. Learners to draw and color First Aid kit contents (Cotton wool, Tweezer and Safety pins)		First Aid kit Bandage Scissors Gloves Cotton wool Tweezer Safety pins Pencils Drawing books Crayons/Colors First aid kit Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 88-89	Ask learners oral questions on First Aid kit contents and how they ae used.
8	1		First aid for cuts	By the end of the sub-strand, the learner should be able to: Practice simple First Aid for minor cuts	What First Aid is done for cuts?		In groups, guide learners to share experiences on what was done to them when they had a cut. Show learners video clips, pictures, charts on First Aid for cuts. Guide learners to role play on simple First Aid for cuts.		First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for cuts Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90	Observe learners as they role play on dressing a cut
	2		First aid for wounds	By the end of the sub-strand, the learner should be able to: Practice simple First Aid for wounds	What First Aid is done for wounds?		In groups, guide learners to share experiences on what was done to them when they had wounds. Show learners video clips, pictures, charts on First Aid for wounds. Guide learners to role play on simple First Aid for wounds.		First aid kit contents (Clean piece of cloth, water, a pair of scissors, pair of gloves and cotton wool) Video clip/picture/ charts showing first aid for wounds Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 89-90	Observe learners as they role play on dressing a wound

Published in Grade 1 Schemes of Work Term 3 2023

Tagged under

Thursday, 26 January 2023 09:09

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

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

Published in Grade 1 Schemes of Work Term 2 2023

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Thursday, 26 January 2023 09:05

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

Week	Lesson	Strand	Sub-strand	Specific learning outcomes	Key inquiry questions	Learning Experiences	Learning resources	Assessment	Reflection
1	1	Healthy Practices	Physical Activities	By the end of the sub- strand, the learner should be able to: State the importance of practicing physical activities. Participate in physical activities that promote wellbeing.	What is the importance of participating in physical activities? Which physical activities do you like?	Learners to identify health habits that prevent illnesses like physical activities and exercise. Learners to state the importance of participating in physical activities. Learners to participate in physical activities.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2 Video clips Charts Balls Bean bags Tires Huddles Skipping ropes Starter Swings Slides See-saws	Observing learners as they participate in physical activities
	2		Washing hands	By the end of the sub- strand, the learner should be able to: a) Identify health habits that prevent illnesses like Washing hands. b) Discuss the importance of washing hands to promote wellbeing of self and others.	Why do we wash hands? Which times do we wash our hands? Which materials do we use to wash our Hands?	Learners to state the importance of washing hands. Learners to observe washing hands demonstrations Learners to role play washing hands. Learners to practice washing hands.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2 Video clips Charts Running water Containers Soap Towel/serviettes	Observing the procedure of washing hands as carried out by learners.
2	1		Medicine	By the end of the sub- strand, the learner should be able to: State the importance of medicine. Discuss on the form of medicine and how it is taken.	Why do we take medicine? Which type of medicine have you ever taken? Which precautions should we observe when taking medicine?	Learners to state the importance of taking medicine when one is ill. Learners to observe demonstrations of handling medicine. Learners to role play taking medicine. Learners to name precautions to observe When taking medicine.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2 Video clip of children taking medicine Pictures of different forms of medicine (Tablets, capsules, ointment, inhaler, nose drops and syrup) Samples of forms of medicine.	Observing how learners demonstrate taking medicine and the precautions they observe.
	2		Eating healthy foods	By the end of the sub- strand, the learner should be able to: Name the foods they eat. Discuss the importance of eating healthy foods.	Which foods do you now? Which is your favorite food? What is the importance of taking healthy foods?	Learners to identify health habits that prevent illnesses like eating healthy foods. Learners to state the importance of eating healthy foods. Learners to observe demonstrations of how to wash fruits before eating them. Learners to role play on preparing healthy food for eating.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2 Video clips of children washing fruits and eating a balanced diet. Pictures of various types of foods. Real fruits Water Basin	Observing the procedure of washing fruits as carried out by learners.
3	1		Adequate sleep and rest	By the end of the sub- strand, the learner should be able to: Point out the importance of adequate sleep and rest.	Why do we sleep? What do we sleep on?	Learners to identify health habits that prevent illnesses like having an adequate sleep and rest. Learners to name the importance of Adequate sleep and rest. Learners to role play on sleeping and spreading a bed after Waking up.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 4 Video clip on the right sleeping posture Pictures of sleeping materials like baby cots and blankets	Observing learners as they sleep and role play on spreading their beds after waking up.
	2		Care for the teeth	By the end of the sub- strand, the learner should be able to: Identify milk teeth as temporary in childhood.	What are milk teeth?	Guide learners to identify the appearance of teeth during the different stages of development (an infant, a toddler, a school age pupil). Learners to color or model a tooth. Learners to share experiences or tell stories about shedding milk teeth during Childhood.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 11 Video clips of children who have shed their milk teeth Pictures of children who have shed their milk teeth	Listening to the learners as they tell stories on how they shed their milk teeth
4	1		Care for the teeth	By the end of the sub- strand, the learner should be able to: Mention hygienic practices to observe during shedding of milk teeth. Observe hygienic practices during shedding of milk teeth.	What should we use to remove a tooth? How is a tooth removed?	Guide learners to mention the hygienic practices to observe during shedding of teeth (washing hands, gurgling salty water after extraction, proper disposal of shed tooth, proper disposal of soiled materials used after tooth extraction). Learners to observe a demonstration of hygienic practices during shedding of teeth.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 12 Video clips Pictures of children removing teeth Soap Clean water Salt Dust bin Clean cloth	Observing the learners demonstrate on how to remove the milk teeth.
	2		Care for the teeth	By the end of the sub- strand, the learner should be able to: Mention ways of taking care of the gum where the tooth has been removed.	How do you take care for the gum where the tooth has removed?	Guide learners to mention the various ways of taking care of the gum where the tooth has been removed. Learners to observe a demonstration of taking care of the gum where the tooth has been removed.	Video clips Pictures of children taking care of the gum where teeth have been removed Salty water	Observing the procedure of taking care of the gum where teeth have been removed.
5	1		Use of medicine	By the end of the sub- strand, the learner should be able to: Mention common forms of medicine used in our homes.	Which forms of medicine do you know?	Guide learners to identify common forms of medicine used at home (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops). Learners can watch a video clip on different forms of medicines.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15 Pictures of forms of medicine Forms of medicine (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops).	Ask oral questions to determine the mastery of forms of medicine
	2		Use of medicine	By the end of the sub- strand, the learner should be able to: State precautions when handling medicine found in the home.	What precautions are needed when handling medicine at home?	Learners to discuss the precautions to take when handling medicine at home (washing hands when handling medicine, use of clean and safe water to take medicine, not sharing medicine, taking dosage as prescribed, proper Storage of medicine). Learners to role play on precautions when taking medicines.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15-17 Video clips of children handling medicine properly Pictures of forms of medicine Forms of medicine (tablets, capsules, Syrups, ointment creams, inhalers, eye/ear/nose drops).	Listening to the learners as they discuss on precautions to take when handling drugs
6	1		Use of medicine	By the end of the sub- strand, the learner should be able to: Observe cleanliness when taking medicine at home and school.	Why should we practice cleanliness when taking medicine?	Guide learners to discuss why they should observe cleanliness when taking medicine at home and school. Learners to role play on cleanliness when taking medicines.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15 - 17 Video clips of children handling medicine properly Pictures of forms of medicine Forms of medicine (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops) Soap Water Towel/serviettes	Observe learners as they demonstrate cleanliness when taking medicine.
	2	Personal Hygiene	Care of Parts of the body	By the end of the sub-strand, the learner should be able to: Sing songs related to parts of the body. Identify different parts of the body.	Which parts of the Body do you know?	Guide learners to name different parts of the body shown in their Learner’s Book	Oxford Everyday Hygiene and Nutrition , Learner’s Book Grade 1 pg. 20 Parts of the body chart Parts of the body pictures Video clips on prats of the body	Listening to learners as they Identify parts of their body.
7	1		Materials used to clean parts of the body	By the end of the sub- strand, the learner should be able to: Name materials used to clean The different parts of the body.	What materials do we use to clean our bodies?	Guide learners to identify cleaning materials used to clean parts of the body.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 19 Pictures Video clips Soap Water Towel Nail cutter Pumice Stone Comb Toothbrush Toothpaste Improvised cleaning materials	Listening to learners as they mention materials they use to clean their bodies.
	2		Cleaning our face	By the end of the sub- strand, the learner should be able to: Name materials used to clean the face. Mention the procedure used to clean the face. Use appropriate materials to clean the face.	Why do we clean our face? What materials do we use to clean our face? How do we clean our face?	Guide learners to identify cleaning materials used to clean the face. Learners to observe a demonstration on cleaning the face. Learners to practice how to clean the face using dolls. Learners to clean parts of their face. Learners to sing songs and recite poems on cleaning the face.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 22 Pictures of materials used to clean the face Video clip on cleaning the face Soap Water Towel	Observing the learners as they demonstrate the procedure of cleaning the face.
8	1		Cleaning our teeth	By the end of the sub- strand, the learner should be able to: Name materials used to clean the teeth. Mention the procedure used to clean the teeth. Use appropriate materials to clean the teeth.	Why do we clean our teeth? What materials do we use to clean our teeth? How do we clean our teeth?	Guide learners to identify cleaning materials used to clean the teeth. Learners to observe a demonstration on cleaning the teeth. Learners to clean their teeth. Learners to sing songs and recite poems on cleaning the teeth.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 23-24 Pictures of materials used to clean the teeth Video clips Toothpaste Toothbrush/ chew stick Water	Observing the learners as they demonstrate other procedure of brushing the teeth.
	2		Washing our hands	By the end of the sub- strand, the learner should be able to: Name materials used to wash our hands. Mention the procedure used to wash our hands. Use appropriate materials to wash the hands.	Why do we wash our hands? What materials do we use to wash our hands? How do we wash our hands?	Guide learners to identify cleaning materials Used to wash the hands. Learners to observe a demonstration on washing the hands. Learners to wash their hands. Learners to sing songs and recite poems on washing the hands.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 25 Pictures of materials used to wash our hands Video clips on the washing our hands Soap Water Towel/ Serviettes	Observing the procedure of washing hands as carried out by learners.
9	1		Washing our feet	By the end of the sub- strand, the learner should be able to: Name materials used to clean the feet. Mention the procedure used to clean the feet. Use appropriate materials to clean the feet.	Why do we clean our feet? What materials do we use to clean our feet? How do we clean our feet?	Guide learners to identify cleaning materials used to clean the feet. Learners to observe a demonstration on cleaning the feet. Learners to clean their feet. Learners to sing songs and recite poems on cleaning the feet.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 26- 27 Pictures of materials used to clean our feet Video clip on cleaning the feet Soap Water Towel Pumice stone Nail cutter	Observing the procedure of washing the feet As carried out by learners.
	2		Cleaning our nose	By the end of the sub- strand, the learner should be able to: Name materials used to clean the nose. Mention the procedure used to clean the nose. Use appropriate materials to clean the nose.	Why do we clean our nose? What materials do we use to clean our nose? How do we clean our nose?	Guide learners to identify cleaning materials used to clean the nose. Learners to observe a demonstration on cleaning the nose. Learners to clean their nose. Learners to sing songs and recite poems on cleaning the nose.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27 Picture of a handkerchief Video clip on blowing the nose A clean handkerchief	Observing the procedure of blowing the nose as carried out by learners.
10	1		Cleaning our ears	By the end of the sub- strand, the learner should be able to: Name materials used to clean the ears. Mention the procedure used to clean the ears. Use appropriate materials to clean the ears.	Why do we clean our ears? What materials do we use to clean our ears? How do we clean our ears?	Guide learners to identify cleaning materials used to clean the ears. Learners to observe a demonstration on cleaning the ears. Learners to clean their ears. Learners to sing songs and recite poems on cleaning the ears.	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27 Pictures materials use dot clean our ears Video clip on cleaning the ears Ear buds	Observing the procedure of cleaning our ears as carried out by learners.
	2		Combing our hair	By the end of the sub- strand, the learner should be able to: Name materials used to comb the hair. Mention the procedure used to comb the hair. Use appropriate materials to comb the hair.	Why do we clean comb our hair? What materials do we use to comb our hair? How do we comb our hair?	Guide learners to identify materials used to comb our hair Learners to observe a demonstration on combing the hair. Learners to comb their hair Learners to sing songs and recite poems on combing the hair	Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27 Pictures of materials used to comb the hair Video clips on combing hair Soap Water Towel A comb	Observing the procedure of combing hair as carried out by learners.

Published in Grade 1 Schemes of Work Term 1 2023

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Displaying items by tag: Hygiene and Nutrition