|
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 |
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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 |
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|
|
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 |
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|
|
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 |
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|
|
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 |
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|
|
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 |
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|
|
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 |
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|
|
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 |
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|
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 |
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|
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 |
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|
|
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 |
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11 |
END OF TERM ASSESSMENT AND CLOSING |
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