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