If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Health practices
|
Healthy habits
hand-washing, using the toilet/latrine
|
By the end of the
lesson, the learner
should be able to:
Which are some of the good health habits? |
Identifying health habits that prevent illnesses using various multi-media elements.
Demonstrations Oral explanations Listing steps/procedure Asking and attempting oral questions Taking notes |
By the end of the lesson the learner should be able to:
identify health habits that prevent illnesses,
practise health habits that promote wellbeing,
Appreciate the importance of practising health habits to promote wellbeing of self and others.
|
Water
Towel Toilet papers |
Observation
Oral questioning
|
|
| 1 | 2 |
Health practices
|
Healthy habits drinking safe water, not using too much salt or sugar, eating healthy food
|
By the end of the
lesson, the learner
should be able to:
Which are some of the good health habits? |
Identifying health habits that prevent illnesses using various multi-media elements
Oral discussions with pupils Role playing Asking and answering oral questions |
By the end of the lesson the learner should be able to:
identify health habits that prevent illnesses,
practise health habits that promote wellbeing,
Appreciate the importance of practising health habits to promote wellbeing of self and others.
|
Water
Pictures Salt Sugar |
Observation
Oral questioning
|
|
| 1 | 3 |
Health practices
|
Healthy habits
|
By the end of the
lesson, the learner
should be able to:
Why do we practice health habits? |
Learners state the importance of practicing health habits.
Learners observe demonstrations of healthy habits Oral explanation Taking notes Asking questions and answering. |
By the end of the lesson the learner should be able to:
identify health habits that prevent illnesses,
practise health habits that promote wellbeing,
Appreciate the importance of practising health habits to promote wellbeing of self and others.
|
Video clips
Pictures |
Observation
Oral questioning
|
|
| 1 | 4 |
Health practices
|
Healthy habits
|
By the end of the
lesson, the learner
should be able to:
Why do we practice health habits? |
Learners state the importance of practicing health habits.
Learners observe demonstrations of healthy habits Oral explanation Taking notes Asking questions and answering. |
By the end of the lesson the learner should be able to:
identify health habits that prevent illnesses,
practise health habits that promote wellbeing,
Appreciate the importance of practising health habits to promote wellbeing of self and others.
|
Video clips
Pictures |
Observation
Oral questioning
|
|
| 1 | 5 |
Health practices
|
Healthy habits
|
By the end of the
lesson, the learner
should be able to:
Why do we practice health habits? |
Oral review of previous lesson.
Demonstrations and role play of healthy habits. Learners practice health habits and keep a simple journal on health habits they have observed. Asking and attempting oral questions. |
By the end of the lesson the learner should be able to:
identify health habits that prevent illnesses, practise health habits that promote wellbeing,
Appreciate the importance of practising health habits to promote wellbeing of self and others.
|
Hand towel
Nail cutter |
Observation
Oral questioning
|
|
| 2 | 1 |
Health practices
|
Care of the teeth
|
By the end of the
lesson, the learner
should be able to:
How do you care for a gum where the tooth has been removed? |
Asking and answering oral questions.
Identifying milk teeth using different media. Oral explanation on milk teeth Taking notes. |
By the end of the lesson the learner should be able to:
identify milk teeth as temporary in childhood,
observe hygienic practices during shedding of milk teeth
Appreciate shedding of teeth as a natural process.
|
Toothbrush
Toothpaste Pictures Video clip |
Observation
Oral questioning
|
|
| 2 | 2 |
Health practices
|
Care of the teeth
|
By the end of the
lesson, the learner
should be able to:
How do you care for a gum where the tooth has been removed? |
Review of work covered in previous lesson orally.
Listing hygienic practices to observe when shedding teeth. Taking notes. |
By the end of the lesson the learner should be able to:
identify milk teeth as temporary in childhood,
observe hygienic practices during shedding of milk teeth
Appreciate shedding of teeth as a natural process
|
Toothbrush
Toothpaste Pictures Video clip |
Observation
Oral questioning
|
|
| 2 | 3 |
Personal hygiene
(Care of body parts)
|
Materials used to clean body parts.
|
By the end of the
lesson, the learner
should be able to:
Why do we clean our bodies? What materials do we use to clean our bodies? |
Observing charts and displayed materials.
Identifying materials displayed. Naming body parts. Discussing materials used to clean specific body parts. Drawing materials. Asking and attempting oral questions. |
By the end of the lesson the learner should be able to:
Name materials used to clean different parts of the body.
Draw materials used to clean different parts of the body.
Learners will appreciate the importance of a clean body for personal hygiene.
|
Towel
basin Water Soap Handkerchief Nail cuter Ear buds Comb |
Observation
Oral questioning
|
|
| 2 | 4 |
Personal hygiene
(Care of body parts)
|
Materials used to clean body parts.
|
By the end of the
lesson, the learner
should be able to:
Why do we clean our bodies? What materials do we use to clean our bodies? |
Observing charts and displayed materials.
Identifying materials displayed. Naming body parts. Discussing materials used to clean specific body parts. Drawing materials. Asking and attempting oral questions. |
By the end of the lesson the learner should be able to:
Name materials used to clean different parts of the body.
Draw materials used to clean different parts of the body.
c) Learners will appreciate the importance of a clean body for personal hygiene.
|
Towel
basin Water Soap Handkerchief Nail cuter Ear buds Comb |
Observation
Oral questioning
|
|
| 2 | 5 |
Personal hygiene
(Care of body parts)
|
Materials used to clean body parts.
|
By the end of the
lesson, the learner
should be able to:
Why do we clean our bodies? What materials do we use to clean our bodies? |
Reviewing previous lesson
|
By the end of the lesson the learner should be able to:
Name materials used to clean different parts of the body.
Draw materials used to clean different parts of the body.
Learners will appreciate the importance of a clean body for personal hygiene.
|
Towel
basin Water Soap Handkerchief Nail cuter Ear buds Comb |
Observation
Oral questioning
|
|
| 3 | 1 |
Personal hygiene
(Care of body parts)
|
Cleaning parts of the body
(the hair)
|
By the end of the
lesson, the learner
should be able to:
Why do we clean the hair? What materials do we use to clean the hair? |
Touching and identifying hair.
Naming materials used to clean hair. Discussing procedures. Demonstrations. Explanation and discussions. Asking and attempting questions orally. |
By the end of the lesson the learner should be able to:
name materials used to clean the hair
mention the procedures used to clean the hair
use appropriate materials to clean the hair,
|
Water, soap, comb, hair brush.
|
Observation
Oral questioning
|
|
| 3 | 2 |
Personal hygiene
(Care of body parts)
|
Cleaning parts of the body
(the hair)
|
By the end of the
lesson, the learner
should be able to:
Why do we clean the hair? What materials do we use to clean the hair? |
Touching and identifying hair.
Naming materials used to clean hair. Discussing procedures. Demonstrations. Explanation and discussions. Asking and attempting questions orally. |
By the end of the lesson the learner should be able to:
name materials used to clean the hair
mention the procedures used to clean the hair
use appropriate materials to clean the hair,
|
Water, soap, comb, hair brush.
|
Observation
Oral questioning
|
|
| 3 | 3 |
Personal hygiene
(Care of body parts)
|
Cleaning parts of the body
(face and neck)
|
By the end of the
lesson, the learner
should be able to:
Why do we clean the face? What materials do we use to clean the face? |
Identifying face and neck.
Naming materials used to clean face and neck. Discussing procedures. Demonstrations. Explanation and discussions. Asking and attempting questions orally. |
By the end of the lesson the learner should be able to:
Name materials used to clean the face and neck.
Mention the procedures used to clean the face and neck.
Use appropriate materials to clean the face and neck.
|
Water, soap, towel, handkerchief.
|
Observation
Oral questioning
|
|
| 3 | 4 |
Personal hygiene
(Care of body parts)
|
Cleaning parts of the body
(the leg and foot)
|
By the end of the
lesson, the learner
should be able to:
Why do we clean our legs? What materials do we use to clean our legs? |
Identifying the leg.
Naming materials used to clean the leg. Discussing procedures. Demonstrations. Explanation and discussions. Asking and attempting questions orally. |
By the end of the lesson the learner should be able to:
Name materials used to clean the leg and foot.
Mention the procedures used to clean the leg and foot.
Use appropriate materials to clean the leg and foot.
|
Water, soap, towel, nail cutter.
|
Observation
Oral questioning
|
|
| 3 | 5 |
Personal hygiene
(Care of body parts)
|
Cleaning parts of the body
(the nose)
|
By the end of the
lesson, the learner
should be able to:
Why do we clean the nose? What materials do we use to clean the nose? |
Identifying the nose.
Naming materials used to clean the nose. Discussing procedures. Demonstrations. Explanation and discussions. Asking and attempting questions orally. |
By the end of the lesson the learner should be able to:
Name materials used to clean the nose.
Mention the procedures used to clean the nose.
Use appropriate materials to clean the nose.
|
Handkerchief,
Video clip. |
Observation
Oral questioning
|
|
| 4 | 1 |
Personal hygiene
(Care of body parts)
|
Cleaning parts of the body
(the teeth)
|
By the end of the
lesson, the learner
should be able to:
Why do we clean our teeth? What materials do we use to clean our teeth? |
Identifying teeth
Naming materials used to clean teeth. Discussing procedures. Demonstrations. Explaining and discussing cautions to observe. Asking and attempting questions orally. |
By the end of the lesson the learner should be able to:
name materials used to clean the teeth
mention the procedures used to clean the teeth
use appropriate materials to clean the teeth,
|
Pictures, video clip, water, toothbrush, tooth paste.
|
Observation
Oral questioning
|
|
| 4 | 2 |
Personal hygiene
(Care of body parts)
|
Cleaning the whole body
|
By the end of the
lesson, the learner
should be able to:
Why do we clean our bodies? What materials do we use to clean our bodies? |
Oral review.
Naming materials used to clean the body. Discussing procedures. Demonstrations. Explaining cautions to observe. Asking and attempting questions orally. |
By the end of the lesson the learner should be able to:
name the materials used to clean the whole body.
Clean body parts without wasting cleaning materials,
Appreciate the importance of a clean body for personal hygiene.
|
Towel
basin Water Soap Handkerchief Nail cuter Ear buds Comb |
Observation
Oral questioning
|
|
| 4 | 3 |
Personal hygiene
(Care of body parts)
|
Cleaning the whole body
|
By the end of the
lesson, the learner
should be able to:
Why do we clean our bodies? What materials do we use to clean our bodies? |
Oral review.
Naming materials used to clean the body. Discussing procedures. Demonstrations. Explaining cautions to observe. Asking and attempting questions orally. |
By the end of the lesson the learner should be able to:
name the materials used to clean the whole body.
Clean body parts without wasting cleaning materials,
Appreciate the importance of a clean body for personal hygiene.
|
Towel
basin Water Soap Handkerchief Nail cuter Ear buds Comb |
Observation
Oral questioning
|
|
| 4 | 4 |
Personal hygiene
(Care of body parts)
|
Using cleaning materials sparingly to avoid wastage
|
By the end of the
lesson, the learner
should be able to:
How can we use cleaning materials without waste? |
Oral review.
Naming materials. Oral discussions and explanations. Demonstrations and role playing. Asking and answering oral questions. |
By the end of the lesson the learner should be able to:
name the materials used to clean the who body.
Clean body parts without wasting cleaning materials,
Appreciate the importance of a clean body for personal hygiene.
|
Water,
Soap, Ear buds, Toothpaste, |
Observation
Oral questioning
|
|
| 4 | 5 |
Healthy Practices
|
Healthy habits
|
By the end of the
lesson, the learner
should be able to:
Identify what are healthy habits. Observe pictures or a video clip and mention healthy habits Appreciate health habits in promoting good health |
Learners are guided to
identify what is meant by healthy habits In groups learners to use pictures or a video clip to identify health habits. |
Which healthy habits do you do?
|
Pictures, photographs, charts, realia, video clips
Everyday Hygiene and nutrition Grade 2 page 2-3 |
Written tests,
observation, oral questions
|
|
| 5 | 1 |
Healthy Practices
|
Healthy habits
|
By the end of the
lesson, the learner
should be able to:
|
Learners to talk about good health habits they do everyday
Learners are guided to draw a picture of themselves doing a healthy habit |
Which other health habits do you do?
|
Pictures, photographs, charts, realia, video clips
Everyday Hygiene and nutrition Grade 2 page 3 |
Written tests,
observation, oral questions
|
|
| 5 | 2 |
Healthy Practices
|
The food we eat in the morning
|
By the end of the
lesson, the learner
should be able to:
Name the food we eat in the morning Observe pictures and talk about the foods eaten in the morning Appreciate the foods we eat in the morning |
Learners to name the foods they eat in the morning (breakfast)
Learners are guided to talk about foods they eat in the morning from pictures in the textbook or video clips Learners to recite the poem on their textbook for fun |
What do you eat in the morning?
|
Pictures, photographs, charts, realia, video clips
Everyday Hygiene and nutrition Grade 2 page 4-6 |
Written tests,
observation, oral questions
|
|
| 5 | 3 |
Healthy Practices
|
The food we eat in the morning
|
By the end of the
lesson, the learner
should be able to:
strand, able to: State why it is important to take breakfast Draw a table and write the food you eat for breakfast everyday Appreciate the importance of taking breakfast. |
Learners are guided to brainstorm on why taking breakfast is important.
Learners to use a table to write down the food they eat for breakfast for a week. Learners to use digital devices to search for food eaten for breakfast. |
Why do we take breakfast?
|
Pictures, photographs, charts, video clips Everyday Hygiene and nutrition Grade 2 page 7-9
|
Written tests,
observation, oral questions
|
|
| 5 | 4 |
Healthy Practices
|
The food we eat in the morning
|
By the end of the
lesson, the learner
should be able to:
strand, able to: State why it is important to take breakfast Draw a table and write the food you eat for breakfast everyday Appreciate the importance of taking breakfast. |
Learners are guided to brainstorm on why taking breakfast is important.
Learners to use a table to write down the food they eat for breakfast for a week. Learners to use digital devices to search for food eaten for breakfast. |
Why do we take breakfast?
|
Pictures, photographs, charts, video clips Everyday Hygiene and nutrition Grade 2 page 7-9
|
Written tests,
observation, oral questions
|
|
| 5 | 5 |
Healthy Practices
|
Oral Hygiene- Good oral habits
|
By the end of the
lesson, the learner
should be able to:
|
Learners are guided to tell
what are good oral habits and how to practice good oral habits learners to role play ways of practicing good oral habits according to their experiences |
What do we use to brush our teeth?
|
Pictures, photographs, charts, realia, video clips
Everyday Hygiene and nutrition Grade 2 page 10-12 |
Written tests,
observation, oral questions
|
|
| 6 | 1 |
Healthy Practices
|
Oral Hygiene- Bad oral habits
|
By the end of the
lesson, the learner
should be able to:
|
In groups, Learners are guided to
identify and list bad oral habits learners are guided to group foods that are bad for our teeth Learners to say a poem for fun and enjoyment |
Why is sugar bad for our teeth?
|
Pictures, photographs, charts, realia, video clips
Everyday Hygiene and nutrition Grade 2 page 13-15 |
observation, written tests, oral questions
|
|
| 6 | 2 |
Healthy Practices
|
Use of different rooms in a house
|
By the end of the
lesson, the learner
should be able to:
strand, the able to: Identify how many rooms are in their house Draw and colour a house Appreciate the importance of a house |
Learners are guided to
Identify how man rooms are in their house using pictures or a video Learners draw and colour a house using computing devices. Learners to sing a song about a house for fun. |
How may rooms are in your house?
|
Pictures, photographs, charts, video clips
Everyday Hygiene and nutrition Grade 2 page 16-17 |
observation, written tests, oral questions
|
|
| 6 | 3 |
Healthy Practices
|
Use of different rooms in a house
|
By the end of the
lesson, the learner
should be able to:
strand, the able to: Discuss the name different rooms of a house and their use. Match each room of a house to its use Appreciate the use of different rooms in a house |
In groups, Learners to discuss the name of different rooms in a house and its use with guidance from the teacher.
Learners are guided to match each room of a house to its use using pictures. |
What do we call the room we sleep in?
|
pictures, charts, video clips
Everyday Hygiene and nutrition Grade 2 page 18-20 |
observation, written tests, oral questions
|
|
| 6 | 4 |
Healthy Practices
|
Use of different rooms in a house
|
By the end of the
lesson, the learner
should be able to:
|
In groups, Learners share experiences on things found in their house
In pairs, Learners to Match different items found in your house to the rooms in which they are found using pictures or computing devices. |
Which items are found in the bedroom?
|
Everyday Hygiene and nutrition Grade 2 page 20-21
pictures, charts, video clips |
observation, written tests, oral questions
|
|
| 6 | 5 |
Healthy Practices
|
Cleaning things in a house
|
By the end of the
lesson, the learner
should be able to:
|
In groups, Learners are guided to brainstorm on why we clean a house.
Learners can observe pictures or videos on items used to clean a house Individually, learner to draw and colour items used to clean a house |
Why do we clean a house?
|
Everyday Hygiene and nutrition Grade 2 page 22-24
pictures, charts, video clips |
observation, written tests, oral questions
|
|
| 7 |
Midterm break |
||||||||
| 8 | 1 |
Healthy Practices
|
Cleaning utensils
|
By the end of the
lesson, the learner
should be able to:
|
Learners can be guided to brainstorm on why we clean utensils and identify materials used to clean utensils using charts, posters, pictures, video clips and radio commercials.
Individually, learner to draw and colour materials used to clean utensils at home |
Why do we clean utensils?
|
Everyday Hygiene and nutrition Grade 2 page 99-100
pictures, charts, video clips |
observation, written tests, oral questions
|
|
| 8 | 2 |
Healthy Practices
|
Cleaning utensils
|
By the end of the
lesson, the learner
should be able to:
|
Learners can be guided to brainstorm on why we clean utensils and identify materials used to clean utensils using charts, posters, pictures, video clips and radio commercials.
Individually, learner to draw and colour materials used to clean utensils at home |
Why do we clean utensils?
|
Everyday Hygiene and nutrition Grade 2 page 99-100
pictures, charts, video clips |
observation, written tests, oral questions
|
|
| 8 | 3 |
Healthy Practices
|
Cleaning utensils
|
By the end of the
lesson, the learner
should be able to:
strand, Discuss how to clean utensils Practice cleaning utensils Appreciate cleaning utensils |
In groups, Learners share experiences on how they clean utensils.
In pairs, Learners to practice how to clean utensils. Learners to watch a video clip on how to clean utensils and report their observations in class |
How do you clean utensils?
|
Everyday Hygiene and nutrition Grade 2 page 28-30
pictures, charts, video clips |
observation, written tests, oral questions
|
|
| 8 | 4 |
Healthy Practices
|
Dangers of second-hand smoke
|
By the end of the
lesson, the learner
should be able to:
|
In groups learners to share experiences on where they saw someone smoking and what they were smoking
In pairs, learners to list things that people smoke such as cigarettes, tobacco etc. |
Why do people smoke?
|
Everyday Hygiene and nutrition Grade 2 page 31-32
pictures, charts, video clips |
observation, written tests, oral questions
|
|
| 8 | 5 |
Healthy Practices
|
Dangers of second-hand smoke
|
By the end of the
lesson, the learner
should be able to:
|
Learners are guided to explain why smoking is bad and how you can tell if a person has been smoking.
In groups, learners Make a poster advising pupils not to smoke. Display the poster in a strategic position in school. |
Is smoking a bad or good habit?
|
Everyday Hygiene and nutrition Grade 2 page 31-32
pictures, charts, video clips |
observation, written tests, oral questions
|
|
| 9 | 1 |
Healthy Practices
|
Dangers of second-hand smoke
|
By the end of the
lesson, the learner
should be able to:
|
learners are guided to
explain what is second hand smoke using realia or pictures Learners are guided to Discuss the effects of second-hand smoke In groups, make a poster asking a loved one to stop smoking |
What is second hand smoke?
|
Everyday Hygiene and nutrition Grade 2 page 34-37
charts, videos clips, pictures/illustrations |
observation, written tests, oral questions
|
|
| 9 | 2 |
Healthy Practices
|
Keeping water safe
|
By the end of the
lesson, the learner
should be able to:
strand, be able to; Identify activities that contaminate water Carry out an activity to identify contaminated water Appreciate the need to avoid water contamination at home and school. |
In groups, learners are guided to identify activities that contaminate water using pictures or video clips
Learners are guided to identify contaminated water through a demonstration activity. Learners sing songs or recite poems on water contamination |
How does contaminated water look like?
|
Everyday Hygiene and nutrition Grade 2 page 38-40
Realia, charts, videos clips, pictures/illustrations |
observation, written tests, oral questions
|
|
| 9 | 3 |
Healthy Practices
|
Keeping water safe
|
By the end of the
lesson, the learner
should be able to:
strand, be able to; Identify activities that contaminate water Carry out an activity to identify contaminated water Appreciate the need to avoid water contamination at home and school. |
In groups, learners are guided to identify activities that contaminate water using pictures or video clips
Learners are guided to identify contaminated water through a demonstration activity. Learners sing songs or recite poems on water contamination |
How does contaminated water look like?
|
Everyday Hygiene and nutrition Grade 2 page 38-40
Realia, charts, videos clips, pictures/illustrations |
observation, written tests, oral questions
|
|
| 9 | 4 |
Healthy Practices
|
Keeping water safe
|
By the end of the
lesson, the learner
should be able to:
|
In groups, Learners are guided to discuss ways of preventing water contamination using pictures or video clips.
In groups, make a poster asking people to keep water clean at school Display the poster on the school notice board |
How can we prevent water contamination?
|
Everyday Hygiene and nutrition Grade 2 page 41-43
Realia, charts, videos clips, pictures/illustrations |
observation, written tests, oral questions
|
|
| 9 | 5 |
Healthy Practices
|
Reusing water and soap at home
|
By the end of the
lesson, the learner
should be able to:
|
In groups, learners use pictures or video clips to identify activities where we use water and soap at home and in school
Learners are guided to tell how Water is reused at home using demonstration, pictures and illustrations. |
What do we use water and soap for?
|
Everyday Hygiene and nutrition Grade 2 page 44-46
Realia, charts, videos clips, pictures/illustrations |
observation, written tests, aoral questions
|
|
| 15 |
Report |
||||||||
Your Name Comes Here