| 1 | 1 | 1.0 Personal Hygiene | 2.1 Use of toilet and latrines | By the end of the sub strand, the learner should be able to; a) state why we need to use a toilet in our environment for the wellbeing of self and others, | 1. What materials do we use for toileting purposes? | - Learners identify a toilet/ latrine using charts, pictures, video clips | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1.0 Personal Hygiene | 2.1 Use of toilet and latrines | By the end of the sub strand, the learner should be able to; a) state why we need to use a toilet in our environment for the wellbeing of self and others, | 1. What materials do we use for toileting purposes? | - Learners identify a toilet/ latrine using charts, pictures, video clips | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1.0 Personal Hygiene | 2.1 Use of toilet and latrines | By the end of the sub strand, the learner should be able to; a) state why we need to use a toilet in our environment for the wellbeing of self and others, | 1. What materials do we use for toileting purposes? | - Learners identify a toilet/ latrine using charts, pictures, video clips | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 1.0 Personal Hygiene | 2.1 Use of toilet and latrines | By the end of the sub strand, the learner should be able to; a) state why we need to use a toilet in our environment for the wellbeing of self and others, | 1. What materials do we use for toileting purposes? | - Learners identify a toilet/ latrine using charts, pictures, video clips | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 1.0 Personal Hygiene | 2.1 Use of toilet and latrines | By the end of the sub strand, the learner should be able to; a) state why we need to use a toilet in our environment for the wellbeing of self and others, | 1. What materials do we use for toileting purposes? | - Learners identify a toilet/ latrine using charts, pictures, video clips | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 1.0 Personal Hygiene | 2.1 Use of toilet and latrines | By the end of the sub strand, the learner should be able to; a) state why we need to use a toilet in our environment for the wellbeing of self and others, | 1. What materials do we use for toileting purposes? | - Learners identify a toilet/ latrine using charts, pictures, video clips | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 Foods | 3.1 Food sources | By the end of the sub strand, the learner should be able to; a) name the different sources of food in their locality, | 1. Which foods do we get from animals? | - Learners identify different sources of food in the locality using realia. - Learners classify the foods into plant and animal source. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 Foods | 3.1 Food sources | By the end of the sub strand, the learner should be able to; a) classify food into plant and animal sources, b) embrace the different sources of food in their locality. | 1. Which foods do we get from plants? | - Learners draw and colour pictures, on sources of food using computing devices, paper, pencils, and crayons. - Learners play games on food sources using computing devices. - Learners can take pictures of food sources and display in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 Foods | 3.1 Food sources | By the end of the sub strand, the learner should be able to; a) embrace the different sources of food in their locality. | 1. Which foods do we get from plants? | - Learners can take pictures of food sources and display in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 Foods | 3.1 Food sources | By the end of the sub strand, the learner should be able to; a) embrace the different sources of food in their locality. | 1. Which foods do we get from plants? | - Learners can take pictures of food sources and display in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 3.0 Foods | 3.1 Food sources | By the end of the sub strand, the learner should be able to; a) embrace the different sources of food in their locality. | 1. Which foods do we get from plants? | - Learners can take pictures of food sources and display in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 Foods | 3.1 Food sources | By the end of the sub strand, the learner should be able to; a) embrace the different sources of food in their locality. | 1. Which foods do we get from plants? | - Learners can take pictures of food sources and display in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 Foods | 3.1 Food sources | By the end of the sub strand, the learner should be able to; a) embrace the different sources of food in their locality. | 1. Which foods do we get from plants? | - Learners can take pictures of food sources and display in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 Foods | 3.2 Eating habits | By the end of the sub strand, the learner should be able to; a) name foods and drinks they consume on a daily basis, | - | - 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. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 Foods | 3.2 Eating habits | By the end of the sub strand, the learner should be able to; a) mention their likes and dislikes of food and drinks they eat at home, | - | - Learners are guided to mention foods that are good and bad for their teeth. - Learners draw and colour using computing devices, paper, pencil or crayons; model foods that are good for their teeth. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
