1
Strand 1.0
1.0 Main Strand
8 Sub-strands35 Lessons in Term 1
1.1 1.1 Importance of breakfast
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- state the meaning of the word breakfast,
- identify when breakfast is taken during the day,
- name food items taken during breakfast,
- tell the importance of eating breakfast as a healthy habit,
- appreciate the importance of taking breakfast in the morning.
Learning Experiences
- Learners are guided to brainstorm on the meaning of the word breakfast.
- Learners identify breakfast as a meal taken after a long period of not having eaten (at night).
- Learners name food items they eat and drink in the morning.
- Learners are guided to tell the importance of eating breakfast as a healthy habit.
- Learners are guided to keep a daily record of foods they eat for breakfast.
- Learners draw and colour foods eaten for breakfast using pencils, papers, crayons and computing devices.
- Learners can type names of foods eaten for breakfast using computing devices.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 1.2 Oral hygiene
4 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify good oral habits that promote development of healthy teeth,
- identify harmful oral habits that damage teeth,
- practise good oral habits to promote their well-being,
- appreciate good oral habits to promote their well being.
Key Inquiry Questions (KIQs)
- What things do I do that are good for my teeth?
- What things do I do that are harmful for my teeth?
- How many times do I brush my teeth in a day?
Learning Experiences
- In groups learners share experiences on things they do with their teeth.
- Learners are guided to identify good oral habits(brushing teeth at least twice a day, eating foods that are good for healthy teeth and visiting a dentist at least twice a year) and bad oral habits (nail biting, pencil chewing, using tooth picks and finger sucking) using pictures, video clips and illustrations.
- Learners are guided to keep a simple record on the number of times they brush their teeth in a day.
- Learners listen to a talk by a dental practitioner on good oral habits
- Learners watch videos that promote good oral habits.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 1.3 Use of different rooms in a house
4 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- name the various rooms in a house,
- mention the use of the various rooms in a house,
- state the reasons for having different rooms in a house,
- name equipment and furniture used in the various rooms in a house,
- mention the importance of keeping the various rooms in a house clean and tidy.
Learning Experiences
- Learners describe their house to each other and are guided to identify common areas/rooms in their houses.
- learners state the use of different rooms in the house to maintain hygiene( kitchen for cooking, bedroom for sleeping, dining for eating, Living room for socializing, and bathroom for bathing ).
- Learners are guided to sort out equipment for different rooms in a house based on the activities that are carried out in those rooms using pictures (jiko, utensils, chairs, tables, bed bucket/basins, sofa sets, wardrobe, knife, spoons).
- Learners are guided to mention the importance of keeping the various rooms in a house clean and tidy.
- Learners draw and colour pictures of equipment used in different rooms in a house.
- Learners play games by placing different equipment in their respective rooms using computing devices.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 1.4 Cleaning of utensils
4 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- mention reasons for cleaning utensils at home,
- identify materials used for cleaning utensils at home,
- clean, dry and store the utensils used at home,
- appreciate the importance of cleaning the utensils at home.
Key Inquiry Questions (KIQs)
- Why do we clean utensils?
- What do we use to clean the utensils?
- How do we clean the utensils?
- How do we dry and store the utensils?
Learning Experiences
- Learners mention reasons for clean utensils at home.
- Learners identify materials for cleaning utensils at home using realia (soap and soap dish, sponge/sisal fibre/piece of cloth, drying rack).
- In groups learners practise cleaning, drying and storing the utensils (cup, plate, bowl/basin spoon, jug and sufuria).
- Learners peer teach on how to clean, dry and store utensils.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 1.5 Dangers of second hand smoke
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- mention substances that people smoke that are harmful to our health,
- mention the places where people smoke these substances,
- tell that a person has been smoking,
- state the meaning of the word second hand smoke,
- tellthe effects of second hand smoke on health,
- develop self-efficacy in avoiding second hand smoke.
Learning Experiences
- learners brainstorm on substances that people smoke and are harmful to our health (tobacco and cigarette)
- learners mention the areas/places where people smoke these substances
- learners share experiences on how they have encountered a person smoking
- learners are guided to tell that a person has been smoking
- learners are guided to explain the meaning of the word second hand smoke
- Learners tell the effects of second hand smoke on health
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 1.6 Keeping water safe from contamination
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- tell what is water contamination,
- carry out experiment to demonstrate water contamination,
- mention changes in water that is contaminated,
- state ways in which we can prevent water contamination.
Key Inquiry Questions (KIQs)
- What is water contamination?
- How is water contaminated?
- What happens when water is contaminated?
Learning Experiences
- 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
- Learners carry out an experiment that will enable them observe physical changes that occur in contaminated water (change of colour, smell, presence of foreign substances).
- Learners are guided to tell how they can prevent contamination of water for drinking at home and school
- Learners open and play a video on activities to prevent water contamination.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 1.7 Re-using water and soap at home
4 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- explain the meaning of word re- using,
- mention ways of re-using water and soap in the home,
- make a soap gel from left over soap,
Key Inquiry Questions (KIQs)
- What do we use water and soap for?
- How can we re-use water and soap?
- how do we make a soap gel?
- Why do we re-use water and soap?
Learning Experiences
- Learners brainstorm on the meaning of the word re-using
- Learners are guided to tell activities at home that use water or soap (washing clothes, washing dishes, washing hands, washing fruits and vegetables).
- Learners are guided to state how else the water from those activities can be re-used
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.8 2.1 Use and care of personal items
12 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the items used for personal cleanliness,
- give reasons why we should not share personal items,
- state the procedure used when cleaning items for personal use,
- clean personal items to promote cleanliness for self and others,
- Identify materials that can be improvised for personal use
- Appreciate the importance of caring for personal items to promote cleanliness for self and others
Key Inquiry Questions (KIQs)
- What items do we use for personal cleanliness?
- How do we clean personal items?
- Why should we not share personal items?
- What other materials can we use to improvise personal items?
Learning Experiences
- Learners brainstorm on items they use for personal cleanliness.
- In groups, provide learners with a variety of materials used in personal hygiene (examples: combs, toothbrush, face towel, handkerchief, socks and shoes, towel, bodylotion/jelly, nail cutter, cotton buds, toothpaste) for learners to identify which are their personal items.
- Learners are guided to identify personal items and give reasons why they should not be shared
- 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.
- 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.
- Draw and colour personal items using pens, papers, crayons and computing devices.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.