| 1 | 1 | 3.0 Foods and Nutrition | 3.5 Safety in food storage | By the end of the sub strand, the learner should be able to; a) state where to store cooked and raw foods at home, | 1. Learners are guided to identify storage facilities for food (cupboards, shelves, racks, refrigerator, food containers, sacks) through pictures, video clips, charts. Learners are guided to identify areas where cooked and raw foods could be stored using pictures, videos. Learners are guided to mention factors to observe when storing food (clean, and cool place; cooked food covered; not mixing cooked and uncooked food; free from pests) Learners are guided to give reasons for proper storage of food (prevent going bad; to preserve so that it can be used later; to avoid contamination from dirt; to prevent from been infested by pests; to prevent wastage) Learners role play how to store raw and cooked food. Learners can search storage facilities from the internet using computing devices Learners can take pictures or shoot videos using computing devices on how they store food at home and share in class? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 Foods and Nutrition | 3.5 Safety in food storage | By the end of the sub strand, the learner should be able to; a) mention factors to observe when storing cooked and raw foods at home, | 1. Learners are guided to identify storage facilities for food (cupboards, shelves, racks, refrigerator, food containers, sacks) through pictures, video clips, charts. Learners are guided to identify areas where cooked and raw foods could be stored using pictures, videos. Learners are guided to mention factors to observe when storing food (clean, and cool place; cooked food covered; not mixing cooked and uncooked food; free from pests) Learners are guided to give reasons for proper storage of food (prevent going bad; to preserve so that it can be used later; to avoid contamination from dirt; to prevent from been infested by pests; to prevent wastage) Learners role play how to store raw and cooked food. Learners can search storage facilities from the internet using computing devices Learners can take pictures or shoot videos using computing devices on how they store food at home and share in class? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 Foods and Nutrition | 3.5 Safety in food storage | By the end of the sub strand, the learner should be able to; a) give reasons for proper storage of food at home, b) appreciate the importance of proper storage of food at home. | 1. Learners are guided to identify storage facilities for food (cupboards, shelves, racks, refrigerator, food containers, sacks) through pictures, video clips, charts. Learners are guided to identify areas where cooked and raw foods could be stored using pictures, videos. Learners are guided to mention factors to observe when storing food (clean, and cool place; cooked food covered; not mixing cooked and uncooked food; free from pests) Learners are guided to give reasons for proper storage of food (prevent going bad; to preserve so that it can be used later; to avoid contamination from dirt; to prevent from been infested by pests; to prevent wastage) Learners role play how to store raw and cooked food. Learners can search storage facilities from the internet using computing devices Learners can take pictures or shoot videos using computing devices on how they store food at home and share in class? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 Foods and Nutrition | 3.5 Safety in food storage | By the end of the sub strand, the learner should be able to; a) appreciate the importance of proper storage of food at home. | 1. Learners are guided to identify storage facilities for food (cupboards, shelves, racks, refrigerator, food containers, sacks) through pictures, video clips, charts. Learners are guided to identify areas where cooked and raw foods could be stored using pictures, videos. Learners are guided to mention factors to observe when storing food (clean, and cool place; cooked food covered; not mixing cooked and uncooked food; free from pests) Learners are guided to give reasons for proper storage of food (prevent going bad; to preserve so that it can be used later; to avoid contamination from dirt; to prevent from been infested by pests; to prevent wastage) Learners role play how to store raw and cooked food. Learners can search storage facilities from the internet using computing devices Learners can take pictures or shoot videos using computing devices on how they store food at home and share in class? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 Foods and Nutrition | 3.5 Safety in food storage | By the end of the sub strand, the learner should be able to; a) appreciate the importance of proper storage of food at home. | 1. Learners are guided to identify storage facilities for food (cupboards, shelves, racks, refrigerator, food containers, sacks) through pictures, video clips, charts. Learners are guided to identify areas where cooked and raw foods could be stored using pictures, videos. Learners are guided to mention factors to observe when storing food (clean, and cool place; cooked food covered; not mixing cooked and uncooked food; free from pests) Learners are guided to give reasons for proper storage of food (prevent going bad; to preserve so that it can be used later; to avoid contamination from dirt; to prevent from been infested by pests; to prevent wastage) Learners role play how to store raw and cooked food. Learners can search storage facilities from the internet using computing devices Learners can take pictures or shoot videos using computing devices on how they store food at home and share in class? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 3.0 Foods and Nutrition | 3.5 Safety in food storage | By the end of the sub strand, the learner should be able to; a) appreciate the importance of proper storage of food at home. | 1. Learners are guided to identify storage facilities for food (cupboards, shelves, racks, refrigerator, food containers, sacks) through pictures, video clips, charts. Learners are guided to identify areas where cooked and raw foods could be stored using pictures, videos. Learners are guided to mention factors to observe when storing food (clean, and cool place; cooked food covered; not mixing cooked and uncooked food; free from pests) Learners are guided to give reasons for proper storage of food (prevent going bad; to preserve so that it can be used later; to avoid contamination from dirt; to prevent from been infested by pests; to prevent wastage) Learners role play how to store raw and cooked food. Learners can search storage facilities from the internet using computing devices Learners can take pictures or shoot videos using computing devices on how they store food at home and share in class? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 4.0 Safety Education | 4.1Common accidents and Basic First aid | By the end of the sub strand, the learner should be able to; a) identify common accidents in the school, | 1. What are the common accidents in the school? | - Learners brainstorm on common accidents in the school (falls, cuts, grazes, sprains) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 4.0 Safety Education | 4.1Common accidents and Basic First aid | By the end of the sub strand, the learner should be able to; a) identify common accidents in the school, | 1. What are the common accidents in the school? | - Learners brainstorm on common accidents in the school (falls, cuts, grazes, sprains) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 4.0 Safety Education | 4.1Common accidents and Basic First aid | By the end of the sub strand, the learner should be able to; a) identify common accidents in the school, | 1. What are the common accidents in the school? | - Learners brainstorm on common accidents in the school (falls, cuts, grazes, sprains) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 4.0 Safety Education | 4.1Common accidents and Basic First aid | By the end of the sub strand, the learner should be able to; a) identify common accidents in the school, | 1. What are the common accidents in the school? | - Learners brainstorm on common accidents in the school (falls, cuts, grazes, sprains) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 4.0 Safety Education | 4.1Common accidents and Basic First aid | By the end of the sub strand, the learner should be able to; a) name the causes of common accidents in school, | 1. What are the causes of common accidents in the school? | - Learners brainstorm on common accidents in the school (falls, cuts, grazes, sprains) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 4.0 Safety Education | 4.1Common accidents and Basic First aid | By the end of the sub strand, the learner should be able to; a) name the causes of common accidents in school, | 1. What are the causes of common accidents in the school? | - Learners are guided to identify causes of common accidents in the classroom (rough surfaces, accidents | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 4.0 Safety Education | 4.1Common accidents and Basic First aid | By the end of the sub strand, the learner should be able to; a) name the causes of common accidents in school, | 1. What are the causes of common accidents in the school? | - Learners are guided to identify causes of common accidents in the classroom (rough surfaces, accidents | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 4.0 Safety Education | 4.1Common accidents and Basic First aid | By the end of the sub strand, the learner should be able to; a) names way of preventing common accidents in the school, | 1. What is the simple first aid for common accidents in the school? | - Learners are guided to identify causes of common accidents in the classroom (rough surfaces, accidents | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 4.0 Safety Education | 4.1Common accidents and Basic First aid | By the end of the sub strand, the learner should be able to; a) names way of preventing common accidents in the school, | 1. What is the simple first aid for common accidents in the school? | - Learners are guided to identify causes of common accidents in the classroom (rough surfaces, accidents | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
