FORM 2

LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED

OUTCOMES AND LEARNING ASSESSMENT
STRATEGIES STRATEGIES
Topic 2.1 Diet and Health

2.1.1 Diet includes everything that a person Students view video clip In groups, students
eats or drinks. of balanced diets after prepare a brochure
Recognize the
. using Publisher of
importance of a Food contains nutrients that are needed
common foods and
balanced diet. by all body cells. Role play: students set up
their nutrient content to
a restaurant that serves
A balanced diet contains the different be displayed in the
meals to persons of
nutrients (carbohydrates, proteins, fats, school cafeteria.
varying needs babies,
water, vitamins, minerals, and fiber) in
pregnant women, elderly Conduct research of
the correct proportions.
persons, athletes. food offerings of
Daily activities and physiological Students advise school cafeteria or
conditions can be influenced by ones customers on suitable school meals to assess
diet. meal choices and whether students are
alternatives. offered a balance
option.

2.1.2 Basic structure of the human digestive Students label diagrams, Students prepare power
system listing all the parts and basic charts or assemble point presentation

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Outline the basic functions of the parts. models of the digestive showing the different
structure of the system. parts of the alimentary
digestive system canal and their
and functions of functions.
each part.

2.1.3 Digestion entails physical and chemical Teachers use a video Conduct food tests on
changes in the food. depicting digestion in samples of food,
Explain how
humans. students brought for
humans obtain Physical changes are brought about by
lunch and deduce the
nutrients from chewing and churning of the stomach. Teachers display charts
most popular food
food. showing the parts of the
Chemical changes release simpler group consumed.
digestive system in the
substances from the food:
classroom. Students plan or design
o Carbohydrates- simple sugars (e.g. investigations to test
Teacher guides students
glucose) hypotheses on relating
as they conduct food tests
food particle size and
o Proteins - amino acids. on common food items to
responses to food tests
identify main nutrient,
o Fats - fatty acids and glycerol. etc:
e.g., protein, starch, and

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These simple substances enter the blood glucose, fat/oils. o Formulate hypothesis.
o Outline the procedure
stream and are taken to the body cells.
to conduct experiment:
Identify applicable
Enzymes are also involved in the variables
breakdown of food materials (manipulated,
responding and
control).
(Students are only required to know
Perform and
general categories of enzymes involved record activity
Describe findings
e.g. carbohydrases, proteases and
and identify
lipases. limitations
State conclusions.
The main nutrient components of foods
Students compose a
can be identified using simple food
monologue/ write a
tests.
story to narrate the
digestion of a
sandwich.

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2.1.4 The regulation of body weight and Teacher and student Student project:
body fat may be linked to diet, physical discussion on the effects
Relate diet to o Compile a
activity, lifestyle, and behavior. of diet on weight gain,
weight gain and journal/blog/wiki
loss. Weight gain and loss can also be due to space/google docs. to
genetic predisposition. Guided by the teacher, monitor individual diet
students research, for a week to determine
Diet can be used to regulate health
summarize and analyze the components of
problems such as such as diabetes,
information from foods consumed.
heart disease and the health risks
magazines/newspaper Students use date
associated with weight gain and loss.
articles and internet as it collected to make
Health problems can also be caused by relates to diet and health. informed choices.
disturbed eating patterns.
Teacher invites o The class makes a list
Eating a balanced diet and exercising community health of specific steps that
regularly is necessary for maintaining a workers for discussion can be taken to
healthy body. and information sharing maintain a healthy
with students. body weight.
Achieving and maintaining a healthy
Use height - weight chart o Interview people who

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body weight is important. to determine body mass have successfully lost
index (BMI) and discuss weight and kept it off
the significance of and discuss their
maintaining a healthy strategies.
weight.
Students use the
information from
above activities and
prepare a power point
presentation on the
relationship between
diet and heart disease
to be delivered to the
student body.

Topic 2.2 Human Body Systems: The Circulatory System

2.2.1 Components of the circulatory system: Teachers use a video Students prepare
pump (heart), arteries, veins, showing the circulatory graphic organizer
Outline the basic
showing the
structure of the

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circulatory capillaries, and blood system in humans. components of the
system. circulatory system.
Teachers display charts
showing the circulatory
system in the classroom.

2.2.2 The circulatory system transports Guided by teacher Students prepare a

substances throughout the body. students view prepared table listing the
Relate the main
slides of relevant structures in the
parts of the Basic structure and functions of the
specimens. circulatory system and
circulatory system heart, blood vessels (no details of the
their individual
to its functions in specific blood vessels are required)..
functions
the human body
Components of the blood

2.2.3 Pulse rate is directly related to heart Teacher leads discussion Students plan or design
rate. It can be measured at certain of relevant statistical investigations to test
Investigate the
points on the body, e.g. wrist, neck, data. hypotheses on relating
relationship
temple, ankle. height, age, gender and
between exercise Teacher coordinates
pulse rate etc:
and pulse rate Pulse rate is related to the level of stu participation in
o Formulate hypothesis.

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activity. practical activity to show o Outline the procedure
to conduct experiment:
the relationship between
Identify applicable
pulse rate and exercise. variables
(manipulated,
responding and
control).
Perform and record
activity
Describe findings
and identify
limitations
State conclusions.

2.2.4 Atherosclerosis, high blood pressure, Teacher presents relevant Students research
varicose veins. statistical data, article or specific conditions and
Identify health
video clip and leads prepare power point or
conditions
discussion with students video presentation of
associated with
health conditions and
the circulatory
causative factors.
system.

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Topic 2.3 Human Body Systems: Respiratory System

2.3.1 Basic structure of the human Teacher refers to video, Students prepare
respiratory system listing all the parts animation or simulation labelled diagrams
Outline basic
and basic functions of the parts. of respiratory system. and/or models of the
structure of
respiratory system.
respiratory
system.

2.3.2 Breathing is the process by which air Students observe the Students prepare a
moves in and out of the lungs changes in the body (the table of comparison of
Distinguish
(inhalation and exhalation). thorax) as students inhale composition of inhaled
between breathing
and exhale. and exhaled air in
and respiration in Breathing involves the movement of
various environments.
humans. muscles (intercostal muscles and Students demonstrate
diaphragm), which brings about inhalation and exhalation Conduct experiments
changes in volume and pressure in the using balloon and plastic to demonstrate the
chest cavity. bottle models. presence of carbon
dioxide (limewater)
Inhaled and exhaled air differs in Conduct interviews with
and water vapor
composition. visiting experts (e.
(mirror) in exhaled air

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Inhaled air contains more oxygen than SWMCOL, fire officers, and prepare lab report.
exhaled air, which contains more EMA etc.) on local
Student project:
carbon dioxide. incidences of domestic
Students conduct
and industrial smoke
Respiration - the chemical breakdown research on the effects
emissions and hazards
of complex food substances, such as of smoking and prepare
associated with each.
carbohydrates, fats and proteins, during pamphlet (MS
which energy and Carbon dioxide are publisher) advising
released. student body of the
health risks of
Word equation to represent respiration:
smoking.
Oxygen + Food Energy +
Students write letters
Carbon dioxide + Water.
that may be submitted
Respiration takes place in the via email to a
mitochondria of the cell. Respiration is newspaper editor,
the process that releases energy from mayor or local
food. government
representative
Health risks associated with smoke
explaining their

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inhalation. concerns about
uncontrolled fires
(landfill, backyard,
agricultural lands and
hills) with
recommendations.

2.3.3 Respiratory/Breathing rate -number of Teacher and students Student Project:

breaths taken by a person within 60 analyse relevant data
Relate increase in Students investigate the
seconds.
physical activity Presentations of experts relationship between
to increase in The more physical activity done, the (Sporting personal, breathing rates and
breathing rate. faster the respiratory/breathing rate. medical practitioner, physical fitness:
health officers)
Relate breathing rate to levels of o Working in groups,
physical fitness. students measure
breathing rates by
using a watch to time
60 seconds and count
the number of breaths

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taken within the 60
seconds.

o Compare breathing
rates for different
scenarios (before and
after physical
activity, age groups,
gender)

o Students compile data

collected using Excel
and prepare reports.

o Students present
findings during the
school assembly.

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