2023 GRADE 1 HYGIENE AND NUTRITION

TERM TWO SCHEME OF WORK

SCHOOL GRADE TEACHERS NAME TERM YEAR

ONE 2

W LSN STRAND S-STRAND KEY SPECIFIC LEARNING LEARNING RESOURCES ASSESSME REFL
K INQUIRY OUTCOME EXPERIENCES & NT
QUESTIO REFERENCE
N
1 1 Good use of What material By the end of the lesson  Learners observe simple Everyday hygiene Observation
the do we use for the learner should be toileting etiquette and nutrition
toilet/latrine toileting able to: (knocking the door before learners bk. Pg. 33 Oral
and urinal purposes? a. Use appropriately a accessing, flushing the Pictures, charts, questioning
What is toilet/latrine and toilet, disposing off used real toilet, latrine
toilet/latrine urinal in their locality materials appropriately, and urinal, toilet
etiquette? b. Dispose of soiled unnecessary papers
materials used in the touching of surfaces in the
toilet/latrine toilet/latrine; not eating in
c. Appreciate the the toilet).
importance of using  Learners role play on how
the toilet correctly to use the toilet
within their
environment
2 FOODS Sources of Which foods By the end of the lesson  Learners identify different Everyday hygiene Observation
food: Food are found at the learner should be sources of food in the and nutrition
at our place our place? able to: locality using realia learners bk. Pg. 36 Oral
a. Name the different Different foods, questioning
sources of food in their pictures of food,
locality photos, video clips

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 b. Define the term food
c. Appreciate the
importance of food in
daily life
2 1 Animal and Which foods By the end of the lesson
plant food do we get the learner should be
sources from animals? able to:
Which foods a. Name two
do we get classification of foods
from plants? b. Classify foods into
plants and animal
sources
c. Appreciate food
classification in eating
balanced diet
2 Eating What food do By the end of the lesson
habits: foods I eat every the learner should be
we eat day? able to:
everyday a. Name different foods
and drinks they take
daily
b. Identify foods and
drinks they like and
dislike
c. Appreciate the
importance of eating
daily for sustenance and
growth
3 1 Foods a like Which foods By the end of the lesson
or dislike do I like or the learner should be
dislike? able to:
a. Mention the foods
and drinks they like
For use with Everyday Hygiene and Nutrition Grade 1
 Learners classify the foods Everyday hygiene Observation
into plant and animal source. and nutrition
 Learners draw and colour learners bk. Pg. 37 Oral
pictures, on sources of food Different foods, questioning
using computing devices,
pictures of food,
paper, pencils, and crayons.
photos, video clips
 Learners play games on food
sources
using computing devices.
 Learners can take pictures of
food sources and display in
class
 Learners name the foods Everyday hygiene Observation
and drinks they and nutrition
consume on daily basis. learners bk. Pg. 40 Oral
 In pairs, learners share Different foods, questioning
experiences on the pictures of food,
foods and drinks they like photos, video clips
and dislike.
 In pairs, learners share Everyday hygiene Observation
experiences on the foods and nutrition
and drinks they like and learners bk. Pg. 41 Oral
dislike. Charts, pictures, questioning
 Learners can take pictures colours, crayons
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 and those that they of foods and
dislike drinks they like or dislike
b. Define the terms using computing devices
“like” and “dislike” and display in class.
c. Appreciate the
importance of eating
daily for sustenance
and growth
2 Which Which foods By the end of the lesson the  Learners are guided to Everyday hygiene Observation
foods are are good for learner should be able to: mention foods that are good and nutrition
good for my my teeth? a. Choose healthy foods and bad for their teeth. learners bk. Pg. 42 Oral
teeth? Which foods for their teeth  Learners draw and colour Charts, pictures, questioning
using computing
are bad for my b. Model foods that are colours, crayons
good for their teeth devices, paper, pencil or
teeth?
c. Desire to tell the crayons; model foods that are
importance of having good for their teeth.
eating healthy to  Learners are guided to keep a
maintain good teeth daily log on the foods and
drinks they choose to eat that
are healthy for their teeth.
4 1 Using our Which foods By the end of the lesson the  Learners mention foods that Everyday hygiene Observation
senses to do you eat at learner should be able to: they eat at and nutrition
know food: your home a. Mention different foods home and at school learners bk. Pg. 44 Oral
food we at and school? eaten at home or at  In groups, learners are Charts, pictures, questioning
school provided with an assortment
home and different foods.
b. Categorize foods of food items from the locality
school
according to taste, feel to look at, taste, feel and smell
and smell  Learners identify food items
c. Appreciate the according
importance of foods we to colour, taste, touch and
eat. smell
 Learners draw and colour
food items
found in the locality using
computer

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2 Common Which foods By the end of the lesson the
foods at our are available learner should be able to:
locality In the a. Identify common foods
locality? in their locality
b. Categorize foods
according to taste, feel
and smell
c. Appreciate the
importance of foods we
eat.
5 1 Senses and Hod do By the end of the lesson the
food different foods learner should be able to:
look, smell, a. Look at, taste, and smell
touch or taste selected foods for fun
b. Identify food items
like?
according to colour,
taste, touch and smell
c. Appreciate different
foods in the locality
irrespective of colour,
taste, touch and smell.
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applications, paper, pencil,
crayons
 Learners mention foods that Everyday hygiene Observation
they eat at and nutrition
home and at school learners bk. Pg. 45 Oral
 In groups, learners are Charts, pictures, questioning
provided with an assortment
different foods.
of food items from the locality
to look at, taste, feel and smell
 Learners identify food items
according to colour, taste,
touch and smell
 Learners draw and colour
food items found in the
locality using computer
applications, paper, pencil,
crayons
 Learners mention foods that Everyday hygiene Observation
they eat at home and at school and nutrition
 In groups, learners are learners bk. Pg. 46 Oral
provided with an assortment Charts, pictures, questioning
of food items from the
different foods,
locality to look at, taste, feel
crayons
and smell
 Learners identify food items
according to colour, taste,
touch and smell
 Learners draw and colour
food items found in the
locality using computer
applications, paper, pencil,
crayons
 Learners can take pictures of
different foods available in the
locality using
different computing devices
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 and display in class.
2 Cleaning Which fruits By the end of the lesson the  Learners to be provided with Everyday hygiene Observation
fruits: fruits do we eat in learner should be able to: an assortment of fruits from and nutrition
at our place our locality? a. Mention fruits eaten the locality to identify. learners bk. Pg. 49 Oral
within their locality  Learners are guided to tell A variety of fruits, questioning
b. Tell factors they factors to consider when
pictures, photos
consider when choosing choosing fruits (not
fruits rotten, withered, infested by
c. Appreciate the pests, discoloured, dirty
importance of fruits in coated, bruised, mouldy or
body growth unripe)
 In groups, learners are
guided on how to wash fruits
before eating (wash hands
before washing fruit, wash
using running water)
 Learners can play games on
choosing fruits to eat
 Learners can use computing
devices to
search for other fruits eaten.
6 1 Choosing How do we By the end of the lesson  Learners are guided to tell Everyday hygiene Observation
fruits choose the the learner should be factors to consider when and nutrition
fruits able to: choosing fruits (not learners bk. Pg. 50 Oral
rotten, withered, infested by A variety of fruits, questioning
a. Choose good fruits
pests, discoloured, dirty
b. Tell factors they pictures, photos
coated, bruised, mouldy or
consider when (good and bad)
unripe)
choosing fruits  In groups, learners are
c. Appreciate the guided on how to wash fruits
importance of fruits in before eating (wash hands
body growth before washing fruit, wash
using running water)
 Learners can play games on
choosing fruits to eat
 Learners can use computing

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 devices to
search for other fruits eaten.
2 Cleaning Why do we By the end of the lesson  Learners are guided to tell Everyday hygiene Observation
fruits clean fruits we the learner should be factors to consider when and nutrition
eat? able to: choosing fruits (not learners bk. Pg. 52 Oral
rotten, withered, infested by A variety of fruits, questioning
a. Clean fruits before
pests, discoloured, dirty
eating to prevent water, fruits, basin
coated, bruised, mouldy or
illness unripe)
b. Tell factors they  In groups, learners are
consider when guided on how to wash fruits
choosing fruits before eating (wash hands
c. Appreciate the before washing fruit, wash
importance of fruits using running water)
in body growth  Learners can play games on
choosing fruits to eat
 Learners can use computing
devices to
search for other fruits eaten.
7 1 Why eat: How many By the end of the lesson  Learners mention how many Everyday hygiene Observation
how many times do you the learner should be times they eat in a day; what and nutrition
times do eat in a day? able to: they eat and drink during learners bk. Pg. 56 Oral
you eat in a those times. pictures questioning
a. State the number of
 Learners name the foods
day? times they eat in a day
eaten at different times of the
b. Name the foods eaten day.
at different times of  Learners state the reasons for
the day eating food every day (for
c. Desire to tell the growth, to provide energy for
importance of time in daily activities, to stay healthy
eating and prevent illness)
 In groups, learners share
experiences on activities that
they do during the day that
require energy.
 Learners can draw and

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 colour foods eaten at different
times of the day using digital
devices, paper, pencil, colours,
crayons.
2 Foods we Which foods By the end of the lesson  Learners name the foods Everyday hygiene Observation
eat at do you eat at the learner should be eaten at different times of the and nutrition
different different times able to: day. learners bk. Pg. 57 Oral
times of the day?  Learners state the reasons for pictures questioning
a. Mention the foods
eating food every day (for
they eat different time
growth, to provide energy for
of the day daily activities, to stay healthy
b. State reason for eating and prevent illness)
food everyday  In groups, learners share
c. Desire to tell the experiences on activities that
importance of time in they do during the day that
eating require energy.
 Learners can draw and
colour foods eaten at different
times of the day using digital
devices, paper, pencil, colours,
crayons.
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HALF TERM
9 1 Why do we Why is it By the end of the lesson  Learners state the reasons Everyday hygiene Observation
eat every important to the learner should be for eating food every day and nutrition
day? eat food daily? able to: (for growth, to provide learners bk. Pg. 57 Oral
a. State the reasons why energy for daily activities, pictures questioning
we eat food every day to stay healthy and prevent
b. Mention activities illness)
that they do during  In groups, learners share
the day that require experiences on activities
energy that they do during the day
c. Appreciate the that require energy.
importance of eating  Learners can draw and
food daily colour foods eaten at
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 different times of the day
using digital devices, paper,
pencil, colours, crayons.
2 Good What is good By the end of the lesson the  Learners name good eating Everyday hygiene Observation
behaviour behaviour learner should be able to: behaviour to be observed and nutrition
during during a. Name appropriate during mealtimes (good learners bk. Pg. 60- Oral
mealtimes: mealtime? behaviour when eating posture at the table, serving 61 questioning
foods that should be what you can finish, eating
meaning of Assorted pictures
observed during food with the mouth closed,
mealtime of mealtimes
mealtimes washing hands before and
and good after eating, excuse oneself
b. Explain why we observe
behaviour good behaviour during when
when eating meal times leaving the table, clearing
c. Desire to portray good one’s place on the table)
behaviour during meal  Learners are guided to
times explain why it is
important to observe good
eating behaviour during meal
times (not to be offensive to
others, to show respect, to
avoid accidents).
10 1 Why we Why is it By the end of the lesson the  Learners are guided to Everyday hygiene Observation
show good important to learner should be able to: explain why it is and nutrition
behaviour observe good a. State why it is important to observe good learners bk. Pg. 62 Oral
during behaviour important to have good eating behaviour during meal Assorted pictures questioning
behaviour during meal times (not to be offensive to
mealtimes? during of mealtimes
times others, to show respect, to
mealtimes?
b. Role play good avoid accidents).
behaviour during meal  Learners role play good
times behaviour during mealtimes
c. Desire to portray good
behaviour during meal
times
2 Buying Why do we By the end of the lesson the  Learners share experiences Everyday hygiene Observation
food: where buy food? learner should be able to: on places where food is sold in and nutrition
a. Identify the different the community (market, Oral
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 do we buy places in the
food? community where food
is bought
b. Mention different foods
bought from different
places
c. Appreciate the
importance of different
places where
11 1 The food we What type of By the end of the lesson the
buy food do we learner should be able to:
buy at the a. Name foods bought
different from different places in
the community
places?
b. Play games on buying
food from different
places using computing
devices
c. Appreciate the
importance of different
places where
2 The food we What type of By the end of the lesson the
buy food do we learner should be able to:
buy at the a. Name foods bought
different from different places in
the community
places?
b. Role play buying food
from different outlets
c. Appreciate the
importance of different
places where
For use with Everyday Hygiene and Nutrition Grade 1
shops, butchery, supermarket, learners bk. Pg. 64 questioning
kiosk, open air market, green Pictures of food
grocers, hotel/restaurant, outlets, video clips
kiosks, food vendors) on food outlets
 Learners name the foods
bought from the different
places.
 Learners’ role play buying
food from different outlets
 Learners can play games on
buying food from different
places using computing
devices.
 Learners name the foods Everyday hygiene Observation
bought from the different and nutrition
places. learners bk. Pg. 65 Oral
 Learners’ role play buying Pictures of food questioning
food from different outlets
outlets, video clips
 Learners can play games on
on food outlets
buying food from different
places using computing
devices.
 Learners can take pictures of
different food outlets and
display in class.
 Learners name the foods Everyday hygiene Observation
bought from the different and nutrition
places. learners bk. Pg. 65 Oral
 Learners’ role play buying Pictures of food questioning
food from different outlets
outlets, video clips
 Learners can play games on
on food outlets
buying food from different
places using computing
devices.
 Learners can take pictures of
different food outlets and
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 display in class.
12 2 SAFETY Common What are By the end of the lesson the  Learners are guided to Everyday hygiene Observation
EDUCATIO accidents at accidents? learner should be able to: identify accidents at home like and nutrition
N home: cuts and What are some of a. Tell the meaning of falls, cuts, drowning,
burns the accidents at
learners bk. Pg. 69- Oral
accident suffocation, choking
home? b. name burns and cuts as 70 questioning
electrocution, burns.
common accidents at home Video clips, digital
 Learners are guided to state
c. Observe safety while cameras
handling materials the causes of accidents at home
such as sharp edges, slippery
floors, vegetable/fruit peelings,
broken glass, uncovered pits,
rough floors, poorly arranged
furniture, electricity
sockets and the naked flame
3 Falls and What are some of By the end of the lesson the  Learners tell stories of their Everyday hygiene Observation
drown the accidents at learner should be able to: experiences of accidents at and nutrition
home? a. Name falling and drowning home learners bk. Pg. 71 Oral
as some of the common  Learners identify ways of
accidents at home. Video clips, digital questioning
preventing accidents at home cameras, computing
b. Identify ways of preventing
(wiping spills, arranging
accidents at home
c. Observe safety while furniture properly, disposing off
handling materials waste appropriately, covering
open pits, proper handling of
tools like knives and forks)
 Learner view pictures and
video clips on causes of
accidents in the home and share
in class.
13 end term assessment/closing

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