GRADE 2 HYGIENE & NUTRITION SCHEME OF WORK TERM THREE

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 HYGIENE AND NUTRITION ACTIVITIES SCHEME OF WORK FOR GRADE 2 TERM 3

Wk Lesson Strand Sub-strand Specific learning Key inquiry Learning Experiences Learning resources Assessment Reflection
outcomes questions
1 1 Foods Meals and By the end of the sub- How many meals Learners are guided to tell the Hygiene and nutrition oral questions
strand, the do we take in a number of meals taken in a
Snacks Grade 2 page 79-80
learner should be able to: day? day.
tell the number of meals Learners are guided to pictures of meals and
taken in a day, differentiate between meals
and snacks using realia and snacks available in the
pictures. locality, videos of
people taking meals
and snacks, realia of
snacks and meals
2 Foods Meals and By the end of the sub- What is the Learners are guided to tell Hygiene and nutrition oral questions
strand, the difference when they should take meals
Snacks Grade 2 page 81-83
learner should be able to: between a meal and when they should take
differentiate between a and a snack? snacks, pictures of meals and
meal and a snack from Why should we learners can choose meals
food items in the locality, snacks available in the
take meals and and snacks eaten through
embrace the importance snacks at the pictures, computer game locality, videos of
of taking meals and right time?
snacks at the right time. people taking meals
and snacks, realia of
snacks and meals

2 1 Foods Grouping of By the end of the sub- What foods do Learners are guided to Hygiene and nutrition observation,
strand, the we get from identify foods they get from
food Grade 2 page 84-86 written exam, oral
learner should be able to: plants? plants within their locality
mention foods from plant Which are the learners are guided to group questions
sources within their different parts of foods from plant sources
locality the plant that we according to the parts of the
group foods according to get food from? plant they come from (leaves,
 the
different parts of the
plants that
they come from,
2 Foods Grouping of mention different foods
from animal sources
food
within the locality,
appreciate the importance
of animal and plants as
sources of food.
3 1 Foods Food for By the end of the sub-
school strand, the
going children learner should be able to:
mention foods eaten by
school going children in
the locality,
identify the amount of
food eaten by school
going children in the
locality
2 Foods Food for By the end of the sub-
school strand, the
going children learner should be able to:
mention dangers of eating
too much or too little food
for wellbeing,
State the importance of
eating enough food for
good health.
roots, fruits, seeds and stem)
using pictures or realia
What foods do Learners are guided to Hygiene and nutrition observation,
we get from identify animals in their
Grade 2 page 87-89 written exam, oral
animals locality and the food we get
What foods do from those animals using questions
we get from pictures or a video
animals Learners can play games on
grouping of food using
computing devices
Learners draw and colour
food from plant and animal
sources
What type of Learners name different types Hygiene and nutrition oral report, oral
food do you eat? of food they eat.
Grade 2 page 90-91 questions
How much food Learners are guided to identify
do you eat? the amount of food they eat pictures, charts, video
using pictures.
clips
What happens if Learners share experiences on Hygiene and nutrition oral report, oral
you eat too much what happened to them when
Grade 2 page 92-95 questions
or too little food? they eat too much food
Why is it (vomiting, stomach pains, pictures, charts, video
important to diarrhoea, stomach upset,
clips
eat food that is constipation).
enough Learners listen to stories and
experiences on dangers of
eating too much and too little
(overweight and underweight)
using pictures or a video.
Learners are guided to tell the
importance of eating enough
food.
4 1 Foods Good eating By the end of the sub-
habits strand, the
learner should be able to:
a) state how food is
apportioned on
a plate
2 Foods Good eating By the end of the sub-
habits strand, the
learner should be able to
give the importance of
using a variety of foods in
a plate
appreciate variety of
foods on a plate.
5 1 Food By the end of the sub-
Advertisement strand,
the learner should be able
to:
tell the meaning of the
word advertisement
identify an advertisement
on food
2 Food By the end of the sub-
Advertisement strand,
the learner should be able
to: tell the effects of food
advertisements on their
feelings. tell how
advertisement can
influence their choice of
How do I Learners are guided to Hygiene and nutrition oral report, oral
apportion brainstorm on how food should
Grade 2 page 96-97 questions
food on a plate be apportioned on a plate
(proteins, vegetables, starch pictures, charts, video
and a fruit on the side)
clips
Learners can observe pictures
or videos on correct
apportioning of food on a plate
(show variety to include plates
Why should I In groups learners are guided Hygiene and nutrition oral report, oral
use the right to tell the importance of using
Grade 2 page 96-98 questions
amount of food the right amount of food while
when apportioning on a plate (to pictures, charts, video
apportioning? ensure that you do not eat only
clips
Why should we one group of foods, to ensure
minimize food variety, to minimize food
wastage? wastage).
Learners are guided to identify
suitable foods that promote
health when apportioning
using realia or pictures or
simulations. Learners draw
and colour a well apportioned
amount of food on a plate.
What is food Learners can be guided to tell Hygiene and nutrition oral report, oral
advertisement what is food advertisement
Grade 2 page 99-100 questions
How do food using charts, posters, pictures,
advertisements video clips, radio pictures, charts, video
make you feel? commercials.
clips
Learners are guided to identify
an advertisement on food from
media (print and audio visual).
How do Learners share experiences on Hygiene and nutrition oral report, oral
advertisements how advertisements makes
Grade 2 page 101-103 questions
influence your them feel.
choice of food? Learners are guided to tell how pictures, charts, video
advertisements can influence
clips
our choice of foods.
Learners open and play several
video clips on food
 food advertisements
and report their observations
in class
6 1 Safety Food Safety By the end of the sub- How should we the hygiene practices to Hygiene and nutrition oral report, oral
Handling of strand, the learner should handle cooked observe when handling
Educati Grade 2 page 104-105 questions
cooked food be able to: food? cooked food (putting on a
on mention hygiene practices clean container that is pictures, charts, video
while handling cooked covered, storing in a cool
food. clips
and clean place, washing
hands before handling
food, using clean serving
equipment, using protective
gear) using
demonstration, pictures,
video clips and illustrations
2 Safety By the end of the sub- What should we learners are guided to Hygiene and nutrition oral report, oral
strand, the learner should look for mention factors to observe
Educati Grade 2 page 106-107 questions
be able to: when buying when buying food from
on mention factors to food from food vendors (clean pictures, charts, video
observe food vendors? premises/food containers;
clips
when buying food from a Why should we vendor wears protective
food vendor, observe gear; fresh food; food
appreciate the importance hygiene practices covered/not fly flown/dusty;
of when vendor practices hygiene/ not
observing hygiene when handling cooked mixing money and food)
handling cooked food. food learners role play practising
hygiene as food vendors
7 1 Safety Waste disposal By the end of the sub- What waste is learners are guided to Hygiene and nutrition oral report, oral
in the strand, found in the identify the various types of
Educati Grade 2 page 10-110 questions
classroom the learner should be able classroom? waste in the classrooms
on to: Where do we put using realia or pictures realia (dustbin, waste
identify types of waste waste in the (papers, pencil sharpening,
found in the classroom, materials) charts,
classroom? dust, bottles/bottle tops,
identify containers used sticks, small unused videos clips,
for putting waste in the containers).
classroom, pictures/illustrations
Learners are guided to
identify containers used to
put waste in the classroom
using pictures, illustration or
video clips
 2 Safety By the end of the sub- How do we learners are guided to collect Hygiene and nutrition oral report, oral
strand, dispose waste and dispose waste from the
Educati Grade 2 page 111-114 questions
the learner should be able collected in the classroom using
on to practice waste classroom? demonstration realia (dustbin, waste
collection Why should we Learners practise waste
materials) charts,
and proper disposal of the dispose waste disposal in their classroom.
waste found in the collected in the learners are guided to tell the videos clips,
classroom, classroom? importance of proper waste
disposal in the classroom. pictures/illustrations
mention the importance of
waste disposal in the Learners sing songs and
classroom, recite poems on the
appreciate the importance importance of disposal of
of proper disposal of waste
waste in the classroom
8 1 Safety Common By the end of the sub- What are the Learners brainstorm on Hygiene and nutrition oral report, oral
accidents and strand, the learner should common common accidents in the
Educati Grade 2 page 111-114 questions
Basic First aid be able to: accidents in the classroom (bumps, grazes, and
on identify common classroom? pricks). realia (dustbin, waste
accidents in the Learners are guided to identify
materials) charts,
classroom, causes of common accidents in
name the causes of the classroom (head knocks, videos clips,
common accidents in rough
classroom, pictures/illustrations
surfaces, sharp objects) using
pictures or video.
2 Safety Common By the end of the sub- What are the In groups, learners listen to Hygiene and nutrition oral report, oral
accidents and strand, causes of stories and share experiences
Educati Grade 2 page 111-114 questions
Basic First aid the learner should be able common of common accidents they
on to: accidents in the have encountered or witnessed realia (dustbin, waste
demonstrate First Aid for classroom? in the classroom.
materials) charts,
common accidents in the What is the Learners are guided to tell how
classroom, simple first they can prevent common videos clips,
develop responsibility in aid for common accidents in the classroom
using demonstration, pictures pictures/illustrations
preventing accidents in accidents in the
the classroom classroom? and illustrations.
how can these Learners are guided to role
dangers in play in carrying out First Aid
the classroom be for bumps, grazes and pricks.
prevented Learners are guided to develop
a duty rota to arrange the class
and report any dangers in the
 classroom.
9 ASSESSMENT