GRADE 7 HEALTH EDUACTION SCHEME OF WORK TERM 1

SCHOOL……………………………………………..TEACHERS NAME…………………………… LEARNING AREA………………………………………………YEAR ……………

Week Lesson Strand Sub-strand Specific-Learning Learning Experience Key Inquiry Learning Assessment Reflection
outcomes Question(S) Resources Methods
1 1 HEALTH Health Education; By the end of the lesson, the learner In pairs, learners are guided to What is Health  Oral questions
AND should be able to: explain the meaning of health Education?  Charts  Oral Report
Importance of
NUTRITION education  Pictures Observation
Health Education, a) Explain the meaning of health Which career  Digital devices
education. In groups, learners are guided to use opportunities have  Computing devices
Career
b) Mention health-related careers digital devices to search for the you heard of in
opportunities in that they know. Health Education? Mentor; Health
c) Discuss the importance of Health In groups learners to mention Education Learner’s
Health Education
Education. health-related careers that they Book Grade 7 pg. 1-4
d) Use digital devices to find out know.
what each of the health-related
careers entails. In groups, learners are guided to use
e) Appreciate career opportunities in digital devices to find out what each
Health Education. of the health-related careers entails.

2 Promoting Health By the end of the lesson, the learner In groups, learners to discuss How does Health  Charts  Oral questions
should be able to: different activities that you can Education promote  Pictures  Oral Report
Education
engage in to promote Health healthy living?  Digital devices Observation
activities in the a) Discuss different activities Education in the community.  Computing devices
that you can engage in to
community
promote Health Education in In groups, learners are guided to Mentor; Health
the community. participate in a sports events. Education Learner’s
b) Participate in a sports events.
Book Grade 7 pg. 5-6
c) Promoting Health Education
activities in the community.

2 1 Health promotion; By the end of the lesson, the learner In groups, learners to explain the What is health  Oral questions
should be able to: meaning of health promotion promotion?  Realia  Oral Report
Common health
 Charts Observation
concerns in the a) Explain the meaning of health In groups, learners are guided to  Photographs
promotion. discuss common health concerns in  Pictures
community
b) Discuss common health the community  Digital devices
concerns in the community.
 Computing devices
c) Appreciate the importance of In groups, learners are guided to
health promotion. discuss why Corona Virus Disease Mentor; Health
(Covid-19) and typhoid a health
Education Learner’s
concern.
 Book Grade 7 pg. 7-9

2 Health and Promoting By the end of the lesson, the learner In groups, learners to define How does eating  Oral questions
Nutrition should be able to: wellness foods with all the  Realia  Oral Report
wellness in
required nutrients  Charts Observation
individuals and the a) Define wellness. In groups, learners are guided to promote good  Photographs
b) Discuss practices to observe discuss practices to observe to health?  Pictures
community
to maintain good health. maintain good health  Digital devices
c) Draw posters that promote
good health. In groups, learners are guided to Mentor; Health
d) Appreciate the importance of draw posters that promote good Education Learner’s
promoting wellness. health Book Grade 7 pg. 9-11

3 1 Health and Challenges By the end of the lesson, the learner In groups, learners to identify the What challenges  Oral questions
Nutrition should be able to: challenges hindering health are faced during Realia  Oral Report
hindering health
promotion in the community health promotion Charts Observation
promotion in the a) Identify the challenges in their Photographs
hindering health promotion in In groups, learners are guided to community? Pictures
community; Role
the community. identify what the government has Digital devices
of good b) State the roles of good done to promote health in their Computing devices
governance for sustainable community.
governance for
health promotion. Mentor; Health
sustainable health c) Draw some posters of health In groups, learners are guided to Education Learner’s
promotion campaigns. state the roles of good governance Book Grade 7 pg. 11-14
promotion
d) Appreciate the role of good for sustainable health promotion.
governance for sustainable
health promotion In groups, learners to draw some
posters of health promotion
campaigns.

2 Health and Nutrients and their By the end of the lesson, the learner Learners are guided to state the What is the  Oral questions
Nutrition should be able to: difference between macronutrients difference between  Charts  Oral Report
functions in the
and micronutrients. macronutrients and  Pictures Observation
body a) State the difference between micronutrients?  Digital devices
macronutrients and In groups, learners are guided to  Computing devices
micronutrients. classify carbohydrates, proteins, fats
b) Classify carbohydrates, or lipids, vitamins and minerals. Mentor; Health
proteins, fats or lipids, Education Learner’s
vitamins and minerals.
Book Grade 7 pg. 14-15
c) Appreciate the importance of
food nutrients.

4 1 Health and Macro-nutrients; By the end of the lesson, the learner In groups, learners are guided to Which foods are  Oral questions
should be able to: List foods rich in carbohydrates, rich in Realia Oral Report
 Nutrition Carbohydrates, proteins and fats or lipids. carbohydrates? Charts Observation
a) List foods rich in Photographs
Proteins, Fats or
carbohydrates, proteins and In groups, learners are guided to What are the signs Pictures
lipids fats or lipids. identify the functions of and symptoms of Digital devices
b) Discuss the healthy eating carbohydrates, proteins and fats or kwashiorkor? Computing devices
habits that should be practiced lipids.
to prevent carbohydrates Mentor; Health
deficiency, kwashiorkor and In groups, learners to discuss the Education Learner’s
marasmus. healthy eating habits that should be Book Grade 7 pg. 16-18
c) Appreciate the importance of practiced to prevent carbohydrates
Carbohydrates, Proteins, Fats deficiency, kwashiorkor and
or lipids. marasmus.

2 Health and Micro-nutrients; By the end of the lesson, the learner In pairs, learners are guided to What types of  Oral questions
Nutrition should be able to: identify foods rich in vitamins, and vitamins do you  Realia  Oral Report
Vitamins, Minerals
minerals know?  Charts Observation
a) Identify foods rich in  Photographs
vitamins, and minerals. In groups, learners are guided to Which minerals  Pictures
b) State the measures that should state the measures that should be are found in milk?  Digital devices
be taken to prevent vitamin taken to prevent vitamin and  Computing devices
and mineral deficiencies and mineral deficiencies and disorders. What are the
functions of Mentor; Health
disorders.
c) State the functions of minerals minerals in the Education Learner’s
In groups, learners are guided to
in the body. body? Book Grade 7 pg. 18-22
state the functions of minerals in the
d) Appreciate the importance of body
vitamins and minerals in our
body.

5 1 Health and Role of water and By the end of the lesson, the learner Learners are guided to identify the What is the role of
 Realia  Oral questions
Nutrition should be able to: role of water and fibre in promoting water in promoting  Oral Report
dietary fibre in  Photographs
health. health? Observation
 Pictures
promoting health a) Identify the role of water and
fibre in promoting health.  Digital devices
In groups, learners are guided to Why is it
b) Name the grains, fruits and name the grains, fruits and important to  Computing devices
vegetables in their locality vegetables in their locality that are include foods rich
that are rich in fibre. rich in fibre. in fibre in our Mentor; Health
c) Discuss the nutritional diet? Education Learner’s
disorder that occurs as a result In groups, learners to discuss the Book Grade 7 pg. 22-
of lack of water and fibre in nutritional disorder that occurs as a 24
the diet. result of lack of water and fibre in
d) Appreciate the importance of the diet.
water and fibre in the body.

2 Health and Caring for plants By the end of the lesson, the learner Learners are guided to explain the How do you care  Oral questions
 Nutrition and animals as should be able to: different activities they can engage for plants and  Pictures  Oral Report
in to care for plants and animals. animals?  Digital devices Observation
sources of
a) Explain the different activities  Computing devices
nutrients they can engage in to care for In groups, learners to discuss the
plants and animals. activities that enables us to care for Mentor; Health
b) Discuss the activities that plants and animals. Education Learner’s
enables us to care for plants Book Grade 7 pg. 24-25
and animals.
c) Appreciate the importance of
caring for plants and animals
as sources of nutrients.

6 1 Human Body Digestive system; By the end of the lesson, the learner In parts, learners are guided to What are the  Oral questions
Systems should be able to: identify the parts of the human functions of the Pictures  Oral Report
Parts and
digestive system stomach? Digital devices Observation
functions of the a) Identify the parts of the Computing devices
human digestive system. In pairs, learners are guided to state What happens to
human digestive
b) State the functions of parts of the functions of parts of the human food in the small Mentor; Health
system. the human digestive system. digestive system. intestine? Education Learner’s
c) Draw a diagram showing parts Book Grade 7 pg. 26-28
of the human digestive In pairs, learners are guided to draw
systems. a diagram showing parts of the
d) Appreciate the functions of human digestive systems
parts of the human digestive
system.

2 Human Body Common By the end of the lesson, the learner In pairs, learners to name common What is  Oral questions
Systems should be able to: conditions and diseases affecting the constipation?  Pictures  Oral Report
conditions and
human digestive system.  Digital devices Observation
diseases affecting a) Name common conditions and How do  Computing devices
diseases affecting the human In groups, learners are guided to roundworms get
the human
digestive system. identify causes of constipation and into the body? Mentor; Health
digestive systems b) Identify causes of constipation roundworms in the body Education Learner’s
and roundworms in the body. Book Grade 7 pg. 29-31
c) Discuss different ways of In groups, learners are guided to
preventing constipation and discuss different ways of preventing
roundworms. constipation and roundworms.
d) Ensure deworming after every
six months or twice a year.

7 1 Human Body Common By the end of the lesson, the learner In groups, learners to explain the What are ulcers?  Oral questions
Systems should be able to: meaning of ulcers and acid reflux.  Pictures  Oral Report
conditions and
Have you ever  Digital devices Observation
diseases affecting a) Explain the meaning of ulcers In groups, learners are guided to experienced an  Computing devices
 the human and acid reflux. identify the causes of ulcers and acid reflux?
b) Identify the causes of ulcers acid reflux. Mentor; Health
digestive systems
and acid reflux. What did you do Education Learner’s
c) Discuss different ways of In groups, learners to discuss to stop an acid Book Grade 7 pg. 31-32
preventing ulcers and acid different ways of preventing ulcers reflux?
reflux. and acid reflux.
d) Appreciate the different ways
of preventing ulcers.

2 Human Body Preventive By the end of the lesson, the learner Learners are guided to identify What are the  Oral questions
Systems should be able to: preventive measures for a healthy preventive  Pictures  Oral Report
measures for a
digestive system. measures for a  Digital devices Observation
healthy digestive a) Identify preventive measures healthy digestive  Computing devices
for a healthy digestive system. In groups, learners are guided to system?
system
b) Make a summary on measures make a summary on measures that
Mentor; Health
that one can adopt to promote one can adopt to promote a healthy
Education Learner’s
a healthy digestive system. digestive system.
c) Create posters on measures Book Grade 7 pg. 33
that promote a healthy In groups, learners are guided to
digestive system. create posters on measures that
d) Appreciate the preventive promote a healthy digestive system.
measures for a healthy
digestive system.

8 1 Human Body Excretory Systems; By the end of the lesson, the learner Learners are guided to explain the What waste  Oral questions
Systems should be able to: meaning of an excretory System. materials do the  Pictures  Oral Report
Excretory organs
excretory organs  Digital devices Observation
in the human body a) Explain the meaning of an In groups, learners are guided to remove from the  Computing devices
excretory System. draw and name the excretory body?
b) Draw and name the excretory organs. Mentor; Health
organs Education Learner’s
c) Identify the functions of the In groups, learners are guided to Book Grade 7 pg. 34-36
skin. Identify the functions of the skin.
d) Appreciate the functions of
the skin.
2 Human Body Common condition By the end of the lesson, the learner Learners to identify the conditions What are the  Oral questions
Systems should be able to: or diseases that affect the skin. causes of fungal  Pictures  Oral Report
and diseases of the
infection?  Digital devices Observation
skin a) Identify the conditions or In groups, learners are guided to  Computing devices
diseases that affect the skin. identify the causes of fungal What are the signs
b) Identify the causes of fungal infections and allergic skin and symptoms of Mentor; Health
infections and allergic skin reactions. th skin condition? Education Learner’s
reactions. Book Grade 7 pg. 36-40
c) State the causes, signs and In groups, learners to State the
 symptoms of fungal infections causes, signs and symptoms of
and allergic skin reactions. fungal infections and allergic skin
d) Share experiences about reactions.
allergic skin conditions that
have affected them or In groups, learners are guided to
members of their family in the share experiences about allergic skin
past. conditions that have affected them
e) Appreciate the preventive or members of their family in the
measure of fungal infections past.
and allergic skin reactions.
9 HALF TERM BREAK
10 1 Human Body Common condition By the end of the lesson, the learner Learners are guided to identify the What are the  Oral questions
Systems should be able to: causes, signs and symptoms of boils causes of boils and  Pictures  Oral Report
and diseases of the
and scabies. scabies?  Digital devices Observation
skin a) Identify the causes, signs and  Computing devices
symptoms of boils and In groups, learners are guided to What are the
scabies. discuss the prevention of boils and prevention of boils Mentor; Health
b) Discuss the prevention of scabies. and scabies? Education Learner’s
boils and scabies. Book Grade 7 pg. 40-43
c) Appreciate the preventive
measure of boils and scabies.
2 Human Body Importance of By the end of the lesson, the learner Learners are guided to identify the Why is it  Oral questions
Systems should be able to: importance of a healthy skin. important to  Oral Report
healthy skin
maintain a healthy  Pictures Observation
a) Identify the importance of a In groups, learners to discuss the skin?  Digital devices
healthy skin. importance of observing the healthy  Computing devices
b) Discuss the importance of practices.
observing the healthy Mentor; Health
practices. In groups, learners to role play Education Learner’s
c) Role play personal hygiene as personal hygiene as a measure of Book Grade 7 pg. 43-44
a measure of preventing preventing diseases and conditions
diseases and conditions of the of the skin.
skin.
d) Have a desire to a healthy
skin.

11 1 Human Body Circulatory system By the end of the lesson, the learner In groups, learners are guided to Why do you think  Oral questions
Systems should be able to: explain the meaning of Circulatory each side of the  Pictures  Oral Report
system circulatory system  Digital devices Observation
a) Explain the meaning of In groups, learners are guided to has a different  Computing devices
Circulatory system. discuss how the blood moves from colour?
b) Discuss how the blood moves one organ to another. Mentor; Health
from one organ to another. Education Learner’s
c) Draw the circulatory system. Learners are guided to draw the Book Grade 7 pg. 45-46
 d) Appreciate the importance of circulatory system.
circulatory system.
2 Human Body Circulatory system By the end of the lesson, the learner In groups, learners are guided to What are the  Oral questions
Systems should be able to: describe the functions of various functions of the  Pictures  Oral Report
parts of the circulatory system. heart?  Digital devices Observation
a) Describe the functions of  Computing devices
various parts of the circulatory In groups, in pairs or individually, .
system. learners to draw the structure of the Mentor; Health
b) Draw the structure of the heart heart and colour it.
Education Learner’s
and colour it.
Book Grade 7 pg. 46-47
c) Appreciate the functions of
the heart.
12 1 Human Body Common By the end of the lesson, the learner Learners are guided to identify the What are the  Oral questions
Systems should be able to: common conditions and diseases of common  Pictures  Oral Report
conditions and
the circulatory system conditions and  Digital devices Observation
diseases of the a) Identify the common diseases of the  Computing devices
conditions and diseases of the In groups, learners to discuss the circulatory
circulatory system
circulatory system. causes of hypertension, heart attack system?
Mentor; Health
b) Discuss the causes of and stroke. Education Learner’s
hypertension, heart attack and What are the
Book Grade 7 pg. 48-51
stroke. In groups, learners to discuss the causes signs and
c) Discuss the signs and signs and symptoms of symptoms of
symptoms of hypertension, hypertension, heart attack and stroke hypertension, heart
heart attack and stroke. attack and stroke?
d) Have a desire to prevent
conditions and diseases of the
circulatory system.
2 Human Body Ways of preventing By the end of the lesson, the learner In pairs, learners are guided to Why is it  Oral questions
Systems should be able to: identify the ways of preventing important to take  Pictures  Oral Report
common
a) Identify the ways of common conditions and diseases of care of our  Digital devices Observation
conditions and preventing common circulatory system circulatory  Computing devices
conditions and diseases of system?
diseases of
circulatory system. In groups, learners to discuss the Mentor; Health
circulatory system b) Discuss the importance of a importance of a healthy circulatory Education Learner’s
healthy circulatory system to system to our bodies.
our bodies. Book Grade 7 pg. 46-47
c) Recite the poem, “My In pairs, learners to recite the poem,
circulatory system” “My circulatory system”
d) Appreciate the importance of
a healthy circulatory.

13 ASSESSEMENT