GRADE 7 SPOTLIGHT HEALTH EDUCATION SCHEMES OF WORK TERM 3
NAME OF THE TEACHER SCHOOL YEAR TERM III
| Week | LSN | strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Question(s) | Learning Experiences | Learning Resources | Assessment Methods | Ref |
| 1 | 1 | ENVIRONMENTAL HEALTH AND SANITATION | Meaning and Importance of Environmental Health
|
By the end of the lesson the learner should be able to:
a) explain the meaning of the term environmental health and sanitation b) discuss the importance of environmental health for healthy living c) Appreciate the importance of a healthy environment for promotion of the well-being of self and others. |
1. Why is environmental health important?
2. How do you control environmental factors affecting health?
|
The learner is guided to:
● brainstorm on the meaning of the term environmental health and sanitation
|
Resource person, digital devices, video clips, print reference materials, realia, tree seedlings, posters, pictures, cleaning materials and equipment
Spotlight health education T.G pg. 66-68
Spotlight health education P.B pg. 98-100 |
Graded observation of group work activities
● Written test ● Oral assessment |
|
| 2 | environmental factors that affect human health | By the end of the lesson the learner should be able to:
a) identify environmental factors that affect human health b) watch a video clip of environmental factors affecting human health c) Appreciate the importance of a healthy environment for promotion of the well-being of self and others. |
1. Why is environmental health important?
2. How do you control environmental factors affecting health?
|
The learner is guided to:
● participate in activities to control environmental factors affecting human health (planting trees, environmental cleanup, sensitization and advocacy). ● investigate environmental factors affecting human health and report their findings |
Resource person, digital devices, video clips, print reference materials, realia, tree seedlings, posters, pictures, cleaning materials and equipment
Spotlight health education T.G pg. 68-69
Spotlight health education P.B pg. 101-102 |
Graded observation of group work activities
● Written test ● Oral assessment |
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| 2 | 1 | Measure for controlling environmental affecting human health | By the end of the lesson the learner should be able to:
a) identify the importance of a healthy environment b) apply measures for control of environmental factors affecting health c) Appreciate the importance of a healthy environment for promotion of the well-being of self and others. |
1. Why is environmental health important?
2. How do you control environmental factors affecting health?
|
The learner is guided to:
● participate in activities to control environmental factors affecting human health (planting trees, environmental cleanup, sensitization and advocacy). ● investigate measures taken to control environmental factors affecting health |
Resource person, digital devices, video clips, print reference materials, realia, tree seedlings, posters, pictures, cleaning materials and equipment
Spotlight health education T.G pg. 68-69
Spotlight health education P.B pg. 103-105 |
Graded observation of group work activities
● Written test ● Oral assessment |
||
| 2 | Environmental contaminants
|
Types of environmental contaminants | By the end of the lesson the learner should be able to:
a) identify types of environmental contaminants that affect human health b) Watch a video clip on different environmental contaminants c) Develop curiosity in identifying environmental contaminants. |
Why maintain a healthy environment?
|
The learner is guided to:
● discuss types of environmental contaminants that affect human health, and make presentations (biological contaminants, chemical contaminants, gases and heavy metals) |
Digital resources, reference materials, realia, pictures, charts, photos
Spotlight health education T.G pg. 70-72
Spotlight health education P.B pg. 106-107 |
● Written assignment
● Oral assessment ● Self and peer assessment |
||
| 3 | 1 | effects of environmental contamination | By the end of the lesson the learner should be able to:
a) state the types of environmental contaminants that affect human health b) outline the effects of environmental contamination on human health c) Develop curiosity in identifying environmental contaminants. |
Why maintain a healthy environment?
|
The learner is guided to:
● research and discuss the effects of exposure to environmental contamination on human health.
|
Digital resources, reference materials, realia, pictures, charts, photos
Spotlight health education T.G pg. 73
Spotlight health education P.B pg. 108-109 |
● Written assignment
● Oral assessment ● Self and peer assessment |
||
| 2 | Importance of an environment free from contaminants | By the end of the lesson the learner should be able to:
a) list the effects of environmental contamination on human health b) control environmental contamination for a healthy environment c) Value an environment free from contamination for healthy living. |
Why maintain a healthy environment?
|
The learner is guided to:
● explore on ways of preventing and controlling environmental contamination |
Digital resources, reference materials, realia, pictures, charts, photos
Spotlight health education T.G pg. 74
Spotlight health education P.B pg. 110-111 |
● Written assignment
● Oral assessment ● Self and peer assessment |
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| 4 | 1 | Infection Prevention and Control
|
Equipment’s for infection prevention | By the end of the lesson the learner should be able to:
a) explain the meaning of infection prevention and control for health promotion b) outline personal protective equipment used for infection prevention c) value infection prevention and control for healthy life |
1. How do we prevent and control infection?
2. What is the difference between cleaning and disinfection?
|
The learner is guided to:
● brainstorm on the meaning of infection prevention and control ● use digital devices and reference materials to search for information on commonly used personal protective equipment |
Realia, Pictures, charts, posters, digital resources, print materials, reference books, video clips, digital devices, resource person, cleaning equipment and disinfecting materials
Spotlight health education T.G pg. 75-77
Spotlight health education P.B pg. 112-113 |
● Graded observation of learner demonstrations
● Written assignment ● Oral assessment ● projects |
|
| 2 | Improvising a personal protective equipment | By the end of the lesson the learner should be able to:
a) list personal protective equipment used for infection prevention b) make personal protective equipment using locally available materials c) value infection prevention and control for healthy life |
1. How do we prevent and control infection?
2. What is the difference between cleaning and disinfection?
|
The learner is guided to:
● improvise personal protective equipment using locally available resources |
Realia, Pictures, charts, posters, digital resources, print materials, reference books, video clips, digital devices, resource person, cleaning equipment and disinfecting materials
Spotlight health education T.G pg. 77-78
Spotlight health education P.B pg. 114 |
● Graded observation of learner demonstrations
● Written assignment ● Oral assessment ● projects |
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| 5 | 1 | Proper usage of personal protective equipment | By the end of the lesson the learner should be able to:
a) explain the meaning of infection prevention and control for health promotion b) illustrate correct use of personal protective equipment for infection prevention and control c) value infection prevention and control for healthy life |
1. How do we prevent and control infection?
2. What is the difference between cleaning and disinfection?
|
The learner is guided to:
● demonstrate proper use of personal protective equipment (face masks, gloves, gumboots, gowns, goggles, face shield, head gear)
|
Realia, Pictures, charts, posters, digital resources, print materials, reference books, video clips, digital devices, resource person, cleaning equipment and disinfecting materials
Spotlight health education T.G pg. 78-79
Spotlight health education P.B pg. 115-116 |
● Graded observation of learner demonstrations
● Written assignment ● Oral assessment ● projects |
||
| 2 | Difference between cleaning and disinfection of surfaces | By the end of the lesson the learner should be able to:
a) differentiate cleaning and disinfection of equipment and surfaces for infection control b) apply infection prevention and control measures for promotion of health c) value infection prevention and control for healthy life |
1. How do we prevent and control infection?
2. What is the difference between cleaning and disinfection?
|
The learner is guided to:
● practice different measures for infection prevention and control (use of protective gear, respiratory hygiene and cough etiquette, hand hygiene, cleaning and disinfection of equipment and surfaces, safe handling and disposal of wastes) ● watch a video clip or demonstration on the process of cleaning and disinfecting equipment and surfaces |
Realia, Pictures, charts, posters, digital resources, print materials, reference books, video clips, digital devices, resource person, cleaning equipment and disinfecting materials
Spotlight health education T.G pg. 78-79
Spotlight health education P.B pg. 117-120 |
● Graded observation of learner demonstrations
● Written assignment ● Oral assessment ● projects |
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| 6 | 1 | HUMAN REPRODUCTIVE HEALTH | Pubertal growth and development
|
By the end of the lesson the learner should be able to:
a) identify changes occurring in boys and girls at puberty b) discuss personal hygiene needs during puberty c) appreciate puberty as a stage in personal growth and development |
1. What changes occur in boys and girls at puberty?
2. Which are the personal hygiene needs associated with puberty?
|
The learner is guided to:
● discuss and classify changes occurring in boys and girls at puberty (physical, emotional and social changes)
|
video clips, digital devices, resource person, pictures, charts, digital and print reference materials
Spotlight health education T.G pg. 80-82
Spotlight health education P.B pg. 121-122 |
● Written tests
● Oral assessment ● Peer assessment |
|
| 2 | Personal hygiene needs during puberty and management measures | By the end of the lesson the learner should be able to:
a) Apply measures for management of menstrual hygiene for personal health. b) discuss personal hygiene needs during puberty c) appreciate puberty as a stage in personal growth and development |
1. What changes occur in boys and girls at puberty?
2. Which are the personal hygiene needs associated with puberty? |
● make online research for information on personal hygiene needs associated with onset of puberty and discuss in class
● discuss measures for managing menstrual hygiene for personal health |
video clips, digital devices, resource person, pictures, charts, digital and print reference materials
Spotlight health education T.G pg. 82-83
Spotlight health education P.B pg. 123-124 |
● Written tests
● Oral assessment ● Peer assessment |
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| 7 | 1 | Myths and misconceptions of menstrual experiences
stages of identifying intersex persons |
By the end of the lesson the learner should be able to:
a) outline stages of identifying intersex persons for intervention b) identify myths and misconceptions on menstrual experience in the community c) appreciate puberty as a stage in personal growth and development |
1. What changes occur in boys and girls at puberty?
2. Which are the personal hygiene needs associated with puberty? |
The learner is guided to:
● explore on myths and misconception on menstrual experience within their community
|
video clips, digital devices, resource person, pictures, charts, digital and print reference
Spotlight health education T.G pg. 83-84
Spotlight health education P.B pg. 126-129 |
● Written tests
● Oral assessment ● Peer assessment |
||
| 2 | Reproductive Health
|
Importance of reproductive health in the community | By the end of the lesson the learner should be able to:
a) discuss importance of reproductive health in the community b) State the meaning of reproductive health c) Embrace positive reproductive health practices for a healthy community. |
1. What is reproductive health?
2. How is reproductive health affected by cultural practices?
|
The learner is guided to:
● brainstorm on importance of reproductive health to the community ● watch a documentary on practices that are harmful to reproductive health |
Video clips/
Documentaries, digital devices, reference books, post Spotlight health education T.G pg. 84-86
Spotlight health education P.B pg. 130-131 |
● Graded observation of group discussions
● Written test ● Oral assessment |
||
| 8 | 1 | Practices that enhance reproductive health | By the end of the lesson the learner should be able to:
a) list practices that enhance reproductive health b) explain practices that adversely affect reproductive health c) Embrace positive reproductive health practices for a healthy community. |
1. What is reproductive health?
2. How is reproductive health affected by cultural practices?
|
The learner is guided to:
● research on practices that enhance reproductive health and share their findings ● research using digital and print materials on practices that affect reproductive health (early marriages and female genital mutilation among others) |
Video clips/
Documentaries, digital devices, reference books, posters, charts Spotlight health education T.G pg. 86-87
Spotlight health education P.B pg. 131-133 |
● Graded observation of group discussions
● Written test ● Oral assessment |
||
| 2 | Myths and misconceptions of reproductive health | By the end of the lesson the learner should be able to:
a) explain practices that adversely affect reproductive health b) identify myths and misconceptions about reproductive health in the community c) Embrace positive reproductive health practices for a healthy community. |
1. What is reproductive health?
2. How is reproductive health affected by cultural practices?
|
The learner is guided to:
● discuss with a resource person on effects of harmful practices on reproductive health (sexually transmitted infections, excessive bleeding, fistula) ● brainstorm to distinguish facts from misconceptions associated with culture on reproductive health and share with peers |
Video clips/
Documentaries, digital devices, reference books, posters, charts Spotlight health education T.G pg. 87-88
Spotlight health education P.B pg. 134-138 |
● Graded observation of group discussions
● Written test ● Oral assessment |
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| 9 | END TERM ASSESSMENT/CLOSING | ||||||||
