DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. MAIN COMPETENCE
1.0 Demonstrate mastery of the basic principles of Food and Nutrition
3. SPECIFIC COMPETENCE
1.1 Demonstrate an understanding of the basic principles of Food and Nutrition
4. MAIN ACTIVITY
(a) Describe the concept of food and nutrition (meaning and importance).
5. SPECIFIC ACTIVITY
Meaning of food
6. TEACHING/LEARNING RESOURCES
Food items, pictures, charts, videos and diagrams showing different types of food items.
REFERENCES: TIE(2023) Food And Human Nutrition Students Book For Form One. Dar es salaam
| Stage | Time | Teacher's Activities | Learning Activities | Assessment Criteria |
|---|---|---|---|---|
| Introduction | 10 min | Displays different food items. Asks students to identify foods they commonly eat at home and school. | Observe the displayed food items. Identify familiar foods and mention where they are commonly consumed. | Common food items correctly identified. |
| Competence Development | 30 min | Explains the meaning of food using real food samples. Guides discussion on the characteristics and purpose of food in daily life. | Observe food samples. Discuss the meaning of food using familiar examples and record important points. | Meaning of food correctly explained using appropriate examples. |
| Design | 20 min | Organizes group work to classify displayed items into food and non-food categories. Guides presentation of group findings. | Classify the displayed items. Present group findings and justify the classification. | Food and non-food items correctly classified. |
| Realizations | 20 min | Conducts oral questions and provides a short written exercise. Gives feedback on students' responses. | Answer oral questions. Complete the written exercise and correct mistakes. | Understanding of the meaning of food successfully demonstrated. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |
DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. MAIN COMPETENCE
1.0 Demonstrate mastery of the basic principles of Food and Nutrition
3. SPECIFIC COMPETENCE
1.1 Demonstrate an understanding of the basic principles of Food and Nutrition
4. MAIN ACTIVITY
(a) Describe the concept of food and nutrition (meaning and importance).
5. SPECIFIC ACTIVITY
Meaning of nutrition
6. TEACHING/LEARNING RESOURCES
Food items, pictures, charts, videos and diagrams showing different types of food items.
REFERENCES: TIE(2023) Food And Human Nutrition Students Book For Form One. Dar es salaam
| Stage | Time | Teacher's Activities | Learning Activities | Assessment Criteria |
|---|---|---|---|---|
| Introduction | 10 min | Reviews the previous lesson. Asks students what happens to food after it is eaten. | Respond to review questions. Share ideas on how food helps the body. | Prior knowledge about nutrition demonstrated. |
| Competence Development | 30 min | Explains the meaning of nutrition and how the body uses nutrients. Guides discussion using everyday examples. | Listen attentively. Discuss the meaning of nutrition and record important notes. | Meaning of nutrition correctly explained. |
| Design | 20 min | Guides groups to prepare a simple concept map showing the relationship between food and nutrition. Supervises presentations. | Prepare a concept map. Present group work and explain the relationship between food and nutrition. | Relationship between food and nutrition correctly illustrated. |
| Realizations | 20 min | Gives oral questions and a short written exercise. Provides corrections and additional explanation where necessary. | Answer oral questions. Complete the written exercise and improve responses. | Understanding of nutrition successfully demonstrated. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |