Unified Schemes of work Health Education for Senior Secondary School. SSS1 Health Education Scheme of Work – Schemeofwork.com
SSS1 Health Education Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | The Concept of Health Education | By the end of the lesson, students should be able to: i. Define Health ii: Discus the concept of Health Education. iii. 0utline the scope of health Education. iv. Highlight factors that promote Health Education v. Differentiate between Health and Health Education | i. Students as a class brainstorm on the meaning of Health Education ii. Students in small groups differentiate between Health and Health Education iii. Student in small groups make a presentation class Project on cardboard showing the scope of Health Education. | i. Collaboration and Communication ii. Digital Literacy iii. Leadership and Personal Development | Website resources: https://study.com/academy/lesson/what-is-health https://www/cartercenter.org/resources/pdfs/health https://www.kullabs.com/class-9/environment. Instructional Materials Flash cardyoga math Charts Video clips Video Resources Video link. Youtube health education Video link.Youtube Concepts of health |
| 2. | Health Education in Nigeria | By the end of the lesson, students should be able to: i. Discuss the study of Health Education in Nigeria. ii. Summarize the philosophy of Health Education in Nigeria. iii. Mention the pioneers of Health Education in Nigeria. iv. Identify Relevant Health Education issues in Nigeria (e.g. Polio, Laser fever etc.) | i. Students in small groups discuss the history of health education in Nigeria. ii. Student in small groups work on Pioneers of Health Education in Nigeria. e.g. A. T. Lambo, Prof. O.O. Nwana, OIomoIu Oguntesi Oluwole, Odeki J.A. Ajala, O.O, Udoh, J. Fawole, Prof. Moronkola etc. iii. Students in small groups makes a presentation on Philosophy of Health Education in Nigeria. vi. Class Project on cardboard showing the prevalent Health Education issues in Nigeria (e.g. Palio, Laser fever, corona virus etc.) | i. Collaboration and Communication ii. Digital Literacy iii. Leadership and Personal Development | Website Resource www.google.com https://www.myschool.ng https://pubmed.nobi.nin 2. Instructional Materials 1. Flash cards 2. Charts 3. Video clips Video Resources Video link- Youtube Health Education in Nigerian Schools |
| 3. | Physical health and Hygiene | By the end of the lesson, students should be able to: i. Define Physical Health ii. Enumerate factors that influence physical health e.g. diet, heredity etc. iii. Define Hygiene iv. Demonstrate how to take care of visible body parts e.g. teeth, hair, nail etc. | i. Students as a class brainstorm on physical health education ii. Students in pairs discuss how to maintain personal hygiene iii. Students in small groups x-ray factors that influence Physical Health e.g. diet, heredity, etc. | i. Collaboration and Communication ii. Digital Literacy iii. Leadership and Personal Development | Website Resource www.google.com https://www.medicalnewstudy.com https://www.vendatu.com 2. Instructional Materials 1. Flash cards 2. Gym mat 3. Charts 4. Video clips |
| 4 | The skeletal system | By the end of the lesson, students should be able to: i. Describe Skeleton. ii. identify human skeleton among the displayed skeleton. iii Student in small groups iii: – Differentiate between bodies and brainstorm on types of skeleton cartilage. (axial and appendicular skeleton) iv. Mention major bone of the body and their location v. Itemized importance of skeleton to humans. vii. identify major bone disorders and remedies | Students as class discuss the items: skeleton as a framework, structure, internal, external, cartilage etc. i. Students in small groups brainstorm on types of skeleton (axial and appendicular skeleton) iii. Students as individuals draw out human skeleton and Identify bones in isolation by their shapes in order to identify how skeleton works. iv. Students in small groups make a presentation of different types of joints on diagram, skeleton and the classification of bones. | i. Collaboration and Communication ii. Leadership and Personal Development. iii. Digital Literacy iv. Creativity and Inoculation | 1. Web Resources www.google.co https://apple.co/304eyZa https://www.britanica.com>science https://tunes.apple.com/us/app/smart 2. Learning Materials 1. charts 2. pictures 3. Projector video clips 4. Complete human skeleton |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | The Muscular System | By the end of the lesson, students should be able to: i: – Define Muscle. ii: – Mention the types of muscles involved in physical activities iii: – Highlight importance of muscles to the human body. . iv: -List injuries of the muscles e.g. strain, wound, muscle cramp etc. identify the properties of muscles. | i. Students as a class define muscular system e.g. organs, muscles, posture, flexible, contract, structure, tissues, smooth, cardiac, cartilage etc. ii: – Students in small groups highlight the types of muscles involved n physical activities. e.g. skeletal muscle, smooth, cardiac, etc.) iii: -Students as a class work on 5- properties of muscles e.g. (excitable/ irritability, contractible, extensible, elasticity, adaptability) iv: – Students in small groups make presentations on the importance of muscles to the human body. v: Class Project on cardboard showing types of injures common to use of the body e.g. strain wound muscle cramp. | i. Collaboration & Communication. ii. Digital Literacy iii. Leadership & Personal Development. | 1:-Website resources www.google.com https://www.innerbody.com https://training.ser.cancer.gov https://www.cteskills.com https://en.m.wikipedia.org ii: Instructional Materials: 1-Flash Cards 2: -Structure of muscle 3: – Charts 4: – Video clips |
| 6 | Cells and Tissues of the Human body | By the end of the lesson, students should be able to: i. Explain the differences between cells, tissue, organs and system ii: – Mention types of cells e.g. Sex cells, bone cell. iii: – Discuss cell Division between mitosis and meiosis. | i. Students as a class brainstorm on the concept of tells tissues and cells division E.g. organs body parts nervous cell muscles heart. ii. Students in small groups work on the differences between cells, tissues organs and system. iii: Students make class presentation on types of cells e.g. Sex cells, bone cells. iv: – Class Project on cardboards showing the difference between mitosis and meiosis | i. Collaboration & Communication. ii. Digital Literacy iii. Leadership & Personal Development | i. Website resources www.google.com https//study.com/academy https//lbylus.com https //biologydicticnary.net https://gdnetidistinc.com ii: – Instructional Materials: 1.- Flash card 2: -different food Items 3:- Class 4: – Video clips |
| 7 | CONTINUOUS ASSESSMENT AND MID TERM BREAK |
| 8 | Sensory Organs | By the end of the lesson, students should be able to: i. Describe Sensory organs. ii: List the sensory organs of the human body iii-Discuss functions of sensory organs iii- Mention types of eye, ear and skin defects their corrections. | i. Students as a class define the meaning of Sensory organs E.g. eye, nose, ears, tongue & skin. ii: Students in small groups work on the sensory organs of the human body iii: Students as a class discuss functions of the sensory organs. Presentations on types of eye, ear, and skin defects and their corrections iv: Class Project on cardboards showing types of sensory organs. | i. Collaboration & Communication. ii. Digital Literacy iii. Leadership & Personal Development | i. Website resources: www.google.com https://www.meriam-webster.com https: //study.com http://www.factmonster.com ii. Instructional Materials: 1.- Flash card 2.- Structure of sense organs 3:- Charts 4: – Video clips |
HEALTH EDUCATION
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES | |
| 9 | Health Services | By the end of the lesson, student should be able to: i.- Define the term Health Service. ii: -Outline common, types of Health services e.g. traditional, family, school etc. iii: – Specify importance of Health Services. iv: – Highlight various health services provided by the school. | I. Students as a class collaborate on the concept of health services. ii: Students in small group work on various health services provided by the school iii: – Students make presentations on importance of Health Services. iv: Class Project on common types of Health services e.g. traditional, fairly school etc. | i. Collaboration & Communication. ii. Digital Literacy iii. Leadership & Personal Development | i. Website Resources www.google.com https://www.oregonlaws.org>health https://www.hopkinsmedicine.org ii: Instructional Materials: 1-Flash Card 2: -different food items 3: – Posters 4:-charts 5: – Video clips iii: Video resources: ii. Video link: YouTube video link: YouTube health services |
| 10 | Theory of Wetness | By the end of the lesson, students should be able to: i. define Wellness. ii. Explain branches of wellness e.g. occupational, financial, social etc. ii: Highlight factors that promote general wetness. iii: Discuss the importance of wellness in Nigeria Secondary Schools, iv: justify the dimensions of wellness. | Students as a class deliberate on the definition of wetness e.g. healthy, physical, mental, social, well-being, immunity, energy etc. ii:- Students in small groups differentiate between health and wellness. ii: – Students in pairs discuss factors that promote general wellness iv: – Presentation on the importance of wellness Nigeria Secondary Schools v. Class Protect on cardboard showing the 12 dimension of wellness. | i. Collaboration & Communication. ii. Digital Literacy iii. Leadership & Personal Development | www.google.com https://www.harboursiderotary.org https://goodtherapyorg>blog ii: – Instructional Materials: 1.- Flash Card 2: – different food items 3:- Posters 4:- Charts 5: – Video clips |
| 11 | Physical Exercises Health | By the end of the lesson, students should be able to: i. Define Physical Exercise ii Enumerate the Importance of Physical Exercise iii Outline categories of Physical Exercise low intensity medium intensity, high intensity. iv. Highlight Physical Exercise on human health status | i. Students as a class deliberate on the definition of Physical Exercise and health e.g. activity that develop fitness Group work on categories of physical exercises e g low intensity, medium intensity high intensity. ii. Class work on factors that promote general wellness iii. Presentation on importance of physical exercises iv. Class project on influence of Physical Exercise on human health. | i. Collaboration & Communication. ii. Digital Literacy iii. Leadership & Personal Development | I. Website resources www.google.com https//www.betterhealth.vic.gov https//www.mayoclinic.org https /www.healthline.com https://www.reference.com/world-view/physical-health-9j 6b66.aac73e8 II. Instructional Materials 1-Flash Card 2:- yoga mat. 3:- Posters 4:- Charts Video clips Video resources 1. Video link YouTube on Benefits of Exercise on the Brain and Body. |
| 12 | Revision | ||||
| 13 | Examination |
Unified Schemes of work Health Education for Senior Secondary School. SSS 1 Health Education Scheme of Work – Schemeofwork.com
Health Education Scheme of Work SSS1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision (Welcome Test) | By the end of the lesson, students should be able to: i. give concept of Health Education, Physical, Health and Hygiene etc. ii: – Revises the last term work on Cells and Tissues of the Human Body iii. Describe Sensory Organ iv. Differentiate between skeletal system and Muscular system iv. Outline the values health services and physical exercises. v. Highlight factors that promotes general wellness | i. Students as a class deliberate on the concept of Physical, Health Education and Hygiene. ii. Quiz presentation on skeletal system, muscular systems and sensory organs iii- Outline the various Health Services and Physical Exercises. | i. Communication and Collaboration ii. Leadership & Personal Development iii. Digital Literacy | i: -Website resources www.google.com http://dictionary.combridge.org https://www.britanical.com https://www.guora.com.what ii. Instructional Materials 1. Flash Cards 2. Structure of systems of the body 3. Poster 4.Charts 5. Video Link |
| 2 | Housing Environment | By the end of the lesson, students should be able to: i. Define Housing ii. Explain the concept of ‘environment’ iii. State factors considered when locating a house iv. Explain effect of sub standard of a healthy house a ventilation, lighting etc. v. identify governmental bodies that regulate housing and Environment in Nigeria. | i. Students in a class deliberate on definition of a god house and its environment ii. Group on criteria for good-housing and environment iii. Presentation on the component of a standard house. iv. Students in small groups highlight different types of houses on cardboards and present it to the class. v. Students as a class identify governmental bodies that are in Nigeria. | i. Communication and Collaboration ii. Leadership & Personal Development iii. Digital Literacy | i. Web Resources: www.google.com https//www.sciencedirect.com https://Youtube/O79diSY2yU instructional Maternal Waste paper baskets Posters Video clips Video resources Video link: YouTube housing in Nigeria’s low income Earners |
| 3 | Water Supply | By the end of the lesson, students should be able to: i. Explain the concept of water ii. Identify the two sources of water supply iii. State the quality of water iv. Enumerate the types of water supply v. Highlight the different ways of purifying water vi. List methods of water storage system. | i. Students as a class deliberate on the concept of water ii. Group work on maintenance of cleanliness of water supply iii. Presentation on water purification qualities of water vi. Class work on methods of water storage system. | i. Communication and Collaboration ii. Leadership & Personal Development iii. Digital Literacy | i. Web Resources: https://www.supply.source.com ii. Instructional Materials i. Posters 2. Charts 3. Pictures 4. Video clips Video link: The Water treatment process Video link: Drinking Water treatment Plan |
| 4 | Food and Nutrition | By the end of the lesson, should be able to: i: define the concept of Nutrition ii:- differentiate. between and nutrition. ii: – Identify classes of food examples iv: – Test for starch and food samples Uses different classes of food in the body | -Students as a class deliberate on Food and Nutrition e.g minerals, supplements, ingestion, digestion, absorption, transport, assimilation, excretion) ii. Students in pairs identify classes of food, its uses with examples. iii. Group Work. Students in small groups differentiate between Nutrients and Nutrition. iv:- Class Presentation on how to test for starch and proteins in food. v. Class work on sources of vitamins and mineral salts diagrams (e.g. Fruits and vegetables). | i. Communication and Collaboration ii. Leadership & Personal Development iii. Digital Literacy | i- www.google.com www.medicinet.corn/foodnutrient ii: – Learning Materials 1-video clips 2- charts on classes of food 3- Picture on food groups and its functions 4- Posters 5: – Video clips ii: Video Resources i. video link – YouTube/Foods and Nutrition Health 2- video link-How the food you eat affect your Brain-Mia Nacamuilli 3: -Video Link: – YouTube science – Human Food and Nutrients |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | Adequate Diet and calories | By the end of the lesson, student should be able to: i: – Define adequate diet and calories ii: – State the quantity of calories needs by different age group iii: – Highlight factors affecting individual calories requirement iv: – Itemise basic nutritional diseases and their symptoms v: – Identity the role of adequate diet in health. vi: – Discuss factors influencing feeding e.g. choice availability, age etc. | i- Students as a class discuss the meaning of adequate diet and calories, unit, nutrient, food, energy restricts, weight. ii- Group Work on quantity of calories needed by different age groups and their roles in adequate diet. iii- Students in pairs itemise basic nutritional diseases and their symptoms. lv- Class work on factors influencing feeding i.e. choice availability, age etc. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy | i: – Website resources www.google.com https://slideplaydr.com ii: – Instructional Materials: 1- Flash card 2: – different food items 3 – Posters 4 – charts 5. –video clips in: – Video resources 1. Video link: -YouTube what is calories? 2: -Video link: -YouTube on calories |
| 6 | First Aid | By the end of the lesson, student should be able to: i. Define First Aid ii. Highlight qualities of a good first aid iii. List contents of first aid box iv. Demonstrate first aid treatment for selected injuries e.g. fractures, drowning burns etc. . | Students as a class discuss the concept of first Aid (victim causality first aider first aid box injuries accident etc.) ii. Students in small groups highlight qualities and principles of First Aid iii: – Group Project -Building of First Aid box and its materials with the use of a cardboard. iv. class work •Students in small groups •demonstrate first aid treatment for some selected injuries such as fractures drowning and burns. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | Website Resource https //www.youtube.com/watch?v=5U4inacTW4 https//playtolearnpreschools.us/classroom-first-aid-kit Instructional Materials i. Posters ii.Flash Card iii. Poster iv. First Aid box v. Charts iii: -Video resources: video link: – YouTube Basic first aid procedures everyone should know |
| 7 | CONTINUOUS ASSESSMENT /M1D TERM BREAK |
| 8 | Accidents | By the end of the lesson, student should be able to: i. give concept of Accident ii. categorise accidents e.g. domestic road, schools etc. iii. Explain factors that cause accidents e.g recklessness, drunkenness, carelessness etc. iv: – Mention ways to prevent accident within the school environment. | i. Students as a class explain the meaning of accident (safety accident, injuries hazard, carelessness etc. ii. Group Work on types and cases of accidents iv: Class presentations on ways of preventing accidents in school | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | I. Website resources https //www.britannica.com Web Resources ii Instructional Materials Posters Flash Card Chads Video blips iii. Video resources Video link:YouTube Dramatic video Show car accident |
| 9 | Safety Education. | By the end of the lesson, students should be able to: i. Define Safety Education ii: Outline Safety measures against sport accidents iii: State the meaning of the term: | i: -Students as a class deliberate on the meaning of Safety Education Accident, Injuries, Hazard, Carelessness, etc.) ii: – Class project on cardboard showing measures against sport accidents | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | i: Website Resource: www.google.com https://classhall.com/lesson/safety-safety-education-accidents ii: -instructional Materials: Poster, Flash Cards, Charts, Video clips iii: – Video resources Video link: -YouTube Safety |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (i) IDP – Internally displaced People (ii) Refugees (iii) P.D.W – Prisoners of war | iii: – Group work on the following. terms: IDP – Internally displaced People Refugees (iii) POW – Prisoners Of War | education | |||
| 10 | Physical Health | By the end of the lesson, students should be able to: i. Describe Physical Health ii: – Identify the various body forms e.g. ectomorph, endomorph, mesomorph iii: – Outline ways to control body weight iv: – Calculate Body mass Index for different categories of somatotype. | i- Students as a class discuss the definition of Physical health ii- Group Work on various body forms e.g. ectomorph, endomorph, mesomorph iii- Class work on ways of controlling the body weight iv- Students in pairs discuss the importance of physical exercises. v: – Class Project on Calculation of body mass Index for different categories of somatotype. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | Website resources theworldbook.org/physical-health/ https//www.muscleandstrength.com/articles/body… https://www.enpati.eu https://www.therfreedictionar.com https://www.coachmag:co.uk/ lifestyle/451 1/… https://www.bodybuilding.com/fun/becker3.htm https://www.curejoy.com/content/different-body. https://bonytobeastly.com/ectomorph-mesomorph-endomorph-body-types ii. Instructional Materials 1. Flash Card 2. Yoga mat 3. Poster 4. Charts 5. Video clips 2. Video reources Video link: -YouTube Physical Health |
| 11 | Homeostasis | By the end of the lesson, students should be able to: i. Give definition Homeostasisand metabolism ii: – Differentiate of catabolism and anabolism iii. Outline measurable area of body balance e.g. body temperature, electricity balance, etc. iv. discuss factors affecting homeostasis | i. Students as a class discuss the definition of Homeostasis and metabolism insulin, hypothalamus ii: -Small groups discussion on the difference between catabolism and anabolism iii: Students in small group outline the factors that affect Homeostasis iv:-Students in small group outline measurable area of body balance i.e. body temperature, ectrolyte balance. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | Website resources https://en.m.wikipedia.org https://courses.humanlearning.com https//www.livescience.com ii. instructional Materials: 1. Flash Card 2. Structure of human body system 3. Posters 4. Charts 5-Video clips Video resources Homeostasis and 2: Video ink: -YouTube what is Homeostasis |
| 12 | Drug Education | Differentiate between, drug, abuse and drug misuse ii:- Highlight reasons for prevalence of Drug abuse iv: – Mention Agencies for combating Drug abuse in Nigeria e.g. NDLEA, NAFDAC etc. v: -State problems associated with Drug abuse. | i. Students as a class discuss the concept of drugs substance ingested, induced insensibility ii. Students in pairs differentiate between drug abuse and drug misused, reason for the prevalence of drug abuse. Class work on cardboard showing agencies for combating Drug abuse in Nigeria. NDLEA, NAFDAC) ii: -Students in small groups state problems associated with Drug abuse. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | i-Websites Resources https://en.mwikipedia.org https://urtrisehouse.com ii: – Instructional Materials: 1-Flash Card 2: – different food items 3: – Posters 4:- Charts 5:- Video clips iii: – Video resources 1. Video ink: -YouTube Drug education in Schools 2. Video link: – YouTube School Drug Education |
| 12-14 | Revision and Examination |
Health Education Scheme of Work SSS1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision (Welcome Test) | By the end of the lesson, students should be able to: i. Give Concept of Homeostasis, accident etc. ii: Revises the last term work on Drug Education iii: – Describe Safety Education and physical health iv Differentiate between Food and Nutrition Adequate Die and calories. v. Outline the values Housing and Environment vi. Highlight the characteristics of good water supply to the community | i- Students as a class analyse the concept of homeostasis, accident and first aid ii- Quiz Presentation on Food and Nutrition, Adequate Diet and calories, Drug education etc. iii. Class work on quality of water supply and types of Accident | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | 1: -website resources www.google com https://www.sciencedirect.com hps://youtu.be/-079di5Y2yU https://slideplayer.com 1. flash Cards 2. Writing materials 3. Posters 4. Charts 5 – Projector ii. Video resources 1: Videolink: -YouTube what is calories? 2. Video link:- YouTube on calories |
| 2 | Contact Disease | Student should be able to – Give definition of Contact disease ii: – Explain the term sexually transmitted disease (STD) ii: –Discuss the following examples of (STD) diseases: Gonorrhea Syphilis, Acquired Immune Deficiency Syndrorne (AIDS) iv: – Explain other contact disease. Tineapedis athlete foot) Tenia Capitis (ringworm) Leprosy, Scabies and under the following sub heading (i) causes (ii) Symptoms (iii) Prevention and control | i. Students as a class discuss the term diseases and their prevention (Disease, Epilepsy, Asthma, Obesity, etc.), ii:-class work on the following terms; contact diseases, types of contact disease sexually transmitted disease iii: – Group Project on the causes of contact diseases, symptoms and their prevention. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | i. Website resources www.google.com https//www.healthline.com – Instructional Materials: 1. Flash cards 2. writing materials 3. Posters 4. Chart 5. Video clips ii. Video Resources Video Iink: YouTube infectious Diseases An introduction |
| 3 | Non-Communicable Diseases | By the end of the lesson, students should be able to: i-Define Non-Communicable disease ii: -Explain the examples of non-communicable diseases (e.g. epilepsy, asthma, anemias, sickle cell, rickets, diabetics, tetanus) under the following sub heading | i- Students as a class deliberate on non-communicable diseases and thief prevention (disease, epilepsy asthma, obesity, etc.). ii: Group work on causes, symptom on Non-Communicable disease. iii: – Group presentations on Non-Communicable Diseases and their Prevention v – Class Project on Cardboard. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | i: – Web Resource: www.google.com www.healthline.com/healthline-on-non-communicable-diseases ii. Instructional Materials: 1. Flash cards 2. writing materials 3. Posters 4. Chart 5. Video clips iii. Video Resources Video Iink: YouTube non communicable Diseases |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Human Reproduction | By the end of the lesson, students should be able to: i: Explain the concept of the following: (i) Reproduction (ii) Sex (iii) Gametes (iv) Ovulation (v) menstruation (vi) fertilization and (vii) gestation ii: Describe the male and female internal and external reproduction organs iii -Explain the difference between secondary sexual characteristics in boys and girls iv: -Explain the term: conception pregnancy foetus development and chiId born. v: Outline the causes of infertility, artificial inseminations and test tube babies. | -Students as a class discuss the concept of human reproduction e.g. (Sex, Gametes, Ovulation, menstruation, fertilization and foetus gestation, conception, pregnancy, foetus development, child born etc.). ii: – Group Work on description of male and female internal and external reproduction organs. iii: -Small Groups Presentation on difference between secondary sexual characteristics in boys and girls iv:-Group project on the causes of infertility artificial inseminations and test tube babies. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | i:.- Website resources: -www.google.com https://www.womanshealth.gov>iqf ii: – Instructional Materials: Posters Flash Card Poster Charts Pictures Video clips – Video resources : 1. Video link: – YouTube Understanding sexual reproduction 2. Video link: – YouTube Sexual Reproduction 3. Video mix: – YouTube What are the stages of puberty in girls 4. Video link: – YouTube Sexual reproduction in human beings. |
| 5 | Family and Family health Role | By the end of the lesson, students should be able to: i. Identify family and family health ii. Distinguish between family and households iii. Explain the types of family e.g. nuclear, polygamous, compound, joint, polygamous etc. iv: Outline the roles, responsibilities and functions of the family. v: Explain the process of marriage and parenthood | Students and a class discuss the following terms: Family,Family health House hold ii: Group work on types of family, roles, functions and responsibilities of a family. Students in small group demonstrate on the process of marriage and parenthood. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | i. Web Resources: www.google.com https://en.mwikipedia.org. https://www.studentshealth.org. ii. Instructional Materials: Posters Flash Card Poster Charts Pictures Video clips |
| 6 | Human Sexual Education | By the end of the lesson, students should be able to: i:-Explain the concept of sexual education, sexual health, sexual reproductive health rights, gender and equality ii. Differentiate between assertiveness and communication skills applicable to human sexuality. | i. Students and a class brainstorm on the concept of sexual education, sexual health, sexual reproductive health rights, gender and equality etc. ii. Students in small group Differentiate between assertiveness and communication skills applicable to human sexuality. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | i. Web Resources: www.google.com https://en.mwikipedia.org. https://www.studentshealth.org. ii. Instructional Materials: Posters Flash Card Poster Charts Pictures Video clips: YouTube. Sexual education |
| 7 | CONTINUOUS ASSESSMENT / MID TERM BREAK |
| 8 | Mental Illness Personality and Personality traits | By the end of the lesson, students should be able to: -Define Mental illness ii: -Enumerate the types of mental illness iii: – Discuss the ways of preventing mental illness iv: – Outline the importance of mental and social health By the end of the lesson students should be able to: 1. Define Personality and Personality Trait 2. Identify Personal problems 3. Formulate solutions to personality problem | i; -Students as a class explain the concept of mental illness personality trait etc.). ii. Student in pairs discuss the ways of preventing menial illness. iii, Students in small groups outline the social and mental health. iv: -Group work on the differences between assertiveness and communication skills applicable to human sexuality. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | – Website resources: www.google.com https://www.medicalnewstcdavocm https://www.livesoience.com – Instructional Material Posters Flash Card Poster Charts Pictures Video clips iii: – Video resources 1. video link: – YouTube parental health 2 Video link YouTube what is to have a Mental illness |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Consumer Health | By the end of the lesson; students should be able to: i: -Enumerate the factors influencing choice of products and services. ii: -List major laws protecting. consumer health in Nigeria ii: -Outline agencies promoting consumer health in Nigeria | By the end of the lesson; students should be able to: i: -Enumerate the factors influencing choice of products and services . ii: -list major laws protecting consumer health in Nigeria ii: -Outline agencies promoting consumer health in Nigeria | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | i:- Website resources www.google.com https://www.hcnsw.org ii: Learning Materials 1- Posters 2- chads 3- pictures 4: – video clips iii: – Video resources video link: – YouTube consumer healthcare update video link: YouTube GSK consumer healthcare smash labs |
| 10 | Consumer Health | By the end of the lesson; students should be able to: i Enumerate the factors influencing choice of product and services. ii. List major laws in protecting consumer health in Nigeria. iii. Outline agencies promoting consumer health in Nigeria. | i. Students a class deliberate on the meaning of the following terms: consumer health care services, permitting Inspection, investigation site-sewage. ii. Group work on factors influencing choice of products and serve iii. Presentations on orthodox medicines traditional medicines alternative methods of healing. | i- Collaboration &. Communication. ii- Leadership & Personal Development. iii- Digital Literacy iv. Creativity and Imagination | i:- Website resources www.google.com https://www.hcnsw.org ii: Learning Materials 1- Posters 2- charts 3- pictures 4: – video clips iii: – Video resources video link: – YouTube consumer healthcare update video link: YouTube GSK consumer healthcare smash labs |
| 11 | Revision | ||||
| 12 | Examination |
ACHIEVEMENT STANDARDS FOR HEALTH EDUCATION
At the end of the session Students are able to:
- Discuss the concept of health education, summarize the philosophy of Health education and factors that promote good health
- Identify human skeleton among some displayed skeleton and itemize the importance of skeleton to human
- Mention the injuries of the muscle cramp, cell division, and function of the sensory organ
- Highlight various health services provided by the school, factors that promote general wellness.
- Enumerate the importance of physical exercise and heath
- Summarized the concept of good water supply, differentiate between nutrient and nutrition.
- Explain the meaning of first aid, treatment of injuries and qualities of a good first aider.
- Define accident, causes of accident and its prevention.
- Outline ways of to control body weight.
- Discuss the meaning of communicable and non-communicable disease
- Highlight the concept of human reproduction, roles of family
- Explain the meaning of sexual reproductive health, consumer health, mental health, environmental health.
- Explain the meaning of a healthy house factors to be considered when locating a good standard house.
