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- 1Ask learners to stand and perform 5 arm circles, then 5 jumping jacks. Ask: How do you feel? Why did your body need that movement?
- 2Show a picture of a person eating banku and groundnut soup, and another person eating only cassava bread. Ask: Who is eating a balanced diet? Why?
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- UNDERSTANDING WHAT STAYING HEALTHY MEANS
- 1Write on the board: 'STAYING HEALTHY = _____ + _____ + _____'. Ask learners to fill in the three pillars: physical wellbeing, mental wellbeing, social wellbeing. Explain each with a local example: physical (exercising on the school field), mental (resting after school work), social (playing football with classmates).
- 2Divide learners into 3 mixed-ability groups. Give Group 1 a scenario card: 'Kwesi works on his father's farm every day but never rests. What health problem might happen?'. Give Group 2: 'Ama studies from 5 am to 10 pm without playing with friends. What might she lose?'. Give Group 3: 'Yaw eats only fried yam and red oil for lunch every day. What could go wrong?'. Each group discusses and predicts one consequence of not staying healthy.
- 3Exemplar from indicator: consequences include contracting disease and falling ill. Ground in realistic Ghanaian daily scenarios.
- IDENTIFYING STRATEGIES FOR BETTER PERSONAL HYGIENE
- 4Project or draw on the board a simple human figure. Label 8 body parts where hygiene matters: hands, teeth, hair, nails, ears, nose, feet, skin. Ask learners: 'Which of these do you clean every day? How often?'.
- 5In the same 3 groups, distribute one illustrated poster or picture card showing either: a chop bar worker washing hands before serving food, a child brushing teeth, or a person washing their body. Ask each group: 'What materials are needed for this hygiene practice? What could happen if this is not done?'. Groups write 2-3 materials and 1 consequence on a sheet and stick on the board.
- 6Connects indicator requirement to research materials and strategies for improving personal hygiene.
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- 1Picture/illustration cards showing hygiene practices and food preparation
- 2Scenario cards with local context
- 3Manila paper and markers for group outputs
- 4Human figure diagram on board
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- 1Ask one representative from each group to stand and read aloud one material needed for hygiene and one consequence of poor hygiene.
- 2Ask the class: 'If you could teach one person in your compound about staying healthy, who would it be and why?'
Exercise
- 1Write in your exercise book: Define 'staying healthy' using three words: one for your body, one for your mind, one for your relationships. Give one example of each.
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- 1Hold up a bar of soap and ask: 'When do we use this during the day? Shout out as many times as you can remember.'
- 2Show a picture of a person with long, dirty fingernails handling food. Ask: 'Would you eat food prepared by this person? Why or why not?'
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- DISCUSSING SPECIFIC WAYS TO MAINTAIN PERSONAL HYGIENE
- 1Write on the board 5 hygiene practices: (1) Wash body often, (2) Clean teeth at least twice daily, (3) Wash hands after using toilet, (4) Trim fingernails weekly, (5) Wash hair twice a week. Read each aloud. Ask learners: 'Which ones do you do? Which one is hardest for you? Why?' Take 2-3 answers.
- 2Divide the class into 5 mixed-ability groups, one group per hygiene practice. Assign each group a practice and one of these local contexts: (a) a kayayei who carries goods from Makola Market, (b) a fisherman in a coastal village, (c) a farmer at Techiman, (d) a trotro driver, (e) a student at school. Ask: 'How can this person maintain this hygiene practice in their daily situation? What challenges do they face?' Groups discuss.
- 3Indicator exemplar: learners discuss ways of maintaining personal hygiene. Context makes it real and Ghanaian.
- DEMONSTRATING PROPER HYGIENE TECHNIQUES
- 4Call up 5 volunteer learners, one per hygiene practice. Ask each to demonstrate to the class the correct way to perform their assigned practice: (1) how to wash hands thoroughly (count to 20, between fingers, nails), (2) how to brush teeth correctly (top teeth, bottom teeth, inner surfaces), (3) how to trim fingernails safely with scissors, (4) how to wash hair using a basin, (5) how to wash the body systematically. As each demonstrates, ask the class: 'What did they do right? What else should they do?'
- 5After demonstrations, ask: 'What materials do we need for each practice?' Create a quick checklist on the board with learner input: soap, water, toothbrush, toothpaste, nail cutter, comb, clean cloth. Ask: 'Which of these do you have at home? Which is hardest to find in your area?'
- 6Indicator exemplar: demonstrate care of fingernails, hair, nose, ear, mouth and teeth. Peer observation and feedback builds CC competency.
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- 1Bar of soap, toothbrush, toothpaste, nail cutter, comb, clean cloth (real or picture cards)
- 2Basin of water (or mime without water to save time)
- 3Poster listing 5 hygiene practices
- 4Checklist template on board
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- 1Ask each group from the first activity to share one challenge their assigned person faces in maintaining hygiene. Example: 'The fisherman has limited fresh water.'
- 2Ask the class to give a 'thumbs up' if they will try one new hygiene habit from today's lesson.
Exercise
- 1Choose ONE of the 5 hygiene practices we discussed today. In your exercise book, write: (a) What is the practice?, (b) How often should you do it?, (c) What materials do you need?, (d) What happens if you don't do it?
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- 1Play a quick game: Call out 'Teeth!' and learners mime brushing. Call out 'Nails!' and they mime cutting. Call out 'Hands!' and they mime washing. Do 6 rapid calls.
- 2Ask: 'Yesterday you learned 5 ways to stay clean. Can you remember all 5? Shout them out quickly.' Accept answers and write them on the board as a reminder.
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- APPLYING HYGIENE KNOWLEDGE TO REAL SCENARIOS
- 1Read aloud this scenario: 'Abena's mother is opening a small chop bar near the Accra trotro station. Abena wants to help prepare and serve food. Her mother says: You must follow 3 hygiene rules before you can work here. What 3 rules should Abena follow?' Ask learners to work in pairs and write 3 rules specific to a food handler. Circulate and listen. Share 2-3 pair answers aloud. (Expected: wash hands before touching food, keep nails short and clean, tie hair back, cover wounds, bathe daily.)
- 2Now present a problem: 'Kofi lives in a compound with 8 other people. There is only one basin of water in the morning for everyone to wash. The water runs out. What could Kofi do to stay clean anyway?' Ask pairs to brainstorm 2 solutions. Examples: use dew on leaves, go to the stream, wake up earlier, fetch water the night before. Ask 3 pairs to share solutions.
- 3Connects Day 1's understanding of staying healthy and Day 2's hygiene practices to real Ghanaian living contexts. Builds CP competency (problem-solving).
- CREATING AND SHARING A PERSONAL HYGIENE ROUTINE
- 4Give each learner a blank outline of a daily schedule (6 am to 10 pm, in 2-hour blocks). Ask: 'In which time blocks would you wash your hands, brush your teeth, bathe, trim nails, wash hair?' Learners write in their schedule. Then ask 4 learners to stand and share their schedule aloud. Ask the class: 'Is this realistic for you? Why or why not?'
- 5In mixed-ability pairs, learners create a simple illustrated poster titled 'My 5 Hygiene Habits This Week' with 5 drawings or words showing one hygiene action they will do each day. Pairs post their posters on the wall. Do a gallery walk where learners see 3 other posters and silently give a 'tick' mark with a pencil if they like the idea.
- 6Consolidates the week's learning. CI competency (creating posters) and CC (peer feedback). Low-prep, high engagement.
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- 1Pairs of scissors for real or mimed nail cutting activity
- 2Blank daily schedule template (printed or drawn on board)
- 3Manila paper or A4 paper and markers for hygiene habit posters
- 4Pencils for peer feedback marks
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- 1Ask 3 learners to hold up their hygiene habit posters and explain one habit they chose and why. Ask the class: 'Which habit do you think is most important and why?'
- 2Ask learners to rate themselves on fingers 1-5: How confident are you now in understanding why we stay healthy and how to keep clean? Show your fingers. (This is a quick confidence check, not formal assessment.)
Exercise
- 1Complete this task in your exercise book: You are teaching your younger brother or sister about staying healthy. Write a simple message (5-7 sentences) that explains: (a) What staying healthy means (mention body, mind, and friends), (b) Two ways you will maintain personal hygiene this week, and (c) One reason why this matters to you.
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