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close this bookLife Skills for Young Ugandans- Secondary Teachers' Training Manual (UNICEF, 254 p.)
close this folderSection Five: Preparing Your own Units
View the document(introduction...)
View the document5.1 INTRODUCTION
View the document5.2 WHAT DOES IT TAKE?
View the document5.3 HOW TO PREPARE AN ACTIVITY
View the document5.4 SAMPLE LESSON PLANS FOR SECONDARY
View the document5.5 SUMMARY

5.4 SAMPLE LESSON PLANS FOR SECONDARY

Sample Plan One

WATER AND ENVIRONMENTAL SANITATION

Date:
Class: S2.
No of students: 40.
Time: 40 minutes.
Topic: Water and Environmental Sanitation.
Sub-topic: Proper Housing for Rural and Urban Areas.

Specific objectives

By the end of the lesson, students should be able to:

1. Explain the factors involved in choosing a house.
2. Argue rationally using the available evidence.
3. Make decisions based on available evidence.
4. Demonstrate how to select a housing site from limited possibilities.

Life skills to be developed

Critical thinking, negotiation, decision making.

Methods

1. Case study.
2. Small group discussions.
3. Classroom discussions.
4. Brainstorming.

Material/Learning Aids

1. Handout of case study ‘Selecting a Housing Site’.
2. Sheets of paper (to facilitate group reports).
3. Marker pens (if available) and masking tape (optional).

References

1. Secondary school Health Education syllabus.
2. Teacher’s Guide to Primary School Health Education.


Time

Teacher’s Activity

Students’ Activity

Step 1

3 mins.

Write students’ answers on chalkboard or large sheet of paper

Brainstorm on factors they would consider if they were to build their own houses

Step 2

5 mins.

Divide students into groups and distribute handout of case study.
Ask each group to discuss and reach a consensus on which site to select and why.

Each group chooses a leader and secretary. The leader acts as father in the home while the rest, children.

Step 3

15 mins.

Move around and listen to discussion.

Discuss.

Step 4

12 mins.

Ask groups to present findings to the rest of the class.
Write their reasons on chalkboard or paper.

Secretaries present findings.
Discuss.

Evaluation

5 mins.

Guide a classroom discussion based on the results.
Make concluding remarks bringing in other factors considered when selecting a site.

Discuss.

Self Assessment

· Did all the students meaningfully participate? Did they all get a chance to express their views to the full and try and persuade others?

· Was the content well grasped?

· Did the skills of critical thinking, negotiation and decision making feature?

Learning Points

1. Possible reasons for selecting sites

SITE A

SITE B

Flat land, no grading needed.

Well planned area.

Roofed structure already present.

Pleasant neighbourhood.

Walls and roof are permanent.

Roofed servant quarter available for emergency residence.

Cheaper.

Foundation for main house.


Large compound.


Likely access to water, electricity, good roads etc.

2. Reasons for rejecting

SITE A

SITE B

Crowded area.

Swampy area, difficult to drain.

Flat land and could be flooded if drainage is poor.

Swamps are health hazards, facilitating mosquito breeding.

Not planned - could easily be demolished.

High initial cost.

Extensive modifications could be expensive.


Small compound.


Domestic animals around could be a source of unpleasant smell and even pose a threat to health.


Hints

· Be open and accept all reasons that can be substantiated from the handout in addition to the examples given above.

· Without hurting the students’ feelings do not accept arguments that cannot be substantiated from the handout.

· Explain that each group should respect the decisions of other groups.

· Note the health and economic arguments advanced.

· Critical thinking, negotiation and decision making processes should come out during the group discussions.

Sample Plan Two

ORAL HEALTH

Date:
Class:
No of students:
Time: 40 minutes.
Topic: Oral Health.
Sub topic: Effects of diet on oral health.

Specific Objectives

By the end of the lesson, students should be able to:

1. Distinguish the types of food that promote good oral health from those that promote poor oral health.

2. Identify peer influences that promote poor oral health.

3. Make decisions that lead to good oral health.

Life skills to be developed

Peer resistance, decision making.

Methods

1. Role play.
2. Group discussion.
3. Question and answer.

Materials

1. Container (i.e. big empty box).
2. Items to represent fruits (i.e. duster, books etc).

References

1. An Integrated Approach to Biology for East Africa by Sopers and Smith.
2. Primary Health Education by Bevery, Y. and Susan Durston.
3. School Health Education for Secondary Schools Teachers Guide.

Procedure

Time

Teacher’s Activity

Students’ Activity

Step 1

5 mins.

Review previous lesson questions:

(i) Name foods that promote good oral health.

(ii) Name foods that lead to bad oral health.

Answer the questions.

Step 2

10 mins

Write topic on chalkboard. Ask those who volunteered to do role play in previous lesson to present it to the class.

Watch role play.

Step 3

10 mins

Divide class into groups to discuss questions related to role play.

Discuss questions in groups.

Step 4

10 mins

Ask groups to reassemble.

Present responses.



Carry out guided discussion to collect and consolidate responses

Discuss.

Evaluation

5 mins

Ask students to write down four important points they have learnt from role play.

Write down the 4 points.

Self Evaluation

· Level of discussion
· Level of understanding of oral health
· Awareness of peer pressures and ways of coping with them.

Learning Points

· If a person eats sugar frequently, his teeth will be attacked by acid many times and gradually cavities will develop in the teeth.

· The most important factor is not the total amount of sugar that is consumed within a given period but the number of times sugar enters the mouth.

· Calcium, phosphorous and vitamin D are essential for the formation and development of teeth. Fluorides are important for prevention of caries.

Hints

· Ensure good time management.
· Promote the fresh foods commonly found in Uganda rather than packaged foods.
· It is possible to do the same activity as a case study rather than a role play.

Case Study and Questions

Role Play: “THAT’S NOT GRUB. WHAT WILL MY FRIENDS SAY?”

Today is a visiting day at Orogo Secondary School. David, an S.2 in the school, is looking forward to his mother’s visit and the usual ‘grub’: biscuits, sweets, chocolate, cakes, jam, orange squash, rice and chicken which make him popular among his friends. In fact, they won’t go for lunch today because they’re expecting to enjoy David’s grub as usual. David is their man!

When mother arrives, she is so pleased with herself for having supplemented David’s grub, as he requested on her last visit. From her ‘Kikapu’ she sorts out in front of David all she has brought for him: ‘bogoya’, ‘fene’, pawpaws, oranges, mangoes, avocados, sugarcane and pineapples. David is shocked. How could his mother do this to him? How does he walk back to the company of his friends? What will they say?

Questions

(i) Why did David worry about what his friends would say?
(ii) Why do you think David did not appreciate the types of food mother brought for him?
(iii) What kind of ‘grub’ do you normally like?
(iv) What adjustments would you make in your ‘grub’ in order to improve your diet?

Sample Plan Three

SMOKING

Date:
Class: S.2
No of students:
Time: 40 minutes
Topic: Smoking
Sub-topic: What influences people to smoke.

Objectives

By the end of the lesson, the students should be able to:

1. Explain the different ways of using tobacco.
2. Identify the environment which influences young people to smoke.
3. Use life skills, to help themselves and others make appropriate decisions concerning tobacco use.

Life skills to be developed

Self awareness, self esteem, critical thinking, decision making, peer resistance.

Methods

1. Question and answer.
2. Case study.
3. Group discussion.

Materials

Copies of case study and questions.

References

1. NTC/Secondary Life Skills Manuals.
2. Health Education Manual for Secondary Schools.
3. Health Education Teachers’ Guide Vol II, pp 5-7.

Procedure

Time

Teacher’s Activity

Students’ Activity

Step 1

3 mins.

Review questions

(i) What is tobacco?
(ii) Where is it grown?

Answer the questions.

Step 2

15 mins.

Write topic on board. Divide class into groups and distribute case study

Read case study in groups and answer the attached questions.

Step 3

10 mins.

Listen.

Groups present answers to the rest of the class for further discussion

Step 4

10 mins.

Show a cigarette advertisement to the class.
Ask how it tries to attract people to smoke.

Discuss.

Evaluation

2 mins

Hand out other advertisements for groups to discuss as an assignment.

Self-evaluation

To what extent were the students involved in the lesson and giving their real feelings?

Learning points

Cigarette advertisements often appeal to external issues such as popularity, power etc.

Hints

The best place to find cigarette advertisements is on hoardings.

Case Study

Ibara lived in Kabale. His parents grew and smoked tobacco. From his infancy, Ibara saw his mother smoke and chew tobacco. His father too used to put dried tobacco leaves in a big pipe and send him to light it with burning charcoal. it. Ibara would then smoke a little before handing it to the old man.

Ibara started smoking cigarettes when he was fourteen and soon became a chain smoker. He also chewed, sniffed and at times put dried leaves of tobacco in a pipe and smoked it like his father.

Questions

(i) How many different ways was tobacco used in Ibara’s home?
(ii) In your opinion, why did Ibara choose smoking?
(iii) If you were Ibara, would you have done any differently? Why?
(iv) What were the influences on Ibara’s decision to smoke tobacco?
(v) What is a chain smoker?

Questions for the assignment

(i) What is the message of the advertisement?
(ii) How is it trying to make smoking attractive?
(iii) According to the advertisement what is the advantage of smoking?
(iv) How realistic is the advertisement.