FOODS AND NUTRITION

SS1 FIRST TERM

WK TOPIC CONTENT BEHAVIORAL INSTRUCTION TEACHERS LEARNERS

OBJECTIVES AL MATERIAL ACTIVITIES ACTIVITIES
1ST Cleaning of School General Cleaning Of General Cleaning Cutlass And Hoe, Supervising And Cleaning Of
Compound /Revision School Compound/ Of School Broom. Revision Of Last School
Of Last Session Revision Of Last Compound Session Work. Compound By
Work Session Work The Student
2nd Introduction to Food 1 Definition of Foods Student should be 1. Pictures on Teacher should : Student should:
and Nutrition. and Nutrition. able to flip charts of 1. Leads the discussion 1. Participate in
1. Importance Of 1. Define well nourished on the definition of the
human nutrition nutrition individuals “Nutrition” discussion.
e.g. maintenance 2. State the and families its importance and 2. Write Down
e.g. availability of importance of 2. Picture on flip factors affecting the chalk
Food Income, human nutrition charts of Main Food nutrition. board
Foods in Season 3. State Factors nourished 2. Writes a chalk board Summary in
Ignorance, Storage, Affecting food individuals and make necessary their
Preservation & nutrition. and families. correction. notebook.
Facilities available. 3. Summary 3. Submit notes
definition of for necessary
nutrition on a correction.
flip Chart.
3rd Careers in foods and 1. Career in foods Students should be 1. Chart on Teacher should : Student should
Nutrition. and nutrition able to careers on 1. Introduce the lesson 1. Draw the
Teaching 1. List the careers foods and and lead the chart on
a) Dietetics of study in food nutrition discussion on the foods and
b) Food Science and and nutrition 2. Gender careers of study in nutrition
Technology 2. Describe the sensitive food and nutrition 2. Express
c) Food engineering interdisciplinar photographs 2. Draws a chart on the desirable
d) Hotel and Catering y nature of on foods and careers associated interest on
Management foods nutrition with foods and any of the
e) Hospitality and And related careers nutrition careers
tourism nutrition e.g. a chef, 3. Invites resource 3. Write an
f) Food research and 3. Describe other food scientist person on the application
development job options 3. Hotel manager various careers. for job based
g) “Community available in columnist in on chosen
Nutrition foods and the dailies careers.
1. Clinical Nutrition nutrition.
Home science and
Nutrition.
2. Relationship
between foods and
nutrition and other
subjects
3. Self-Employment
 e.g. setting up a
restaurant.
4th Basic Foods 1. Foods in the Student should be 1. A chart Teacher should : Student should
Nutrients locality able showing 1. Leads the discussion 1. Participate in
2. Various food 1. Identify the various food on the discussion
nutrients. various foods in items in the i. Foods in 2. Identify the
Carbohydrates, the locality locality the locality food stuffs on
proteins, fats and 2. List the various 2. A chart ii. Nutrient quality display.
oils, vitamins, food nutrients showing food iii. Functions using a 3. Arrange the
Minerals and 3. Classify the stuff, nutrients food table food stuffs
waters various local and functions 2. Gives chalkboard according to
3. Classification of foods according 3. Raw Samples summary their nutrients
food Nutrients to their nutrient of various 3. Marks student notes. ( food
source and quality and food stuffs groups)
functions function 4. Copy the
4. Carbohydrate and chalk board
protein summary into
i. Classification their note
ii. Function of books
carbohydrate and
protein
iii. Food source
iv. Symptoms of
 dietary deficiency
of protein and
carbohydrate.
5th Basic Food Nutrients. Fat and Oils 1. Student should Visual display Teacher should : Student should
i. Functions be able to state of Leads the discussion 1. Participate in
ii. Food sources the function of documentary on function of the discussion
iii. Symptoms of proteins, on people who proteins, 2. Identify the
dietary deficiencies vitamin, are deficiency carbohydrates, food stuffs on
2. Vitamins – waters mineral, of mineral and fats and display.
soluble vitamins carbohydrates carbohydrate s oil. 3. Arrange the
 Chemical names and fats and oil. proteins, fats food stuffs
 Function of each 2. List the food and oil, according to
vitamins sources of vitamins and their nutrients
 Food sources protein, minerals. ( food

 Symptom of carbohydrates groups)

deficiencies and fats and oil, 4. Copy the

3. Mineral salts and mineral and chalk board

water vitamin. summary into

 Functions 3. List the their note

symptoms of books
 Foods sources
deficiencies of
 Symptoms of
proteins,
deficiencies
carbohydrates,
 minerals salt,
vitamins and
fats and oils
6th Scientific study of 1. Measurements, Students should be 1. various food Teacher should : Student should
food units and accuracy able to stuffs 1. Demonstrates 1. Practice
2. Protein tests 1. Use simple 2. weighting weighing some food weighing
 Action of heat on standard food scale stuffs. food stuffs
complex protein laboratory graduated 2. Stresses the 2. Record the
 Foam test equipment with measuring importance of weight of the
 Effect test care and cup, milk, tins, accurate measured

 Effect of alcohol accuracy. bottles, spoons measurement in food stuffs.

on complex, 2. Be familiar etc weighting foods 3. Observes the

protein with common 3. Reagents, stuffs demonstration

 Million test. units of thermometer. 3. Demonstrates the and record

measure and 4. Blotting paper test for protein s their
3. Tests for fat
conversions. etc  Carbohydrates observations
 Action of dry heat
3. Perform simple  Fats 4. Record the
on fat
physical and 4. Stresses the procedures
 Blotting paper test
chemical tests importance of taking during
4. Carbohydrate
to detect handling the regents measurement.
 Iodine test
presence of carefully
 Reaction of starch
nutrient in
past to litmus
foods
  Effect of heat on
carbohydrates.
 Water content of
food
7th The digestive system 1. Meaning of Student should be . A chart showing Teacher should : Student should
digestion able to a summary of 1. Defines digestion, 1 Participates in
2. Definition of 1 explains the digestive metabolic terms the discussion
simple metabolic meaning of processes with the 2. Lead the discussion 2 copy the
terms e.g. digestion. enzymes functions on the digestive digestive process
enzymes, 2 define simple (reactions) processes in the summary on the
absorption. metabolic terms mouth, esophagus, chart
3. Digestion and e.g. enzymes, stomach and 3 write down the
absorption of absorptions intestines. chalkboard
nutrients 3 digestion and 3. gives a chalkboard summary in their
(carbohydrates, absorption of summary note books.
proteins etc) in the nutrients
mouth and (carbohydrates,
esophagus. proteins etc) in the
mouth and
esophagus.
8th Digestion and 1 digestion and Students should be A chart showing a Teacher should : Student should
absorption of nutrient absorption of nutrients able to summary of 1. Gives a chalk board 1. Participate in
(carbohydrates, 1 describes the digestive summary the discussion
 proteins etc in the digestive processes processes with 2. Discuss the 2. Copy the
stomach and of each nutrient in thee enzyme functions of the digestive
intestines. the stomach and functions enzymes process
intestines. (reactions) 3. Discuss the summary in
2 discuss different importance of water the chart.
enzymes in in the digestive 3. Write down
relation to the process the
different nutrients chalkboard
3 explain the role summary in
of water and their note
roughages in the books
digestive process.
9th Reproductive Health 1. Definition of Students should be 1. Charts Teacher should : Student should
reproductive health able to showing male 1. Leads the discussion 1. Students
2. Identification of 1. Define and female on reproductive participate in
male and female reproductive reproductive health the discussion
organs health organs 2. Show them the 2. Point at the
3. The relationship 2. Identify male 2. Charts charts showing male parts on the
between nutrition and female showing foods and female charts
and reproduction reproductive that enhance reproductive organs 3. Describe the
health organs reproductive and use it to teach pictures on
3. Explain the health the students display.
relationship 3. Explain the
 between relationship between
adequate nutrition and
nutrition and reproductive health
reproductive
health
10th Reproductive Health 1. Dietary deficiency Students should be Pictures of obese Teacher should : Student should
disease e.g. able to persons 1. Explain the meaning 1. Participate in
kwashiorkor, 1. Explain the kwashiorkor of Dietary deficiency the discussion
obesity, marasmus meaning of dietary children and and give the 2. Point at the
etc. deficiency diseases malnutrition examples. picture on the
2. Signs, symptoms 2. Discuss the 2. Show them the charts
and causes of signs symptoms pictures of obese 3. Describe the
dietary disease and causes of persons, pictures on
dietary deficiency kwashiorkor display
disease children,
malnutrition over
nutrition, under
nutrition
11th Kitchen plans 1. Kitchen plans Students should be 1. Chart showing Teacher should : Student should
equipment and tools 2. Cooking able to some kitchen 1. Explain different 1. participate in
equipments 1. List types of layouts types of kitchen the discussion on
selection, use and kitchen 2. Display of 2. leads the discussion kitchen plans,
care 2. Identify the abrasive local on selection, use and selection use and
 3. Factors to consider types of and care of kitchen care of kitchen
- Afford debility of equipment commercial equipment and tools equipment
the equipment required in the 3. Display of 3. demonstrates the 2. identify the
- Need for the kitchen kitchen cleaning of some abrasive on
equipment 3. Explain the equipment and kitchen equipment using display
- Durability factors to tools local and/or commercial 3. practice
- Availability of consider when abrasives cleaning some
space choosing kitchen
- Ease of operation kitchen equipment
4. Use of different equipment 4. identify the
cleaning agents 4. List different kitchen
and abrasives cleaning agents equipment on
(commercial and and classify display
local) them according
to their uses
12th Revision Revision /Examination Revision Revision Revision /Examination Revision
/Examination /Examination /Examination /Examination
13th Marking/Recording Marking/Recording Marking/ Marking/ Marking/Recording Marking/
Recording Recording Recording
 FOODS AND NUTRITION
SS1 SECOND TERM
WK TOPIC CONTENT BEHAVIORAL INSTRUCTION TEACHERS LEARNERS
OBJECTIVES AL MATERIAL ACTIVITIES ACTIVITIES
1ST Cleaning of School General Cleaning General Cleaning Cutlass And Hoe, Supervising And Cleaning Of
Compound /Revision Of School Of School Broom. Revision Of Last School
Of Last TERM Work Compound/ Compound Session Work. Compound By
Revision Of Last The Student
term Work
2nd Kitchen equipment Materials used in Students should be 1. Display the Teacher should : Student should
making kitchen able to kitchen 1.Explain different types 1. Name five
equipment e.g 1. Lists the equipment and of materials used for materials used
wood, metal, glass. materials used tools making kitchen for making
Plastic, china ware for making 2. Show them the materials kitchen
earthen ware. kitchen material used 1. Show them the equipment
equipment for making kitchen materials one 2. Identify the
correctly. kitchen tools by one materials and
2. Use and care for e.g. wood explain the
equipment metals, glass, uses of these
properly plastics china materials
ware
3rd Cleaning agents and 1, uses of different 1. Students should Display of Teacher should : Student should
abrasive cleaning agents and be able to list abrasive local and 1. Demonstrates the 1. Participate in
 abrasive different commercial e.g. cleaning of some the discussion
commercial and cleaning agents vim, egg shell kitchen equipment 2. Clean a
local cleaning and classify sands, pawpaw using local and kitchen under
agents and them according leaves, charcoal commercial the teachers’
abrasives makes of to their uses ashes abrasives supervision.
local abrasives e.g. 2. Identify the 2. Labels the kitchen
eggs shell, fine cleaning agents equipment and tools
sand, ashes pawpaw on display
leaves energy
leaves
4th Safety in the kitchen 1. Methods of Students should be 1. First aid box Teacher should : Student should
handling kitchen able to: 2. Kitchen 1. Demonstrates the 1. Observe the
equipment 1. Handle kitchen equipment and treatment of a minor demonstration
properly equipment tools cut or burn using 2. Role play a
2. Reasons for properly 3. Chat showing some items from the fall with a cut
maintaining 2. Explain the some kitchen first aid box on students leg
safety in the importance of pests 2. Discusses reasons and administer
kitchen safety in the 4. Fumigants e.g. for proper handling treatment from
3. Content and use kitchen raid, Rambo, of kitchen equipment a first aid box
of first Aid box 3. Explain the Mobil etc and maintaining
4. Simple first aid content and use brooms, rag, safety
treatments e.g of a simple first mop, mop
cuts, burns and aid box. bucket,
 scalds etc detergents,
water, and
disinfectant.
5th Personal and kitchen 1. Rules of 1. Students should 1. Chart showing Teacher should : Student should
hygiene personal be able to list some kitchen 1. Prepare a checklist 1. Participate in
hygiene the rules of pests for observing the discussion
2. Kitchen pests personal 2. Fumigants e.g. rules of
- Preventive hygiene Raid, mortein, - Personal hygiene
measures e.g. 2. Discuss the Rambo, Mobil, - Kitchen hygiene
fumigation, dangers of brooms, rag, - Food hygiene
door. windows, kitchen pests mop and mop
netting, regular and how to bucket,
cleaning etc prevent them detergents,
3. Kitchen waste 3. Kitchen waste water,
disposal disposal disinfectant
measures measures
6th Kitchen safety and 1. Food Students should be 1. Chat Teacher should : Student should
hygiene (cont d) handling able to showing some shows the chat to the Participate in
practices 1. Mention some kitchen pests students and use it to discussion
2. Food born acceptable food 2. Chat showing teach them
disease handling practices food sanitation
3. Food 2. Discuss the laws e.g.
sanitation diseases transmitted NAFDAC
 laws e.g. through poor food
NAFDAC, handling
Son 3. Mention the food
(standard sanitation law.
organization
of Nigeria)
7th ICPC Misappropriation of Students should be Photography Teacher should : Student should
family food budget able to of a criminal Explains consequences 1. Participate in
1. Define the word in handcuffs of family food budget the discussion
ICPC misappropriation 2. They ask and
2. State functions answer
of ICPC questions
3. Penalties for
such offences
8th Food Study: 1. Types of cereals Students should be 1. Samples of Teacher should : Student should
a. Main foods and grains able to cereal grains; 1. Processes flour 1. Identify the
b. Cereal food 2. Nutritive value 1. Identify rice, wheat, from different cereals grains
c. Grains of cereal and different cereals maize, cereal and grains and processed
grains grains sorghum, 2. Display the flour on
3. Processing uses 2. Discuss the millet etc cereals grains and display
and choice of nutritive value 2. A diagram of a processed flour 2. Observe the
cereal grains of cereals and grain on a chat 3. Demonstrate the cookery
4. Cooking process cereal 3. Picture of cooking method demonstration
 methods grains into cereals grains of cereal grains 3. Practice in
flours available in groups the
3. Prepare meals the locality preparation of
from cereals meals from
grains using cereal grains
appropriate
cooking
methods
9th High/Low extraction Usefulness of low Students should be Display of both Teacher should : Student should
rate flour extraction rate flour able to low and high States the differences Utilize the low
1. Differentiate extraction rate between high extraction extraction rate
between high flour. rate flour in cookery flour in cookery
extraction
rate flour and
low
extraction
rate flour
10th Legumes grains 1. Types of 1. Identify the 1. Diagram of the Teacher should : Student should
legumes grains different types structure of a 1. Displays the legume 1. identify the
2. Importance of of legume grains mature legume grains legume grains
legume grains 2. State the grain e.g. bean 2. Leads the discussion and flours on
3. Nutritive value importance of 2. Sample of on the legume grains display
of legume grains legume grains legume grains 3. Demonstrates 2. Participate in
 4. Cooking 3. Discuss the e.g. bambara preparation of meals the discussion
methods for nutritive valve nuts, beans, from legume grains 3. Observe the
legume grains of legumes ground nuts 4. processes same demonstration
4. Process some legume grains into 4. Make a chat of
legume grains flour legume grains
into flour grown in
5. Prepare meals Nigeria
fro, legume showing
where grown
season
available

11th Fruits 1. Types of fruits Students should be 1. Sample of Teacher should : Student should
2. Nutritive value able to different fruits 1. Displays fruits in 1. Identify the
of fruits 1. Identify 2. A chat season. fruits on
3. Factors to different types showing 2. Guides the display
consider when of fruits different types discussion on the 2. Participate in
choosing fruits 2. State the of fruits topic the discussion
4. Preparation of nutritive valve 3. Demonstrates the 3. Practice the
fruits of fruits preparation and preparation
5. Effects of 3. Discuss the service of some and service of
cooking on factors to fruits some fruits
fruits consider while 4. Give a chalk board 4. Copy the
6. Method of choosing fruits summary chalk board
serving fruits 4. Prepare and summary
serve various
fruits
 FOODS AND NUTRITION
SS1 THIRD TERM
WK TOPIC CONTENT BEHAVIORAL INSTRUCTIONAL TEACHERS LEARNERS
OBJECTIVES MATERIAL ACTIVITIES ACTIVITIES
1ST Cleaning of School General Cleaning General Cleaning Cutlass And Hoe, Supervising And Cleaning Of School
Compound /Revision Of School Of School Broom. Revision Of Last Compound By The
Of Last TERM Work Compound/ Compound Session Work. Student
Revision Of Last
term Work
2nd Vegetables/ Fruits 1. Types of The students should 1. Samples of Teacher should: Student should
vegetables be able to: vegetables on 1. Displays various 1. Identify the
2. Nutritive value 1. Identify the display vegetables vegetables on
of vegetables different 2. Chart showing 2. Leads the display
3. Factors affecting vegetables some drawing of discussion on the 2. Ask and answer
choice of 2. Discuss the vegetables topic questions
vegetables nutritive value 3. Cut out pictures 3. Demonstrations of 3. Observe the
4. Cooking of of well garnished cooking methods demonstration
methods for vegetable/fruits dishes. of vegetables. 4. Practice cooking
vegetables 3. State the factors 4. Salad and 4. Explains food some vegetables
5. Salads affecting the desserts garnishing 5. Utilization of
garnishing choice of salad/desserts fruits vegetables
vegetables/fruits
4. Prepare
 vegetables using
appropriate
cooking
methods
5. Utilizing such in
salad dessert
3rd Cooking of food 1. Definition Student should be Pot, frying pan, Teacher should: Student should
2. Reason for able to \ pressure pot, Sauce 1. guides the 1. Student
cooking foods 1. Give the pan discussion on participate in
3. Methods of heat Definition of method of class discussion
transfer food cooking 2. Student ask and
(conduction, 2. Give the reason 2. Explain the answer
convention, of cooking food advantages and questions
radiation) 3. Explain the disadvantages of 3. Student copy
4. Method of meaning of cooking food from
cooking conduction, 3. Give the meaning chalkboard
- Most heat convention and of conduction,
methods radiation convention and
- Boiling, 4. Give the radiation
stewing, advantages and 4. Teacher explains
steaming, disadvantages of method of
pressure each method cooking food e.g.
cooking boiling, stewing,
 5. Advantages and steaming, pressure
disadvantages cooking.
6. Examples of 5.
foods cooked
with each
method
4th The art of 1. Being a good The student should 1. Table setting Teacher should: Student should
entertainment host/hostess be able to materials 1. Discusses 1. Participate in
a. Planning ahead 1. Describe 2. Chat showing entertainment for discussion
b. Issuing of different forms different types of the student 2. Observe teacher
invitation and of entertainment table setting 2. Demonstrate demonstration
receiving 2. Plan for 3. Sample of different table and practices
guests(where entertainment invitation settings 3. Write invitations
applicable 3. Discuss good letters/cards 3. Discusses how to and also
2. Table setting table manners write invitation response to
a. Formal table 4. Discuss guiding 4. Supervises student invitation
setting rules for practice 4. Submit note
b. Informal table entertainment 5. Give a book for
setting 5. Demonstrate chalkboard necessary
3. Serving of food different table summary correction
a. Waiting at table settings
b. Clearing after
meal
 4. Being a good
guest
a. Response to
invitation
b. Table manners
5th Foods for special 1. Special The students should A chart showing Teacher should: Student should
occasion occasions; be able to: the deferent 1. Discuss foods for 1. Listen and
- Weddings 1. Identify foods occasions and special occasions participate in the
- Thanksgiving that are suitable accompanying and occasions of discussion
service for different dishes use 2. Ask and
- Birthdays occasions 2. Demonstrates the answering
- Naming 2. Identify preparation of question
ceremonies occasions that food for special
- Cocktails are special or occasions
- Buffet, etc observed in the
2. Special foods locality/country
- Fried Rice 3. Plan meals for
- Jollof rice special
- Pounded occasions
yam/Soup 4. Prepares and
- Moi-moi serve different
- Semovita/soup foods for special
3. Preparation of occasions
 food for special
occasion
6th Beverages a. Non- The students should 1. Samples of some Teacher should: Student should
alcoholic be able to non-alcoholic 1. Lists alcoholic 1. Participate in
beverages 1. Identify and alcoholic and non-alcoholic the discussion
1. Identify types of types of beverages beverages 2. Observe the
beverages beverages 2. Some fruits for 2. Explains how to teachers
- Non alcoholic - Non alcoholic preparing fruit prepare different demonstration
- Alcoholic - Alcoholic juices as fruit juices and 3. Practice in
2. Explain the 3. Explain the nourishing drinks groups to
nutritive value nutritive value refreshing 3. Demonstrates how prepare fruit
of beverages of beverages, beverages to prepare coffee juice
3. Prepare juices and drinks using different 4. Gives a
beverages, for different methods chalkboard
juices and drinks occasions 4. Gives a summary
for different chalkboard
occasions
7th Rechauffe (left over 1. Meaning of The student should Cut out photographs’ Teacher should: Student should
cookery) “Rechauffe”. be able to: of displayed left 1. Leads discussion 1. participate in the
2. Left-over foods: 1. explain the over food on meaning of discussion
- Reheating or meaning of “Rechauffe” 2. observe the
warming of left “Rechauffe” - left over foods teachers’
- over foods 2. describe ways to - packaging and demonstration
 3. use of left over use left over storage of left 3. Practice the
foods in making foods foods packaging of
new dishes 3. describe how to 2. demonstrates how some left over
- rechauffe of left over foods to prepare some foods.
meat 4. identify storage left over foods 4. Copy chalk
- rechauffe of facilities for left 3. supervises board summary.
vegetables over foods students’ practice 5. Student submit
- rechauffe of 4. gives a chalkboard notes for
other dishes summary correction
5. collects students
note for necessary
corrections

8th Nutritional needs of the 1. Nutritional The student should Food items, dishes, Teacher should: Student should
family needs of : be able to: cooking utensils, 1. Discusses: 1. Listen and
a. Infants and 1. Discuss the crockery, cutleries The participate in
children nutritional nutritionals discussion
b. Adolescents requirements of needs of 2. Plan simples
c. Adults different age different age and adequate
d. The aged groups in the groups meals for the
e. Pregnant and family. 2. Factors family.
lactating 2. State factors affecting meal
mothers. affecting meal planning.
 2. Factors affecting planning.
meal planning.
9th Nutritional needs of the 1. Planning of 1. Plan simple Food items, dishes, Teacher should: Student should
family (contd) adequate diets adequate meals cooking utensils, 1. Assesses students’ 1. Interpret
2. Test to the family. crockery, cutleries, meal plan and practical test
interpretation 2. Interpret a practical test questions in
practical test questions. groups
assignment 2. Explains a 2. Carry out
3. Prepare and practical test practical lessons
serve meals question. in groups
3. Gives a
chalkboard
summary
4. Teacher samples
dishes, displayed
allot marks for
work done.
10th Cultural food habits 1. Meaning of The students should Cut out of Teacher should: Student should
habits and be able to: photographs of 1. Guides the 1. Participate in
taboos 1. State the intercontinental discussion on the discussion.
2. Food habit meaning of dishes, posters, - Meaning of food 2. Ask and answer
-fads and food habits charts, etc habits questions
fallacies 2. Identify food - Food fads and 3. Copy chalk
 -taboos habits fallacies board summary
3. Traditional 3. Discuss the - Traditional dishes.
dishes traditional 2. Gives a
-dishes from foods that chalkboard
different are summary
localities associated
4. Foreign with taboos
dishes in the
-Indian locality.
European
-Chinese
-American
-Other African
countries.
11th Kitchen management 1. The kitchen- 1. Student should Chart showing the Teacher should: Student should
definition, be able to: picture of traditional 1. Guide the 1. Participate in
Type’s i.e. Identify and modern kitchen discussion on; the discussion
traditional and traditional and Identification of on kitchen
modern kitchen. modern kitchen traditional kitchen plans, selection,
2. Factors that 2. Use and care for and modern kitchen use and care of
influence the both the 2. Show the picture the kitchen
size of the traditional and of traditional and
kitchen. modern kitchen modern kitchen
 3. Reasons for 3. Explain the 3. Demonstrate how
planning the factor that to arrange the
kitchen. influence the kitchen properly
4. Factors to size of the 4. Explain how to
consider when kitchen take care of the
planning the 4. Mention the kitchen
kitchen. reason for
planning the
kitchen
12th Revision / Examination Revision Revision / Revision / Revision / Revision
/Examination Examination Examination Examination /Examination
13th Marking/Recording Marking/Recording Marking/Recording Marking/Recording Marking/Recording Marking/Recording
 FOODS AND NUTRITION
SS2 FIRST TERM

WEEK TOPIC CONTENT BEHAVIORAL INSTRUCTIONAL TEACHERS LEARNERS

OBJECTIVES MATERIALS ACTIVITIES ACTIVITIES
1ST Cleaning of General Cleaning of General Cleaning of Cutlasses and hoe Supervising and Cleaning of
School school compound school compound Revision of last term school
Compound/ /Revision of last work compound by
Revision of session works the students
last session
works
2nd Kitchen Identification of The students should Chart on kitchen Teacher should, Identification
Equipment different equipment, be able to identify Equipment Guides the discussion of kitchen
and utensils uses care and storage of correct kitchen ii. photograph of on: equipment by
kitchen equipment. equipment for each kitchen equipments i. identification of the students
ii. Large equipment task correct kitchen 2. Student
mechanical equipment ii. differentiate equipment. - participate in
and small equipment between large, Differentiation of class discussion
for kitchen uses mechanical and large, mechanical and 3. observation
small equipment small equipment of display
iii. use and care for - use and care of equipment
the equipment kitchen equipment 4. practice
 2. Displays a chart on using one
kitchen equipment equipment each
3. Demonstrates how
to use the kitchen
equipment
3rd Labour Use of labour saving The student should Pictures of both Leads the discussion 1. Participate in
saving devices be able to: small and large on labour saving the discussion
devices 2. importance and 1. Identify labour labour saving devices: 2. ask and
factor to consider when saving devices in devices e.g Mixer, -. Use, care and answer
choosing labour saving the kitchen e.g. meat mixer, pressure maintenance; question
devices Blender Grander, cooker, microwave - factors to consider 3. practice
3. care and Pounded yam oven in choosing labour using the
maintenance of labour machine saving devices saving labour
saving devices 2. Student should be 2. Demonstrates the devices
able to operate operation of some of 4. copy
labour saving the devices available chalkboard
devices 3. supervises the summary
3. discuss the student practice
factors which 4. give a chalk board
influence the choice summary
of labour saving
devices
4. cares and
 maintenance of
labour saving
devices
4th Time and 1. Definition of Time Students should be Chart showing Explains the meaning Participate in
Energy and Energy able to define Time drawing of time and of time and Energy class discussion
Management Management and Energy energy saving management 2. Ask and
in Food 2. Tasks that enquire Management devices 2. teacher discusses answer
Preparation time and Energy 2. Identify time in 2. time and energy the importance of question
Management e.g Cake Food preparations saving devices time and Energy 3. identify
making, Bread, Bean that require time 3. chart stating management Time and
pudding (moimoi), yam and energy guidelines for time 3. Displays a chart on Energy saving
pounding etc 3. importance of and energy time and energy devices
3. importance of time Time and Energy management saving devices
and energy Management in
management in food food preparation
preparation
4. guidelines of time
and Energy
management

5th Flour Types of flour in Students should be Flours raising agents Explains the types of Participate in
mixtures cooking e.g whole able to discuss flavourings and flours in flour class discussion
wheat flour, all purpose types of flour colouring in flour mixtures 2. Asks and
 flour, instant blending mixtures mixture 2. demonstrates how answer
flour etc 2. Identify raising to use different types questions
2. properties and agents used in flour of flour mixtures, 3. practice how
composition of flours, mixture cake, brend, etc to prepare
example of foods 3. describe how products from
produced from these each raising agent flour mixtures
flour types works in flour 4. Copy note
3. raising agents Air, mixtures from the chalk
Bakery powder, yeast, 4. discuss the basic board
palm wine steam etc. methods of
preparation flour
mixtures
6th Flour Flour mixtures a. Students should be Flours raising agents Demonstrates how to 1. Participate in
Mixtures cakes, buns and sweets able to discuss the flavourings and use mix different class work
b. Pastries breads basic method of colouring in flour types of flour 2. ask and
2. Food Flavouring and preparing flour mixture mixtures cakes, answer
colouring in natural mixtures 2. baked product of bread etc. question
and artificial food 2. use standard flour mixture 2. describes the 3. practice
colouring materials measurements in natural and artificial using the
flour mixtures flavorings and saving labour
3. Decorate cake colouring displays devices
4. list food processes flours from 4. copy
flavoring and local food stuffs chalkboard
 colours used in 3. Supervises the
flour mixture students work
7th Practical on Flour mixtures cake, Students should be Flour raising agent Demonstrate how to Practice how to
flour mixture pastry drug etc. from able to discuss flavoring and use mix different prepare
2. Flour from local food stuffs e.g methods of mixing colouring in flour types of flour mixture products from
local cassava flour, soya flour. mixture baked cakes, bread, etc. flour mixtures
foodstuff in bean flour, corn flour, 2. students should product of flour 2. Displays processes 2. Participate in
cookery etc be able to use mixture flours from local making local
standard foods stuffs. flour
measurement in 3. Supervises the
flour mixture students work
3. They should be 4. give chalkboard
able to bake bread summary
etc
4. discuss the use of
local flour mixtures
in cookery

8th Food Study Types of eggs Students should be Diagram of the egg Displays the different Identify egg on
(a) Eggs 2. Nutritive valve of able to structure types of eggs. display
eggs i. identify different 2. different types of 2. explain nutritive 2. listen to the
3. factors to consider types of eggs egg sample e.g hens, value of eggs in teacher
when choosing eggs ii. discuss the ducks, turkey quall cookery 3. Ask and
 and test for freshness nutritive valve of and guinea fowls 3. demonstrates how answer
4. uses of eggs in eggs eggs. to test for egg questions.
cookery iii. tests for and freshness 4. draw the
choose fresh eggs 4. demonstrates structure of an
iv. prepare, cook methods of cooking egg
and serve eggs eggs. 5. practice how
v. state uses of eggs 5. give chalkboard to test for egg
in cookery summary freshness
6. cooking
some eggs in
group
7. Write
Chalkboard
summary on
their note book
9th Milk and Definition and types of Students should be Sample of milk and Explains the nutritive Students ask
Milk Products milk, able to discuss the milk products value of milk and and answer
2. nutritive valve of nutritive value of 2. chart with labeled milk products. question.
milk and milk products milk and milk milk and milk 2. discusses the 2. participate in
3. types of milk e.g products products various types of milk the preparation
Animal types e.g fresh 2. discuss the - animal and plant of the milk
pasteurized various types of types. products
homogenized, sterilized milk 3. demonstrate how
 Evaporated condensed, 3. list milk products to make: Wara,
dry powered 4. state the uses of yoghurt, ice cream
- Cultured: “Non o” milk
Yoghurt
-Plant milk source
Soyabean
-Types of milk
products- wara “local
cheese” uses of milk

10th Sea food Types of fist in local The students should Chart showing Explains the different Participate in
and sea waters be able to list types different types of sea types of sea foods the the lesson
2. Nutritive value of of fish found in foods 2. discusses the discussion
sea foods local and sea water 2. sample of any nutritional valve of 2. ask and
3. classes of sea food 2. discuss the available sea foods sea food answer
sea food nutritional value of 3 demonstrate sea questions
-finfish learn and fat sea foods prepare food cookery by 3. practice
-shell fish-oysters some meals using grilling, bakery frying cookery some
inollusks some sea foods etc. sea foods in
4. cookery methods 4. supervises students groups
bakery, grilling practice
poaching, frying and
stewing etc
11th Revision of Revision of Work Revision of Work Revision of Work Revision of Work Revision of
work Work
12th Examination Examination Examination Examination Examination Examination
13th Marking/ Marking/ Recording Marking/ Marking/ Recording Marking/ Recording Marking/
Recording Recording Recording
 FOODS AND NUTRITION
SS2 SECOND TERM

WEEK TOPIC CONTENT BEHAVIORAL INSTRUCTIONAL TEACHERS LEARNERS

OBJECTIVES MATERIALS ACTIVITIES ACTIVITIES
1ST Cleaning of General Cleaning of General Cleaning of Cutlasses and hoe Supervising and Cleaning of
School school compound school compound Revision of last term school
Compound/R /Revision of last terms work compound by
evision of last works the students
term works
2nd Meat cookery Types of meat from The students should Diagram of cow Display the Identify the
different animals be able to identify structure showing different types of cut meat cuts on
2. Nutritive value of types of meat from different cuts from a from a cow display
meat different animals cow 2. Explain the 2.listening to the
3. method of cooking 2. they should be nutrient value of teacher
meat able to state meat 3. Draw
4. different cut of meat nutritive value of 3. uses of meat in different cuts
5. meaning of offals meat cooking from a cow
6. Advantages and they should be able 4.Demonstrate 4. Practices our
disadvantages of to mention method method of cooking to cook meat
cooking meat of cooking meat. meat Write
7. factor to consider 4. student should be State the advantages chalkboard on
 when choosing meat able to mention and disadvantages their notebook.
different cuts of each method of
meat cooking meat
5. students should
be able to
differentiate
between cuts of
meat and offans
6. Advantages and
disadvantages each
method of cooking
it.
3rd Poultry 1.Definition of poultry Student should be Chart showing Explain the different Identify the
cookery 2.Types of poultry e.g. able to define dressed chicken type of poultry poultry on
chicken, turkey etc poultry poultry 2. discuss the display
3.Nutritive value of 2. they should able 2. Sample of any nutritive value of 2. Draw the
poultry and game to mention type of available poultry poultry structure of
4.Factors to consider poultry that we 3. state the factor to dressed chicken
when choosing poultry have e.g. hen, consider when 3. Practice how
5.And its preparation turkey, duck, guinea choosing poultry to prepare
for cooking 3.they should be 4. Demonstrate by poultry
6. Method of cooking able to state a. boiling 4. method
poultry eg grilling nutritive value of b. Frying cooking some
 roasting etc poultry and game c. Roasting poultry
4. they should able d. Grilling 5. cooking some
to state factor to e. stewing poultry in
consider when groups
choosing poultry
and its preparation
for cooking
5. student should be
able to mention
method of cooking
poultry
6. they should be
able to apply the
method of cooking
poultry
4th Practical on preparation of poultry Students should be A whole chicken Teacher display the . identify the
meat and 2. plucking of bird able to kill bird 2. cuts from a cow whole chicken whole chicken
poultry 3. cutting into section 2. they should able 2. Kill the bird On display
Method of cooking to pluck bird 3. teacher shows 2. killing the
poultry e.g. 3. they should able them how to bird
boiling,frying,roasting, to cut into section plucking bird 3. plucking the
stewing 4. application of 4. Cutting into bird
method cooking e.g section 4. cutting into
 boiling, grilling, 5. Teach them section
frying, stewing etc method of cooking 5. cooking on
bird e.g. the bird by
boiling ,frying, method of
roasting, stewing cooking poultry
e.g. boiling,
frying, roasting
5th Storage and Definition of The student should Samples of Display foods to be 1. Identify
preservation convenience be able to conveniences food preserved and some convenience
of food 2.Reason for food Explain the 2. chart showing a preserved ones. foods.
preservation meaning g of table of advantages 2. Leads discussion 2.Participate in
3.Types of foods to conveniences food and disadvantages of on class discussion
preserved 2. Explain why conveniences food - types of food for 3. Ask and
-Local foods are preserved. preservation answer question
-Foreign 3. identify food to - method of 4. Observe the
be preserved preservation teacher’s
convenience foods demonstration.
6th Preservation Preservation of food Student should able Sample of Teachers Lead Identify
of food 2.Preparation of food to : convenience foods discussion on: convenience
for preservation Store foods 2.Chart showing a Preparation of food foods
Method of food adequately table of a advantages to preservation 2.Practice food
preservation 2. Identify And disadvantages -Guidelines for preservation in
3. Storage of foods conveniences foods of convenience food convenience foods. groups
 Convenience foods in the local market 3.Prepare foods for Copy the
a. Type 3. Discuss their preservation chalkboard
b. Uses advantage s and 4.Gives a summary in
c. Advantage and disadvantages of Chalkboard their notebook
disadvantages convenience food. summary
d. Guidelines for 4. Preparation of
selecting preservation
convenience foods
7th Method of Drying – types of Student should be Chart Showing Display Foods to be Identify reason
food drying e.g. freezer able to State perishable and non preserved and some for preservation
Preservation solar, oven, roller, method of food perishable foods preserved ones of food
vacuum, tunnel and preservation 2.Lead discussion on 2. student
spray 2. they should type of food for participate in
2. Factor affecting the explain why food preservation class discussion
rate of drying are preserved 3.Teacher leads by mention
b. Low 3. should identify them to itemize method of foods
temperature/high factor affecting the factors affecting preservation e.g.
temperature rate of drying e.g. rate of drying drying/dehydrati
c. Uses Of Chemical Low a. low/high on
d. canning of bottling Temperature/high temperature Student Ask
e. irradiation temperature b. Uses of chemical And Answer
f. fermentation Uses of chemicals c. Fermentation Question on the
g. smoking Canning and d. smoking chalkboard
 bottling etc
8th Food 1. Meaning of The students should Chart showing Displays some food 1. Participate in
additives additives be able to define different types of additives the lesson
2. Reason for adding food additives food additives 2. explains what the discussion
food additives to 2. identify common 2. samples of any food additive are 2. ask and
foods source of food available food 3. discuss reason for answer question
3. Classification and additive additives adding food 3. practice
identification of 3. they should be additives to food adding of
additives able to classify food 4. demonstrate flavoring and
4. Importance of additives adding of food colouring to
additives 4. list uses of food additives to food e.g foods
5. Use of flavoring additives vanilla use for
and colouring in 5. state importance flavoring cakes and
foods of additive ice-cream
5. supervises
students practice
9th Storage of 1. Meaning of storage Students should be Diagram of storage 1. Explain what 1. Participate in
foods 2. Types of storage able to: materials e.g jute storage is to the class
- Post harvest storage 1. Define Food bag, rhombus students discussion
- Storage of prepared storage granary or mud, 2. Demonstrates 2. Ask and
food at home. 2. State types of suspended tree. how to store food answer
3. Advantages and storage at home question
disadvantages 3. Itemized post 3. Show the 3. Practice how
 harvest storage students method to store
4. Method of post of post harvest foods
harvest storage storage 4. Copy note
4. Give chalkboard from the
summary chalkboard
10th Practical on 1. Drying, solar, oven, Students should be 1. Display food 1. leads them to sun 1. identify the
storage and freezer, roller able to sun dry food items for drying, dry maize food on display
preservation vacuum etc e.g maize, melon, smoking and salting 2. ask question and 2. listen to
of foods 2. Smoking cassava flour, 2. display of fruit answer questions teacher ask and
3. Salting 2. students should for bottling from them answer
be able to smoke 3. guide the questions
fish, grill meat etc. discussion on food 3. practice how
3. they should be storage to sun dry
able to salt locust 4. demonstrate how maize.
bean, fish etc. to smoke fish 4. how to smoke
5. supervises the fish
students work 5. how to salt
6. give a chalkboard locust bean
note 6. write
chalkboard
summary on
their note books
11th Practical on 1. Principles of 1. Student should Fruits e.g mango and Display the whole 1. identify fruits
 bottling of canning and be able to state pineapple fruits and vegetables and vegetables
fruits and bottling rules for bottling vegetables-tomatoes explain canning and on display
canning of 2. Sterilization of and canning of and pepper bottling principle 2. listen to the
vegetables e.g fruits & vegetables vegetables and 2. sterilization of teacher
pineapple, 3. Bottling fruits fruits bottles and cans 3. ask and
mango,( Jam procedure in bottle 2. Discuss process 3. demonstrate how answer question
making) and canning of sterilization to bottle and cans, 4. practice how
bottle of in bottling and fruits and vegetables to bottle and
tomatoes canning of fruit can, fruit and
puree and vegetables vegetables
3. Procedure in 5. copy chalk
bottling and board note on
canning their note books
12th Revision/ Revision/Examination Revision/ Revision/ Revision/ Revision/
Examination Examination Examination Examination Examination
13th Marking/ Marking/Recording Marking/Recording Marking/Recording Marking/Recording Marking/
Recording Recording
 FOODS AND NUTRITION
SS2 THIRD TERM

WEEK TOPIC CONTENT BEHAVIORAL INSTRUCTIONAL TEACHERS LEARNERS

OBJECTIVES MATERIALS ACTIVITIES ACTIVITIES
1ST Cleaning of General Cleaning of General Cleaning of Cutlasses and hoe Supervising and Cleaning of
School school compound school compound Revision of last term school
Compound/ /Revision of last terms work compound by
Revision of works the students
last term
works
2nd Consumer 1. Meaning of 1. The student A chart showing 1. Explains the 1. Participate in
Education consumer education should be able distribution network meaning of class
2. Principles of to define consumer discussion
consumer education consumer education 2. Draw chart
3. Consumer agents education 2. Discuss the showing
- Markets 2. Gather disadvantages of local and
- Distributors information impulse buying international
- Hawkers about consumer 3. Discusses the consumer
- Sales agents education concept of agency and
- Network marketers 3. Discuss the consumer agent their
4. Consumer agents disadvantages of and their functions
 operation impulse buying operations 3. Ask and
4. Give a chalk answer
board summary question
5. Supervise the 4. Copy
student draw chalkboard
note
3rd Consumer government agencies 1. student should be A chart showing 1. Explains the 1. Participate in
Education and regulations: able to identify distribution network chart showing class
- World food various consumer distribution discussion
agencies agents network 2. Ask and
- Federal Agencies, 2. explain consumer 2. Network answer
functions and agent operation marketing question
regulations 3. identify different 3. Explain 3. Copy
- State agencies government agency consumer agent chalkboard
functions and and regulation operation note
regulation 4. State government
2. community agencies
programmes regulation and
3. consumer practices function
e.g adulteration 6. Give a
disbandment, chalkboard
falsification summary
7. Supervise the
 student
4th Food 1. The family budget The student should A chart showing an 1. Lead in the 1. Participate in
Budgeting - Primary and be able to prepare a imaginary food discussion class
secondary needs family budget budget 2. Explain the discussion
- Factor influencing 2. identify primary 2. chart showing a family budget 2. Ask and
budgeting and secondary family budget 3. Preparing on answer
2. Food budget needs for the family imaginary food question
- Factor to consider 3. state factor budget for a 3. Write an
when budgeting for influencing the family stresses imaginary
food family budget the need for budget for
- Shopping list 4. preparation of shopping list, family of 4
- Petty cash food budget petty cash and 4. Make a
- Food cost considering the food cash and personal
nutritional need of food cost in food budget
the family member budget 5. Copy chalk
5. keep accurate 4. Give a board
record of food chalkboard summary
expenditure within summary
the budget.
6. explain sources
of family income:
- Gross income
- net Income
 - Expenditure
- miscellaneous
expenses

5th Storage of 1. Bulk purchase Student should be A chart showing 1. guide the 1. participate in
buying and - The shopping list able to prepare a perishable and non discussion on discussion
storage of - Market survey shopping list perishable food - bulk purchase 2. ask and
food stuff - cost analysis 3. explain the foods answer
2. storage of food factors to - Factors question
- perishable food consider when affecting foods 3. observe the
- non perishable food selecting the selection teachingdem
3. factors affecting food for storage 2. explain how to onstration
food selection 4. identify use storage 4. prepare some
4. storage equipment perishable food equipment foods stuff
item 3. demonstrate how for storage
5. important of to store some
buying food in food stuff 5. copy chalk
bulk 4. gives a board
6. explain the chalkboard summary
meaning of summary
shopping list
6th Nutritional 1. nutritional need of Student should be Food items, dishes, 1. discusses the 1. listen and
need of the -. Infants and able to discuss the cooking utensils, nutritional need participate in
 family children nutritional crockery cutleries of the different discussion
- adolescent requirement of age group 2. plan simple
- Adult different age group 2. factor affecting and adequate
-Agents in the family meal planning meal for the
- Pregnant woman 2. state factor 3. plan a single and family
- lactating mother affecting meal adequate meal 3. ask and
planning for a family answer
4. give a chalk question
summary 4. copy
chalkboard
7th Meal 1. Factor affecting The student should Food items, dishes, 1. Plan a simple 1. Listen and
planning meal planning be able to state cooking utensils, adequate meal participate
2. Planning of factor affecting crockery cutleries for a family in discussion
adequate diet meal planning 2. Access student 2. Plan simple
3. Test 2. Plan simple meal meal plan and and adequate
interpretation for the family practical test meals for the
3. Interpret a 3. Explains a family
practical test practical test 3. Interpret
assignment question practical test
4. Prepared and 4. Give a questions in
serve meal chalkboard groups
summary 4. Carry out
5. Teacher samples practical
 dishes, displayed lessons in
allocate mark group
work done.
8th Special diet 1. meaning of The student should Chat showing diet 1. Explain the terms 1. Listen and
- vegetarian be able to define the for special needs - Vegetarians, participate in
- invalid terms invalid, class and
- overweight - Vegetarians, convalescent, discussion
- underweight invalid, overweight, and 2. Ask and
- HIV/AIDS convalescent, HIV/AIDS answer
2. Vegetarian diet overweight, and 2. Discuss the question
- Strict vegetarian HIV/AIDS differences 3. Copy
- Lacto-vegetarian 2. different between type of chalkboard
- Lacto-ovo- between the vegetarians summary
3. different types of 3. give a chalkboard
vegetarians summary
3. Plan adequate
vegetarian diets that
meet nutritionally
requirements
9th Nutritional 1. Invalid, The student should Charts showing diets Plan a day diet for 1. Listen and
needs convalescent, diet be able to plan for special needs the following: participate in
according to 2. diets for person nutritionally - Invalid discussion
physiological suffering from: balance diet for the - Convalescent 2. Ask and
 condition - Fever and infection invalid - HIV/AIDS answer
- HIV and AIDS 2. plan person questions
- Over weight nutritionally - Over weight 3. Plan a
- Underweight adequate diet - Under weight nutritionally
1. for person - Person with fever adequate die
suffering and infection for person
from 3. Summary on suffering
- fever and chalkboard from fever
infection and infection
- HIV and AIDS 4. Copy from
- Overweight and chalkboard
underweight
10th Cultural food 1. Meaning of food The student should Cut out photographs 1. Guides the 1. participate in
Habit habit and taboos be able to: of intercontinental discussion on the
2. Food habit 1. State the dishes, posters, - meaning of food discussion
- Fads and fallacies meaning of food charts etc habits 2. ask and
- Taboos habits - food fads and answer
3. Traditional dishes 2. Identify food fallacies question
from different habits - traditional dishes 3. copy
localities 3. Discuss the - foreign dishes chalkboard
4. Foreign dishes traditional foods 2. gives a summary
- Indian that are chalkboard
- Europe associated with summary
 - Chinese taboos in their 3. collects note
- American locality books for
- Other African necessary
countries correction
11th Traditional 1. Traditional dishes The student should Cut out photographs 1. Guide the 5. participate in
and foreign - Dishes from be able to of traditional dishes discussion on the
dishes different locality 1. Discuss and intercontinental traditional and discussion
Foreign dishes different ethnic dishes foreign dishes 6. ask and
- Indian group dishes 2. State foreign answer
- Europe 2. Traditional dishes and question
- Chinese dishes in our traditional dishes copy chalkboard
- American locality e.g summary
- Japanese 3. Foreign dishes Yoruba
dishes:-
:ewedu/gbegiri soup
and amala
Igbo :- ofe onugbu
(bitter leaf soup) and
fufu
3. Foreign dishes:
European dishes:
Roast chicken with
bread sauce
 Chinese dishes:
Fried rice with curry
stew
Japanese dishes:
Chicken sauce
chasseur
4. The teacher gives
a chalkboard
summary
12th Revision/ Revision/Examination Revision/ Revision/ Revision/ Revision/
Examination Examination Examination Examination Examination
13th Marking/ Marking/Recording Marking/Recording Marking/Recording Marking/Recording Marking/
Recording Recording
 FOODS AND NUTRITION
SS3 FIRST TERM

WEEK TOPIC CONTENT BEHAVIORAL INSTRUCTIONAL TEACHERS LEARNERS

OBJECTIVES MATERIALS ACTIVITIES ACTIVITIES
1ST Cleaning of General Cleaning of General Cleaning of Cutlasses and hoe Supervising and Cleaning of
School school compound school compound Revision of last term school
Compound/ /Revision of last work compound by
Revision of session works the students
last session
works
2nd Beverages/ 1. types of The students should Materials, utensils The teacher should: The students
fruit drink beverage be able to: and equipment used 1. guides the should
and juice 2. types of 1. prepare in preparation of students in setting 1. participate
nutritive drinks different types drinks up the laboratory in the
of beverages 2. demonstrate the setting up
2. prepare preparation of the
different types drinks and laboratory
of nutritive beverages 2. involve
drinks themselves
actively in
the
 preparation
of
drinks/bever
ages
3rd Test 1. types of The student should Charts, pictures on The teacher should The students
interpretation alcoholic drinks be able to interpretation of discuss should
on 2. types of 1. write out the practical questions 1. discuss with the 1. responds
Drinks/Bever stimulating interpretation on students the actively to
ages drinks e.g preparation of interpretation on the teacher
coffee, lemon different types preparation of 2. participate
etc of alcoholic and different types of in the
non-alcoholic alcoholic/non- discussion
drinks alcoholic drinks
2. writes out the 2. leads the students
interpretation on discussion on
preparation of interpretation of
different types different types of
of stimulating stimulating drinks
drinks
4th Practical 1. preparation of The students should Utensils and The teacher should The leaners
preparation of stimulating drinks be able to equipment required 1. demonstrate the should
drinks/Bevera 2. preparation of 1. prepare for preparation preparation of 1. practice the
ges nutritive drinks stimulating 2. ingredients e.g stimulating drinks preparation
 3. serving of drink fruits, coffee etc with the students of
stimulating 2. prepare nutritive 2. demonstrate the stimulating
drinks/nutritive drinks preparation of drinks
drinks 3. serve nutritive drinks 2. practice the
stimulating/nutri preparation
tive drinks and serving
nutritive
drinks
5th Storage and 1. methods of The student should 1. storage The teacher should The student
preservation storing and be able to equipment e.g 1. leads the students should :
of foods preserving 1. states and basket, sack, discussion on 1. participate
cereals describe the 2. visual display storage and actively in
2. methods of methods of on storage preservation of: class
storing and storing and and root and tuber, discussion
preserving root preserving preservation cereals, fruits and 2. ask and
and tubers cereals of foods vegetables answer from
3. methods of 2. states and 3. charts on 2. describe the the teacher
storing and describe the storage methods of
preserving fruits method of equipments storing and
and vegetables storing and preserving food
preserving items e.g cereal,
roots and tubers root and tuber etc
3. states and with the student
 describe the
method of
storing and
preserving
fruits and
vegetables
6th Practical on 4. Drying, solar, oven, Students should be 1. Display food 1. leads them to sun 1. identify the
storage and freezer, roller able to sun dry food items for drying, dry maize food on display
preservation vacuum etc e.g maize, melon, smoking and salting 2. ask question and 2. listen to
of foods 5. Smoking cassava flour, 2. display of fruit answer questions teacher ask and
6. Salting 2. students should for bottling from them answer
be able to smoke 3. guide the questions
fish, grill meat etc. discussion on food 3. practice how
3. they should be storage to sun dry
able to salt locust 4. demonstrate how maize.
bean, fish etc. to smoke fish 4. how to
5. supervises the smoke fish
students work 5. how to salt
6. give a chalkboard locust bean
note 6. write
chalkboard
summary on
their note books
7th Jam making 1. Practical The student should 1. Equipment and The teacher should: The student
demonstration be able to materials for jam 1. Organize the should
on jam making 1. Prepare jam making students in 1. Respond to
using available 2. Ingredients: preparing the the teacher
fruits in season Tomato, mango, laboratory 2. Practice the
onion etc 2. Demonstrate the preparation
preparation of jam of jam
with the students
8th -10th Test Test interpretation and Test interpretation Test interpretation Test interpretation Test
interpretation cooking assignment and cooking and cooking and cooking interpretation
and cooking assignment assignment assignment and cooking
assignment assignment
11th - Revision Revision/Examination Revision Revision Revision Revision
13th