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Subject: General Science
Semester: 1
Period: 3
Week: 13
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 5
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: HIV & Nutrition
Sub-topic: What is a nutrient and the three food groups
Learning Objectives
By the end of the lesson, students should be able to:
Define nutrients, identify the three food groups (Protective, Energy, Body-building), explain the role of nutrients in supporting the immune system during HIV infection, describe the body’s immune system and how nutrients improve it, and understand how to care for the nutritional needs of People Living with HIV (PLWHIV)
Previous Knowledge
Students already know:
Basic food types and simple functions of food in the body
Instructional Materials
Charts of food groups, pictures of healthy foods, handouts on HIV nutrition, real food samples
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter) Time: 5–10 minutes
Learners’ Activities (Expanded): Students will share their favorite foods and discuss why they think these foods are important for their health.
Assessment Checks: Teacher asks students to identify foods they eat regularly and categorize them into energy, body-building, or protective foods.
Notes (Expanded & Detailed): Encourage students to link their responses to how foods support body functions and immunity.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded): Learners observe charts showing the three food groups: protective (fruits and vegetables), energy-giving (carbohydrates and fats), and body-building (proteins). Teacher explains how each nutrient supports the immune system, especially in people living with HIV (PLWHIV). Learners handle food samples, categorize them into food groups, and discuss why certain foods are better for immunity. Learners work in groups to plan a balanced meal for PLWHIV and present their choices. Role-play scenarios demonstrate meal preparation and healthy eating habits.
Assessment Checks: Teacher asks learners to identify examples of each food group. Learners explain how the food contributes to immunity and overall health. Teacher observes participation in group meal planning and role-play activities.
Notes (Expanded & Detailed): Nutrients are substances in food that the body needs for growth, energy, and immunity. Protective foods (fruits and vegetables) provide vitamins and minerals to strengthen the immune system. Energy foods (carbohydrates and fats) provide fuel for daily activities. Body-building foods (proteins) repair tissues and support growth. Proper nutrition is especially important for PLWHIV to maintain strength and resist infections. Examples should be drawn from common foods in students’ communities, encouraging discussion of everyday diet and healthy eating habits.
C – Consolidation (Conclusion & Assessment) Time: 5–10 minutes
Summary: Students summarize key points about nutrients, food groups, and caring for PLWHIV nutrition.
Evaluation Method (Expanded):
Exit slip/quiz: Students write one thing they learned about nutrients and one way they can support PLWHIV through diet. Teacher collects slips and provides oral feedback.
Assignment (Expanded): Students create a simple food chart showing balanced meals for a day.
Follow-up Activity: Students monitor their meals for the next two days and classify foods according to their groups.
Differentiation / Inclusive Strategies: Provide visual aids and real food samples for students with learning difficulties. Pair students to encourage peer learning and support.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low