The document provides guidelines for using a skin poster to teach students about the structure and composition of skin. The poster will be used to help students identify and label the different components of skin, as well as define the functions of each component. The teacher is instructed to introduce the topic enthusiastically, point out each skin component on the poster and explain its function. Labels will then be placed over the components for students to identify, after which the teacher will check students' understanding by asking questions about the skin's structure.

1. Skin Poster
General Objectives:
Learners will understand the structure and composition of the skin.
Specific Objectives:
· Learners will identify the structure of the skin by visually seeing it on the
poster.
· Learners will list the components of the skin’s structure.
· Learners will define the functions of each component of the structure.
· Learners will label the different parts of the structure of the skin.
Guidelines for use:
· Before the class commences regarding the skin, the teacher must ensure that
preparation is done and that they will be able to answer any questions students
may have.
· Before the class enters, the teacher must stick the poster up on the
whiteboard/notice board or wall, ensuring it is central to the learners and they
will have no difficulty in seeing it. The teacher must also have a ruler or pen
to help him/her to point to the components of the skin’s structure and blank
labels to cover the words whilst testing the learners.
· When class comes in, the teacher must introduce the topic to class by being
enthusiastic.
· Using a pen/ruler, the teacher point to each component, repeating its name and
explaining its function as part of the structure.
· After going through all the components, ask students do they have any
questions, if they have not asked anything prior to stopping.
· Place labels over the components and ask learners to point to a certain label.
Ask them to name the component, if they are right, take off the label, and
reveal the word.
· Ask that same student or another student to explain the function of that
component in their own words.
· Repeat this until all the labels have been removed.
· Ask students do they have any questions due to this topic.
· Ask students some questions about the skin’s structure to ensure clarity of the
subject.