Which of the following would be a most suitable strategy to introduce the…

Constructivist teaching practice introduces a new or abstract concept by first anchoring it to a concrete, real-life context that learners can relate to, and only then moves toward formal definitions or technical vocabulary — concrete experience before abstraction.

For introducing 'deficiency diseases' at the upper primary level, arranging a doctor's prescription for a deficiency disease and discussing it around this real case gives students a tangible, relatable hook. It lets them question and reason about the topic from a lived-experience entry point, which is the most effective way to introduce this concept to this age group.

• Providing a definition of balanced diet and introducing the concept of deficiency front-loads abstract vocabulary before students have any concrete anchor to relate it to.

• Listing various nutrients and the functions they perform in the human body is a factual inventory that explains what nutrients do, but it does not connect this knowledge to how a deficiency manifests as disease.

• Holding a discussion on common human diseases spreads the focus across all illnesses in general, losing the specific nutritional-deficiency angle the topic requires.