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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Identifying gardening practices
|
By the end of the
lesson, the learner
should be able to:
- Identify gardening practices for vegetables - Explain the purpose of various gardening practices - Appreciate the importance of gardening practices in vegetable production |
- Learners to brainstorm and share experiences on gardening practices of vegetables in a nursery bed
- Learners to identify gardening practices shown in pictures - Learners to discuss the purpose of each gardening practice |
How does growing vegetables contribute to food production?
|
- Pictures showing gardening practices
- Mentor Agriculture pg. 24 - Digital devices - Charts - Video clips - Pictures of gardening practices - Mentor Agriculture pg. 25 - Poster materials |
- Observation of learners during discussions
- Oral questioning on gardening practices
- Written assignments identifying practices and their purposes
- Concept mapping of gardening practices
|
|
| 2 | 2 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Establishing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
- Explain how to establish a container nursery bed - Identify suitable materials for a container nursery bed - Appreciate container gardening as a space-saving method |
- Learners to discuss materials needed for establishing a container nursery bed
- Learners to identify suitable containers for nursery beds - Learners to plan the steps for preparing a container nursery bed |
How can we establish a nursery bed for growing vegetables?
|
- Pictures of container nursery beds
- Mentor Agriculture pg. 26 - Digital devices - Container materials - Soil and manure |
- Oral questioning on container gardening
- Written plans for nursery bed establishment
- Observation of planning process
- Peer assessment of container selection
|
|
| 2 | 3 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Establishing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
- Prepare a container nursery bed - Demonstrate proper soil mixture preparation - Show responsibility in establishing a nursery bed |
- Learners to prepare container nursery beds using locally available containers
- Learners to mix soil with compost manure for the container - Learners to level the soil in the container |
What materials do we need to establish a container nursery bed?
|
- Pictures of nursery bed preparation
- Mentor Agriculture pg. 26 - Containers (buckets, used tires, sacks) - Soil and manure - Garden tools - Pictures of seed sowing - Mentor Agriculture pg. 27 - Vegetable seeds - Prepared containers - Watering can - Mulching materials |
- Practical assessment of container preparation
- Observation of soil mixing techniques
- Group project evaluation
- Self and peer assessment
|
|
| 2 | 4 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Establishing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
- Prepare a ground nursery bed - Demonstrate proper site preparation techniques - Show responsibility in preparing a nursery bed |
- Learners to identify a suitable site for establishing a ground nursery bed
- Learners to clear and prepare the site - Learners to measure, mark and dig the nursery bed - Learners to apply manure and level the bed |
How do we prepare a ground nursery bed?
|
- Pictures of ground nursery beds
- Mentor Agriculture pg. 27 - Garden tools (jembe, slasher, rake) - Measuring tape - Manure - Pictures of seed sowing - Mentor Agriculture pg. 28 - Vegetable seeds - Garden line - Watering can - Mulching materials |
- Practical assessment of site preparation
- Observation of tool handling
- Group project evaluation
- Self and peer assessment
|
|
| 3 | 1 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Growing vegetable crops after transplanting
|
By the end of the
lesson, the learner
should be able to:
- Explain the process of transplanting vegetable seedlings - Identify when seedlings are ready for transplanting - Appreciate the importance of proper transplanting |
- Learners to discuss when seedlings are ready for transplanting
- Learners to identify tools and materials required for transplanting - Learners to plan the steps for preparing seedlings and seedbed for transplanting |
How can we grow vegetable crops after transplanting?
|
- Pictures of vegetable seedlings
- Mentor Agriculture pg. 28 - Digital devices - Vegetable seedlings - Garden tools |
- Oral questioning on transplanting concepts
- Written plans for transplanting process
- Identification of ready-to-transplant seedlings
- Group discussion with guided assessment
|
|
| 3 | 2 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Growing vegetable crops after transplanting
Uses of Domestic Animals - Identifying uses of domestic animals |
By the end of the
lesson, the learner
should be able to:
- Transplant vegetable seedlings - Demonstrate proper care during transplanting - Show responsibility in caring for transplanted seedlings |
- Learners to prepare seedlings for transplanting
- Learners to prepare planting holes in the seedbed - Learners to transplant seedlings from nursery bed to seedbed - Learners to water transplanted seedlings |
How do we transplant vegetable seedlings?
|
- Pictures of transplanting process
- Mentor Agriculture pg. 29 - Vegetable seedlings - Garden tools - Watering can - Pictures of domestic animals - Mentor Agriculture pg. 37 - Digital devices - Charts - Video clips |
- Practical assessment of transplanting techniques
- Observation of seedling handling
- Group project evaluation
- Self and peer assessment
|
|
| 3 | 3 |
FOOD PRODUCTION PROCESSES
|
Uses of Domestic Animals - Identifying uses of domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Categorize domestic animals based on their uses - Explain how different animals contribute to food production - Value the diversity of domestic animals |
- Learners to categorize domestic animals based on their uses
- Learners to discuss specific contributions of animals to food production - Learners to create charts showing animal categories and uses |
What are the uses of various domestic animals in food production?
|
- Pictures of domestic animals
- Mentor Agriculture pg. 38 - Digital devices - Chart paper - Markers |
- Classification activities assessment
- Oral presentations on animal categories
- Portfolio assessment of charts
- Group discussion with guided assessment
|
|
| 3 | 4 |
FOOD PRODUCTION PROCESSES
|
Uses of Domestic Animals - Relating animals to their uses
|
By the end of the
lesson, the learner
should be able to:
- Match domestic animals to their specific uses - Explain the products obtained from different animals - Appreciate the contribution of animals to human nutrition |
- Learners to match domestic animals to their uses
- Learners to identify products obtained from different animals - Learners to discuss how animal products contribute to human nutrition |
How do we relate various domestic animals to their uses?
|
- Pictures of animals and their products
- Mentor Agriculture pg. 39 - Digital devices - Matching cards - Charts - Pictures of domestic animals - Mentor Agriculture pg. 40 - Poster materials |
- Matching exercises of animals and uses
- Oral presentations on animal products
- Written assignments on nutritional value
- Observation of participation
|
|
| 4 | 1 |
FOOD PRODUCTION PROCESSES
|
Uses of Domestic Animals - Importance of domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of domestic animals in food production - Identify the benefits of keeping different domestic animals - Appreciate the economic value of domestic animals |
- Learners to read and discuss a story about uses of domestic animals
- Learners to identify benefits of keeping domestic animals - Learners to make class presentations on importance of domestic animals |
Why are domestic animals important in food production?
|
- Pictures of domestic animals
- Mentor Agriculture pg. 41 - Digital devices - Story charts - Presentation materials |
- Comprehension questions on the story
- Oral presentations on animal importance
- Written reflections on animal benefits
- Group discussion with guided assessment
|
|
| 4 | 2 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses - Methods of preserving
|
By the end of the
lesson, the learner
should be able to:
- Identify common cereals and pulses in the locality - Distinguish between cereals and pulses - Appreciate the importance of cereals and pulses as food |
- Learners to identify cereals and pulses from pictures
- Learners to categorize foods as either cereals or pulses - Learners to discuss which cereals and pulses are found in their locality |
How can we preserve cereals and pulses for food security?
|
- Pictures of cereals and pulses
- Mentor Agriculture pg. 43 - Digital devices - Samples of cereals and pulses - Charts - Pictures of preservation methods - Mentor Agriculture pg. 44 - Video clips |
- Identification tests of cereals and pulses
- Classification activities assessment
- Oral questioning on local varieties
- Observation of participation
|
|
| 4 | 3 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses - Sun drying
Preservation of Cereals and Pulses - Use of ash |
By the end of the
lesson, the learner
should be able to:
- Explain sun drying as a method of preserving cereals and pulses - Describe the process of sun drying - Appreciate sun drying as an affordable preservation method |
- Learners to discuss sun drying as a preservation method
- Learners to explore how sun drying removes moisture from cereals and pulses - Learners to identify cereals and pulses that can be preserved by sun drying |
How does sun drying help preserve cereals and pulses?
|
- Pictures of sun drying
- Mentor Agriculture pg. 45 - Digital devices - Samples of dried cereals and pulses - Charts - Pictures of ash preservation - Samples of ash - Earthen pots |
- Oral questioning on sun drying concepts
- Written explanations of the drying process
- Observation of participation
- Group discussion with guided assessment
|
|
| 4 | 4 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses - Use of airtight containers
|
By the end of the
lesson, the learner
should be able to:
- Explain how airtight containers preserve cereals and pulses - Identify suitable containers for storage - Appreciate modern methods of food preservation |
- Learners to discuss how airtight containers help preserve cereals and pulses
- Learners to identify different types of airtight containers - Learners to explore the advantages of using airtight containers |
How do airtight containers help preserve cereals and pulses?
|
- Pictures of airtight containers
- Mentor Agriculture pg. 46 - Digital devices - Examples of airtight containers - Hermetic bags - Charts |
- Oral questioning on airtight storage
- Identification tests of suitable containers
- Written assignments comparing storage methods
- Observation of participation
|
|
| 5 | 1 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses - Preserving cereals and pulses
|
By the end of the
lesson, the learner
should be able to:
- Describe safety precautions when preserving cereals and pulses - Demonstrate understanding of the preservation process - Value safety in food preservation |
- Learners to discuss safety precautions to observe when preserving cereals and pulses
- Learners to explore potential hazards in preservation - Learners to practice safety measures in preservation |
What safety precautions should we observe when preserving cereals and pulses?
|
- Pictures of safety equipment
- Mentor Agriculture pg. 46 - Digital devices - Protective gear - Charts - Pictures of sun drying process - Mentor Agriculture pg. 47 - Cereals for drying - Mats - Storage containers |
- Oral presentations on safety precautions
- Role play assessment of safety procedures
- Written assignments on hazard prevention
- Observation of safety awareness
|
|
| 5 | 2 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses - Preserving cereals and pulses
|
By the end of the
lesson, the learner
should be able to:
- Preserve cereals and pulses using ash - Demonstrate proper ash application techniques - Value indigenous preservation methods |
- Learners to practice preserving cereals and pulses using ash
- Learners to collect and sieve wood ash - Learners to layer cereals or pulses with ash in containers - Learners to seal containers properly |
How do we preserve cereals and pulses using ash?
|
- Pictures of ash preservation
- Mentor Agriculture pg. 47 - Cereals and pulses - Wood ash - Storage containers - Protective gear |
- Practical assessment of ash application
- Observation of layering techniques
- Group project evaluation
- Self and peer assessment
|
|
| 5 | 3 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses - Importance of preservation
Food Nutrients - Functions of food nutrients |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of preserving cereals and pulses - Identify benefits of food preservation - Appreciate preservation in ensuring food security |
- Learners to read a story about food preservation
- Learners to identify the importance of preserving cereals and pulses - Learners to make presentations on benefits of preservation |
Why is it important to preserve cereals and pulses?
|
- Pictures of preserved foods
- Mentor Agriculture pg. 48 - Digital devices - Story charts - Presentation materials - Pictures of food nutrients - Mentor Agriculture pg. 53 - Charts - Flash cards |
- Comprehension questions on the story
- Oral presentations on preservation benefits
- Written essays on food security
- Group discussion with guided assessment
|
|
| 5 | 4 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients - Functions of food nutrients
|
By the end of the
lesson, the learner
should be able to:
- Describe the specific functions of carbohydrates and proteins - Identify food sources rich in carbohydrates and proteins - Value the importance of energy and body-building foods |
- Learners to discuss the functions of carbohydrates and proteins
- Learners to identify food sources rich in carbohydrates and proteins - Learners to explore how these nutrients benefit the body |
What are the functions of carbohydrates and proteins in the body?
|
- Pictures of carbohydrate and protein-rich foods
- Mentor Agriculture pg. 54 - Digital devices - Charts - Food samples |
- Oral questioning on nutrient functions
- Identification tests of food sources
- Written assignments on body needs
- Observation of participation
|
|
| 6 | 1 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients - Functions of food nutrients
Food Nutrients - Categorizing foods based on nutrients |
By the end of the
lesson, the learner
should be able to:
- Describe the specific functions of vitamins, minerals and fats - Identify food sources rich in vitamins, minerals and fats - Value the importance of protective and energy foods |
- Learners to discuss the functions of vitamins, minerals and fats
- Learners to identify food sources rich in these nutrients - Learners to explore how these nutrients benefit the body |
What are the functions of vitamins, minerals and fats in the body?
|
- Pictures of vitamin, mineral and fat-rich foods
- Mentor Agriculture pg. 55 - Digital devices - Charts - Food samples - Pictures of protein-rich foods - Mentor Agriculture pg. 56 - Chart paper |
- Oral presentations on nutrient functions
- Identification tests of food sources
- Written assignments on protective foods
- Group discussion with guided assessment
|
|
| 6 | 2 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients - Categorizing foods based on nutrients
|
By the end of the
lesson, the learner
should be able to:
- Identify carbohydrate-rich foods - Categorize foods based on carbohydrate content - Appreciate local sources of carbohydrates |
- Learners to identify carbohydrate-rich foods from pictures
- Learners to categorize foods based on carbohydrate content - Learners to discuss local sources of carbohydrates |
Which foods are rich in carbohydrates?
|
- Pictures of carbohydrate-rich foods
- Mentor Agriculture pg. 57 - Digital devices - Food samples - Chart paper - Pictures of vitamin and mineral-rich foods |
- Identification tests of carbohydrate sources
- Classification activities assessment
- Written assignments on local food sources
- Group discussion with guided assessment
|
|
| 6 | 3 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients - Nutritional diseases
|
By the end of the
lesson, the learner
should be able to:
- Identify nutritional diseases and disorders - Explain causes of nutritional diseases - Value proper nutrition in preventing diseases |
- Learners to use digital devices or print resources to search for information on nutritional diseases
- Learners to discuss causes of nutritional deficiency diseases - Learners to explore how poor eating habits lead to nutritional disorders |
What nutritional diseases are associated with poor eating habits?
|
- Pictures of nutritional diseases
- Mentor Agriculture pg. 58 - Digital devices - Charts - Reference materials |
- Oral presentations on nutritional diseases
- Written assignments on disease causes
- Concept mapping of poor nutrition and diseases
- Group discussion with guided assessment
|
|
| 6 | 4 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients - Nutritional diseases
|
By the end of the
lesson, the learner
should be able to:
- Describe kwashiorkor as a nutritional disease - Identify causes, symptoms and prevention of kwashiorkor - Show empathy towards those affected by nutritional diseases |
- Learners to study pictures of children with kwashiorkor
- Learners to discuss causes, signs and symptoms of kwashiorkor - Learners to explore methods of preventing kwashiorkor |
What causes kwashiorkor and how can it be prevented?
|
- Pictures of kwashiorkor
- Mentor Agriculture pg. 59 - Digital devices - Charts - Reference materials - Pictures of marasmus - Mentor Agriculture pg. 60 |
- Oral questioning on kwashiorkor
- Written assignments on causes and symptoms
- Role play assessment on prevention
- Observation of participation
|
|
| 7 | 1 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients - Nutritional diseases
|
By the end of the
lesson, the learner
should be able to:
- Describe goiter as a nutritional disorder - Identify causes, symptoms and prevention of goiter - Appreciate the importance of iodine in the diet |
- Learners to study pictures of people with goiter
- Learners to discuss causes, signs and symptoms of goiter - Learners to explore methods of preventing goiter |
What causes goiter and how can it be prevented?
|
- Pictures of goiter
- Mentor Agriculture pg. 61 - Digital devices - Charts - Reference materials |
- Oral questioning on goiter
- Written assignments on causes and prevention
- Concept mapping of iodine sources
- Observation of participation
|
|
| 7 | 2 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients - Nutritional diseases
Food Nutrients - Importance of nutrients |
By the end of the
lesson, the learner
should be able to:
- Describe anaemia as a nutritional disorder - Identify causes, symptoms and prevention of anaemia - Value iron-rich foods in the diet |
- Learners to study information on anaemia
- Learners to discuss causes, signs and symptoms of anaemia - Learners to explore methods of preventing anaemia |
What causes anaemia and how can it be prevented?
|
- Information on anaemia
- Mentor Agriculture pg. 61 - Digital devices - Charts - Reference materials - Information on nutrients - Mentor Agriculture pg. 62 - Presentation materials |
- Oral presentations on anaemia
- Written assignments on causes and prevention
- Identification of iron-rich foods
- Group discussion with guided assessment
|
|
| 7 | 3 |
FOOD PRODUCTION PROCESSES
|
Cooking Food - Dry fat frying method
|
By the end of the
lesson, the learner
should be able to:
- Explain dry fat frying as a cooking method - Identify foods that can be dry fat fried - Appreciate different cooking methods |
- Learners to watch video clip or demonstration on dry fat frying
- Learners to discuss what dry fat frying involves - Learners to identify foods that can be cooked using dry fat frying |
How can we cook foods using dry fat frying and deep frying methods?
|
- Pictures of dry fat frying
- Mentor Agriculture pg. 63 - Digital devices - Video clips - Charts - Pictures of cooking safety - Mentor Agriculture pg. 64 - Safety equipment |
- Oral questioning on dry fat frying
- Identification tests of suitable foods
- Written assignments on cooking methods
- Observation of participation
|
|
| 7 | 4 |
FOOD PRODUCTION PROCESSES
|
Cooking Food - Dry fat frying method
|
By the end of the
lesson, the learner
should be able to:
- Cook food using dry fat frying method - Demonstrate proper cooking techniques - Show responsibility in handling cooking equipment |
- Learners to assemble requirements for dry fat frying
- Learners to prepare ingredients for dry fat frying - Learners to cook fatty beef using dry fat frying method - Learners to serve the cooked food appropriately |
How do we cook food using dry fat frying method?
|
- Pictures of dry fat frying process
- Mentor Agriculture pg. 65 - Cooking equipment - Ingredients for cooking - Source of heat |
- Practical assessment of cooking techniques
- Observation of safety practices
- Group project evaluation
- Self and peer assessment
|
|
| 8 | 1 |
FOOD PRODUCTION PROCESSES
|
Cooking Food - Deep frying method
|
By the end of the
lesson, the learner
should be able to:
- Explain deep frying as a cooking method - Identify foods that can be deep fried - Appreciate different cooking methods |
- Learners to watch video clip or demonstration on deep frying
- Learners to discuss what deep frying involves - Learners to identify foods that can be cooked using deep frying |
What is deep frying and which foods can be deep fried?
|
- Pictures of deep frying
- Mentor Agriculture pg. 66 - Digital devices - Video clips - Charts - Pictures of deep frying safety - Mentor Agriculture pg. 67 - Safety equipment |
- Oral questioning on deep frying
- Identification tests of suitable foods
- Written assignments comparing cooking methods
- Observation of participation
|
|
| 8 | 2 |
FOOD PRODUCTION PROCESSES
|
Cooking Food - Deep frying method
|
By the end of the
lesson, the learner
should be able to:
- Cook food using deep frying method - Demonstrate proper cooking techniques - Show responsibility in handling cooking equipment |
- Learners to assemble requirements for deep frying
- Learners to prepare ingredients for deep frying - Learners to cook chips (French fries) using deep frying method - Learners to serve the cooked food appropriately |
How do we cook food using deep frying method?
|
- Pictures of deep frying process
- Mentor Agriculture pg. 68 - Cooking equipment - Ingredients for cooking - Source of heat |
- Practical assessment of cooking techniques
- Observation of safety practices
- Group project evaluation
- Self and peer assessment
|
|
| 8 | 3 |
HYGIENE PRACTICES
|
Good Grooming Practices - Good grooming as a daily health habit
Good Grooming Practices - Dressing for different occasions |
By the end of the
lesson, the learner
should be able to:
- Describe good grooming as a daily health habit - Identify different aspects of good grooming - Appreciate the importance of good grooming |
- Learners to study pictures showing different grooming practices
- Learners to discuss what is happening in each picture - Learners to identify good grooming practices shown in the pictures - Learners to mention other good grooming practices |
How does good grooming promote personal hygiene?
|
- Pictures showing grooming practices
- Mentor Agriculture pg. 72 - Digital devices - Charts - Video clips - Pictures of different clothes - Mentor Agriculture pg. 73 - Clothing items |
- Observation of learners during discussions
- Oral questioning on grooming practices
- Written assignments on importance of grooming
- Mind maps of grooming practices
|
|
| 8 | 4 |
HYGIENE PRACTICES
|
Good Grooming Practices - Dressing for different activities
|
By the end of the
lesson, the learner
should be able to:
- Identify appropriate dressing for different activities - Explain the importance of appropriate dressing for activities - Show responsibility in choosing appropriate clothing |
- Learners to study pictures showing different activities
- Learners to name appropriate dressing items for each activity - Learners to record dressing items for different activities in a table - Learners to discuss appropriate dressing for various activities |
How should we dress for different activities?
|
- Pictures of different activities
- Mentor Agriculture pg. 75 - Digital devices - Charts - Clothing items |
- Observation of learners during discussions
- Matching exercises for activities and clothes
- Table completion assessment
- Group presentation evaluation
|
|
| 9 | 1 |
HYGIENE PRACTICES
|
Good Grooming Practices - Practicing good grooming
Good Grooming Practices - Importance of good grooming |
By the end of the
lesson, the learner
should be able to:
- Demonstrate appropriate dressing for different occasions - Select appropriate clothing for specific occasions - Value proper grooming for self-presentation |
- Learners to suggest best clothes and shoes to wear during different occasions
- Learners to discuss other occasions and appropriate clothing - Learners to role play wearing different clothes for different occasions - Learners to showcase different ways of decent dressing |
How do we practice good grooming as a daily health habit?
|
- Pictures of appropriate dressing
- Mentor Agriculture pg. 76 - Digital devices - Clothing items - Camera for documentation - Poster on good grooming - Mentor Agriculture pg. 77 - Charts - Reference materials |
- Practical assessment of clothing selection
- Role play evaluation
- Fashion show participation assessment
- Peer assessment of appropriate choices
|
|
| 9 | 2 |
HYGIENE PRACTICES
|
Home Hygiene - Surfaces made from different materials
|
By the end of the
lesson, the learner
should be able to:
- Identify surfaces made from different materials in the home - Describe characteristics of different surfaces - Value cleanliness of different home surfaces |
- Learners to use digital or print resources to search for information on materials used for different surfaces
- Learners to discuss and share experiences on materials that different surfaces are made from - Learners to study pictures showing different surfaces |
How do you clean surfaces made from different materials?
|
- Pictures of different surfaces
- Mentor Agriculture pg. 79 - Digital devices - Charts - Reference materials - Mentor Agriculture pg. 80 - Samples of surface materials |
- Observation of learners during discussions
- Identification tests of different surfaces
- Written assignments on surface materials
- Group discussion with guided assessment
|
|
| 9-10 |
Midterm |
||||||||
| 10 | 3 |
HYGIENE PRACTICES
|
Home Hygiene - Cleaning glass surfaces
|
By the end of the
lesson, the learner
should be able to:
- Identify glass surfaces in the home - Explain how to clean glass surfaces - Value cleanliness of glass surfaces |
- Learners to identify glass surfaces shown in pictures
- Learners to discuss materials used to clean glass surfaces - Learners to explore safety measures when cleaning glass surfaces - Learners to identify tools for cleaning glass |
How do we clean glass surfaces?
|
- Pictures of glass surfaces
- Mentor Agriculture pg. 81 - Digital devices - Cleaning materials - Glass items |
- Oral questioning on glass cleaning
- Identification tests of cleaning materials
- Written assignments on safety measures
- Group discussion with guided assessment
|
|
| 10 | 4 |
HYGIENE PRACTICES
|
Home Hygiene - Cleaning glass surfaces
Home Hygiene - Cleaning wooden surfaces |
By the end of the
lesson, the learner
should be able to:
- Demonstrate cleaning of glass surfaces - Use appropriate materials for cleaning glass - Show responsibility when cleaning glass |
- Learners to assemble materials for cleaning glass surfaces
- Learners to follow steps for cleaning glass surfaces - Learners to practice cleaning glass surfaces - Learners to observe safety precautions |
What materials and tools are used for cleaning glass surfaces?
|
- Pictures of glass cleaning process
- Mentor Agriculture pg. 83 - Cleaning materials - Glass items - Protective gear - Pictures of wooden surfaces - Mentor Agriculture pg. 84 - Digital devices - Wooden items |
- Practical assessment of cleaning techniques
- Observation of safety practices
- Group project evaluation
- Self and peer assessment
|
|
| 11 | 1 |
HYGIENE PRACTICES
|
Home Hygiene - Cleaning wooden surfaces
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate cleaning of wooden surfaces - Use appropriate materials for cleaning wood - Show responsibility when cleaning wooden surfaces |
- Learners to assemble materials for cleaning wooden surfaces
- Learners to follow steps for cleaning wooden surfaces - Learners to practice cleaning wooden surfaces - Learners to observe safety precautions |
What materials and tools are used for cleaning wooden surfaces?
|
- Pictures of wood cleaning process
- Mentor Agriculture pg. 85 - Cleaning materials - Wooden items - Protective gear |
- Practical assessment of cleaning techniques
- Observation of safety practices
- Group project evaluation
- Self and peer assessment
|
|
| 11 | 2 |
HYGIENE PRACTICES
|
Home Hygiene - Cleaning earthen floors
Home Hygiene - Cleaning cemented surfaces |
By the end of the
lesson, the learner
should be able to:
- Identify earthen floors in the home environment - Explain how to clean earthen floors - Value cleanliness of earthen surfaces |
- Learners to study pictures of earthen floors
- Learners to identify materials for cleaning earthen floors - Learners to discuss how to clean earthen floors - Learners to identify safety precautions |
How do we clean earthen floors?
|
- Pictures of earthen floors
- Mentor Agriculture pg. 86 - Digital devices - Cleaning materials - Charts - Pictures of cemented surfaces - Mentor Agriculture pg. 88 |
- Oral questioning on earthen floor cleaning
- Identification tests of cleaning materials
- Written assignments on safety measures
- Group discussion with guided assessment
|
|
| 11 | 3 |
HYGIENE PRACTICES
|
Home Hygiene - Cleaning tiled surfaces
|
By the end of the
lesson, the learner
should be able to:
- Identify tiled surfaces in the home - Explain how to clean tiled surfaces - Value cleanliness of tiled surfaces |
- Learners to identify tiled surfaces from pictures
- Learners to discuss how tiled surfaces can be cleaned - Learners to identify safety precautions when cleaning tiles - Learners to identify materials for cleaning tiles |
How do we clean tiled surfaces?
|
- Pictures of tiled surfaces
- Mentor Agriculture pg. 90 - Digital devices - Cleaning materials - Charts |
- Oral questioning on tiled surface cleaning
- Identification tests of cleaning materials
- Written assignments on safety measures
- Group discussion with guided assessment
|
|
| 11 | 4 |
HYGIENE PRACTICES
|
Home Hygiene - Importance of living in a clean home
Laundering Cotton Item - How to launder a cotton item |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of living in a clean home - Identify benefits of home hygiene - Appreciate cleanliness for healthy living |
- Learners to discuss the importance of living in a clean home
- Learners to prepare short notes on home cleanliness - Learners to make class presentations on importance of clean home - Learners to identify health benefits of clean home |
Why is it important to live in a clean home?
|
- Pictures of clean homes
- Mentor Agriculture pg. 92 - Digital devices - Charts - Presentation materials - Pictures of laundering process - Mentor Agriculture pg. 94 - Cotton items |
- Oral presentations on importance of cleanliness
- Written assignments on hygiene benefits
- Concept mapping of cleanliness and health
- Group presentation evaluation
|
|
| 12 | 1 |
HYGIENE PRACTICES
|
Laundering Cotton Item - How to launder a cotton item
Laundering Cotton Item - Laundering a white cotton item |
By the end of the
lesson, the learner
should be able to:
- Describe the steps in laundering process - Identify equipment used in laundering - Appreciate the importance of proper laundering |
- Learners to watch a video on how to launder a white cotton item
- Learners to describe steps followed in laundering - Learners to identify safety precautions when laundering - Learners to list equipment used in laundering |
What are the steps involved in laundering cotton items?
|
- Video on laundering
- Mentor Agriculture pg. 95 - Digital devices - Laundering equipment - Charts - Pictures of laundering white cotton - Mentor Agriculture pg. 96 - White cotton items - Detergents |
- Oral presentations on laundering steps
- Written assignments on safety precautions
- Sequence arrangement of laundering steps
- Group discussion with guided assessment
|
|
| 12 | 2 |
HYGIENE PRACTICES
|
Laundering Cotton Item - Laundering a fast colored cotton item
|
By the end of the
lesson, the learner
should be able to:
- Explain how to launder a fast colored cotton item - Identify differences in laundering white and colored items - Value proper care of colored clothing |
- Learners to use digital devices or print resources to find out steps for laundering fast colored cotton items
- Learners to discuss steps for laundering fast colored items - Learners to identify special care for colored items |
How do we launder a fast colored cotton item?
|
- Pictures of laundering colored cotton
- Mentor Agriculture pg. 97 - Digital devices - Colored cotton items - Charts |
- Oral questioning on colored item laundering
- Written assignments on special care requirements
- Comparison charts of white and colored laundering
- Group discussion with guided assessment
|
|
| 12 | 3 |
HYGIENE PRACTICES
|
Laundering Cotton Item - Laundering a fast colored cotton item
Laundering Cotton Item - Importance of laundry work |
By the end of the
lesson, the learner
should be able to:
- Demonstrate laundering of a fast colored cotton item - Use appropriate materials for laundering colored items - Show responsibility in color preservation |
- Learners to assemble materials for laundering fast colored cotton items
- Learners to follow steps for laundering fast colored items - Learners to practice laundering fast colored cotton items - Learners to observe safety precautions |
What special precautions should we take when laundering fast colored cotton items?
|
- Pictures of laundering colored cotton
- Mentor Agriculture pg. 98 - Laundering equipment - Colored cotton items - Detergents - Vinegar or lemon - Pictures of clean clothing - Digital devices - Charts - Presentation materials |
- Practical assessment of laundering techniques
- Observation of color preservation practices
- Group project evaluation
- Self and peer assessment
|
|
| 12 | 4 |
HYGIENE PRACTICES
|
Laundering Cotton Item - Practical application
|
By the end of the
lesson, the learner
should be able to:
- Apply laundering skills at home - Document the laundering process - Value laundering as a personal responsibility |
- Learners to launder white or fast colored cotton items at home
- Learners to take photos of laundered items - Learners to share photos on digital learning platform - Learners to maintain a portfolio of laundering practice |
How can we apply laundering skills at home?
|
- Instructions for home activity
- Mentor Agriculture pg. 99 - Laundering equipment - Cotton items - Cameras/phones for documentation |
- Home activity reports
- Portfolio assessment of laundering documentation
- Peer review of laundered items
- Self-reflection journals
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