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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
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Discuss how preservation and storage of cereals and pulses enhance food security Describe methods of preserving cereals and pulses the locality Appreciate the importance of preserving cereals and pulses for food security. |
In groups, learners are guided to:
Discuss how preservation and storage of cereals and pulses enhance food security Describe methods of preserving cereals and pulses the locality |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 2 | 2 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as sun drying at household level. Preserve and store cereals and pulses using methods such as sun drying. Develop critical thinking skills to solve the problem of food spoilage |
In groups, learners are guided to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as sun drying at household level. Preserve and store cereals and pulses using methods such as sun drying. |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 2 | 3 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as sun drying at household level. Preserve and store cereals and pulses using methods such as sun drying. Develop critical thinking skills to solve the problem of food spoilage |
In groups, learners are guided to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as sun drying at household level. Preserve and store cereals and pulses using methods such as sun drying. |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 2 | 4 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as use of ashes at household level. Preserve and store cereals and pulses using methods such as use of ash. Develop critical thinking skills to solve the problem of food spoilage |
In groups, learners are guided to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as use of ashes at household level. Preserve and store cereals and pulses using methods such as use of ash. |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 3 | 1 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as use of ashes at household level. Preserve and store cereals and pulses using methods such as use of ash. Develop critical thinking skills to solve the problem of food spoilage |
In groups, learners are guided to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as use of ashes at household level. Preserve and store cereals and pulses using methods such as use of ash. |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 3 | 2 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as use of airtight containers at household level. Preserve and store cereals and pulses using methods such as use of airtight containers. Develop critical thinking skills to solve the problem of food spoilage |
In groups, learners are guided to:
Brainstorm and share experiences on methods of preserving and storing cereals and pulses such as use of airtight containers at household level. Preserve and store cereals and pulses using methods such as use of airtight containers. |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 3 | 3 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Describe methods of preserving cereals and pulses the locality Make class presentations to share experiences on importance of preserving and storing cereals and pulses Develop the value of unity and team work as learners make class presentations and food security awareness in preserving foods. |
In groups, learners are guided to:
Describe methods of preserving cereals and pulses the locality Make class presentations to share experiences on importance of preserving and storing cereals and pulses |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 3 | 4 |
FOOD PRODUCTION PROCESSES
|
Preservation of Cereals and Pulses
|
By the end of the
lesson, the learner
should be able to:
Describe methods of preserving cereals and pulses the locality Make class presentations to share experiences on importance of preserving and storing cereals and pulses Develop the value of unity and team work as learners make class presentations and food security awareness in preserving foods. |
In groups, learners are guided to:
Describe methods of preserving cereals and pulses the locality Make class presentations to share experiences on importance of preserving and storing cereals and pulses |
How does preservation and storage of cereals and pulses enhance food security?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 4 | 1 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Explain functions of food nutrients in the body Discuss why the knowledge of food nutrients is important in food production. Appreciate the importance of various nutrients in the body. |
In groups, learners are guided to:
Explain functions of food nutrients in the body Discuss why the knowledge of food nutrients is important in food production. |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 4 | 2 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (carbohydrates). Use real food materials, photographs, to categorize foods based on their major nutrients (carbohydrates rich foods). Develop digital literacy as they search for information on nutrients |
In groups, learners are guided to:
Search and share information on functions of food nutrients (carbohydrates). Use real food materials, photographs, to categorize foods based on their major nutrients (carbohydrates rich foods). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 4 | 3 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (carbohydrates). Use real food materials, photographs, to categorize foods based on their major nutrients (carbohydrates rich foods). Develop digital literacy as they search for information on nutrients |
In groups, learners are guided to:
Search and share information on functions of food nutrients (carbohydrates). Use real food materials, photographs, to categorize foods based on their major nutrients (carbohydrates rich foods). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 4 | 4 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (vitamins). Use real food materials, photographs, to categorize foods based on their major nutrients (vitamins and minerals rich foods). Develop digital literacy as they search for information on nutrients |
In groups, learners are guided to:
Search and share information on functions of food nutrients (vitamins). Use real food materials, photographs, to categorize foods based on their major nutrients (vitamins and minerals rich foods). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 5 | 1 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (vitamins). Use real food materials, photographs, to categorize foods based on their major nutrients (vitamins and minerals rich foods). Develop digital literacy as they search for information on nutrients |
In groups, learners are guided to:
Search and share information on functions of food nutrients (vitamins). Use real food materials, photographs, to categorize foods based on their major nutrients (vitamins and minerals rich foods). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 5 | 2 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (proteins). Use real food materials, photographs, to categorize foods based on their major nutrients (protein rich foods). Develop digital literacy as they search for information on nutrients. |
In groups, learners are guided to:
Search and share information on functions of food nutrients (proteins). Use real food materials, photographs, to categorize foods based on their major nutrients (protein rich foods). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 5 | 3 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (proteins). Use real food materials, photographs, to categorize foods based on their major nutrients (protein rich foods). Develop digital literacy as they search for information on nutrients |
In groups, learners are guided to:
Search and share information on functions of food nutrients (proteins). Use real food materials, photographs, to categorize foods based on their major nutrients (protein rich foods). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 5 | 4 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (fats). Use real food materials, photographs, to categorize foods based on their major nutrients (fat rich foods,). Develop digital literacy as they search for information on nutrients |
In groups, learners are guided to:
Search and share information on functions of food nutrients (fats). Use real food materials, photographs, to categorize foods based on their major nutrients (fat rich foods,). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 6 | 1 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Search and share information on functions of food nutrients (fats). Use real food materials, photographs, to categorize foods based on their major nutrients (fat rich foods,). Develop digital literacy as they search for information on nutrients |
In groups, learners are guided to:
Search and share information on functions of food nutrients (fats). Use real food materials, photographs, to categorize foods based on their major nutrients (fat rich foods,). |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 6 | 2 |
FOOD PRODUCTION PROCESSES
|
Food Nutrients
|
By the end of the
lesson, the learner
should be able to:
Explain functions of food nutrients in the body Make class presentations on the importance of various nutrients in the body. Appreciate the value of unity as they make presentations and health promotion as they learn about the importance of nutrients in the body. |
In groups, learners are guided to:
Explain functions of food nutrients in the body Make class presentations on the importance of various nutrients in the body. |
Why is the knowledge of food nutrients important in food production?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 6 | 3 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Discuss how we can cook foods using dry fat frying method. Describe dry fat frying as a method of cooking Embrace dry fat frying in food production. |
In groups, learners are guided to:
Discuss how we can cook foods using dry fat frying method. Describe dry fat frying as a method of cooking |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 6 | 4 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Discuss how we can cook foods using deep frying method. Describe deep frying as a method of cooking Embrace deep frying in food production. |
In groups, learners are guided to:
Discuss how we can cook foods using deep frying method. Describe deep frying as a method of cooking |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 7 | 1 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Watch video clips on dry fat frying method of cooking. Cook and serve dry fried foods. Develop learning to learn while working cautiously to dry frying and deep frying processes |
In groups, learners are guided to:
Watch video clips on dry fat frying method of cooking. Cook and serve dry fried foods. |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 7 | 2 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Watch a demonstration on dry fat frying method of cooking. Cook and serve dry fried foods. Develop learning to learn while working cautiously to dry frying and deep frying processes. |
In groups, learners are guided to:
Watch a demonstration on dry fat frying method of cooking. Cook and serve dry fried foods. |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 7 | 3 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Explain the steps for dry fat frying method of cooking. Cook and serve dry fried foods. Develop learning to learn while working cautiously to dry frying and deep frying processes. |
In groups, learners are guided to:
Explain steps for dry fat frying method of cooking. Cook and serve dry fried foods. |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 7 | 4 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Watch video clips on deep frying method of cooking. Cook and serve deep fried foods. Develop learning to learn while working cautiously to dry frying and deep frying processes. |
In groups, learners are guided to:
Watch video clips on deep frying method of cooking. Cook and serve deep fried foods. |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 1 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Watch a demonstration on deep frying method of cooking. Cook and serve deep fried foods. Develop learning to learn while working cautiously to dry frying and deep frying processes. |
In groups, learners are guided to:
Watch a demonstration on deep frying method of cooking. Cook and serve deep fried foods. |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5 Grade 5 student book
Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 2 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Explain the steps for deep frying method of cooking. Cook and serve deep fried foods. Develop learning to learn while working cautiously to dry frying and deep frying processes. |
In groups, learners are guided to:
Explain the steps for deep frying method of cooking. Cook and serve deep fried foods. |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 3 |
FOOD PRODUCTION PROCESSES
|
Dry Fat Frying and Deep Frying
|
By the end of the
lesson, the learner
should be able to:
Describe dry fat frying and deep frying as methods of cooking Outline the safety measures while working with fire and fats. Develop learning to learn while working resiliently while following cooking steps. |
In groups, learners are guided to:
Describe dry fat frying and deep frying as methods of cooking Outline the safety measures while working with fire and fats. |
How can we cook foods using dry fat frying and deep frying methods?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 8 | 4 |
Hygiene Practices
|
Good Grooming Practices
|
By the end of the
lesson, the learner
should be able to:
Discuss how good grooming promote personal hygiene. Describe good grooming as a daily health habit Appreciate good grooming as a healthy habit. |
In groups, learners are guided to:
Discuss how good grooming promote personal hygiene. Describe good grooming as a daily health habit |
How does good grooming promote personal hygiene?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 9 | 1 |
Hygiene Practices
|
Good Grooming Practices
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on aspects of good grooming such dressing for different occasions. Demonstrate different ways of dressing and etiquette for different activities. Develop self-confidence while promoting good grooming. |
In groups, learners are guided to:
Discuss and share experiences on aspects of good grooming such dressing for different occasions. Demonstrate different ways of dressing and etiquette for different activities. |
How does good grooming promote personal hygiene?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 9 | 2 |
Hygiene Practices
|
Good Grooming Practices
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on aspects of good grooming such dressing for different occasions. Demonstrate different ways of dressing and etiquette for different activities. Develop self-confidence while promoting good grooming. |
In groups, learners are guided to:
Discuss and share experiences on aspects of good grooming such dressing for different occasions. Demonstrate different ways of dressing and etiquette for different activities. |
How does good grooming promote personal hygiene?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 9 | 3 |
Hygiene Practices
|
Good Grooming Practices
|
By the end of the
lesson, the learner
should be able to:
Practice good grooming as a daily health habit Adopt good grooming while carrying out daily chores. Develop respect (open mindedness) in appreciating others and personal hygiene to promote preventive health. |
In groups, learners are guided to:
Practice good grooming as a daily health habit Adopt good grooming while carrying out daily chores. |
How does good grooming promote personal hygiene?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 9 | 4 |
Hygiene Practices
|
Good Grooming Practices
|
By the end of the
lesson, the learner
should be able to:
Practice good grooming as a daily health habit Adopt good grooming while carrying out daily chores. Develop respect (open mindedness) in appreciating others and personal hygiene to promote preventive health. |
In groups, learners are guided to:
Practice good grooming as a daily health habit Adopt good grooming while carrying out daily chores. |
How does good grooming promote personal hygiene?
|
Agriculture and Nutrition Curriculum Design Grade 5
Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 10 | 1 |
Hygiene Practices
|
Good Grooming Practices
|
By the end of the
lesson, the learner
should be able to:
Practice good grooming as a daily health habit Adopt good grooming while carrying out daily chores. Develop respect (open mindedness) in appreciating others and personal hygiene to promote preventive health. |
In groups, learners are guided to:
Practice good grooming as a daily health habit Adopt good grooming while carrying out daily chores. |
How does good grooming promote personal hygiene?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Charts Digital devices |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 10 | 2 |
Hygiene Practices
|
Good Grooming Practices
|
By the end of the
lesson, the learner
should be able to:
Discuss good grooming as a daily health habit Practice good grooming as a daily health habit Appreciate good grooming as a healthy habit. |
In groups, learners are guided to:
Discuss good grooming as a daily health habit Practice good grooming as a daily health habit |
How does good grooming promote personal hygiene?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Charts Digital devices |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 10 | 3 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Identify surfaces made from different materials in home environment Discuss how to clean surfaces made from different materials Appreciate living in a clean home environment to promote healthy living. |
In groups, learners are guided to:
Identify surfaces made from different materials in home environment Discuss how to clean surfaces made from different materials |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 10 | 4 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as glass. Clean different types of surfaces such as glass. Develop listening and speaking skills while brainstorming. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as glass. Clean different types of surfaces such as glass. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 11 | 1 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as glass. Clean different types of surfaces such as glass. Appreciate unity while cleaning surfaces and safety while they take personal care in the cleaning activity. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as glass. Clean different types of surfaces such as glass. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 11 | 2 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as wooden Clean different types of surfaces such as wooden. Develop listening and speaking skills while brainstorming. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as wooden Clean different types of surfaces such as wooden. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 11 | 3 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as wooden Clean different types of surfaces such as wooden. Appreciate unity while cleaning surfaces and safety while they take personal care in the cleaning activity. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as wooden Clean different types of surfaces such as wooden. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 11 | 4 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as earthen floors. Clean different types of surfaces such as earthen floors. Develop listening and speaking skills while brainstorming. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as earthen floors. Clean different types of surfaces such as earthen floors. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 12 | 1 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as earthen floors. Clean different types of surfaces such as earthen floors. Appreciate unity while cleaning surfaces and safety while they take personal care in the cleaning activity. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as earthen floors. Clean different types of surfaces such as earthen floors. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 12 | 2 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as cemented. Clean different types of surfaces such as cemented. Develop listening and speaking skills while brainstorming. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as cemented. Clean different types of surfaces such as cemented. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 12 | 3 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as cemented. Clean different types of surfaces such as cemented. Appreciate unity while cleaning surfaces and safety while they take personal care in the cleaning activity. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as cemented. Clean different types of surfaces such as cemented. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
|
| 12 | 4 |
Hygiene Practices
|
Home Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss and share experiences on surfaces made from different materials such as tiled. Clean different types of surfaces such as tiled. Develop listening and speaking skills while brainstorming. |
In groups, learners are guided to:
Discuss and share experiences on surfaces made from different materials such as tiled. Clean different types of surfaces such as tiled. |
How do you clean surfaces made from different materials?
|
Agriculture and Nutrition Curriculum Design Grade 5
Grade 5 student book Video clips Pictures Charts Digital devices Realia |
Oral questions Oral reports ObservationChecklistsWritten tests
Group discussion
|
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