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

- Identification tests of cereals and pulses - Classification activities assessment - Oral questioning on local varieties - Observation of participation

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Methods of preserving

By the end of the lesson, the learner should be able to:

- Describe methods of preserving cereals and pulses
- Explain why preservation is necessary
- Value preservation as a way of preventing food wastage

- Learners to brainstorm and share experiences on methods of preserving cereals and pulses
- Learners to discuss reasons for preserving cereals and pulses
- Learners to explore different preservation methods

What methods can we use to preserve cereals and pulses?

- Pictures of preservation methods
- Mentor Agriculture pg. 44
- Digital devices
- Video clips
- Charts

- Oral presentations on preservation methods - Written assignments on importance of preservation - Concept mapping of preservation techniques - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Sun drying

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

- Oral questioning on sun drying concepts - Written explanations of the drying process - Observation of participation - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Use of ash

By the end of the lesson, the learner should be able to:

- Explain how ash is used to preserve cereals and pulses
- Describe the process of using ash as a preservative
- Value indigenous knowledge in food preservation

- Learners to discuss how ash helps in preserving cereals and pulses
- Learners to explore how ash kills weevils and absorbs moisture
- Learners to identify cereals and pulses that can be preserved using ash

How is ash used to preserve cereals and pulses?

- Pictures of ash preservation
- Mentor Agriculture pg. 45
- Digital devices
- Samples of ash
- Earthen pots
- Charts

- Oral presentations on ash preservation - Written assignments on how ash works - Observation of participation - Group discussion with guided assessment

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

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

- Oral presentations on safety precautions - Role play assessment of safety procedures - Written assignments on hazard prevention - Observation of safety awareness

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 using sun drying method
- Demonstrate proper drying techniques
- Show responsibility in ensuring food safety

- Learners to practice sun drying cereals and pulses
- Learners to identify suitable drying areas
- Learners to demonstrate turning of cereals for even drying
- Learners to store dried cereals properly

How do we preserve cereals and pulses using sun drying?

- Pictures of sun drying process
- Mentor Agriculture pg. 47
- Cereals for drying
- Mats
- Protective gear
- Storage containers

- Practical assessment of drying techniques - Observation of hygiene practices - Group project evaluation - Self and peer assessment

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

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

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Importance of preservation

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

- Comprehension questions on the story - Oral presentations on preservation benefits - Written essays on food security - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Functions of food nutrients

By the end of the lesson, the learner should be able to:

- Identify different food nutrients
- Explain the functions of various nutrients in the body
- Appreciate the importance of balanced nutrition

- Learners to search and share information on food nutrients
- Learners to discuss the functions of carbohydrates, proteins, vitamins, and fats
- Learners to identify sources of different nutrients

Why is the knowledge of food nutrients important in food production?

- Pictures of food nutrients
- Mentor Agriculture pg. 53
- Digital devices
- Charts
- Flash cards

- Oral presentations on food nutrients - Written assignments on nutrient functions - Concept mapping of nutrients and functions - Group discussion with guided assessment

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

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 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

- Oral presentations on nutrient functions - Identification tests of food sources - Written assignments on protective foods - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Categorizing foods based on nutrients

By the end of the lesson, the learner should be able to:

- Categorize foods based on their major nutrients
- Identify protein-rich foods
- Value diversity in food choices

- Learners to use real food materials or photographs to categorize foods
- Learners to identify protein-rich foods from animal and plant sources
- Learners to create charts showing protein-rich foods

How can we categorize foods based on their major nutrients?

- Pictures of protein-rich foods
- Mentor Agriculture pg. 56
- Digital devices
- Food samples
- Chart paper

- Classification activities assessment - Oral presentations on protein sources - Portfolio assessment of food charts - Observation of classification skills

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

- Identification tests of carbohydrate sources - Classification activities assessment - Written assignments on local food sources - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Categorizing foods based on nutrients

By the end of the lesson, the learner should be able to:

- Identify vitamin and mineral-rich foods
- Categorize foods based on vitamin and mineral content
- Value fruits and vegetables in the diet

- Learners to identify vitamin and mineral-rich foods from pictures
- Learners to categorize foods based on vitamin and mineral content
- Learners to discuss the importance of fruits and vegetables

Which foods are rich in vitamins and minerals?

- Pictures of vitamin and mineral-rich foods
- Mentor Agriculture pg. 57
- Digital devices
- Food samples
- Chart paper

- Identification tests of vitamin and mineral sources - Classification activities assessment - Written assignments on importance of fruits and vegetables - Observation of participation

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

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

- Oral questioning on kwashiorkor - Written assignments on causes and symptoms - Role play assessment on prevention - Observation of participation

FOOD PRODUCTION PROCESSES

Food Nutrients - Nutritional diseases

By the end of the lesson, the learner should be able to:

- Describe marasmus as a nutritional disease
- Identify causes, symptoms and prevention of marasmus
- Value balanced nutrition in preventing malnutrition

- Learners to study pictures of children with marasmus
- Learners to discuss causes, signs and symptoms of marasmus
- Learners to explore methods of preventing marasmus

What causes marasmus and how can it be prevented?

- Pictures of marasmus
- Mentor Agriculture pg. 60
- Digital devices
- Charts
- Reference materials

- Oral presentations on marasmus - Written assignments on causes and symptoms - Comparison charts of kwashiorkor and marasmus - Group discussion with guided assessment

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

FOOD PRODUCTION PROCESSES

Food Nutrients - Nutritional diseases

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

- Oral presentations on anaemia - Written assignments on causes and prevention - Identification of iron-rich foods - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Importance of nutrients

By the end of the lesson, the learner should be able to:

- Explain the importance of various nutrients in the body
- Identify the benefits of balanced nutrition
- Appreciate the role of nutrition in health

- Learners to discuss the importance of various food nutrients in the body
- Learners to make class presentations on importance of nutrients
- Learners to write essays on importance of nutrients

Why are various nutrients important for the body?

- Information on nutrients
- Mentor Agriculture pg. 62
- Digital devices
- Presentation materials
- Charts

- Oral presentations on nutrient importance - Written essays on balanced nutrition - Concept mapping of nutrients and benefits - Self-reflection journals

FOOD PRODUCTION PROCESSES

Food Nutrients - Importance of nutrients

By the end of the lesson, the learner should be able to:

- Explain the importance of various nutrients in the body
- Identify the benefits of balanced nutrition
- Appreciate the role of nutrition in health

- Learners to discuss the importance of various food nutrients in the body
- Learners to make class presentations on importance of nutrients
- Learners to write essays on importance of nutrients

Why are various nutrients important for the body?

- Information on nutrients
- Mentor Agriculture pg. 62
- Digital devices
- Presentation materials
- Charts

- Oral presentations on nutrient importance - Written essays on balanced nutrition - Concept mapping of nutrients and benefits - Self-reflection journals

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

- Oral questioning on dry fat frying - Identification tests of suitable foods - Written assignments on cooking methods - Observation of participation

FOOD PRODUCTION PROCESSES

Cooking Food - Dry fat frying method

By the end of the lesson, the learner should be able to:

- Describe safety precautions for dry fat frying
- Explain the steps in dry fat frying
- Value safety in cooking

- Learners to discuss safety precautions observed when dry fat frying foods
- Learners to explore potential hazards in cooking
- Learners to identify equipment needed for dry fat frying

What safety precautions should we observe when dry fat frying?

- Pictures of cooking safety
- Mentor Agriculture pg. 64
- Digital devices
- Charts
- Safety equipment

- Oral presentations on safety precautions - Role play assessment of safety procedures - Written assignments on cooking hazards - Observation of safety awareness

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

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

- Oral questioning on deep frying - Identification tests of suitable foods - Written assignments comparing cooking methods - Observation of participation

FOOD PRODUCTION PROCESSES

Cooking Food - Deep frying method

By the end of the lesson, the learner should be able to:

- Describe safety precautions for deep frying
- Explain the steps in deep frying
- Value safety in cooking

- Learners to discuss safety precautions observed when deep frying foods
- Learners to explore potential hazards in deep frying
- Learners to identify equipment needed for deep frying

What safety precautions should we observe when deep frying?

- Pictures of deep frying safety
- Mentor Agriculture pg. 67
- Digital devices
- Charts
- Safety equipment

- Oral presentations on safety precautions - Role play assessment of safety procedures - Written assignments on cooking hazards - Observation of safety awareness

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

HYGIENE PRACTICES

Good Grooming Practices - Good grooming as a daily health habit

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

- Observation of learners during discussions - Oral questioning on grooming practices - Written assignments on importance of grooming - Mind maps of grooming practices

HYGIENE PRACTICES

Good Grooming Practices - Dressing for different occasions

By the end of the lesson, the learner should be able to:

- Identify appropriate dressing for different occasions
- Explain factors to consider when dressing for occasions
- Value decent dressing for different occasions

- Learners to study pictures of different types of clothes
- Learners to suggest occasions when the clothes can be worn
- Learners to discuss reasons for appropriate dressing
- Learners to identify occasions held in their locality

How should we dress for different occasions?

- Pictures of different clothes
- Mentor Agriculture pg. 73
- Digital devices
- Charts
- Clothing items

- Oral presentations on appropriate dressing - Matching exercises for clothes and occasions - Written assignments on dressing factors - Group discussion with guided assessment

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

HYGIENE PRACTICES

Good Grooming Practices - Practicing 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

- Practical assessment of clothing selection - Role play evaluation - Fashion show participation assessment - Peer assessment of appropriate choices

HYGIENE PRACTICES

Good Grooming Practices - Importance of good grooming

By the end of the lesson, the learner should be able to:

- Explain the importance of good grooming
- Identify benefits of good grooming practices
- Appreciate good grooming for health and social acceptance

- Learners to study a poster on good grooming
- Learners to discuss points on the poster about good grooming
- Learners to discuss with parents/guardians about good grooming
- Learners to identify daily chores and practice good grooming

Why is good grooming important as a daily health habit?

- Poster on good grooming
- Mentor Agriculture pg. 77
- Digital devices
- Charts
- Reference materials

- Oral presentations on grooming importance - Written assignments on grooming benefits - Home activity reports - Self and peer assessment

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

- Observation of learners during discussions - Identification tests of different surfaces - Written assignments on surface materials - Group discussion with guided assessment

HYGIENE PRACTICES

Home Hygiene - Surfaces made from different materials

By the end of the lesson, the learner should be able to:

- Categorize surfaces based on their materials
- Identify the materials used to make different surfaces
- Appreciate variety of materials used in home surfaces

- Learners to identify surfaces shown in pictures
- Learners to identify materials used to make these surfaces
- Learners to name other surfaces found in their locality
- Learners to share ideas about different surfaces

What materials are used to make different surfaces in the home?

- Pictures of different surfaces
- Mentor Agriculture pg. 80
- Digital devices
- Charts
- Samples of surface materials

- Classification activities assessment - Oral questioning on surface materials - Written assignments on local surfaces - Observation of participation

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

HYGIENE PRACTICES

Home Hygiene - Cleaning glass 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

- Practical assessment of cleaning techniques - Observation of safety practices - Group project evaluation - Self and peer assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning glass 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

- Practical assessment of cleaning techniques - Observation of safety practices - Group project evaluation - Self and peer assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning wooden surfaces

By the end of the lesson, the learner should be able to:

- Identify wooden surfaces in the home
- Explain how to clean wooden surfaces
- Value cleanliness of wooden surfaces

- Learners to identify wooden surfaces shown in pictures
- Learners to discuss materials used to clean wooden surfaces
- Learners to explore safety measures when cleaning wooden surfaces
- Learners to identify tools for cleaning wood

How do we clean wooden surfaces?

- Pictures of wooden surfaces
- Mentor Agriculture pg. 84
- Digital devices
- Cleaning materials
- Wooden items

- Oral questioning on wood cleaning - Identification tests of cleaning materials - Written assignments on safety measures - Group discussion with guided assessment

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

HYGIENE PRACTICES

Home Hygiene - Cleaning earthen floors

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

- Oral questioning on earthen floor cleaning - Identification tests of cleaning materials - Written assignments on safety measures - Group discussion with guided assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning cemented surfaces

By the end of the lesson, the learner should be able to:

- Identify cemented surfaces in the home
- Explain how to clean cemented surfaces
- Value cleanliness of cemented surfaces

- Learners to identify materials and tools for cleaning cemented surfaces
- Learners to discuss how each material is used in cleaning
- Learners to explore how to improvise cleaning tools
- Learners to identify safety precautions

How do we clean cemented surfaces?

- Pictures of cemented surfaces
- Mentor Agriculture pg. 88
- Digital devices
- Cleaning materials
- Charts

- Oral questioning on cemented surface cleaning - Identification tests of cleaning materials - Written assignments on improvised tools - Group discussion with guided assessment

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

HYGIENE PRACTICES

Home Hygiene - Importance of living in a clean home

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

- Oral presentations on importance of cleanliness - Written assignments on hygiene benefits - Concept mapping of cleanliness and health - Group presentation evaluation