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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
FOOD PRODUCTION PROCESSES
|
Vegetable Gardening Practices-preparing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
Identify gardening practices for vegetables. Establish a nursery bed for vegetables Appreciate the importance of growing vegetable for nutrition and food security. |
Prepare a nursery bed (container or ground nursery), sow vegetable seed and take care of the seedling.
|
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 1 | 2 |
FOOD PRODUCTION PROCESSES
|
preparing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
Identify gardening practices for vegetables. Establish a nursery bed for vegetables Appreciate the importance of growing vegetable for nutrition and food security. |
Prepare a nursery bed (container or ground nursery), sow vegetable seed and take care of the seedling.
|
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 1 | 3 |
FOOD PRODUCTION PROCESSES
|
preparing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
Identify gardening practices for vegetables. Establish a nursery bed for vegetables Appreciate the importance of growing vegetable for nutrition and food security. |
Prepare a nursery bed (container or ground nursery), sow vegetable seed and take care of the seedling.
|
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 1 | 4 |
FOOD PRODUCTION PROCESSES
|
Sowing seeds on a nursery bed
|
By the end of the
lesson, the learner
should be able to:
Establish a nursery bed for vegetables Demonstrate sowing of seeds on a nursery bed Appreciate the importance of growing vegetable for nutrition and food security. |
In groups, learners to sow vegetable seeds on the prepared nursery bed.
|
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 2 | 1 |
FOOD PRODUCTION PROCESSES
|
Sowing seeds on a nursery bed
|
By the end of the
lesson, the learner
should be able to:
Establish a nursery bed for vegetables Demonstrate sowing of seeds on a nursery bed Appreciate the importance of growing vegetable for nutrition and food security. |
In groups, learners to sow vegetable seeds on the prepared nursery bed.
|
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 2 | 2 |
FOOD PRODUCTION PROCESSES
|
Identifying vegetables suitable for harvesting
Harvesting vegetables |
By the end of the
lesson, the learner
should be able to:
Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others Determine appropriate stage of harvesting vegetables. Appreciate the importance of growing vegetable for nutrition and food security. |
In groups, learners to brainstorm on appropriate stage of harvesting vegetables.
In groups, learners to harvest vegetables for consumption and nutrition. |
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 Leaners Bk. Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 2 | 3 |
FOOD PRODUCTION PROCESSES
|
Harvesting vegetables
|
By the end of the
lesson, the learner
should be able to:
Determine appropriate stage of harvesting vegetables. Harvest vegetables crops appropriately to avoid damage. Appreciate the importance of growing vegetable for nutrition and food security. |
In groups, learners to brainstorm on appropriate stage of harvesting vegetables.
In groups, learners to harvest vegetables for consumption and nutrition. |
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 2 | 4 |
FOOD PRODUCTION PROCESSES
|
Keeping consumption and sales record
|
By the end of the
lesson, the learner
should be able to:
lesson be able to Make and keep consumption and sales record Harvest vegetables crops appropriately to avoid damage. Appreciate the importance of growing vegetable for nutrition and food security. |
In groups, learner brainstorm and share experiences on importance of growing vegetables.
Learners to keep record of consumption and sales |
What are the gardening practices for vegetables?
Why should we grow vegetables?
|
Pictures
Photos Realia Digital devices Video clips Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 3 | 1 |
FOOD PRODUCTION PROCESSES
|
Uses of domestic animals
|
By the end of the
lesson, the learner
should be able to:
Identify the uses of various domestic animals to human beings. Draw and colour various domestic animals Appreciate the importance of domestic animals to human beings |
In pairs learners to brainstorm and share experiences on the uses of domestic animals (bees, rabbits, camels, fish, pigs, donkeys, dogs, cats and horses)
|
How are domestic animals important to human beings?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 3 | 2 |
FOOD PRODUCTION PROCESSES
|
Uses of domestic animals
|
By the end of the
lesson, the learner
should be able to:
Identify the uses of various domestic animals to human beings. Draw and colour various domestic animals Appreciate the importance of domestic animals to human beings |
In pairs learners to brainstorm and share experiences on the uses of domestic animals (bees, rabbits, camels, fish, pigs, donkeys, dogs, cats and horses)
|
How are domestic animals important to human beings?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 3 | 3 |
FOOD PRODUCTION PROCESSES
|
Uses of domestic animals
|
By the end of the
lesson, the learner
should be able to:
Identify the uses of various domestic animals to human beings. Draw and colour various domestic animals Appreciate the importance of domestic animals to human beings |
In pairs learners to brainstorm and share experiences on the uses of domestic animals (bees, rabbits, camels, fish, pigs, donkeys, dogs, cats and horses)
|
How are domestic animals important to human beings?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 3 | 4 |
FOOD PRODUCTION PROCESSES
|
Relating animals to their uses
|
By the end of the
lesson, the learner
should be able to:
Identify the importance of domestic animals Relate various domestic animals to their uses. Appreciate the importance of domestic animals to human beings |
Match domestic animals to their uses.
Make class presentations on importance of domestic animals in food production while relating contributions of all the scoped animals. |
How are domestic animals important to human beings?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 |
Oral questions
Written quizzes
Observation
|
|
| 4 | 1 |
FOOD PRODUCTION PROCESSES
|
Relating animals to their uses
|
By the end of the
lesson, the learner
should be able to:
Identify the importance of domestic animals. Relate various domestic animals to their uses. Appreciate the importance of domestic animals to human beings |
Match domestic animals to their uses.
Make class presentations on importance of domestic animals in food production while relating contributions of all the scoped animals. |
How are domestic animals important to human beings?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 4 | 2 |
FOOD PRODUCTION PROCESSES
|
Relating animals to their uses
|
By the end of the
lesson, the learner
should be able to:
Identify the importance of domestic animals Relate various domestic animals to their uses. Appreciate the importance of domestic animals to human beings |
Match domestic animals to their uses.
Make class presentations on importance of domestic animals in food production while relating contributions of all the scoped animals. |
How are domestic animals important to human beings?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 4 | 3 |
FOOD PRODUCTION PROCESSES
|
Animal welfare
|
By the end of the
lesson, the learner
should be able to:
Care and love domestic animals Create awareness on the rights of domestic animals in the locality Appreciate the importance of domestic animals to human beings |
Learners visit the neighboring farms to explore various uses of domestic animals.
Learners to care and love domestic animals |
How are domestic animals important to human beings?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 4 | 4 |
FOOD PRODUCTION PROCESSES
|
Animal welfare
|
By the end of the
lesson, the learner
should be able to:
Care and love domestic animals Create awareness on the rights of domestic animals in the locality Appreciate the importance of domestic animals to human beings |
Learners visit the neighboring farms to explore various uses of domestic animals.
Learners to care and love domestic animals |
How are domestic animals important in food production?
|
Pictures
Photos Digital devices Video clips Agriculture Grade 5 Leaners Bk. |
Oral questions
Written quizzes
Observation
|
|
| 5 | 1 |
FOOD PRODUCTION PROCESSES
|
Food preservation: Cereals and pulses (legumes in the locality)
Food preservation: importance of preserving cereals and pulses) |
By the end of the
lesson, the learner
should be able to:
Identify cereals and pulses available in their locality (legumes) Name nutrients found in cereals and pulses(legumes) Appreciate the importance of cereals in a diet |
In pairs learners brainstorm and identify cereals and pulses (legumes)from pictures, charts, video clips and documentaries
In groups, learner |
How do you preserve cereals and pulses (legume)at home?
|
Pictures
Charts Video clips Realia science Grade 5 Learners Bk. science Grade 5 Learners Bk. |
Checklist test
Observations
Critiques
Demonstration
Self-assessment
|
|
| 5 | 2 |
FOOD PRODUCTION PROCESSES
|
Food preservation: methods of preserving cereals and pulses)
|
By the end of the
lesson, the learner
should be able to:
Identify methods of preserving cereals and pulses (legumes) in the locality in order to minimize food losses. Explain the nutrients found in legumes Appreciate the importance of preserving cereals and pulses(legumes) at home |
In groups learners share experiences on methods of preserving cereals (legumes)in the locality
Learners brainstorm on equipment |
How do you preserve cereals and pulses (legume) at home?
|
Pictures
Charts Video clips Realia science Grade 5 Learners Bk. |
Checklist test
Observations
Critiques
Demonstration
Self-assessment
|
|
| 5 | 3 |
FOOD PRODUCTION PROCESSES
|
Food preservation: equipment and materials for preserving cereals and pulses)
|
By the end of the
lesson, the learner
should be able to:
State the methods of preserving cereals Name the equipment and materials used for preserving cereals and pulses (legumes) in their locality for longer preservation of food. Appreciate the importance of preserving cereals and pulses(legumes) at home |
In groups learners share experiences on methods of preserving cereals (legumes)in the locality
Learners brainstorm on equipment |
How do you preserve cereals and pulses (legume) at home?
|
Pictures
Charts Video clips Realia science Grade 5 Learners Bk. |
Checklist test
Observations
Critiques
Demonstration
Self-assessment
|
|
| 5 | 4 |
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
|
|
| 6 | 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 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
|
|
| 6 | 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
|
|
| 6 | 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 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
|
|
| 6 | 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
|
|
| 7 | 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 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
|
|
| 7 | 2 |
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
|
|
| 7 | 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
|
|
| 7 | 4 |
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
|
|
| 8 | 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 (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
|
|
| 8 | 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 (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
|
|
| 8 | 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 (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
|
|
| 8 | 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 (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
|
|
| 9 |
Midterm break |
||||||||
| 10 | 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 (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
|
|
| 10 | 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 (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
|
|
| 10 | 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 (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
|
|
| 10 | 4 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 12 | 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 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
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| 12 | 2 |
FOOD PRODUCTION PROCESSES
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Dry Fat Frying and Deep Frying
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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
|
|
| 12 | 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 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
|
|
| 12 | 4 |
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
|
|
| 13-14 |
End term assessement |
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