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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
|
Uses of Domestic Animals - Types of domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Identify types of domestic animals - Describe characteristics of domestic animals - Appreciate the diversity of domestic animals |
- Discuss types of domestic animals
- Observe pictures of different domestic animals - Identify domestic animals found in the locality - Classify domestic animals based on characteristics |
What types of domestic animals do we keep?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 64
- Pictures of domestic animals - Charts - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Classification task
|
|
| 1 | 2 |
Food Production Processes
|
Uses of Domestic Animals - Uses of domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Identify uses of domestic animals - Match domestic animals to their uses - Value contribution of domestic animals |
- Discuss uses of domestic animals
- Match domestic animals to their uses - Create charts showing uses of domestic animals - Present uses of domestic animals to the class |
What are domestic animals used for?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 65
- Pictures showing uses of domestic animals - Charts - Matching cards - Drawing materials |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 1 | 3 |
Food Production Processes
|
Uses of Domestic Animals - Food products from domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Identify food products obtained from domestic animals - Match domestic animals to their food products - Appreciate food products from domestic animals |
- Discuss food products obtained from domestic animals
- Observe pictures of food products from domestic animals - Match domestic animals to their food products - Create charts showing food products |
What food products do we get from domestic animals?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 66
- Pictures of food products from animals - Charts - Matching cards - Real samples (if available) |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 1 | 4 |
Food Production Processes
|
Uses of Domestic Animals - Types of poultry
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of poultry - Describe characteristics of different poultry - Show interest in poultry keeping |
- Observe pictures of different types of poultry
- Discuss characteristics of different poultry - Identify poultry kept in the locality - Draw and label different types of poultry |
What types of poultry do people keep?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 68
- Pictures of different poultry - Charts - Drawing materials |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 2 | 1 |
Food Production Processes
|
Uses of Domestic Animals - Making presentations about domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Gather information about domestic animals - Make presentations about domestic animals - Show confidence in presenting information |
- Visit a farm with domestic animals
- Gather information about domestic animals - Take photographs or make drawings of domestic animals - Make presentations about domestic animals |
How can we present information about domestic animals?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 69
- Farm with domestic animals - Camera (if available) - Drawing materials - Presentation materials |
- Observation
- Practical assessment
- Presentation assessment
- Peer assessment
|
|
| 2 | 2 |
Food Production Processes
|
Uses of Domestic Animals - Making presentations about domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Gather information about domestic animals - Make presentations about domestic animals - Show confidence in presenting information |
- Visit a farm with domestic animals
- Gather information about domestic animals - Take photographs or make drawings of domestic animals - Make presentations about domestic animals |
How can we present information about domestic animals?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 69
- Farm with domestic animals - Camera (if available) - Drawing materials - Presentation materials |
- Observation
- Practical assessment
- Presentation assessment
- Peer assessment
|
|
| 2 | 3 |
Food Production Processes
|
Uses of Domestic Animals - Importance of domestic animals for food production
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of domestic animals in food production - Describe food products derived from domestic animals - Value the role of domestic animals in food security |
- Discuss the importance of domestic animals in food production
- Identify food products derived from domestic animals - Discuss how domestic animals contribute to food security - Debate on the importance of domestic animals |
How do domestic animals contribute to food production?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 70
- Charts showing importance of domestic animals - Pictures of food products from animals - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Debate assessment
|
|
| 2 | 4 |
Food Production Processes
|
Uses of Domestic Animals - Processing animal products
|
By the end of the
lesson, the learner
should be able to:
- Identify products processed from animal produce - Describe how animal products are processed - Appreciate processed animal products |
- Observe pictures of processed animal products
- Discuss how animal products are processed - Identify processed animal products consumed at home - Match animal products to processed products |
How are animal products processed?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 71
- Pictures of processed animal products - Charts - Samples of processed products (if available) - Matching cards |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 3 | 1 |
Food Production Processes
|
Balanced Diet - Concept of a balanced diet
|
By the end of the
lesson, the learner
should be able to:
- Explain what a balanced diet is - Identify components of a balanced diet - Value eating a balanced diet |
- Discuss what a balanced diet means
- Observe pictures of foods from different food groups - Classify foods according to food groups - Create charts showing food groups |
What is a balanced diet?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 73
- Pictures of different foods - Charts showing food groups - Real food samples (if available) - Drawing materials |
- Observation
- Oral questions
- Written tests
- Classification task
|
|
| 3 | 2 |
Food Production Processes
|
Balanced Diet - Food groups
|
By the end of the
lesson, the learner
should be able to:
- Identify the three main food groups - Classify foods into appropriate food groups - Show interest in learning about food groups |
- Discuss the three main food groups
- Observe pictures of foods from different food groups - Classify foods into appropriate food groups - Create charts showing examples of foods in each group |
What are the main food groups?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 74
- Pictures of foods from different groups - Charts - Drawing materials - Classification cards |
- Observation
- Oral questions
- Written tests
- Classification task
|
|
| 3 | 3 |
Food Production Processes
|
Balanced Diet - Importance of eating a balanced diet
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of eating a balanced diet - Describe functions of different food groups - Value the importance of eating balanced meals |
- Discuss the importance of eating a balanced diet
- Identify functions of different food groups - Create posters on importance of balanced diet - Present posters to the class |
Why is it important to eat a balanced diet?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 76
- Charts showing importance of balanced diet - Pictures - Drawing materials - Digital devices (if available) |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 3 | 4 |
Food Production Processes
|
Balanced Diet - Importance of eating a balanced diet
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of eating a balanced diet - Describe functions of different food groups - Value the importance of eating balanced meals |
- Discuss the importance of eating a balanced diet
- Identify functions of different food groups - Create posters on importance of balanced diet - Present posters to the class |
Why is it important to eat a balanced diet?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 76
- Charts showing importance of balanced diet - Pictures - Drawing materials - Digital devices (if available) |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 4 | 1 |
Food Production Processes
|
Balanced Diet - Energy-giving foods
|
By the end of the
lesson, the learner
should be able to:
- Identify energy-giving foods - Explain the function of energy-giving foods - Appreciate the importance of energy-giving foods |
- Discuss energy-giving foods
- Observe pictures of energy-giving foods - Identify energy-giving foods available locally - Create charts showing energy-giving foods |
What are energy-giving foods and why are they important?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 77
- Pictures of energy-giving foods - Charts - Drawing materials - Real food samples (if available) |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 4 | 2 |
Food Production Processes
|
Balanced Diet - Body-building foods
|
By the end of the
lesson, the learner
should be able to:
- Identify body-building foods - Explain the function of body-building foods - Value the importance of body-building foods |
- Discuss body-building foods
- Observe pictures of body-building foods - Identify body-building foods available locally - Create charts showing body-building foods |
What are body-building foods and why are they important?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 78
- Pictures of body-building foods - Charts - Drawing materials - Real food samples (if available) |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 4 | 3 |
Food Production Processes
|
Balanced Diet - Protective foods
|
By the end of the
lesson, the learner
should be able to:
- Identify protective foods - Explain the function of protective foods - Appreciate the importance of protective foods |
- Discuss protective foods
- Observe pictures of protective foods - Identify protective foods available locally - Create charts showing protective foods |
What are protective foods and why are they important?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 79
- Pictures of protective foods - Charts - Drawing materials - Real food samples (if available) |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 4 | 4 |
Food Production Processes
|
Balanced Diet - Selecting foods for a balanced meal
|
By the end of the
lesson, the learner
should be able to:
- Select foods from different food groups to make a balanced meal - Create a balanced meal using locally available foods - Show interest in planning balanced meals |
- Discuss how to select foods for a balanced meal
- Select foods from different food groups - Plan a balanced meal using locally available foods - Present meal plans to the class |
How do we select foods to create a balanced meal?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 80
- Pictures of different foods - Charts - Drawing materials - Planning templates |
- Observation
- Oral questions
- Written tests
- Meal planning assessment
|
|
| 5 | 1 |
Food Production Processes
|
Balanced Diet - Creating a balanced meal chart
|
By the end of the
lesson, the learner
should be able to:
- Design a balanced meal chart - Include foods from all food groups in the chart - Value planning balanced meals |
- Design a balanced meal chart
- Include foods from all food groups - Use locally available foods in the chart - Present meal charts to the class |
How can we create a balanced meal chart?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 81
- Drawing materials - Charts - Pictures of foods - Templates |
- Observation
- Project assessment
- Presentation assessment
- Peer assessment
|
|
| 5 | 2 |
Food Production Processes
|
Balanced Diet - Role play on balanced meals
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate understanding of balanced meals through role play - Select appropriate foods for balanced meals - Show confidence in role playing |
- Plan a role play on ordering balanced meals
- Role play ordering meals in a hotel - Evaluate if the ordered meals are balanced - Discuss how to improve meal selections |
How can role play help us understand balanced meals?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 82
- Role play props - Charts showing food groups - Pictures of foods |
- Observation
- Role play assessment
- Peer assessment
- Oral questions
|
|
| 5 | 3 |
Food Production Processes
|
Balanced Diet - Role play on balanced meals
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate understanding of balanced meals through role play - Select appropriate foods for balanced meals - Show confidence in role playing |
- Plan a role play on ordering balanced meals
- Role play ordering meals in a hotel - Evaluate if the ordered meals are balanced - Discuss how to improve meal selections |
How can role play help us understand balanced meals?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 82
- Role play props - Charts showing food groups - Pictures of foods |
- Observation
- Role play assessment
- Peer assessment
- Oral questions
|
|
| 5 | 4 |
Food Production Processes
|
Cooking Food - Methods of cooking
|
By the end of the
lesson, the learner
should be able to:
- Identify different methods of cooking - Describe characteristics of different cooking methods - Show interest in learning cooking methods |
- Discuss different methods of cooking
- Observe pictures showing different cooking methods - Identify foods cooked using different methods - Match cooking methods to appropriate foods |
What methods are used to cook food?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 83
- Pictures showing cooking methods - Charts - Matching cards - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 6 | 1 |
Food Production Processes
|
Cooking Food - Boiling method of cooking
|
By the end of the
lesson, the learner
should be able to:
- Explain what boiling is - Identify foods that can be cooked by boiling - Appreciate boiling as a cooking method |
- Discuss what boiling is
- Observe pictures of foods cooked by boiling - Identify foods that can be cooked by boiling - Create charts showing foods cooked by boiling |
What is boiling and which foods can be cooked by boiling?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 84
- Pictures of foods cooked by boiling - Charts - Drawing materials - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 6 | 2 |
Food Production Processes
|
Cooking Food - How to boil an egg
|
By the end of the
lesson, the learner
should be able to:
- Describe the steps of boiling an egg - Demonstrate boiling an egg - Show responsibility in handling cooking equipment |
- Discuss steps of boiling an egg
- Demonstrate boiling an egg - Observe safety measures when boiling - Monitor time taken to boil an egg |
How do we boil an egg?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 85
- Eggs - Cooking equipment (sufuria, lid) - Water - Source of heat - Timer |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 6 | 3 |
Food Production Processes
|
Cooking Food - How to boil Irish potatoes
|
By the end of the
lesson, the learner
should be able to:
- Describe the steps of boiling Irish potatoes - Demonstrate boiling of Irish potatoes - Value proper food preparation |
- Discuss steps of boiling Irish potatoes
- Demonstrate boiling of Irish potatoes - Observe safety measures when boiling - Test if potatoes are well cooked |
How do we boil Irish potatoes?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 86
- Irish potatoes - Cooking equipment - Water - Salt - Source of heat |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 6 | 4 |
Food Production Processes
|
Cooking Food - Shallow frying method of cooking
|
By the end of the
lesson, the learner
should be able to:
- Explain what shallow frying is - Identify foods that can be cooked by shallow frying - Appreciate shallow frying as a cooking method |
- Discuss what shallow frying is
- Observe pictures of foods cooked by shallow frying - Identify foods that can be cooked by shallow frying - Create charts showing foods cooked by shallow frying |
What is shallow frying and which foods can be cooked by shallow frying?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 87
- Pictures of foods cooked by shallow frying - Charts - Drawing materials - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 7 | 1 |
Food Production Processes
|
Cooking Food - Equipment for shallow frying
|
By the end of the
lesson, the learner
should be able to:
- Identify equipment used for shallow frying - Describe characteristics of equipment for shallow frying - Show interest in proper cooking equipment |
- Observe equipment used for shallow frying
- Discuss characteristics of equipment for shallow frying - Identify suitable cooking oil for shallow frying - Match equipment to appropriate foods for frying |
What equipment is used for shallow frying?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 88
- Cooking equipment for shallow frying - Pictures of equipment - Charts - Matching cards |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 7 | 2 |
Food Production Processes
|
Cooking Food - How to shallow fry an egg
|
By the end of the
lesson, the learner
should be able to:
- Describe the steps of shallow frying an egg - Demonstrate shallow frying of an egg - Show responsibility in handling cooking equipment |
- Discuss steps of shallow frying an egg
- Demonstrate shallow frying of an egg - Observe safety measures when frying - Monitor time taken to fry an egg |
How do we shallow fry an egg?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 89
- Eggs - Frying pan - Cooking oil - Source of heat - Fish slice |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 7 | 3 |
Food Production Processes
|
Cooking Food - How to shallow fry an egg
|
By the end of the
lesson, the learner
should be able to:
- Describe the steps of shallow frying an egg - Demonstrate shallow frying of an egg - Show responsibility in handling cooking equipment |
- Discuss steps of shallow frying an egg
- Demonstrate shallow frying of an egg - Observe safety measures when frying - Monitor time taken to fry an egg |
How do we shallow fry an egg?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 89
- Eggs - Frying pan - Cooking oil - Source of heat - Fish slice |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 7 | 4 |
Food Production Processes
|
Cooking Food - Safety measures when cooking
|
By the end of the
lesson, the learner
should be able to:
- Identify safety measures when cooking - Demonstrate safety measures when cooking - Value safety in food preparation |
- Discuss safety measures when cooking
- Demonstrate safety measures when cooking - Identify potential hazards in the kitchen - Create posters on kitchen safety |
What safety measures should we observe when cooking?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts showing safety measures - Pictures - Drawing materials - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 8 | 1 |
Food Production Processes
|
Cooking Food - Conserving fuel when cooking
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of conserving fuel when cooking - Demonstrate fuel conservation techniques - Value fuel conservation |
- Discuss ways of conserving fuel when cooking
- Demonstrate fuel conservation techniques - Identify fuel-efficient cooking methods - Create posters on fuel conservation when cooking |
How can we conserve fuel when cooking?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts showing fuel conservation - Pictures - Drawing materials - Fuel-efficient equipment (if available) |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 8 | 2 |
Food Production Processes
|
Cooking Food - Hygiene practices when cooking
|
By the end of the
lesson, the learner
should be able to:
- Identify hygiene practices when cooking - Demonstrate hygiene practices when cooking - Value hygiene in food preparation |
- Discuss hygiene practices when cooking
- Demonstrate hygiene practices when cooking - Identify potential contamination sources - Create posters on kitchen hygiene |
What hygiene practices should we observe when cooking?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts showing hygiene practices - Pictures - Drawing materials - Cleaning materials |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 8 | 3 |
Food Production Processes
|
Cooking Food - Review of cooking methods
|
By the end of the
lesson, the learner
should be able to:
- Compare boiling and shallow frying methods - Identify suitable foods for each cooking method - Appreciate different methods of cooking |
- Compare boiling and shallow frying methods
- Discuss advantages and disadvantages of each method - Identify suitable foods for each method - Create a comparison chart |
How do boiling and shallow frying methods compare?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts - Pictures showing cooking methods - Drawing materials - Comparison templates |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 8 | 4 |
Hygiene Practices
|
Personal Hygiene - What is personal hygiene
Personal Hygiene - Handwashing |
By the end of the
lesson, the learner
should be able to:
- Explain what personal hygiene means - Identify healthy practices that promote personal hygiene - Value the importance of personal hygiene |
- Discuss what personal hygiene means
- Observe pictures showing healthy practices - Identify healthy practices they carry out - Share experiences on personal hygiene practices |
What is personal hygiene?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 91
- Pictures showing healthy practices - Charts - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 92 - Handwashing facilities - Soap - Water - Charts showing handwashing steps |
- Observation
- Oral questions
- Written tests
- Group discussion assessment
|
|
| 9 | 1 |
Hygiene Practices
|
Personal Hygiene - Use of personal protective equipment
|
By the end of the
lesson, the learner
should be able to:
- Identify personal protective equipment - Explain the importance of personal protective equipment - Appreciate the use of personal protective equipment |
- Discuss what personal protective equipment (PPE) is
- Observe pictures of different PPEs - Identify when to use different PPEs - Demonstrate correct use of PPEs |
Why do we use personal protective equipment?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 94
- Pictures of personal protective equipment - Actual PPEs (masks, gloves, aprons) - Charts - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Demonstration assessment
|
|
| 9 | 2 |
Hygiene Practices
|
Personal Hygiene - Types of personal protective equipment
Personal Hygiene - Benefits of personal protective equipment |
By the end of the
lesson, the learner
should be able to:
- Identify different types of personal protective equipment - Match personal protective equipment to appropriate activities - Value the importance of using appropriate PPEs |
- Observe different types of personal protective equipment
- Discuss the use of each type of PPE - Match PPEs to appropriate activities - Role-play using different PPEs |
What types of personal protective equipment are there?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 95
- Various types of PPEs - Pictures of PPEs - Charts - Matching cards - Oxford Agriculture and Nutrition Grade 4 pg. 96 - Charts showing benefits of PPEs - Pictures - Drawing materials - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 9 | 3 |
Hygiene Practices
|
Personal Hygiene - Use of clean water
Personal Hygiene - Preparing clean water for drinking |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of using clean water - Identify sources of clean water - Value the use of clean water in hygiene practices |
- Discuss importance of using clean water
- Identify sources of clean water - Observe pictures of clean and dirty water - Discuss consequences of using dirty water |
Why should we use clean water?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 97
- Pictures showing clean and dirty water - Charts - Sample of clean and dirty water - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 98 - Water - Cooking pot with lid - Source of heat - Storage container with lid |
- Observation
- Oral questions
- Written tests
- Group discussion assessment
|
|
| 9 | 4 |
Hygiene Practices
|
Personal Hygiene - Uses of clean water
Personal Hygiene - Keeping a personal hygiene record |
By the end of the
lesson, the learner
should be able to:
- Identify uses of clean water in hygiene practices - Describe importance of clean water in different hygiene practices - Appreciate the importance of clean water |
- Discuss uses of clean water in hygiene practices
- Observe pictures showing uses of clean water - Identify hygiene practices that require clean water - Create posters on uses of clean water |
How do we use clean water in hygiene practices?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 99
- Pictures showing uses of clean water - Charts - Drawing materials - Video clips (if available) - Personal hygiene record templates - Writing materials - Sample filled records |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 10 | 1 |
Hygiene Practices
|
Personal Hygiene - Promoting personal hygiene
|
By the end of the
lesson, the learner
should be able to:
- Create messages to promote personal hygiene - Communicate importance of personal hygiene - Show commitment to promoting personal hygiene |
- Create messages to promote personal hygiene
- Design posters with hygiene messages - Present posters to the class - Display posters around the school |
How can we promote personal hygiene?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 99
- Drawing materials - Charts - Display boards - Sample posters |
- Observation
- Project assessment
- Presentation assessment
- Peer assessment
|
|
| 10 | 2 |
Hygiene Practices
|
Personal Hygiene - Promoting personal hygiene
|
By the end of the
lesson, the learner
should be able to:
- Create messages to promote personal hygiene - Communicate importance of personal hygiene - Show commitment to promoting personal hygiene |
- Create messages to promote personal hygiene
- Design posters with hygiene messages - Present posters to the class - Display posters around the school |
How can we promote personal hygiene?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 99
- Drawing materials - Charts - Display boards - Sample posters |
- Observation
- Project assessment
- Presentation assessment
- Peer assessment
|
|
| 10 | 3 |
Hygiene Practices
|
Domestic Hygiene - Methods of cleaning the home
|
By the end of the
lesson, the learner
should be able to:
- Identify methods of cleaning the home environment - Describe different cleaning methods - Appreciate the importance of a clean home environment |
- Discuss methods of cleaning the home environment
- Observe pictures showing different cleaning methods - Identify cleaning methods used at home - Demonstrate simple cleaning methods |
What methods are used to clean our homes?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 100
- Pictures showing cleaning methods - Charts - Video clips (if available) - Cleaning materials |
- Observation
- Oral questions
- Written tests
- Demonstration assessment
|
|
| 10 | 4 |
Hygiene Practices
|
Domestic Hygiene - Materials and tools for cleaning
|
By the end of the
lesson, the learner
should be able to:
- Identify materials and tools for cleaning the home - Match cleaning tools to appropriate cleaning tasks - Value proper use of cleaning tools |
- Observe different cleaning materials and tools
- Discuss uses of different cleaning tools - Match cleaning tools to appropriate cleaning tasks - Identify locally available cleaning materials |
What materials and tools are used for cleaning our homes?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 101
- Cleaning materials and tools - Pictures of cleaning tools - Charts - Matching cards |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 11 | 1 |
Hygiene Practices
|
Domestic Hygiene - Locally available materials for cleaning
|
By the end of the
lesson, the learner
should be able to:
- Identify locally available materials for making cleaning items - Make cleaning items using locally available materials - Show creativity in making cleaning items |
- Identify locally available materials for making cleaning items
- Discuss how to make cleaning items - Make simple cleaning items - Demonstrate use of made cleaning items |
How can we make cleaning items using locally available materials?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 102
- Locally available materials - Tools for making cleaning items - Pictures showing cleaning items - Charts |
- Observation
- Practical assessment
- Project assessment
- Creativity assessment
|
|
| 11 | 2 |
Hygiene Practices
|
Domestic Hygiene - How to sweep a floor
|
By the end of the
lesson, the learner
should be able to:
- Describe the steps of sweeping a floor - Demonstrate proper sweeping technique - Show responsibility in sweeping |
- Discuss steps of sweeping a floor
- Demonstrate proper sweeping technique - Practice sweeping the classroom - Dispose of collected dirt appropriately |
How do we properly sweep a floor?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 103
- Broom - Dustpan - Dustbin - Classroom floor |
- Observation
- Practical assessment
- Demonstration assessment
- Peer assessment
|
|
| 11 | 3 |
Hygiene Practices
|
Domestic Hygiene - How to dust a surface
|
By the end of the
lesson, the learner
should be able to:
- Describe the steps of dusting a surface - Demonstrate proper dusting technique - Value cleanliness of surfaces |
- Discuss steps of dusting a surface
- Demonstrate proper dusting technique - Practice dusting surfaces in the classroom - Care for dusting cloths appropriately |
How do we properly dust surfaces?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 105
- Dusting cloths - Surfaces for dusting - Charts showing dusting steps - Video clips (if available) |
- Observation
- Practical assessment
- Demonstration assessment
- Peer assessment
|
|
| 11 | 4 |
Hygiene Practices
|
Domestic Hygiene - How to mop a floor
|
By the end of the
lesson, the learner
should be able to:
- Describe the steps of mopping a floor - Demonstrate proper mopping technique - Show responsibility in mopping |
- Discuss steps of mopping a floor
- Demonstrate proper mopping technique - Practice mopping the classroom - Observe safety when mopping |
How do we properly mop a floor?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 106
- Mop or floor cloth - Bucket or basin - Water - Soap - Classroom floor |
- Observation
- Practical assessment
- Demonstration assessment
- Peer assessment
|
|
| 12 | 1 |
Hygiene Practices
|
Domestic Hygiene - How to dispose refuse
|
By the end of the
lesson, the learner
should be able to:
- Describe methods of disposing refuse - Demonstrate proper refuse disposal - Value proper waste disposal |
- Discuss methods of disposing refuse
- Identify proper and improper waste disposal - Demonstrate proper refuse disposal - Classify waste materials |
How should we dispose of refuse?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 108
- Pictures showing waste disposal - Dustbins - Waste materials - Charts |
- Observation
- Practical assessment
- Demonstration assessment
- Classification task
|
|
| 12 | 2 |
Hygiene Practices
|
Domestic Hygiene - How to dispose refuse
|
By the end of the
lesson, the learner
should be able to:
- Describe methods of disposing refuse - Demonstrate proper refuse disposal - Value proper waste disposal |
- Discuss methods of disposing refuse
- Identify proper and improper waste disposal - Demonstrate proper refuse disposal - Classify waste materials |
How should we dispose of refuse?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 108
- Pictures showing waste disposal - Dustbins - Waste materials - Charts |
- Observation
- Practical assessment
- Demonstration assessment
- Classification task
|
|
| 12 | 3 |
Hygiene Practices
|
Domestic Hygiene - Reusing and recycling waste
|
By the end of the
lesson, the learner
should be able to:
- Identify waste materials that can be reused or recycled - Demonstrate reuse of waste materials - Value reusing and recycling waste |
- Identify waste materials that can be reused or recycled
- Discuss ways to reuse or recycle different materials - Make items from recycled materials - Display recycled items |
How can we reuse and recycle waste materials?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 109
- Waste materials for recycling - Tools for making recycled items - Pictures showing recycled items - Charts |
- Observation
- Practical assessment
- Project assessment
- Creativity assessment
|
|
| 12 | 4 |
Hygiene Practices
|
Domestic Hygiene - Cleaning a classroom
|
By the end of the
lesson, the learner
should be able to:
- Apply different cleaning methods to clean a classroom - Collaborate in cleaning tasks - Show responsibility in cleaning |
- Discuss steps of cleaning a classroom
- Plan cleaning activities - Clean the classroom using different methods - Observe safety while cleaning |
How do we clean our classroom?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 110
- Cleaning tools and materials - Brooms, mops, dusters - Water, soap - Dustbins |
- Observation
- Practical assessment
- Group work assessment
- Peer assessment
|
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