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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Food Production Processes
|
Growing Fruits - Fruit crops that grow in locality
|
By the end of the
lesson, the learner
should be able to:
- Identify fruit crops that grow in the locality - Describe characteristics of fruit crops in the locality - Appreciate fruit crops grown in the locality |
- Discuss fruit crops grown in the locality
- Observe pictures of different fruit crops - Identify characteristics of different fruit crops - Classify fruit crops based on their characteristics |
Which fruit crops grow well in our locality?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 39
- Pictures of fruit crops - Charts showing fruit crops - Real fruit samples (if available) |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 2 | 2 |
Food Production Processes
|
Growing Fruits - Woody fruit crops
|
By the end of the
lesson, the learner
should be able to:
- Identify woody fruit crops - Describe characteristics of woody fruit crops - Show interest in growing woody fruit crops |
- Observe pictures of woody fruit crops
- Discuss characteristics of woody fruit crops - Identify examples of woody fruit crops in the locality - Draw and label woody fruit crops |
What are woody fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 40
- Pictures of woody fruit crops - Charts - Drawing materials |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 2 | 3 |
Food Production Processes
|
Growing Fruits - Planting materials for woody fruit crops
Growing Fruits - Preparing fruit seeds for planting |
By the end of the
lesson, the learner
should be able to:
- Identify sources of planting materials for woody fruit crops - Describe planting materials for woody fruit crops - Value proper selection of planting materials |
- Discuss sources of planting materials for woody fruit crops
- Visit places where planting materials can be obtained - Identify good quality planting materials - Discuss factors to consider when selecting planting materials |
Where can we get planting materials for woody fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 41
- Pictures showing sources of planting materials - Samples of planting materials - Charts - Oxford Agriculture and Nutrition Grade 4 pg. 42 - Ripe fruits (guava, tree tomato) - Knife - Water - Containers - Drying materials |
- Observation
- Oral questions
- Written tests
- Field visit report
|
|
| 2 | 4 |
Food Production Processes
|
Growing Fruits - Sowing fruit seeds in a nursery bed
|
By the end of the
lesson, the learner
should be able to:
- Describe how to sow fruit seeds in a nursery bed - Demonstrate sowing of fruit seeds in a nursery bed - Value proper sowing techniques |
- Prepare a nursery bed for sowing fruit seeds
- Make shallow drills on the nursery bed - Sow the prepared fruit seeds in the drills - Cover the seeds lightly with soil and mulch |
How do we sow fruit seeds in a nursery bed?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 43
- Prepared fruit seeds - Prepared nursery bed - Tools for making drills - Mulch materials |
- Observation
- Practical assessment
- Project assessment
|
|
| 3 | 1 |
Food Production Processes
|
Growing Fruits - Caring for fruit seedlings
Growing Fruits - Transplanting fruit seedlings |
By the end of the
lesson, the learner
should be able to:
- Identify care practices for fruit seedlings - Demonstrate care practices for fruit seedlings - Show responsibility in caring for fruit seedlings |
- Discuss care practices for fruit seedlings
- Demonstrate watering, mulching, and shading of seedlings - Monitor growth of seedlings - Record observations of seedling growth |
How do we care for fruit seedlings in a nursery?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 44
- Nursery bed with seedlings - Watering can - Mulch materials - Shading materials - Oxford Agriculture and Nutrition Grade 4 pg. 45 - Fruit seedlings ready for transplanting - Tools for digging holes - Compost manure - Watering can |
- Observation
- Practical assessment
- Project assessment
- Record assessment
|
|
| 3 | 2 |
Food Production Processes
|
Growing Fruits - Protecting young fruit crops
|
By the end of the
lesson, the learner
should be able to:
- Identify methods of protecting young fruit crops - Demonstrate methods of protecting young fruit crops - Value protection of young fruit crops |
- Discuss methods of protecting young fruit crops
- Identify threats to young fruit crops - Demonstrate fencing and other protection methods - Observe protected young fruit crops |
How can we protect young fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 47
- Pictures showing protection methods - Materials for protection (sticks, wire) - Tools - Transplanted fruit crops |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 3 | 3 |
Food Production Processes
|
Growing Fruits - Watering young fruit crops
Growing Fruits - Mulching young fruit plants |
By the end of the
lesson, the learner
should be able to:
- Describe methods of watering young fruit crops - Demonstrate proper watering of young fruit crops - Show responsibility in watering plants |
- Discuss methods of watering young fruit crops
- Demonstrate proper watering techniques - Create a watering schedule - Monitor plant growth after watering |
Why and how should we water young fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 48
- Watering equipment - Transplanted fruit crops - Water - Watering schedule chart - Oxford Agriculture and Nutrition Grade 4 pg. 49 - Mulching materials - Pictures showing mulching - Observation charts |
- Observation
- Practical assessment
- Project assessment
- Record assessment
|
|
| 3 | 4 |
Food Production Processes
|
Growing Fruits - Weeding around fruit plants
|
By the end of the
lesson, the learner
should be able to:
- Identify weeds growing around fruit plants - Demonstrate proper weeding techniques - Value keeping fruit plants free from weeds |
- Identify weeds growing around fruit plants
- Demonstrate proper weeding techniques - Dispose of weeds appropriately - Observe growth of plants after weeding |
Why should we remove weeds from around fruit plants?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 49
- Transplanted fruit crops with weeds - Weeding tools - Gloves - Disposal containers |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 4 | 1 |
Food Production Processes
|
Growing Fruits - Climbing fruit crops
Growing Fruits - Planting materials for climbing fruit crops |
By the end of the
lesson, the learner
should be able to:
- Identify climbing fruit crops - Describe characteristics of climbing fruit crops - Show interest in climbing fruit crops |
- Observe pictures of climbing fruit crops
- Discuss characteristics of climbing fruit crops - Identify examples of climbing fruit crops in the locality - Mount pictures of climbing fruit crops on a display board |
What are climbing fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 51
- Pictures of climbing fruit crops - Charts - Display materials - Magazines/Newspapers - Oxford Agriculture and Nutrition Grade 4 pg. 52 - Seeds of climbing fruit crops - Cuttings of climbing fruit crops - Pictures showing planting materials - Charts |
- Observation
- Oral questions
- Written tests
- Display assessment
|
|
| 4 | 2 |
Food Production Processes
|
Growing Fruits - Preparing seeds of climbing fruit crops
|
By the end of the
lesson, the learner
should be able to:
- Describe how to prepare seeds of climbing fruit crops - Demonstrate preparation of seeds of climbing fruit crops - Show care in preparing seeds |
- Observe demonstration of preparing seeds of climbing fruit crops
- Extract seeds from passion fruit and kiwi - Clean and prepare the seeds for planting - Store prepared seeds appropriately |
How do we prepare seeds of climbing fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 53
- Passion fruits - Kiwi fruits - Tools for seed extraction - Storage containers |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 4 | 3 |
Food Production Processes
|
Growing Fruits - Making cuttings for planting
Growing Fruits - Supporting climbing fruit plants |
By the end of the
lesson, the learner
should be able to:
- Describe how to make cuttings for planting - Demonstrate making cuttings for planting - Show care in handling plant materials |
- Observe demonstration of making cuttings for planting
- Select suitable branches for making cuttings - Make proper cuts at appropriate angles - Prepare cuttings for planting |
How do we make cuttings for planting?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 54
- Plant materials for making cuttings - Cutting tools - Containers for planting - Growing medium - Oxford Agriculture and Nutrition Grade 4 pg. 57 - Support materials (posts, stakes) - Tools for installation - Climbing plants - Pictures showing support structures |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 4 | 4 |
Food Production Processes
|
Growing Fruits - Importance of fruits
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of fruits - Identify nutritional benefits of fruits - Appreciate the value of fruits in the diet |
- Discuss the importance of fruits
- Identify nutritional benefits of different fruits - Create posters showing importance of fruits - Present posters to the class |
Why are fruits important?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 61
- Charts showing importance of fruits - Pictures of different fruits - Drawing materials - Fruit samples (if available) |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 5 | 1 |
Food Production Processes
|
Uses of Domestic Animals - Types of domestic animals
Uses of Domestic Animals - Uses 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) - Oxford Agriculture and Nutrition Grade 4 pg. 65 - Pictures showing uses of domestic animals - Matching cards - Drawing materials |
- Observation
- Oral questions
- Written tests
- Classification task
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
Food Production Processes
|
Uses of Domestic Animals - Types of poultry
Uses of Domestic Animals - Making presentations about domestic animals |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 69 - Farm with domestic animals - Camera (if available) - Drawing materials - Presentation materials |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 5 | 4 |
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
|
|
| 6 | 1 |
Food Production Processes
|
Uses of Domestic Animals - Processing animal products
Balanced Diet - Concept of a balanced diet |
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 - 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
- Matching exercise
|
|
| 6 | 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
|
|
| 6 | 3 |
Food Production Processes
|
Balanced Diet - Importance of eating a balanced diet
Balanced Diet - Energy-giving foods |
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) - Oxford Agriculture and Nutrition Grade 4 pg. 77 - Pictures of energy-giving foods - Charts - Real food samples (if available) |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 6 | 4 |
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
|
|
| 7 | 1 |
Food Production Processes
|
Balanced Diet - Protective foods
Balanced Diet - Selecting foods for a balanced meal |
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) - Oxford Agriculture and Nutrition Grade 4 pg. 80 - Pictures of different foods - Planning templates |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
Food Production Processes
|
Balanced Diet - Role play on balanced meals
Cooking Food - Methods of cooking |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 83 - Pictures showing cooking methods - Charts - Matching cards - Video clips (if available) |
- Observation
- Role play assessment
- Peer assessment
- Oral questions
|
|
| 7 | 4 |
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
|
|
| 8 | 1 |
Food Production Processes
|
Cooking Food - How to boil an egg
Cooking Food - How to boil Irish potatoes |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 86 - Irish potatoes - Cooking equipment - Salt - Source of heat |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
Food Production Processes
|
Cooking Food - Equipment for shallow frying
Cooking Food - How to shallow fry an egg |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 89 - Eggs - Frying pan - Cooking oil - Source of heat - Fish slice |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 8 | 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
|
|
| 9 | 1 |
Food Production Processes
|
Cooking Food - Conserving fuel when cooking
Cooking Food - Hygiene practices 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) - Charts showing hygiene practices - Cleaning materials |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 9 | 2 |
Food Production Processes
Hygiene Practices |
Cooking Food - Review of cooking methods
Personal Hygiene - What is personal hygiene |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 91 - Pictures showing healthy practices - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 9 | 3 |
Hygiene Practices
|
Personal Hygiene - Handwashing
Personal Hygiene - Use of personal protective equipment Personal Hygiene - Types of personal protective equipment |
By the end of the
lesson, the learner
should be able to:
- Describe the correct way to wash hands - Demonstrate proper handwashing technique - Show commitment to washing hands regularly |
- Discuss the importance of handwashing
- Observe pictures showing handwashing steps - Demonstrate proper handwashing technique - Identify when to wash hands |
Why and how should we wash our hands?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 92
- Handwashing facilities - Soap - Water - Charts showing handwashing steps - Oxford Agriculture and Nutrition Grade 4 pg. 94 - Pictures of personal protective equipment - Actual PPEs (masks, gloves, aprons) - Charts - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 95 - Various types of PPEs - Pictures of PPEs - Matching cards |
- Observation
- Practical assessment
- Demonstration assessment
- Oral questions
|
|
| 9 | 4 |
Hygiene Practices
|
Personal Hygiene - Benefits of personal protective equipment
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 benefits of using personal protective equipment - Describe how PPEs prevent the spread of germs - Show interest in using PPEs |
- Discuss benefits of using personal protective equipment
- Identify how PPEs prevent the spread of germs - Create posters on benefits of PPEs - Present posters to the class |
What are the benefits of using personal protective equipment?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 96
- Charts showing benefits of PPEs - Pictures - Drawing materials - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 97 - Pictures showing clean and dirty water - Charts - Sample of clean and dirty water - 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
- Poster assessment
|
|
| 10 | 1 |
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 | 2 |
Hygiene Practices
|
Personal Hygiene - Promoting personal hygiene
Domestic Hygiene - Methods of cleaning the home |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 100 - Pictures showing cleaning methods - Video clips (if available) - Cleaning materials |
- Observation
- Project assessment
- Presentation assessment
- Peer assessment
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
Hygiene Practices
|
Domestic Hygiene - Locally available materials for cleaning
Domestic Hygiene - How to sweep a floor |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 103 - Broom - Dustpan - Dustbin - Classroom floor |
- Observation
- Practical assessment
- Project assessment
- Creativity assessment
|
|
| 11 | 1 |
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 | 2 |
Hygiene Practices
|
Domestic Hygiene - How to mop a floor
Domestic Hygiene - How to dispose refuse |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 108 - Pictures showing waste disposal - Dustbins - Waste materials - Charts |
- Observation
- Practical assessment
- Demonstration assessment
- Peer assessment
|
|
| 11 | 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
|
|
| 11 | 4 |
Hygiene Practices
|
Domestic Hygiene - Cleaning a classroom
Cleaning Personal Protective Equipment - What are personal protective equipment |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 112 - Different personal protective equipment - Pictures of PPEs - Charts - Matching cards |
- Observation
- Practical assessment
- Group work assessment
- Peer assessment
|
|
| 12 | 1 |
Hygiene Practices
|
Cleaning Personal Protective Equipment - Types 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 body parts they protect - Show interest in learning about PPEs |
- Observe different types of personal protective equipment
- Discuss which body parts each PPE protects - Match PPEs to body parts they protect - Identify situations requiring different PPEs |
What types of personal protective equipment are there?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 113
- Different types of PPEs - Pictures of PPEs - Charts - Matching cards |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 12 | 2 |
Hygiene Practices
|
Cleaning Personal Protective Equipment - Importance of cleaning PPEs
Cleaning Personal Protective Equipment - How to clean gumboots |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of cleaning personal protective equipment - Identify consequences of using dirty PPEs - Value the cleanliness of PPEs |
- Discuss importance of cleaning personal protective equipment
- Identify consequences of using dirty PPEs - Create posters on importance of clean PPEs - Present posters to the class |
Why is it important to clean personal protective equipment?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 114
- Charts - Pictures - Drawing materials - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 115 - Gumboots - Cleaning materials (water, soap, brush) - Basin or bucket - Charts showing cleaning steps |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 12 | 3 |
Hygiene Practices
|
Cleaning Personal Protective Equipment - How to clean canvas shoes
|
By the end of the
lesson, the learner
should be able to:
- Describe the steps of cleaning canvas shoes - Demonstrate cleaning of canvas shoes - Value cleanliness of footwear |
- Discuss steps of cleaning canvas shoes
- Demonstrate cleaning of canvas shoes - Observe safety measures when cleaning - Store cleaned canvas shoes appropriately |
How do we clean canvas shoes?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 116
- Canvas shoes - Cleaning materials (water, soap, brush) - Basin or bucket - Charts showing cleaning steps |
- Observation
- Practical assessment
- Demonstration assessment
- Peer assessment
|
|
| 12 | 4 |
Hygiene Practices
|
Cleaning Personal Protective Equipment - How to wash overalls
Cleaning Personal Protective Equipment - Safety measures when cleaning PPEs Cleaning Personal Protective Equipment - Conserving water when cleaning PPEs |
By the end of the
lesson, the learner
should be able to:
- Describe the steps of washing overalls - Demonstrate washing of overalls - Show responsibility in washing overalls |
- Discuss steps of washing overalls
- Demonstrate washing of overalls - Observe safety measures when washing - Dry and store washed overalls appropriately |
How do we wash overalls?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 117
- Overalls - Washing materials (water, soap) - Basin or bucket - Drying line and pegs - Oxford Agriculture and Nutrition Grade 4 pg. 118 - Charts showing safety measures - Pictures - Drawing materials - Safety equipment - Oxford Agriculture and Nutrition Grade 4 pg. 119 - Charts showing water conservation - Water containers |
- Observation
- Practical assessment
- Demonstration assessment
- Peer assessment
|
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