Food Production Processes

Direct Sowing of Tiny Seeds - Introduction to Direct Sowing
Direct Sowing of Tiny Seeds - Types of Seedbeds for Tiny Seeds

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

- Define direct sowing of tiny seeds
- Identify food crops established through direct sowing such as carrots, millet, kale and coriander
- Show interest in growing food crops through direct sowing

In groups, learners are guided to:
- Discuss the meaning of direct sowing and distinguish it from indirect sowing
- Identify examples of tiny seeded crops such as carrots, millet, kale, spinach and coriander from pictures
- Discuss why tiny seeded crops are established through direct sowing rather than transplanting

How does direct sowing of tiny seeds enhance food production?

- MTP Agriculture Gr 4 pg. 26
- Digital devices
- Seed packets (kale, carrot, millet)
- MTP Agriculture Gr 4 pg. 27
- Pictures of seedbed types

- Oral questions - Observation

Food Production Processes

Direct Sowing of Tiny Seeds - Preparing a Seedbed for Tiny Seeds
Direct Sowing of Tiny Seeds - Sowing Carrot Seeds in a Seedbed
Direct Sowing of Tiny Seeds - Sowing Millet Seeds in a Seedbed
Direct Sowing of Tiny Seeds - Care: Watering and Thinning

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

- Describe the steps for preparing a fine seedbed
- Identify tools required for seedbed preparation
- Value safety when working with garden tools

In groups, learners are guided to:
- Observe pictures showing seedbed preparation steps: digging, breaking clods, raking and levelling
- Identify tools used: jembe, rake, panga and fork
- Discuss why the soil must be fine for tiny seeds and practise preparing a seedbed under teacher guidance

How does direct sowing of tiny seeds enhance food production?

- MTP Agriculture Gr 4 pg. 27
- Garden tools (jembe, rake, panga)
- School garden
- MTP Agriculture Gr 4 pg. 29
- Carrot seeds
- Watering can
- MTP Agriculture Gr 4 pg. 30
- Millet seeds
- MTP Agriculture Gr 4 pg. 31

- Observation - Practical assessment

Food Production Processes

Direct Sowing of Tiny Seeds - Care: Weeding and Mulching
Direct Sowing of Tiny Seeds - Harvesting and Benefits
Growing Fruits - Types of Fruits that Grow in Our Locality

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

- Describe the importance of weeding in a seedbed
- Explain the role of mulching in caring for tiny seeded crops
- Demonstrate responsibility in caring for growing crops

In groups, learners are guided to:
- Discuss how weeds compete with crops for water, nutrients and sunlight and practise removing them by hand
- Apply dry grass mulch on the seedbed to conserve moisture and control weed growth
- Share responsibilities among the group to ensure crops are well taken care of and update portfolio records

How does direct sowing of tiny seeds enhance food production?

- MTP Agriculture Gr 4 pg. 33
- Dry grass for mulching
- School garden
- MTP Agriculture Gr 4 pg. 35
- Harvesting tools
- MTP Agriculture Gr 4 pg. 37
- Pictures of fruits and fruit plants
- Digital devices

- Observation - Portfolio record

Food Production Processes

Growing Fruits - More Fruits in Our Locality
Growing Fruits - Collecting Planting Materials

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

- Identify additional fruits found in the locality
- Explain the difference between fruits growing on woody trees and climbing plants
- Appreciate the variety of fruits that can be grown locally

In groups, learners are guided to:
- Study more pictures of fruits and identify: blackberries, raspberries, guava, avocado, oranges and mangoes
- Identify which fruits grow on woody trees and which grow on climbing plants with vines that need support
- List the names of the fruits from the activity in the notebook and share which are grown in the locality

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 39
- Pictures of fruits
- Reference books
- MTP Agriculture Gr 4 pg. 40
- Fruit seeds
- Stem cuttings
- Digital devices

- Oral questions - Written assignment

Food Production Processes

Growing Fruits - Establishing Fruit Plants from Seeds
Growing Fruits - Caring for Young Plants: Shading and Protection
Growing Fruits - Caring for Young Plants: Manure, Weeding and Pruning

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

- Describe the steps for establishing fruit plants from seeds
- Plant fruit seeds in a container with fertile soil
- Show care for newly established fruit seedlings

In groups, learners are guided to:
- Collect suitable planting materials: fruit seeds or stem cuttings
- Insert seeds or a stem cutting into a container with fertile soil and water it
- Place the container in a shaded area and take care of seedlings by watering and weeding until roots and leaves are well produced, then transplant

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 41
- Fruit seeds or cuttings
- Containers with fertile soil
- Water
- MTP Agriculture Gr 4 pg. 42
- Sticks and dry grass
- School garden
- MTP Agriculture Gr 4 pg. 43
- Manure
- Garden tools

- Observation - Practical assessment

Food Production Processes

Growing Fruits - Training Climbing Fruit Plants
Growing Fruits - Harvesting Mature Fruits

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

- Explain the importance of training climbing fruit plants
- Construct a support structure for climbing fruit plants
- Demonstrate tying a climbing stem along wires or ropes

In groups, learners are guided to:
- Discuss how climbing fruit plants such as passion, grapes and kiwi have weak stems that need support
- Construct a support structure using strong ropes or wires along a fence
- Guide the climbing stem along the wires or ropes and tie when necessary to keep the plant along the support structure

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 44
- Strong ropes or wire
- Fence or support poles
- School garden
- MTP Agriculture Gr 4 pg. 45
- Harvested fruits

- Observation - Practical assessment

Food Production Processes

Growing Fruits - Importance of Consuming Fruits
Growing Fruits - Extended Project

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

- Explain the importance of consuming fruits
- Relate fruit consumption to good health and nutrition
- Show willingness to grow and consume fruits at home

In groups, learners are guided to:
- Discuss that fruits provide vitamins that protect the body from diseases, juice that provides energy and fibre that improves digestion
- Discuss that fruits quench thirst because they contain water
- Answer assess yourself questions on growing fruits and discuss with parents the benefits of growing at least one fruit plant at home

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 45
- Digital devices
- Reference books
- School garden
- Portfolio record

- Oral questions - Written assignment

Food Production Processes

Growing Fruits - Extended Project (2)
Growing Fruits - Extended Project (3)

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

- Continue tending to the established fruit plant project
- Record observations on fruit plant growth in the portfolio
- Value patience and consistency in food crop production

In groups, learners are guided to:
- Observe and record the growth stages of the established fruit plant
- Continue all care practices: watering, weeding, mulching, pruning and training where applicable
- Discuss observations with the class and compare growth progress across groups

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 43
- School garden
- Portfolio record
- MTP Agriculture Gr 4 pg. 44

- Observation - Portfolio

Food Production Processes

Growing Fruits - Extended Project (4)
Growing Fruits - Extended Project (5)

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

- Continue caring for the fruit plant project through all practices
- Share experiences of growing fruits at home if applicable
- Appreciate consistency in caring for fruit plants

In groups, learners are guided to:
- Water, weed and apply manure to the school fruit plants
- Share home fruit growing experiences with classmates
- Discuss what challenges arose in the project and how they were resolved

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 43
- School garden
- Digital devices
- MTP Agriculture Gr 4 pg. 45
- Portfolio
- Harvested fruits

- Observation - Oral questions

Food Production Processes

Growing Fruits - Extended Project (6)
Uses of Domestic Animals - Types of Domestic Animals

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

- Present the completed fruit growing portfolio to the class
- Demonstrate knowledge of the full fruit growing process
- Show pride in their achievement in growing a fruit crop

In groups, learners are guided to:
- Present portfolio to teacher showing photos, observations and records from planting to harvesting
- Answer questions from teacher on care practices, challenges and outcomes of the fruit growing project
- Discuss the economic value of growing fruits for family consumption and sale

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 46
- Portfolio
- Digital devices
- MTP Agriculture Gr 4 pg. 48
- Pictures of domestic animals

- Portfolio - Oral questions

Food Production Processes

Uses of Domestic Animals - Relating Animals to Their Uses
Uses of Domestic Animals - Uses of Sheep, Goats and Poultry

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

- Relate different domestic animals to their specific uses
- Complete a matching activity linking animals to their uses
- Appreciate the role of domestic animals in providing food

In groups, learners are guided to:
- Discuss how poultry provides eggs and meat, cattle provides milk, meat and manure, oxen provide power for cultivation
- Match animals to their uses: mark tick (✔) for correct use and cross (✗) for incorrect use for cattle and bulls
- Complete the matching activity for goats and their uses

How do domestic animals contribute to food production?

- MTP Agriculture Gr 4 pg. 49
- Pictures of animals and uses
- Activity worksheets
- MTP Agriculture Gr 4 pg. 51
- Pictures of animal products

- Written assignment - Oral questions

Food Production Processes

Uses of Domestic Animals - Importance in Food Production
Balanced Meal - Introduction to Balanced Meal

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

- Explain the importance of cattle, sheep, goats and poultry in food production
- Discuss the contribution of domestic animal manure to crop growing
- Appreciate the importance of rearing domestic animals for food and livelihoods

In groups, learners are guided to:
- Discuss that cattle provide milk and meat when slaughtered, and oxen help to cultivate land for growing crops
- Discuss that sheep and goats provide meat and that poultry provides eggs and white meat when slaughtered
- Discuss how all domestic animals produce manure used to grow healthy crops, making them important for food production

How do domestic animals contribute to food production?

- MTP Agriculture Gr 4 pg. 53
- Digital devices
- Reference books
- MTP Agriculture Gr 4 pg. 55
- Pictures of food items

- Oral questions - Observation

Food Production Processes

Balanced Meal - Importance of a Balanced Meal
Balanced Meal - The Three Food Groups
Balanced Meal - Selecting Foods for a Balanced Meal

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

- Explain the importance of eating a balanced meal
- Relate a balanced meal to healthy body growth and disease prevention
- Appreciate the importance of eating a variety of foods

In groups, learners are guided to:
- Read and discuss a chart showing the importance of a balanced meal: helps the body grow, provides energy, fights germs and maintains healthy weight
- Discuss how a balanced meal contains foods from three food groups in the right amounts
- Read the story of Brenda and discuss why she felt tired and how a balanced meal helped her

How does a balanced meal impact on health?

- MTP Agriculture Gr 4 pg. 56
- Importance chart
- Story text from course book
- MTP Agriculture Gr 4 pg. 57
- Flash cards
- Digital devices
- MTP Agriculture Gr 4 pg. 58
- Food plate diagram
- Old magazines and newspapers

- Oral questions - Written questions

Food Production Processes

Balanced Meal - Planning Meals with Variety
Balanced Meal - How a Balanced Meal Influences Health

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

- Plan meals that contain a variety of foods from different food groups
- Role-play choosing foods for a family meal
- Show responsibility in making healthy meal choices

In groups, learners are guided to:
- In groups, role-play a family planning meals at home and write down suggestions for each member
- Copy and fill in a weekly meal table in the exercise book with meals containing a variety of foods for Monday to Thursday
- Discuss whether the chosen meals contain foods from all three food groups

How does a balanced meal impact on health?

- MTP Agriculture Gr 4 pg. 59
- Meal planning table
- Digital devices
- MTP Agriculture Gr 4 pg. 60
- Story text from course book

- Written assignment - Oral questions

Food Production Processes

Cooking Food - Introduction to Boiling and Shallow Frying
Cooking Food - Examples of Foods Cooked by Each Method

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

- Define boiling and shallow frying as methods of cooking
- Identify foods that can be cooked by boiling and shallow frying
- Show interest in learning to cook food safely

In groups, learners are guided to:
- Study pictures of a sufuria with food boiling and a frying pan with an egg and discuss the cooking methods shown
- Read flash cards and define boiling as covering food with water and heating until it cooks, and shallow frying as cooking in a small amount of oil in a frying pan
- Copy a table in the exercise book and list foods that can be cooked by boiling and by shallow frying

How can we cook food using boiling and shallow frying methods?

- MTP Agriculture Gr 4 pg. 61
- Pictures of cooking methods
- Flash cards
- MTP Agriculture Gr 4 pg. 62
- Digital devices
- Video clips on cooking

- Oral questions - Written assignment

Food Production Processes

Cooking Food - Practical: Boiling Sweet Potatoes
Cooking Food - Hygiene and Safety: Boiling

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

- Describe the steps for boiling sweet potatoes
- Boil sweet potatoes following the correct procedure
- Observe hygiene and safety when boiling food

In groups, learners are guided to:
- Gather materials: sweet potatoes, knife, clean plate, water, match box, sufuria with a lid and source of heat
- Wash and place sweet potatoes in the sufuria, add water to cover and boil with a lid for about twenty minutes or till cooked
- Remove from heat, drain water, allow to cool, peel and serve on a clean plate observing safety to prevent burns and scalds

How can we cook food using boiling and shallow frying methods?

- MTP Agriculture Gr 4 pg. 63
- Sweet potatoes
- Sufuria, water, knife, clean plate
- Source of heat
- MTP Agriculture Gr 4 pg. 64
- Cooking utensils
- Reference books

- Practical assessment - Observation

Food Production Processes

Cooking Food - Practical: Shallow Frying an Egg
Cooking Food - Hygiene and Safety: Shallow Frying

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

- Describe the steps for shallow frying an egg
- Shallow fry an egg following the correct procedure
- Observe hygiene and safety when shallow frying food

In groups, learners are guided to:
- Gather materials: cooking oil, spoon, frying pan, small bowl, salt, clean plate, match box and source of heat
- Wash the egg, break it into a bowl, add salt and beat using a fork then pour onto a slightly oiled hot frying pan
- Let the egg cook until firm, turn using a spoon, fry the other side until firm and serve on a clean plate observing safety to prevent burns

How can we cook food using boiling and shallow frying methods?

- MTP Agriculture Gr 4 pg. 65
- Eggs, cooking oil
- Frying pan, bowl, spoon
- Source of heat
- MTP Agriculture Gr 4 pg. 66
- Cooking utensils
- Reference books

- Practical assessment - Observation

Food Production Processes
Hygiene Practices
Hygiene Practices
Hygiene Practices

Cooking Food - Advantages of Boiling and Shallow Frying
Personal Hygiene - Introduction to Personal Hygiene
Personal Hygiene - Healthy Practices
Personal Hygiene - Personal Protective Equipment

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

- Explain the advantages of boiling as a cooking method
- Explain the advantages of shallow frying as a cooking method
- Appreciate both methods as useful ways of preparing food

In groups, learners are guided to:
- Read and discuss the conversation between Angie and Juma on why they like boiling and shallow frying
- Discuss advantages of boiling: simple method, does not need expensive equipment, retains nutrients
- Discuss advantages of shallow frying: food is tasty, has a nice colour and requires less cooking time

How can we cook food using boiling and shallow frying methods?

- MTP Agriculture Gr 4 pg. 67
- Conversation text from course book
- Digital devices
- MTP Agriculture Gr 4 pg. 68
- Charts on personal hygiene
- MTP Agriculture Gr 4 pg. 69
- Activity worksheets
- Reference books
- MTP Agriculture Gr 4 pg. 70
- Pictures of PPE items
- Actual PPE items where available

- Oral questions - Written assignment

Hygiene Practices

Personal Hygiene - Applying Healthy Practices
Personal Hygiene - Correct Hand Washing
Personal Hygiene - Use of Clean Water
Personal Hygiene - Wearing PPE During Activities

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

- Demonstrate how germs spread through touch
- Explain why hand washing is important in preventing spread of germs
- Show commitment to regular hand washing

In groups, learners are guided to:
- Sprinkle glitter on hands to represent germs and touch classroom objects such as desks, chairs and books
- Observe how the glitter (representing germs) transfers from hands to objects and surfaces
- Discuss how germs spread easily on things and surfaces we touch and why hand washing is important

How does personal hygiene promote good health?

- MTP Agriculture Gr 4 pg. 71
- Glitter
- Classroom objects
- MTP Agriculture Gr 4 pg. 73
- Soap
- Clean towel or paper towel
- Running water
- MTP Agriculture Gr 4 pg. 74
- Sufuria with lid
- Water
- Source of heat
- Glass
- PPE items (apron, gloves, dust mask, gumboots, hair net)
- Classroom activity stations

- Observation - Oral questions

Hygiene Practices

Personal Hygiene - Making a Tippy Tap
Personal Hygiene - Hygiene Awareness Posters
Domestic Hygiene - Introduction to Domestic Hygiene

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

- Describe how to make a tippy tap for hand washing
- Construct a tippy tap using locally available materials
- Appreciate innovation in promoting personal hygiene

In groups, learners are guided to:
- Search the internet for video clips showing how to make a tippy tap
- Write down the procedure and collect the required materials
- Construct the tippy tap with teacher guidance and use it to wash hands, demonstrating its role in promoting hand hygiene

How does personal hygiene promote good health?

- MTP Agriculture Gr 4 pg. 75
- Digital devices
- Locally available materials for tippy tap
- Water and soap
- MTP Agriculture Gr 4 pg. 74
- Manila paper or cardboard
- Markers and crayons
- Reference books
- MTP Agriculture Gr 4 pg. 76
- Pictures of domestic hygiene activities

- Practical assessment - Observation

Hygiene Practices

Domestic Hygiene - Methods of Cleaning
Domestic Hygiene - Tools and Equipment

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

- Describe the four methods used for cleaning the home environment
- Explain what each cleaning method involves
- Appreciate the importance of using the correct method for each surface

In groups, learners are guided to:
- Discuss the four methods of cleaning: mopping (using a mop or rag with soapy water on floors), sweeping (using a broom to remove dirt or dust from the floor), dusting (removing dust from surfaces with a soft cloth) and disposal of waste appropriately
- Complete the crossword puzzle using the four methods as hints: mopping, dusting, sweeping, disposal
- Discuss which tools and equipment are used to clean the home

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 77
- Crossword puzzle activity sheet
- Cleaning equipment pictures
- MTP Agriculture Gr 4 pg. 78
- Empty carton box
- Cleaning equipment

- Written assignment - Oral questions

Hygiene Practices

Domestic Hygiene - Improvising Cleaning Tools
Domestic Hygiene - Improvising a Broom

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

- Describe the steps for improvising a dustpan from a jerrycan
- Describe the steps for improvising a mop from old cloth
- Value the use of locally available materials in maintaining domestic hygiene

In groups, learners are guided to:
- Improvise a dustpan from a 5-litre jerrycan: mark the part to cut, cut along the marked line and the dustpan is ready to use for collecting rubbish
- Improvise a mop from old cloth: gather absorbent old pieces of cloth, cut into long strips of equal sizes and tie the strips tightly on one end of a long wooden stick
- Demonstrate use of the improvised dustpan and mop

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 79
- 5-litre jerrycan
- Old cloth pieces
- Scissors, knife, rope, long wooden stick
- MTP Agriculture Gr 4 pg. 82
- Reeds
- Rope or string
- Scissors

- Practical assessment - Observation

Hygiene Practices

Domestic Hygiene - Cleaning the Classroom
Domestic Hygiene - Cleaning the School Environment

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

- Describe the steps for cleaning a classroom floor
- Clean the classroom applying correct methods and safety
- Show responsibility in maintaining a clean school environment

In groups, learners are guided to:
- Gather materials: brooms, dusters, mops, buckets, water, soap, dustpans and dustbins
- Clean the classroom: close windows and doors, push chairs and desks aside, wear dust coat and dust mask, sweep starting from the edge towards the centre, mop the floor and dispose waste appropriately
- Discuss safety precautions observed when cleaning: do not face each other with brooms and handle tools safely

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 80
- Brooms, mops, dustpans, dustbins
- Water, soap, bucket
- Dust coat and mask
- MTP Agriculture Gr 4 pg. 83
- Cleaning tools and equipment
- Dustbins

- Practical assessment - Observation

Hygiene Practices

Domestic Hygiene - Importance of Domestic Hygiene
Cleaning Personal Protective Equipment - Introduction to Cleaning PPE

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

- Explain the importance of maintaining a clean home environment
- Recite and interpret a poem about domestic hygiene
- Show commitment to cleaning the home environment

In groups, learners are guided to:
- Recite the poem "Clean homes keep us strong and well": discuss how each stanza promotes the message of domestic hygiene
- Discuss questions: how does a clean home promote good health and what is the importance of a clean environment
- Assist parents or guardians to clean the home as a take home activity; observe safety measures and share experiences in class

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 83
- Poem text from course book
- Reference books
- MTP Agriculture Gr 4 pg. 84
- Pictures of PPE in use
- Digital devices

- Oral questions - Observation

Hygiene Practices

Cleaning Personal Protective Equipment - Uses and Importance of PPE
Cleaning Personal Protective Equipment - Cleaning Canvas Shoes
Cleaning Personal Protective Equipment - Cleaning Gumboots

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

- Match PPE items to their functions in promoting hygiene
- Explain how each PPE item promotes personal hygiene
- Appreciate the importance of using and maintaining clean PPE

In groups, learners are guided to:
- Match PPE to their importance: gloves protect hands from dirt and injury, dust mask prevents inhaling dust, gumboots protect feet from mud and sharp objects, chef's hat prevents hair from falling into food, dust coat protects body from dust when sweeping
- Discuss how wearing clean PPE protects both the user and others around them
- Discuss the importance of cleaning PPE after use

How does cleaning of personal protective equipment promote hygiene?

- MTP Agriculture Gr 4 pg. 85
- PPE items
- Flash cards on PPE uses
- MTP Agriculture Gr 4 pg. 86
- Two basins
- Warm water, soap, soft brush
- Blunt stick, canvas shoes
- MTP Agriculture Gr 4 pg. 87
- Blunt stick, gumboots

- Oral questions - Written assignment

Hygiene Practices

Cleaning Personal Protective Equipment - Safety Measures
Cleaning Personal Protective Equipment - Story and Display

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

- State safety measures to observe when cleaning gumboots and canvas shoes
- Explain the reason for each safety measure
- Demonstrate safety awareness when cleaning PPE

- Study the picture of Grade 4 learners discussing safety measures and read their statements: dispose of mud and cleaning water appropriately, do not wash shoes using hot water, store cleaning materials properly and wipe any spilled water after cleaning shoes
- Give a reason for each safety measure
- Discuss what could happen if safety measures are not observed when cleaning PPE

How does cleaning of personal protective equipment promote hygiene?

- MTP Agriculture Gr 4 pg. 89
- Safety measures picture from course book
- Reference books
- Story text from course book
- Cleaned PPE items

- Oral questions - Written assignment

Production Techniques

Making Tacking Stitches - Introduction to Tacking Stitches
Making Tacking Stitches - Types of Tacking Stitches
Making Tacking Stitches - Let Us Learn
Making Tacking Stitches - Materials and Tools

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

- Define a stitch and explain what tacking stitches are
- Identify stitches on items of clothing
- Show curiosity about sewing and tacking stitches

In groups, learners are guided to:
- Define a stitch as a piece of thread sewn in cloth and discuss what tacking stitches are
- Study pictures (a) and (b) showing items with stitches and discuss whether stitches can be seen and what would happen if they were removed
- Look at the inner part of the bottom edge of their skirt, short or dress; identify whether there is a fold, whether it has stitches and try to identify the stitch used

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 90
- Samples of items with stitches
- Learners' own clothing
- MTP Agriculture Gr 4 pg. 91
- Stitch samples from teacher
- Pictures of tacking stitches
- MTP Agriculture Gr 4 pg. 92
- Manila paper
- Pencils and rulers
- Scrapbook
- MTP Agriculture Gr 4 pg. 93
- Needle, thread, cloth
- Pencil, ruler, tape measure
- Pair of scissors, thimble

- Oral questions - Observation

Production Techniques

Making Tacking Stitches - Preparing Fabric
Making Tacking Stitches - Making Even Stitches
Making Tacking Stitches - Video and Digital Learning
Making Tacking Stitches - Making an Item: Preparation

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

- Put fabric pieces together correctly for stitching
- Mark dots on the fabric at the correct spacing for stitching
- Demonstrate patience and precision in preparing fabric for tacking

In groups, learners are guided to:
- Put the two pieces of fabric together with the top edges matching
- Measure and mark 1 cm from the top edge on the right side; repeat for the left side; join the two dots using a ruler and a pencil
- Mark dots 1 cm apart on the line drawn to guide stitch placement

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 93
- Pieces of cloth
- Pencil, ruler, tape measure
- Needle, thread, thimble
- Prepared fabric pieces
- Pair of scissors
- MTP Agriculture Gr 4 pg. 94
- Digital devices
- Video clips on tacking stitches
- MTP Agriculture Gr 4 pg. 95
- Cloth, scissors
- Ruler, tailor's chalk or pencil
- Matchbox for pressing

- Observation - Practical assessment

Production Techniques

Making Tacking Stitches - Making an Item: Stitching
Making Tacking Stitches - Safety Measures

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

- Create a second fold and pin the fabric correctly
- Make tacking stitches along folded edges of a simple item
- Show neatness and precision when making tacking stitches on an item

In groups, learners are guided to:
- Measure and mark 1 cm downward from the fold line and draw a connecting line; fold the fabric towards the new line to create a second fold and press; pin the fold to hold it in place
- Repeat the folding procedure on the remaining edges of the fabric
- Thread the needle, put on the thimble and make tacking stitches along all the folded edges starting and ending with double stitches; cut the thread and remove the pins

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 96
- Needle, thread, thimble
- Folded fabric piece
- Pins, scissors
- MTP Agriculture Gr 4 pg. 97
- Sewing tools
- Pincushion
- Resource person (tailor)

- Practical assessment - Observation