Food Production Processes

Balanced Meal - Introduction to Balanced Meal

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

- Define the term balanced meal
- Identify foods found in the local environment that make up a balanced meal
- Show interest in learning about healthy eating

In groups, learners are guided to:
- Study pictures of foods found locally: cabbage, dagaa, sweet potatoes, eggs, chapati, kale, avocado and peas
- Identify and name the foods shown in the pictures and list other foods found in the locality
- Discuss where the foods can be found or obtained

How does a balanced meal impact on health?

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

- Oral questions - Observation

Food Production Processes

Balanced Meal - Importance of a Balanced Meal
Balanced Meal - The Three Food Groups

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

- Oral questions - Written questions

Food Production Processes

Balanced Meal - Selecting Foods for a Balanced Meal

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

- Select foods from the three food groups to make a balanced meal
- Use a food plate diagram to show a balanced meal
- Appreciate the need to include foods from all groups in each meal

In groups, learners are guided to:
- Study the food plate diagram showing the four sections: vegetables, body building foods, fruits and energy giving foods
- Cut pictures of foods from old magazines and stick them on the appropriate section of a drawn plate
- Discuss which foods to include in a balanced plate for breakfast, lunch and supper

How does a balanced meal impact on health?

- MTP Agriculture Gr 4 pg. 58
- Food plate diagram
- Old magazines and newspapers

- Observation - Practical assessment

Food Production Processes

Balanced Meal - Planning Meals with Variety

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

- Written assignment - Oral questions

Food Production Processes

Balanced Meal - How a Balanced Meal Influences Health
Cooking Food - Introduction to Boiling and Shallow Frying

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

- Explain how a balanced meal influences health
- Relate foods eaten to their effect on energy, growth and disease resistance
- Show willingness to take meals containing a variety of foods

In groups, learners are guided to:
- Discuss how a balanced meal helps the body grow, provides energy for activities, protects against illness and maintains healthy weight
- Answer questions on the story of Brenda: why she felt tired and how her health improved when she changed her diet
- With the help of parents choose meals at home that contain a variety of foods for one week

How does a balanced meal impact on health?

- MTP Agriculture Gr 4 pg. 60
- Story text from course book
- Digital devices
- MTP Agriculture Gr 4 pg. 61
- Pictures of cooking methods
- Flash cards

- Written questions - Oral questions

Food Production Processes

Cooking Food - Examples of Foods Cooked by Each Method

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

- List examples of foods cooked by boiling
- List examples of foods cooked by shallow frying
- Relate cooking methods to the foods commonly prepared at home

In groups, learners are guided to:
- Use digital devices to watch video clips on boiling and shallow frying methods and share findings with the class
- Discuss that foods cooked by boiling include eggs, arrowroots, sweet potatoes, yams, pumpkin, rice, spaghetti and meat
- Discuss that foods cooked by shallow frying include eggs, sausages, chapati, fish and pancakes

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

- 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

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

- Practical assessment - Observation

Food Production Processes

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

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

- Explain hygiene practices observed when boiling food
- Describe safety precautions to prevent burns and scalds
- Show responsibility in observing hygiene and safety during cooking

In groups, learners are guided to:
- Discuss hygiene practices observed during boiling: washing hands, washing utensils and washing food before cooking
- Discuss safety precautions: use a cloth to hold the hot sufuria, avoid removing the lid when steam is hot and use a spoon to drain water
- Answer questions on how hygiene and safety were observed during the sweet potato boiling activity

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

- MTP Agriculture Gr 4 pg. 64
- Cooking utensils
- Reference books
- MTP Agriculture Gr 4 pg. 65
- Eggs, cooking oil
- Frying pan, bowl, spoon
- Source of heat

- Oral questions - Written assignment

Food Production Processes

Cooking Food - Hygiene and Safety: Shallow Frying

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

- Explain hygiene practices observed when shallow frying food
- Describe safety precautions to prevent burns during shallow frying
- Appreciate the importance of hygiene and safety in food preparation

In groups, learners are guided to:
- Discuss hygiene practices when shallow frying: washing hands, washing the egg and cleaning utensils before and after use
- Discuss safety precautions: keep a safe distance from the hot oil, do not leave the pan unattended and use a cloth when handling the hot pan
- Answer questions on hygiene and safety observed during the egg frying activity

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

- MTP Agriculture Gr 4 pg. 66
- Cooking utensils
- Reference books

- Oral questions - Written assignment

Food Production Processes
Hygiene Practices

Cooking Food - Advantages of Boiling and Shallow Frying
Personal Hygiene - Introduction to Personal Hygiene

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

- Oral questions - Written assignment

Hygiene Practices

Personal Hygiene - Healthy Practices
Personal Hygiene - Personal Protective Equipment
Personal Hygiene - Applying Healthy Practices

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

- Describe four healthy practices that promote personal hygiene
- Match each healthy practice to how it promotes hygiene
- Appreciate the role of each hygiene practice in keeping the body healthy

In groups, learners are guided to:
- Match healthy practices to their explanations: hand washing prevents spread of illnesses, brushing teeth removes dirt and prevents cavities, use of clean water prevents spread of diseases, use of PPE protects from harm and dirt
- Copy the activity table in the exercise book and fill in PPE for cooking, farming and dusting with an example done
- Share completed tables with the class

How does personal hygiene promote good health?

- MTP Agriculture Gr 4 pg. 69
- Activity worksheets
- Reference books
- MTP Agriculture Gr 4 pg. 70
- Pictures of PPE items
- Digital devices
- Actual PPE items where available
- MTP Agriculture Gr 4 pg. 71
- Glitter
- Classroom objects

- Written assignment - Oral questions

Hygiene 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:

- Describe the correct steps for washing hands
- Wash hands correctly using soap and running water
- Demonstrate responsibility by washing hands at the right times

In groups, learners are guided to:
- Practise the seven steps of hand washing: wet hands, apply soap, rub palms, wash between fingers, clean thumbs in circular motion, rub wrists, rinse and dry with a clean towel
- Discuss when we should wash hands: before eating, after using the toilet, after playing outside and whenever hands become dirty
- Role-play proper hand washing in pairs

How does personal hygiene promote good health?

- 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

- Practical assessment - Observation

Hygiene Practices

Personal Hygiene - Making a Tippy Tap
Personal Hygiene - Hygiene Awareness Posters

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

- Practical assessment - Observation

Hygiene Practices

Domestic Hygiene - Introduction to Domestic Hygiene

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

- Define the term domestic hygiene
- Identify domestic hygiene practices shown in pictures
- Show interest in maintaining a clean and safe home environment

In groups, learners are guided to:
- Define domestic hygiene: keeping the home clean and safe to keep family members healthy and comfortable
- Study pictures of domestic hygiene activities: wiping a table, sweeping a floor, disposing of waste in a dustbin and mopping a floor
- Identify the activity in each picture, list other cleaning activities done at home and discuss tools used for each activity

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 76
- Pictures of domestic hygiene activities
- Digital devices

- Oral questions - Observation

Hygiene Practices

Domestic Hygiene - Methods of Cleaning

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

- Written assignment - Oral questions

Hygiene Practices

Domestic Hygiene - Tools and Equipment
Domestic Hygiene - Improvising Cleaning Tools

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

- Identify tools and equipment used to clean the home
- Explain how to improvise cleaning tools from locally available materials
- Show creativity in improvising cleaning equipment

In groups, learners are guided to:
- Discuss tools and equipment used for cleaning: brooms, dusters, mops, buckets, water, soap, dustpans and dustbins
- Discuss that if you do not have the materials needed, you can improvise using available materials
- Improvise a dustbin using an empty carton box: collect an empty carton, open the top surface and the dustbin is ready for use

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 78
- Empty carton box
- Cleaning equipment
- MTP Agriculture Gr 4 pg. 79
- 5-litre jerrycan
- Old cloth pieces
- Scissors, knife, rope, long wooden stick

- Observation - Practical assessment

Hygiene Practices

Domestic Hygiene - Improvising a Broom

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

- Describe the steps for improvising a broom from reeds
- Construct a broom using locally available materials
- Appreciate the value of improvisation in promoting domestic hygiene

In groups, learners are guided to:
- Collect reeds and hold them in a bunch, trim the bottom part for evenness
- Tie the reeds tightly using a rope and the broom is ready for use
- Discuss other locally available materials that can be used to make cleaning equipment and share ideas with the class

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 82
- Reeds
- Rope or string
- Scissors

- Practical assessment - Observation

Hygiene Practices

Domestic Hygiene - Cleaning the Classroom

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

- Practical assessment - Observation

Hygiene Practices

Domestic Hygiene - Cleaning the School Environment
Domestic Hygiene - Importance of Domestic Hygiene

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

- Apply domestic hygiene methods to clean the school environment
- Demonstrate correct use of cleaning tools and equipment in the school environment
- Appreciate a clean school environment for healthy living

In groups, learners are guided to:
- Clean the school environment under teacher guidance: sweep footpaths and walkways, collect litter and dispose waste in dustbins appropriately
- Discuss which methods of cleaning were used and which materials were needed
- Discuss safety precautions observed while cleaning the school environment

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 83
- Cleaning tools and equipment
- Dustbins
- Poem text from course book
- Reference books

- Practical assessment - Observation

Hygiene Practices

Cleaning Personal Protective Equipment - Introduction to Cleaning PPE

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

- Identify common personal protective equipment used in daily life
- Explain why PPE must be kept clean
- Show interest in maintaining clean PPE for hygiene

In groups, learners are guided to:
- Study pictures of PPE being used for cooking and farming: chef wearing apron and hat in the kitchen, farmers using gumboots and gloves in the field
- Identify the PPE being used in each picture and discuss why it must be kept clean
- Use digital devices to search for information on common PPE and observe a demonstration on their uses

How does cleaning of personal protective equipment promote hygiene?

- 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

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

- Oral questions - Written assignment

Hygiene Practices

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:

- Describe the steps for cleaning canvas shoes
- Clean canvas shoes following the correct procedure
- Show responsibility in maintaining clean footwear as PPE

In groups, learners are guided to:
- Gather materials: two basins, clean warm water, soft brush, soap, blunt stick
- Clean canvas shoes: remove shoelaces and wash them in warm soapy water, remove mud from soles with a blunt stick, remove insoles, dip shoes in warm soapy water, scrub gently with a soft brush, rinse in clean water, remove excess water, place against a wall to dry, return insoles and laces when dry and store in an airy place
- Discuss safety measures when cleaning shoes

How does cleaning of personal protective equipment promote hygiene?

- 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

- Practical assessment - Observation

Hygiene Practices

Cleaning Personal Protective Equipment - Safety Measures

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

- Oral questions - Written assignment

Hygiene Practices
Production Techniques

Cleaning Personal Protective Equipment - Story and Display
Making Tacking Stitches - Introduction to Tacking Stitches

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

- Answer questions on a story about cleaning PPE
- Display cleaned PPE to promote hygiene awareness
- Appreciate clean PPE in promoting personal and group hygiene

In groups, learners are guided to:
- Read the story activity and answer questions on the importance and correct use of PPE
- With the help of parents or guardians, clean and store canvas shoes or gumboots at home as a take home activity
- Make a display of cleaned PPE in the classroom to appreciate and promote hygiene

How does cleaning of personal protective equipment promote hygiene?

- MTP Agriculture Gr 4 pg. 89
- Story text from course book
- Cleaned PPE items
- MTP Agriculture Gr 4 pg. 90
- Samples of items with stitches
- Learners' own clothing

- Observation - Oral questions - Display

Production Techniques

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:

- Identify the two types of tacking stitches
- Distinguish between even tacking stitches and long and short tacking stitches
- Appreciate the different uses of each type of tacking stitch

In groups, learners are guided to:
- Study sample stitches from the teacher and discuss the differences between the two types
- Match each stitch to its description: even tacking stitches are all the same length; long and short tacking stitches are made of a long stitch followed by a short stitch
- Study pictures of even tacking stitches and long and short tacking stitches and identify each

How can we use tacking stitches in making items?

- 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

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

- Observation - Practical assessment

Production Techniques

Making Tacking Stitches - Making an Item: Preparation
Making Tacking Stitches - Making an Item: Stitching

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

- Identify the steps for preparing a fabric to make a simple item
- Prepare and fold fabric correctly to begin making an item
- Demonstrate care and precision in measuring and folding fabric

In groups, learners are guided to:
- Place a piece of cloth with the wrong side facing up; measure and mark the shape of a square using ruler and tailor's chalk or pencil
- Cut the cloth along the marked lines using scissors
- Draw a line 1 cm from the top edge of the fabric; fold the fabric along that line and press the fold using a matchbox to hold it in place

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 95
- Cloth, scissors
- Ruler, tailor's chalk or pencil
- Matchbox for pressing
- MTP Agriculture Gr 4 pg. 96
- Needle, thread, thimble
- Folded fabric piece
- Pins, scissors

- Practical assessment - Observation

Production Techniques

Making Tacking Stitches - Safety Measures

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

- State safety precautions to observe when making tacking stitches
- Explain the reason for each safety measure
- Show responsibility in observing safety when using sewing tools

In groups, learners are guided to:
- Listen to or read a radio programme scenario on safety precautions during sewing
- Discuss the five safety measures: always wear a thimble when using a needle; put needles in a pincushion when not in use; work in a well-lit room; keep a safe working space; report any accidents that happen when using needlework tools
- Invite a tailor to demonstrate safety measures observed when sewing; observe keenly and write down what is learnt

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 97
- Sewing tools
- Pincushion
- Resource person (tailor)

- Oral questions - Written assignment