Food Production Processes

Direct Sowing of Tiny Seeds - Introduction to Direct Sowing

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)

- Oral questions - Observation

Food Production Processes

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

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

- Identify the two types of seedbeds used for tiny seeded crops
- Describe the features of a good seedbed for tiny seeds
- Appreciate the use of container gardens as an innovative approach

In groups, learners are guided to:
- Discuss the two types of seedbeds: ground seedbed and container seedbed
- Study pictures of ground seedbeds and container seedbeds prepared in tyres, buckets and basins
- Discuss where each type of seedbed should be placed and why container seedbeds are suitable for small spaces

How does direct sowing of tiny seeds enhance food production?

- MTP Agriculture Gr 4 pg. 27
- Pictures of seedbed types
- Digital devices
- 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

- Oral questions - Observation

Food Production Processes

Direct Sowing of Tiny Seeds - Care: Watering and Thinning
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:

- Explain how to water tiny seeded crops correctly
- Describe the purpose of thinning in a seedbed
- Show care for germinating seedlings

In groups, learners are guided to:
- Discuss and practise watering the seedbed carefully to avoid washing away the soil
- Demonstrate thinning by removing overcrowded seedlings to allow healthy growth of others
- Discuss how often the seedbed should be watered depending on weather conditions

How does direct sowing of tiny seeds enhance food production?

- MTP Agriculture Gr 4 pg. 31
- Watering can
- School garden
- MTP Agriculture Gr 4 pg. 33
- Dry grass for mulching
- MTP Agriculture Gr 4 pg. 35
- Harvesting tools
- MTP Agriculture Gr 4 pg. 37
- Pictures of fruits and fruit plants
- Digital devices

- Observation - Oral questions

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

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

- Observation - Practical assessment

Food Production Processes

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 how to shade and protect young fruit plants
- Construct a protective structure around a young fruit plant
- Value the importance of protecting young plants from heat and animals

In groups, learners are guided to:
- Discuss how shading protects young fruit plants from direct heat of the sun
- Construct a protective structure using sticks and dry grass around the young fruit plant to prevent animals from stepping on or damaging it
- Water the young fruit plants regularly at the root area and apply dry mulch around the plant to reduce loss of water

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 42
- Sticks and dry grass
- School garden
- Water
- 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

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

- Written assignment - Oral questions

Food Production Processes

Uses of Domestic Animals - Uses of Sheep, Goats and Poultry
Uses of Domestic Animals - Importance in Food Production

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

- Identify the uses of sheep, goats and poultry
- Match sheep, goats and poultry to their correct uses
- Show interest in the different products obtained from domestic animals

In groups, learners are guided to:
- Complete the matching activity for sheep, goat and poultry uses from the activity table
- Discuss that sheep provide wool, skin and meat, goats provide milk and meat, and poultry provide eggs and meat
- Discuss which uses are most important in the local community

How do domestic animals contribute to food production?

- MTP Agriculture Gr 4 pg. 51
- Activity worksheets
- Pictures of animal products
- MTP Agriculture Gr 4 pg. 53
- Digital devices
- Reference books

- Written assignment - Oral questions

Food Production Processes

Balanced Meal - Introduction to Balanced Meal
Balanced Meal - Importance of a 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
- MTP Agriculture Gr 4 pg. 56
- Importance chart
- Story text from course book

- Oral questions - Observation

Food Production Processes

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:

- Identify the three food groups that make up a balanced meal
- Give examples of foods in each food group
- Classify foods correctly into energy giving, body building and protective groups

In groups, learners are guided to:
- Use digital devices or flash cards to search for and discuss how foods are classified into three groups
- Study the three food groups: energy giving (rice, ugali, maize, potatoes), body building (meat, fish, eggs, milk, beans) and protective (mangoes, bananas, kales, cabbage)
- Make a list of other foods that can be added to each food group

How does a balanced meal impact on health?

- 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 assignment

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

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

- Practical assessment - Observation

Food Production Processes
Hygiene Practices

Cooking Food - Hygiene and Safety: Shallow Frying
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 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
- 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
Personal Hygiene - Correct Hand Washing

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
- MTP Agriculture Gr 4 pg. 73
- Soap
- Clean towel or paper towel
- Running water

- Written assignment - Oral questions

Hygiene Practices

Personal Hygiene - Use of Clean Water
Personal Hygiene - Wearing PPE During Activities
Personal Hygiene - Making a Tippy Tap

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

- Explain the importance of using clean water for personal hygiene
- Describe how to boil water to make it safe for drinking
- Appreciate the use of clean water as a hygiene practice

In groups, learners are guided to:
- Discuss that clean water should be used for hand washing, bathing, washing utensils and cleaning food to prevent spread of diseases
- Boil water for drinking: put water in a clean sufuria, boil for four minutes with a lid, turn off heat, allow to cool and pour in a glass to drink
- Discuss that boiling kills germs and makes water safe for drinking

How does personal hygiene promote good health?

- 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
- MTP Agriculture Gr 4 pg. 75
- Digital devices
- Locally available materials for tippy tap
- Water and soap

- Practical assessment - Oral questions

Hygiene Practices

Personal Hygiene - Hygiene Awareness Posters
Domestic Hygiene - Introduction to Domestic Hygiene

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

- Create a poster promoting hand washing
- Present the poster to the class and explain its messages
- Show creativity in promoting personal hygiene awareness

- Make posters on washing hands showing: the steps of washing hands, the importance of washing hands and when one should wash their hands
- Pin the posters on the school noticeboard to create awareness among other learners
- Discuss that every year October 15th is Hand Washing Day to promote awareness of washing hands with soap and water

How does personal hygiene promote good health?

- 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
- Digital devices

- Oral presentation - 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

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

- Oral questions - Written assignment

Hygiene Practices

Cleaning Personal Protective Equipment - Cleaning Gumboots

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

- Describe the steps for cleaning gumboots
- Clean gumboots following the correct procedure
- Value the importance of cleaning gumboots after use

In groups, learners are guided to:
- Gather materials: two basins, clean warm water, soft brush, gumboots, blunt stick and soap
- Clean gumboots: remove mud from the outside using a blunt stick, dip in warm soapy water, scrub the inside and outside with a soft brush, rinse in clean water, remove excess water and place upside down to dry in an airy place
- Discuss how to store cleaning materials properly after use

How does cleaning of personal protective equipment promote hygiene?

- MTP Agriculture Gr 4 pg. 87
- Two basins
- Warm water, soap, soft brush
- Blunt stick, gumboots

- Practical assessment - Observation

Hygiene Practices
Production Techniques

Cleaning Personal Protective Equipment - Safety Measures
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:

- 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
- MTP Agriculture Gr 4 pg. 90
- Samples of items with stitches
- Learners' own clothing

- Oral questions - Written assignment

Production Techniques

Making Tacking Stitches - Types of Tacking Stitches
Making Tacking Stitches - Let Us Learn
Making Tacking Stitches - Materials and Tools
Making Tacking Stitches - Preparing Fabric

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
- Pieces of cloth

- Oral questions - Observation

Production Techniques

Making Tacking Stitches - Making Even Stitches
Making Tacking Stitches - Video and Digital Learning
Making Tacking Stitches - Making an Item: Preparation
Making Tacking Stitches - Making an Item: Stitching
Making Tacking Stitches - Safety Measures

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

- Thread a needle correctly and put on a thimble
- Make even tacking stitches along marked dots on fabric
- Start and end stitches with a double stitch to secure the work

In groups, learners are guided to:
- Thread the needle and put the thimble on the middle finger of the hand holding the needle
- Insert the needle in the first dot from the back side of the fabric and pull through; insert through the second hole and pull the thread to make a stitch; insert through the first dot again and bring it through the second dot to make a double stitch
- Insert needle in the third dot and bring through the fourth dot; continue making stitches until the end of the fabric; finish with a double stitch and cut the thread

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 93
- 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
- MTP Agriculture Gr 4 pg. 96
- Folded fabric piece
- Pins, scissors
- MTP Agriculture Gr 4 pg. 97
- Sewing tools
- Pincushion
- Resource person (tailor)

- Practical assessment - Observation