Food Production Processes

Direct Sowing of Tiny Seeds - Crops established through direct sowing

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

- Identify crops established through direct sowing of tiny seeds
- Describe characteristics of crops established through direct sowing
- Show interest in crops established through direct sowing

- Discuss to enumerate food crops established through direct sowing of tiny seeds
- Observe pictures of crops established through direct sowing
- Identify examples of crops with tiny seeds in the locality
- Classify seeds based on size

Which crops are established through direct sowing of tiny seeds?

- Oxford Agriculture and Nutrition Grade 4 pg. 31
- Pictures of crops established through direct sowing
- Samples of tiny seeds
- Charts showing crops

- Observation - Oral questions - Written tests

Food Production Processes

Direct Sowing of Tiny Seeds - Preparing a ground seedbed
Direct Sowing of Tiny Seeds - Preparing a container seedbed
Direct Sowing of Tiny Seeds - Methods of planting

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

- Describe the characteristics of a suitable seedbed for tiny seeds
- Prepare a ground seedbed for sowing tiny seeds
- Show willingness to prepare a suitable seedbed

- Observe pictures of well-prepared seedbeds
- Discuss characteristics of a suitable seedbed for tiny seeds
- Prepare a ground seedbed for sowing tiny seeds
- Remove stones, weeds, roots, and twigs from the seedbed

How should we prepare a seedbed for sowing tiny seeds?

- Oxford Agriculture and Nutrition Grade 4 pg. 32
- Pictures of seedbeds
- Garden tools (jembe, rake)
- School garden
- Oxford Agriculture and Nutrition Grade 4 pg. 33
- Containers (jerrycans, plastic bottles)
- Tools for making holes
- Soil
- Compost manure
- Oxford Agriculture and Nutrition Grade 4 pg. 34
- Pictures showing planting methods
- Charts
- Drawing materials

- Observation - Practical assessment - Project assessment

Food Production Processes

Direct Sowing of Tiny Seeds - Sowing carrot seeds
Direct Sowing of Tiny Seeds - Sowing millet seeds
Direct Sowing of Tiny Seeds - Sowing in container seedbeds

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

- Describe how to sow carrot seeds
- Demonstrate sowing of carrot seeds in rows
- Show interest in growing carrots

- Observe demonstration of sowing carrot seeds
- Make shallow drills on prepared seedbed
- Mix carrot seeds with sand soil
- Sow carrot seeds along the drills and cover lightly

How do we sow carrot seeds?

- Oxford Agriculture and Nutrition Grade 4 pg. 35
- Carrot seeds
- Sand soil
- Prepared seedbed
- Stick for making drills
- Millet seeds
- Stick for making drills
- Watering can
- Oxford Agriculture and Nutrition Grade 4 pg. 36
- Prepared container seedbeds
- Seeds (carrot, millet)
- Stick for making furrows

- Observation - Practical assessment - Project assessment

Food Production Processes

Direct Sowing of Tiny Seeds - Care for directly sown crops
Growing Fruits - Fruit crops that grow in locality

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

- Identify care practices for directly sown crops
- Demonstrate care practices for directly sown crops
- Value caring for growing crops

- Discuss care practices for directly sown crops
- Demonstrate watering of seedbeds
- Demonstrate weeding around seedlings
- Observe growth of seedlings and record observations

How do we care for directly sown crops?

- Oxford Agriculture and Nutrition Grade 4 pg. 37
- Seedbeds with growing seedlings
- Watering can
- Tools for weeding
- Record sheets
- Oxford Agriculture and Nutrition Grade 4 pg. 39
- Pictures of fruit crops
- Charts showing fruit crops
- Real fruit samples (if available)

- Observation - Practical assessment - Project assessment - Record assessment

Food Production Processes

Growing Fruits - Woody fruit crops
Growing Fruits - Planting materials for 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
- Oxford Agriculture and Nutrition Grade 4 pg. 41
- Pictures showing sources of planting materials
- Samples of planting materials
- Charts

- Observation - Oral questions - Written tests - Drawing assessment

Food Production Processes

Growing Fruits - Preparing fruit seeds for planting

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

- Describe how to prepare fruit seeds for planting
- Demonstrate preparation of fruit seeds for planting
- Show care in preparing fruit seeds

- Observe demonstration of preparing fruit seeds for planting
- Extract seeds from ripe fruits
- Clean and dry the seeds appropriately
- Sort good seeds from spoilt ones

How do we prepare fruit seeds for planting?

- Oxford Agriculture and Nutrition Grade 4 pg. 42
- Ripe fruits (guava, tree tomato)
- Knife
- Water
- Containers
- Drying materials

- Observation - Practical assessment - Project assessment

Food Production Processes

Growing Fruits - Sowing fruit seeds in a nursery bed
Growing Fruits - Caring for fruit seedlings

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
- Oxford Agriculture and Nutrition Grade 4 pg. 44
- Nursery bed with seedlings
- Watering can
- Mulch materials
- Shading materials

- Observation - Practical assessment - Project assessment

Food Production Processes

Growing Fruits - Transplanting fruit seedlings

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

- Describe how to transplant fruit seedlings
- Demonstrate transplanting of fruit seedlings
- Show care in handling seedlings during transplanting

- Prepare planting holes for transplanting
- Mix soil with manure for filling the holes
- Remove seedlings carefully from the nursery
- Transplant seedlings into prepared holes

How do we transplant fruit seedlings?

- 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

Food Production Processes

Growing Fruits - Protecting young fruit crops
Growing Fruits - Watering 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
- Oxford Agriculture and Nutrition Grade 4 pg. 48
- Watering equipment
- Transplanted fruit crops
- Water
- Watering schedule chart

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Mulching young fruit plants

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

- Explain the importance of mulching
- Demonstrate how to mulch young fruit plants
- Appreciate the benefits of mulching

- Discuss the importance of mulching
- Identify suitable mulching materials
- Demonstrate proper mulching techniques
- Monitor effects of mulching on plants

What is mulching and why is it important?

- Oxford Agriculture and Nutrition Grade 4 pg. 49
- Mulching materials
- Transplanted fruit crops
- Pictures showing mulching
- Observation charts

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Weeding around fruit plants
Growing Fruits - Climbing fruit crops

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
- Oxford Agriculture and Nutrition Grade 4 pg. 51
- Pictures of climbing fruit crops
- Charts
- Display materials
- Magazines/Newspapers

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Planting materials for climbing fruit crops

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

- Identify planting materials for climbing fruit crops
- Distinguish between climbing fruit crops grown from seeds and cuttings
- Value proper selection of planting materials

- Discuss planting materials for climbing fruit crops
- Observe seeds and cuttings of climbing fruit crops
- Classify climbing fruit crops based on planting materials
- Identify sources of planting materials

What planting materials are used for climbing fruit crops?

- 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 - Classification assessment

Food Production Processes

Growing Fruits - Preparing seeds of climbing fruit crops
Growing Fruits - Making cuttings for planting

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
- Oxford Agriculture and Nutrition Grade 4 pg. 54
- Plant materials for making cuttings
- Cutting tools
- Containers for planting
- Growing medium

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Supporting climbing fruit plants

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

- Explain why climbing fruit plants need support
- Demonstrate methods of supporting climbing fruit plants
- Value providing support to climbing plants

- Discuss why climbing fruit plants need support
- Identify materials for supporting climbing plants
- Demonstrate methods of supporting climbing plants
- Set up support structures for climbing plants

Why do climbing fruit plants need support?

- 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

Food Production Processes

Growing Fruits - Importance of fruits
Uses of Domestic Animals - Types of domestic animals

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)
- Oxford Agriculture and Nutrition Grade 4 pg. 64
- Pictures of domestic animals
- Charts
- Video clips (if available)

- Observation - Oral questions - Written tests - Poster assessment

Food Production Processes

Uses of Domestic Animals - Uses of domestic animals

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

- Identify uses of domestic animals
- Match domestic animals to their uses
- Value contribution of domestic animals

- Discuss uses of domestic animals
- Match domestic animals to their uses
- Create charts showing uses of domestic animals
- Present uses of domestic animals to the class

What are domestic animals used for?

- Oxford Agriculture and Nutrition Grade 4 pg. 65
- Pictures showing uses of domestic animals
- Charts
- Matching cards
- Drawing materials

- Observation - Oral questions - Written tests - Matching exercise

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Food Production Processes

Cooking Food - Conserving fuel when cooking
Cooking Food - Hygiene practices when cooking
Cooking Food - Review of cooking methods

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
- Charts
- Pictures showing cooking methods
- Comparison templates

- Observation - Oral questions - Written tests - Poster assessment