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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Gardening Practices
|
Crops for Gardening
Vegetables
|
By the end of the
lesson, the learner
should be able to:
strand Give the meaning of a vegetable crop Identify main vegetable crops grown in Kenya |
Learners to watch a video clip or visit a farm to explore types of vegetables grown such as carrots, spinach and tomatoes.
In pairs, learners suggest the meaning of vegetable crops. |
What are vegetable crops?
|
MTP Grade 4 Agriculture page 44-45
MTP Grade 4 Agriculture page 46-47 |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Gardening Practices
|
Crops for Gardening
Vegetables
Cereals |
By the end of the
lesson, the learner
should be able to:
strand Appreciate the importance of vegetable crops in the food we eat. |
Learners apply acquired skills to prepare vegetables for consumption at home.
|
How can we classify vegetable crops?
|
MTP Grade 4 Agriculture page 46-48
MTP Grade 4 Agriculture page 49- |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Gardening Practices
|
Cereals
|
By the end of the
lesson, the learner
should be able to:
strand Identify main cereal crops grown in Kenya |
Learners to watch a video clip or visit a farm growing cereal crops such as wheat, maize, rice.
In pairs, learners suggest the meaning of cereal crops |
What are cereal crops?
|
MTP Grade 4 Agriculture page 50-52
|
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Gardening Practices
|
Cereals
|
By the end of the
lesson, the learner
should be able to:
strand Develop a display of various types of cereal grains in the classroom |
In groups, learners to identify various cereal crops grown in Kenya such as wheat, maize, rice.
In groups, learners to collect, mount and label cereal grains such as wheat, maize, rice on a manila paper for display. |
Which cereal crops do you know?
|
MTP Grade 4 Agriculture page 53-56
|
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Gardening Practices
|
Legumes
|
By the end of the
lesson, the learner
should be able to:
strand give the meaning of a legume crop Identify main legume crops grown in Kenya |
Learners to watch a video or visit a farm growing legumes such as beans, peas, green grams
In pairs, learners suggest the meaning of legume crops. |
What are legume crops?
|
MTP Grade 4 Agriculture page 53-56
|
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Gardening Practices
|
Selected Gardening Practices
|
By the end of the
lesson, the learner
should be able to:
strand Prepare a fine seedbed for crops with tiny seeds |
In groups, learners to brainstorm on crops with tiny seeds such as carrots and sunflower among others and how they can be grown in the locality. In this activity, learners to be guided to identify some tiny-seeded crops that are sown directly into the seedbed (tiny-seeded crops that do not require transplanting).
In pairs, learners to brainstorm on how the tiny seeds are sown in the seedbed. |
How can we plant tiny seeds in a seedbed?
|
MTP Grade 4 Agriculture page 57-60
|
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Gardening Practices
|
Selected Gardening Practices
Care for tiny- seeded crops |
By the end of the
lesson, the learner
should be able to:
strand Sow tiny seeds directly into the seedbed. |
Learners to watch a video clip on how to prepare a fine seedbed and sow tiny seeds such as carrot or sunflower seeds into the seedbed. In groups, learners prepare a suitable seedbed for sowing any crop with tiny seeds that they may opt for. The crop should be suitable for direct sowing.
Learners to sow the tiny seeds in the prepared seedbed |
How can we plant tiny seeds in a seedbed?
|
MTP Grade 4 Agriculture page 57-60
MTP Grade 4 Agriculture page 61-63 |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Gardening Practices
|
Care for tiny- seeded crops
Gardening Tools and Equipment |
By the end of the
lesson, the learner
should be able to:
strand be able to Carry out caring practices for the seedbed. appreciate the value of caring for tiny-seeded crops in the seedbed |
Learners to watch a video clip on gardening practices carried out on directly sown tiny seeds in a seedbed
carry out gardening practices on the established tiny-seeded seedbed such as mulching, watering, thinning and uprooting weeds |
What care is needed for directly sown tiny-seed crop in a seedbed?
|
MTP Grade 4 Agriculture page 61-63
Video clips tools MTP Grade 4 Agriculture page 65- |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Gardening Practices
|
Gardening Tools and Equipment
|
By the end of the
lesson, the learner
should be able to:
strand Demonstrate appropriate use of tools and equipment in gardening |
Learners to use appropriate tools and equipment in gardening practices of a seedbed.
Learners to observe safety measures in the use of tools and equipment |
What safety measures are observed when using garden tools and equipment
|
Video clips tools
MTP Grade 4 Agriculture page 65 Clips Charts pictures photographs on container gardens MTP Grade 4 Agriculture page 67-68 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Gardening Practices
|
Gardening Tools and Equipment
|
By the end of the
lesson, the learner
should be able to:
strand Clean the garden tools and equipment after use. |
In groups, learners to clean the gardening tools and equipment after use.
Learners practice learnt skills for growing tiny-seeded crops and maintaining tools and equipment at home |
How are garden tools and equipment maintained?
|
Video clips tools
Clips Charts pictures photographs on container gardens MTP Grade 4 Agriculture page 68 |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Gardening Practices
|
Container
gardening
|
By the end of the
lesson, the learner
should be able to:
strand Identify containers that can be used for innovative gardening |
In groups, learners to share experiences on how crops could be grown in places where there is little space for gardening. In this activity, learners to use seeds to appreciate establishment of crops from seeds.
Learners to watch or observe stimulus materials such as video clips, charts, pictures and photographs on container gardens and gardening practices showing various crops. |
How can we grow crops where there is little space for gardening?
|
Video clips tools
Clips Charts pictures photographs on container gardens MTP Grade 4 Agriculture page 68 |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Gardening Practices
|
Container
gardening
Container Gardens |
By the end of the
lesson, the learner
should be able to:
strand Sow seeds in a container garden. |
container gardens such as s for sowing a crop from seeds such as carrots.
In groups, learners to sow a crop of their choice from seeds in the prepared container gardens |
How can we grow crops where there is little space for gardening?
|
Tyres
plastic bottles wooden boxes buckets small jerrican MTP Grade 4 Agriculture page 68 |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Gardening Practices
|
Care for
Container Gardens
|
By the end of the
lesson, the learner
should be able to:
strand Care for crops in the container garden |
Learners share experiences on container gardening practices for a crop of their choice. The crop should however be suitable for container gardening. Learners to be guided to select a suitable annual crop that grows within a period of one to three months
|
How can we care for container gardens?
|
Tyres
plastic bottles wooden boxes buckets small jerrican MTP Grade 4 Agriculture page 68 |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Gardening Practices
|
Container Gardens
Care for Container Gardens |
By the end of the
lesson, the learner
should be able to:
strand Care for crops in the container garden |
In groups, learners carry out container gardening practices such as mulching, watering, thinning, uprooting weeds, controlling pests, and removing diseased plants on the innovative gardens
|
How can we care for container gardens?
|
Tyres
plastic bottles wooden boxes buckets small jerrican MTP Grade 4 Agriculture page 68 |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Gardening Practices
|
Care for
Container Gardens
Container Gardens |
By the end of the
lesson, the learner
should be able to:
strand Carry out harvesting of crop from the container garden |
groups, learners carry out container gardening practices such as mulching, watering, thinning, uprooting weeds, controlling pests, and removing diseased plants on the innovative gardens
Learners watch a video clip on container gardening practices carried out on crops such as carrots among others |
How are crops in a container garden harvested?
|
Tyres
plastic bottles wooden boxes buckets small jerrican MTP Grade 4 Agriculture page 68 digital devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Gardening Practices
|
Container Gardens
|
By the end of the
lesson, the learner
should be able to:
strand Compile photos on innovative container gardening |
In groups, learners harvest the crop from the container garden and prepare them for consumption.
Learners use digital devices that have appropriate software to search for information on container gardening practices and innovative container gardens. In groups, learners share acquired information on innovative container gardens |
How are crops in a container garden harvested?
|
Tyres
plastic bottles wooden boxes buckets small jerrican digital devices MTP Grade 4 Agriculture page 69-70 |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Gardening Practices
|
Care for
Container Gardens
|
By the end of the
lesson, the learner
should be able to:
strand Compile photos on innovative container gardening |
In groups, learners compile and store photos on gardening practices and container gardens using appropriate methods such as digital or physical photo albums with details such as activity dates.
Individual learners make presentations on photos taken and stored for their project |
How are crops in a container garden harvested?
|
Tyres
plastic bottles wooden boxes buckets small jerrican digital devices MTP Grade 4 Agriculture page 69-70 MTP Grade 4 Agriculture page 70-71 |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Gardening Practices
|
Care for
Container Gardens
|
By the end of the
lesson, the learner
should be able to:
strand Appreciate importance of container gardening to food security, income generation and aesthetics. |
Learners identify some crop output of the project and offer for sale to the school fraternity, parents and the neighbouring community. The output should be in form of either harvested produce or crops in containers.
Learners discuss and appropriately manage income from the sale of project output to satisfy identified needs. Learners collaborate with parents or guardians to establish innovative container gardens at home |
How are crops in a container garden harvested?
|
Tyres
plastic bottles wooden boxes buckets small jerrican digital devices MTP Grade 4 Agriculture page 70-71 |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Gardening Practices
|
Care for
Container Gardens
|
By the end of the
lesson, the learner
should be able to:
strand Sell outputs of the container gardens to earn income |
In groups, learners compile and store photos on gardening practices and container gardens using appropriate methods such as digital or physical photo albums with details such as activity dates.
Individual learners make presentations on photos taken and stored for their project |
How are crops in a container garden harvested?
|
Tyres
plastic bottles wooden boxes buckets small jerrican digital devices MTP Grade 4 Agriculture page 70-71 |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Gardening Practices
|
Care for
Container Gardens
|
By the end of the
lesson, the learner
should be able to:
strand Appreciate importance of container gardening to food security, income generation and aesthetics. |
Learners identify some crop output of the project and offer for sale to the school fraternity, parents and the neighbouring community. The output should be in form of either harvested produce or crops in containers.
Learners discuss and appropriately manage income from the sale of project output to satisfy identified needs. Learners collaborate with parents or guardians to establish innovative container gardens at home |
How are crops in a container garden harvested?
|
Tyres
plastic bottles wooden boxes buckets small jerrican digital devices MTP Grade 4 Agriculture page 70-71 |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
HYGIENE PRACTICES
|
Personal Hygiene
|
By the end of the
lesson, the learner
should be able to:
Demonstrate appropriate practices that promote personal hygiene such as use of personal protective equipment Apply health practices that promote personal hygiene Embrace health practices to promote personal hygiene in daily life. |
In groups, learners are guided to:
Demonstrate appropriate practices that promote personal hygiene such as use of personal protective equipment Apply health practices that promote personal hygiene Demonstrate good grooming while they take up responsibility as they carry out health practices. |
Which health practices promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment |
Observation of learning
Tests (written and oral)
Project
|
|
| 9 | 1 |
HYGIENE PRACTICES
|
Personal Hygiene
Domestic Hygiene |
By the end of the
lesson, the learner
should be able to:
Demonstrate appropriate practices that promote personal hygiene such as cleaning foods. Apply health practices that promote personal hygiene Embrace health practices to promote personal hygiene in daily life. |
In groups, learners are guided to:
Demonstrate appropriate practices that promote personal hygiene such as cleaning foods. Apply health practices that promote personal hygiene Demonstrate good grooming while they take up responsibility as they carry out health practices. |
How does cleaning foods promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms variety of PPEs, Cleaning materials and equipment brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 9 | 2 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Describe the various methods used for cleaning home environment Use methods such as, mopping to clean home environment Appreciate a clean environment in promoting domestic hygiene. |
In groups, learners are guided to:
Describe the various methods used for cleaning home environment Use methods such as, mopping to clean home environment |
How can we maintain hygienic environment by mopping?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment |
Observation of learning
Tests (written and oral)
Project
|
|
| 9 | 3 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for dusting in home environment. Show accountability in taking care of living places |
In groups, learners are guided to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for dusting in home environment. |
Which locally available materials do you need to improvise items for dusting?
|
Curriculum Design Agriculture and Nutrition Grade 4
variety of PPEs, Cleaning materials and equipment, brooms Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 10 | 1 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for sweeping in home environment. Show accountability in taking care of living places |
In groups, learners are guided to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for sweeping in home environment. |
Which locally available materials do you need to improvise items for sweeping?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 10 | 2 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for disposal of refuse in home environment. Show accountability in taking care of living places |
In groups, learners are guided to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for disposal of refuse in home environment. |
Which locally available materials do you need to improvise items for disposal of refuse?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 10 | 3 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Describe the various methods used for cleaning home environment Use methods such as disposal of refuse to clean home environment Appreciate a clean environment in promoting domestic hygiene. |
In groups, learners are guided to:
Describe the various methods used for cleaning home environment Use methods such as disposal of refuse to clean home environment |
How can we maintain hygienic environment by disposal of refuse?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms Hand washing materials and equipment, , Cleaning materials and equipment |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 1 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as gloves Develop digital literacy as they search for personal protective equipment |
In groups, learners are guided to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as gloves |
How does cleaning of gloves promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 2 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as dust masks Develop digital literacy as they search for personal protective equipment |
In groups, learners are guided to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as dust masks |
How does cleaning of dust masks promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 3 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as dust masks for hygiene purposes Appreciate clean personal protective equipment in promoting hygiene. |
In groups, learners are guided to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as dust masks for hygiene purposes |
How does cleaning of dust masks promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 1 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Identify personal protective equipment in day to day life Clean personal protective equipment such gum boots for hygiene purposes Appreciate clean personal protective equipment in promoting hygiene. |
In groups, learners are guided to:
Identify personal protective equipment in day to day life Clean personal protective equipment such gum boots for hygiene purposes |
How does cleaning of gum boots promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 2 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as head gear for hygiene purposes Appreciate clean personal protective equipment in promoting hygiene. |
In groups, learners are guided to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as head gear for hygiene purposes |
How does cleaning of head gear promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 3 |
HYGIENE PRACTICES
PRODUCTION TECHNIQUES |
Cleaning Personal Protective Equipment
Making Tacking Stitches |
By the end of the
lesson, the learner
should be able to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as overall and canvas shoes. for hygiene purposes Appreciate clean personal protective equipment in promoting hygiene. |
In groups, learners are guided to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as overall and canvas shoes. for hygiene purposes |
How does cleaning of overall and canva shoes promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 13 | 1 |
PRODUCTION TECHNIQUES
|
Making Tacking Stitches
|
By the end of the
lesson, the learner
should be able to:
Identify the types of tacking stitch in sewing (even tacking) Make an item using tacking stitches (even tacking) Appreciate the importance of tacking stitches |
In groups, learners are guided to:
Observe samples of tacking stitches (even tacking) used in sewing. Make sample item such as a handkerchief or scarecrow clothing using tacking (even tacking ) stitches |
How can we use even tacking stitches in making items?
|
Curriculum Design Agriculture and Nutrition Grade 4
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 13 | 2 |
PRODUCTION TECHNIQUES
|
Making Tacking Stitches
|
By the end of the
lesson, the learner
should be able to:
Identify the types of tacking stitch in sewing (long tacking) Make an item using tacking stitches (long tacking) Appreciate the importance of tacking stitches |
In groups, learners are guided to:
Observe samples of tacking stitches (long tacking) used in sewing. Make sample item such as a handkerchief or scarecrow clothing using tacking (long stitches) stitches |
How can we use long tacking stitches in making items?
|
Curriculum Design Agriculture and Nutrition Grade 4
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 13 | 3 |
PRODUCTION TECHNIQUES
|
Making Tacking Stitches
|
By the end of the
lesson, the learner
should be able to:
Identify the types of tacking stitch in sewing (long tacking) Make an item using tacking stitches (long tacking) Appreciate the importance of tacking stitches |
In groups, learners are guided to:
Observe samples of tacking stitches (long tacking) used in sewing. Make sample item such as a handkerchief or scarecrow clothing using tacking (long stitches) stitches |
How can we use long tacking stitches in making items?
|
Curriculum Design Agriculture and Nutrition Grade 4
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 14 | 1 |
PRODUCTION TECHNIQUES
|
Making Tacking Stitches
|
By the end of the
lesson, the learner
should be able to:
Identify the types of tacking stitch in sewing (short tacking) Make an item using tacking stitches (short tacking) Appreciate the importance of tacking stitches. |
In groups, learners are guided to:
Observe samples of tacking stitches (short tacking) used in sewing. Make sample item such as a handkerchief or scarecrow clothing using tacking (short stitches) stitches |
How can we use short tacking stitches in making items?
|
Curriculum Design Agriculture and Nutrition Grade 4
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread |
Observation of learning
Tests (written and oral)
Project
|
|
| 14 | 2 |
PRODUCTION TECHNIQUES
|
Making Tacking Stitches
|
By the end of the
lesson, the learner
should be able to:
Identify the types of tacking stitch in sewing (short tacking) Make an item using tacking stitches (short tacking) Appreciate the importance of tacking stitches. |
In groups, learners are guided to:
Observe samples of tacking stitches (short tacking) used in sewing. Make sample item such as a handkerchief or scarecrow clothing using tacking (short stitches) stitches |
How can we use short tacking stitches in making items?
|
Curriculum Design Agriculture and Nutrition Grade 4
Needle work tools such as needles, crocheting hooks, scissors, tape measures, sewing thread Needle work tools such as needles, crocheting hooks, scissors, dress maker pins |
Observation of learning
Tests (written and oral)
Project
|
|
| 14 | 3 |
PRODUCTION TECHNIQUES
|
Making Tacking Stitches
|
By the end of the
lesson, the learner
should be able to:
Name items required for tacking stitch in sewing Explain the benefits of making tacking stitches. Show unity while working in teams to sew item. |
In groups, learners are guided to:
Name items required for tacking stitch in sewing Explain the benefits of making tacking stitches. |
What are the benefits of making tacking stitches on items?
|
Curriculum Design Agriculture and Nutrition Grade 4
Needle work tools such as needles, scissors, tape measures, sewing thread, fabric |
Observation of learning
Tests (written and oral)
Project
|
Your Name Comes Here