Food Production Processes

Growing Fruits - Fruit crops that grow in locality

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

- Identify fruit crops that grow in the locality
- Describe characteristics of fruit crops in the locality
- Appreciate fruit crops grown in the locality

- Discuss fruit crops grown in the locality
- Observe pictures of different fruit crops
- Identify characteristics of different fruit crops
- Classify fruit crops based on their characteristics

Which fruit crops grow well in our locality?

- Oxford Agriculture and Nutrition Grade 4 pg. 39
- Pictures of fruit crops
- Charts showing fruit crops
- Real fruit samples (if available)

- Observation - Oral questions - Written tests - Drawing 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
Growing Fruits - Sowing fruit seeds in a nursery bed

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
- Oxford Agriculture and Nutrition Grade 4 pg. 43
- Prepared fruit seeds
- Prepared nursery bed
- Tools for making drills
- Mulch materials

- Observation - Practical assessment - Project assessment

Food Production Processes

Growing Fruits - Caring for fruit seedlings
Growing Fruits - Transplanting fruit seedlings

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

- Identify care practices for fruit seedlings
- Demonstrate care practices for fruit seedlings
- Show responsibility in caring for fruit seedlings

- Discuss care practices for fruit seedlings
- Demonstrate watering, mulching, and shading of seedlings
- Monitor growth of seedlings
- Record observations of seedling growth

How do we care for fruit seedlings in a nursery?

- Oxford Agriculture and Nutrition Grade 4 pg. 44
- Nursery bed with seedlings
- Watering can
- Mulch materials
- Shading materials
- 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 - Record 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
Growing Fruits - Weeding around 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
- Transplanted fruit crops with weeds
- Weeding tools
- Gloves
- Disposal containers

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Climbing fruit crops
Growing Fruits - Planting materials for climbing fruit crops

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

- Identify climbing fruit crops
- Describe characteristics of climbing fruit crops
- Show interest in climbing fruit crops

- Observe pictures of climbing fruit crops
- Discuss characteristics of climbing fruit crops
- Identify examples of climbing fruit crops in the locality
- Mount pictures of climbing fruit crops on a display board

What are climbing fruit crops?

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

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
- Oxford Agriculture and Nutrition Grade 4 pg. 61
- Charts showing importance of fruits
- Pictures of different fruits
- Drawing materials
- Fruit samples (if available)

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Uses of Domestic Animals - Types of domestic animals
Uses of Domestic Animals - Uses of domestic animals

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

- Identify types of domestic animals
- Describe characteristics of domestic animals
- Appreciate the diversity of domestic animals

- Discuss types of domestic animals
- Observe pictures of different domestic animals
- Identify domestic animals found in the locality
- Classify domestic animals based on characteristics

What types of domestic animals do we keep?

- Oxford Agriculture and Nutrition Grade 4 pg. 64
- Pictures of domestic animals
- Charts
- Video clips (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 65
- Pictures showing uses of domestic animals
- Matching cards
- Drawing materials

- Observation - Oral questions - Written tests - Classification task

Food Production Processes

Uses of Domestic Animals - Food products from domestic animals
Uses of Domestic Animals - Types of poultry

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)
- Oxford Agriculture and Nutrition Grade 4 pg. 68
- Pictures of different poultry
- Drawing materials

- Observation - Oral questions - Written tests - Matching exercise

Food Production Processes

Uses of Domestic Animals - Making presentations about domestic animals
Uses of Domestic Animals - Importance of domestic animals for food production

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

- Gather information about domestic animals
- Make presentations about domestic animals
- Show confidence in presenting information

- Visit a farm with domestic animals
- Gather information about domestic animals
- Take photographs or make drawings of domestic animals
- Make presentations about domestic animals

How can we present information about domestic animals?

- Oxford Agriculture and Nutrition Grade 4 pg. 69
- Farm with domestic animals
- Camera (if available)
- Drawing materials
- Presentation materials
- 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 - Practical assessment - Presentation assessment - Peer 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
Balanced Diet - Importance of eating a balanced diet

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
- Oxford Agriculture and Nutrition Grade 4 pg. 76
- Charts showing importance of balanced diet
- Pictures
- Digital devices (if available)

- Observation - Oral questions - Written tests - Classification task

Food Production Processes

Balanced Diet - Energy-giving foods
Balanced Diet - Body-building foods

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

- Identify energy-giving foods
- Explain the function of energy-giving foods
- Appreciate the importance of energy-giving foods

- Discuss energy-giving foods
- Observe pictures of energy-giving foods
- Identify energy-giving foods available locally
- Create charts showing energy-giving foods

What are energy-giving foods and why are they important?

- Oxford Agriculture and Nutrition Grade 4 pg. 77
- Pictures of energy-giving foods
- Charts
- Drawing materials
- Real food samples (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 78
- Pictures of body-building foods

- 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
Balanced Diet - Role play on balanced meals

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
- Oxford Agriculture and Nutrition Grade 4 pg. 82
- Role play props
- Charts showing food groups
- Pictures of foods

- Observation - Project assessment - Presentation assessment - Peer assessment

Food Production Processes

Cooking Food - Methods of cooking
Cooking Food - Boiling method of cooking

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

- Identify different methods of cooking
- Describe characteristics of different cooking methods
- Show interest in learning cooking methods

- Discuss different methods of cooking
- Observe pictures showing different cooking methods
- Identify foods cooked using different methods
- Match cooking methods to appropriate foods

What methods are used to cook food?

- Oxford Agriculture and Nutrition Grade 4 pg. 83
- Pictures showing cooking methods
- Charts
- Matching cards
- Video clips (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 84
- Pictures of foods cooked by boiling
- Drawing materials

- Observation - Oral questions - Written tests - Matching exercise

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
Cooking Food - Equipment for shallow frying

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)
- Oxford Agriculture and Nutrition Grade 4 pg. 88
- Cooking equipment for shallow frying
- Pictures of equipment
- Matching cards

- Observation - Oral questions - Written tests - Chart assessment

Food Production Processes

Cooking Food - How to shallow fry an egg
Cooking Food - Safety measures when cooking

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

- Describe the steps of shallow frying an egg
- Demonstrate shallow frying of an egg
- Show responsibility in handling cooking equipment

- Discuss steps of shallow frying an egg
- Demonstrate shallow frying of an egg
- Observe safety measures when frying
- Monitor time taken to fry an egg

How do we shallow fry an egg?

- Oxford Agriculture and Nutrition Grade 4 pg. 89
- Eggs
- Frying pan
- Cooking oil
- Source of heat
- Fish slice
- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts showing safety measures
- Pictures
- Drawing materials
- Video clips (if available)

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Cooking Food - Conserving fuel when cooking
Cooking Food - Hygiene practices when cooking

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

- Observation - Oral questions - Written tests - Poster assessment

Food Production Processes
Hygiene Practices
Hygiene Practices

Cooking Food - Review of cooking methods
Personal Hygiene - What is personal hygiene
Personal Hygiene - Handwashing

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

- Compare boiling and shallow frying methods
- Identify suitable foods for each cooking method
- Appreciate different methods of cooking

- Compare boiling and shallow frying methods
- Discuss advantages and disadvantages of each method
- Identify suitable foods for each method
- Create a comparison chart

How do boiling and shallow frying methods compare?

- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts
- Pictures showing cooking methods
- Drawing materials
- Comparison templates
- Oxford Agriculture and Nutrition Grade 4 pg. 91
- Pictures showing healthy practices
- Video clips (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 92
- Handwashing facilities
- Soap
- Water
- Charts showing handwashing steps

- Observation - Oral questions - Written tests - Chart assessment

Hygiene Practices

Personal Hygiene - Use of personal protective equipment
Personal Hygiene - Types of personal protective equipment
Personal Hygiene - Benefits of personal protective equipment
Personal Hygiene - Use of clean water

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

- Identify personal protective equipment
- Explain the importance of personal protective equipment
- Appreciate the use of personal protective equipment

- Discuss what personal protective equipment (PPE) is
- Observe pictures of different PPEs
- Identify when to use different PPEs
- Demonstrate correct use of PPEs

Why do we use personal protective equipment?

- Oxford Agriculture and Nutrition Grade 4 pg. 94
- Pictures of personal protective equipment
- Actual PPEs (masks, gloves, aprons)
- Charts
- Video clips (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 95
- Various types of PPEs
- Pictures of PPEs
- Matching cards
- Oxford Agriculture and Nutrition Grade 4 pg. 96
- Charts showing benefits of PPEs
- Pictures
- Drawing materials
- Oxford Agriculture and Nutrition Grade 4 pg. 97
- Pictures showing clean and dirty water
- Sample of clean and dirty water

- Observation - Oral questions - Written tests - Demonstration assessment

Hygiene Practices

Personal Hygiene - Preparing clean water for drinking
Personal Hygiene - Uses of clean water
Personal Hygiene - Keeping a personal hygiene record

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

- Describe methods of making water safe for drinking
- Demonstrate boiling water to make it safe
- Show responsibility in preparing clean water

- Discuss methods of making water safe for drinking
- Demonstrate boiling water to make it safe
- Observe safety measures when boiling water
- Store boiled water appropriately

How can we make water safe for drinking?

- Oxford Agriculture and Nutrition Grade 4 pg. 98
- Water
- Cooking pot with lid
- Source of heat
- Storage container with lid
- Oxford Agriculture and Nutrition Grade 4 pg. 99
- Pictures showing uses of clean water
- Charts
- Drawing materials
- Video clips (if available)
- Personal hygiene record templates
- Writing materials
- Sample filled records

- Observation - Practical assessment - Project assessment - Oral questions

Hygiene Practices

Personal Hygiene - Promoting personal hygiene
Domestic Hygiene - Methods of cleaning the home

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

- Create messages to promote personal hygiene
- Communicate importance of personal hygiene
- Show commitment to promoting personal hygiene

- Create messages to promote personal hygiene
- Design posters with hygiene messages
- Present posters to the class
- Display posters around the school

How can we promote personal hygiene?

- Oxford Agriculture and Nutrition Grade 4 pg. 99
- Drawing materials
- Charts
- Display boards
- Sample posters
- Oxford Agriculture and Nutrition Grade 4 pg. 100
- Pictures showing cleaning methods
- Video clips (if available)
- Cleaning materials

- Observation - Project assessment - Presentation assessment - Peer assessment

Hygiene Practices

Domestic Hygiene - Materials and tools for cleaning
Domestic Hygiene - Locally available materials for cleaning

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

- Identify materials and tools for cleaning the home
- Match cleaning tools to appropriate cleaning tasks
- Value proper use of cleaning tools

- Observe different cleaning materials and tools
- Discuss uses of different cleaning tools
- Match cleaning tools to appropriate cleaning tasks
- Identify locally available cleaning materials

What materials and tools are used for cleaning our homes?

- Oxford Agriculture and Nutrition Grade 4 pg. 101
- Cleaning materials and tools
- Pictures of cleaning tools
- Charts
- Matching cards
- Oxford Agriculture and Nutrition Grade 4 pg. 102
- Locally available materials
- Tools for making cleaning items
- Pictures showing cleaning items
- Charts

- Observation - Oral questions - Written tests - Matching exercise

Hygiene Practices

Domestic Hygiene - How to sweep a floor
Domestic Hygiene - How to dust a surface

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

- Describe the steps of sweeping a floor
- Demonstrate proper sweeping technique
- Show responsibility in sweeping

- Discuss steps of sweeping a floor
- Demonstrate proper sweeping technique
- Practice sweeping the classroom
- Dispose of collected dirt appropriately

How do we properly sweep a floor?

- Oxford Agriculture and Nutrition Grade 4 pg. 103
- Broom
- Dustpan
- Dustbin
- Classroom floor
- Oxford Agriculture and Nutrition Grade 4 pg. 105
- Dusting cloths
- Surfaces for dusting
- Charts showing dusting steps
- Video clips (if available)

- Observation - Practical assessment - Demonstration assessment - Peer assessment

Hygiene Practices

Domestic Hygiene - How to mop a floor
Domestic Hygiene - How to dispose refuse

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

- Describe the steps of mopping a floor
- Demonstrate proper mopping technique
- Show responsibility in mopping

- Discuss steps of mopping a floor
- Demonstrate proper mopping technique
- Practice mopping the classroom
- Observe safety when mopping

How do we properly mop a floor?

- Oxford Agriculture and Nutrition Grade 4 pg. 106
- Mop or floor cloth
- Bucket or basin
- Water
- Soap
- Classroom floor
- Oxford Agriculture and Nutrition Grade 4 pg. 108
- Pictures showing waste disposal
- Dustbins
- Waste materials
- Charts

- Observation - Practical assessment - Demonstration assessment - Peer assessment

Hygiene Practices

Domestic Hygiene - Reusing and recycling waste
Domestic Hygiene - Cleaning a classroom

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

- Identify waste materials that can be reused or recycled
- Demonstrate reuse of waste materials
- Value reusing and recycling waste

- Identify waste materials that can be reused or recycled
- Discuss ways to reuse or recycle different materials
- Make items from recycled materials
- Display recycled items

How can we reuse and recycle waste materials?

- Oxford Agriculture and Nutrition Grade 4 pg. 109
- Waste materials for recycling
- Tools for making recycled items
- Pictures showing recycled items
- Charts
- Oxford Agriculture and Nutrition Grade 4 pg. 110
- Cleaning tools and materials
- Brooms, mops, dusters
- Water, soap
- Dustbins

- Observation - Practical assessment - Project assessment - Creativity assessment

Hygiene Practices

Cleaning Personal Protective Equipment - What are personal protective equipment
Cleaning Personal Protective Equipment - Types of personal protective equipment

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

- Identify different personal protective equipment
- Explain the importance of cleaning personal protective equipment
- Value clean personal protective equipment

- Observe different personal protective equipment
- Discuss importance of cleaning personal protective equipment
- Identify when to clean personal protective equipment
- Match PPEs to their uses

What are personal protective equipment and why should we clean them?

- Oxford Agriculture and Nutrition Grade 4 pg. 112
- Different personal protective equipment
- Pictures of PPEs
- Charts
- Matching cards
- Oxford Agriculture and Nutrition Grade 4 pg. 113
- Different types of PPEs

- Observation - Oral questions - Written tests - Matching exercise

Hygiene Practices

Cleaning Personal Protective Equipment - Importance of cleaning PPEs
Cleaning Personal Protective Equipment - How to clean gumboots

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

- Explain the importance of cleaning personal protective equipment
- Identify consequences of using dirty PPEs
- Value the cleanliness of PPEs

- Discuss importance of cleaning personal protective equipment
- Identify consequences of using dirty PPEs
- Create posters on importance of clean PPEs
- Present posters to the class

Why is it important to clean personal protective equipment?

- Oxford Agriculture and Nutrition Grade 4 pg. 114
- Charts
- Pictures
- Drawing materials
- Video clips (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 115
- Gumboots
- Cleaning materials (water, soap, brush)
- Basin or bucket
- Charts showing cleaning steps

- Observation - Oral questions - Written tests - Poster assessment

Hygiene Practices

Cleaning Personal Protective Equipment - How to clean canvas shoes
Cleaning Personal Protective Equipment - How to wash overalls
Cleaning Personal Protective Equipment - Safety measures when cleaning PPEs
Cleaning Personal Protective Equipment - Conserving water when cleaning PPEs

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

- Describe the steps of cleaning canvas shoes
- Demonstrate cleaning of canvas shoes
- Value cleanliness of footwear

- Discuss steps of cleaning canvas shoes
- Demonstrate cleaning of canvas shoes
- Observe safety measures when cleaning
- Store cleaned canvas shoes appropriately

How do we clean canvas shoes?

- Oxford Agriculture and Nutrition Grade 4 pg. 116
- Canvas shoes
- Cleaning materials (water, soap, brush)
- Basin or bucket
- Charts showing cleaning steps
- Oxford Agriculture and Nutrition Grade 4 pg. 117
- Overalls
- Washing materials (water, soap)
- Drying line and pegs
- Oxford Agriculture and Nutrition Grade 4 pg. 118
- Charts showing safety measures
- Pictures
- Drawing materials
- Safety equipment
- Oxford Agriculture and Nutrition Grade 4 pg. 119
- Charts showing water conservation
- Water containers

- Observation - Practical assessment - Demonstration assessment - Peer assessment