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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
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
|
|
| 1 | 2 |
Food Production Processes
|
Direct Sowing of Tiny Seeds - Preparing a ground seedbed
Direct Sowing of Tiny Seeds - Preparing a container seedbed |
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 |
- Observation
- Practical assessment
- Project assessment
|
|
| 1 | 3 |
Food Production Processes
|
Direct Sowing of Tiny Seeds - Methods of planting
Direct Sowing of Tiny Seeds - Sowing carrot seeds |
By the end of the
lesson, the learner
should be able to:
- Identify different methods of planting seeds - Compare direct sowing with other methods of planting - Appreciate various methods of planting |
- Observe pictures showing different methods of planting
- Discuss direct sowing as compared to other methods - Make illustrations of different planting methods - Identify which crops require direct sowing |
How does direct sowing differ from other planting methods?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 34
- Pictures showing planting methods - Charts - Drawing materials - Oxford Agriculture and Nutrition Grade 4 pg. 35 - Carrot seeds - Sand soil - Prepared seedbed - Stick for making drills |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 1 | 4 |
Food Production Processes
|
Direct Sowing of Tiny Seeds - Sowing millet seeds
Direct Sowing of Tiny Seeds - Sowing in container seedbeds Direct Sowing of Tiny Seeds - Care for directly sown crops |
By the end of the
lesson, the learner
should be able to:
- Describe how to sow millet seeds - Demonstrate sowing of millet seeds in rows - Value growing of millet as a food crop |
- Observe demonstration of sowing millet seeds
- Make shallow drills on prepared seedbed - Sow millet seeds along the drills - Cover the seeds lightly with soil |
How do we sow millet seeds?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 35
- Millet seeds - Prepared seedbed - Stick for making drills - Watering can - Oxford Agriculture and Nutrition Grade 4 pg. 36 - Prepared container seedbeds - Seeds (carrot, millet) - Stick for making furrows - Oxford Agriculture and Nutrition Grade 4 pg. 37 - Seedbeds with growing seedlings - Watering can - Tools for weeding - Record sheets |
- Observation
- Practical assessment
- Project assessment
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
Food Production Processes
|
Growing Fruits - 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 |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 2 | 3 |
Food Production Processes
|
Growing Fruits - Planting materials for woody fruit crops
Growing Fruits - Preparing fruit seeds for planting |
By the end of the
lesson, the learner
should be able to:
- Identify sources of planting materials for woody fruit crops - Describe planting materials for woody fruit crops - Value proper selection of planting materials |
- Discuss sources of planting materials for woody fruit crops
- Visit places where planting materials can be obtained - Identify good quality planting materials - Discuss factors to consider when selecting planting materials |
Where can we get planting materials for woody fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 41
- Pictures showing sources of planting materials - Samples of planting materials - Charts - Oxford Agriculture and Nutrition Grade 4 pg. 42 - Ripe fruits (guava, tree tomato) - Knife - Water - Containers - Drying materials |
- Observation
- Oral questions
- Written tests
- Field visit report
|
|
| 2 | 4 |
Food Production Processes
|
Growing Fruits - Sowing fruit seeds in a nursery bed
|
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 |
- Observation
- Practical assessment
- Project assessment
|
|
| 3 | 1 |
Food Production Processes
|
Growing Fruits - Caring for 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 |
- Observation
- Practical assessment
- Project assessment
- Record assessment
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
Food Production Processes
|
Growing Fruits - Protecting 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 |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 3 | 4 |
Food Production Processes
|
Growing Fruits - Watering young fruit crops
Growing Fruits - Mulching young fruit plants |
By the end of the
lesson, the learner
should be able to:
- Describe methods of watering young fruit crops - Demonstrate proper watering of young fruit crops - Show responsibility in watering plants |
- Discuss methods of watering young fruit crops
- Demonstrate proper watering techniques - Create a watering schedule - Monitor plant growth after watering |
Why and how should we water young fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 48
- Watering equipment - Transplanted fruit crops - Water - Watering schedule chart - Oxford Agriculture and Nutrition Grade 4 pg. 49 - Mulching materials - Pictures showing mulching - Observation charts |
- Observation
- Practical assessment
- Project assessment
- Record assessment
|
|
| 4 | 1 |
Food Production Processes
|
Growing Fruits - Weeding around fruit plants
|
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 |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 4 | 2 |
Food Production Processes
|
Growing Fruits - 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 |
- Observation
- Oral questions
- Written tests
- Display assessment
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
Food Production Processes
|
Growing Fruits - Preparing seeds of climbing fruit crops
|
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 |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 5 | 1 |
Food Production Processes
|
Growing Fruits - Making cuttings for planting
|
By the end of the
lesson, the learner
should be able to:
- Describe how to make cuttings for planting - Demonstrate making cuttings for planting - Show care in handling plant materials |
- Observe demonstration of making cuttings for planting
- Select suitable branches for making cuttings - Make proper cuts at appropriate angles - Prepare cuttings for planting |
How do we make cuttings for planting?
|
- 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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
Food Production Processes
|
Uses of Domestic Animals - Types 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) |
- Observation
- Oral questions
- Written tests
- Classification task
|
|
| 5 | 4 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
Food Production Processes
|
Uses of Domestic Animals - Types of poultry
|
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 |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 6 | 3 |
Food Production Processes
|
Uses of Domestic Animals - Making presentations about domestic animals
|
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 |
- Observation
- Practical assessment
- Presentation assessment
- Peer assessment
|
|
| 6 | 4 |
Food Production Processes
|
Uses of Domestic Animals - Importance of domestic animals for food production
Uses of Domestic Animals - Processing animal products |
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) - Oxford Agriculture and Nutrition Grade 4 pg. 71 - Pictures of processed animal products - Charts - Samples of processed products (if available) - Matching cards |
- Observation
- Oral questions
- Written tests
- Debate assessment
|
|
| 7 | 1 |
Food Production Processes
|
Balanced Diet - Concept of a balanced diet
|
By the end of the
lesson, the learner
should be able to:
- Explain what a balanced diet is - Identify components of a balanced diet - Value eating a balanced diet |
- Discuss what a balanced diet means
- Observe pictures of foods from different food groups - Classify foods according to food groups - Create charts showing food groups |
What is a balanced diet?
|
- 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
- Classification task
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
Food Production Processes
|
Balanced Diet - Importance of eating a balanced diet
|
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) |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 7 | 4 |
Food Production Processes
|
Balanced Diet - Energy-giving 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) |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 8 | 1 |
Food Production Processes
|
Balanced Diet - Body-building foods
Balanced Diet - Protective 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) - Oxford Agriculture and Nutrition Grade 4 pg. 79 - Pictures of protective foods |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 8 | 2 |
Food Production Processes
|
Balanced Diet - Selecting foods for a balanced meal
|
By the end of the
lesson, the learner
should be able to:
- Select foods from different food groups to make a balanced meal - Create a balanced meal using locally available foods - Show interest in planning balanced meals |
- Discuss how to select foods for a balanced meal
- Select foods from different food groups - Plan a balanced meal using locally available foods - Present meal plans to the class |
How do we select foods to create a balanced meal?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 80
- Pictures of different foods - Charts - Drawing materials - Planning templates |
- Observation
- Oral questions
- Written tests
- Meal planning assessment
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
Food Production Processes
|
Balanced Diet - Role play on balanced meals
|
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 |
- Observation
- Role play assessment
- Peer assessment
- Oral questions
|
|
| 9 | 1 |
Food Production Processes
|
Cooking Food - Methods 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) |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 9 |
MID TERM |
||||||||
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
Food Production Processes
|
Cooking Food - Equipment for shallow frying
|
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 |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 11 | 1 |
Food Production Processes
|
Cooking Food - How to shallow fry an egg
|
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 |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
Food Production Processes
|
Cooking Food - Review of cooking methods
|
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 |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 12 | 1 |
Hygiene Practices
|
Personal Hygiene - What is personal hygiene
Personal Hygiene - Handwashing |
By the end of the
lesson, the learner
should be able to:
- Explain what personal hygiene means - Identify healthy practices that promote personal hygiene - Value the importance of personal hygiene |
- Discuss what personal hygiene means
- Observe pictures showing healthy practices - Identify healthy practices they carry out - Share experiences on personal hygiene practices |
What is personal hygiene?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 91
- Pictures showing healthy practices - Charts - 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
- Group discussion assessment
|
|
| 12 | 2 |
Hygiene Practices
|
Personal Hygiene - Use of personal protective equipment
Personal Hygiene - Types of personal protective equipment Personal Hygiene - Benefits of personal protective equipment |
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 |
- Observation
- Oral questions
- Written tests
- Demonstration assessment
|
|
| 12 | 3 |
Hygiene Practices
|
Personal Hygiene - Use of clean water
Personal Hygiene - Preparing clean water for drinking |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of using clean water - Identify sources of clean water - Value the use of clean water in hygiene practices |
- Discuss importance of using clean water
- Identify sources of clean water - Observe pictures of clean and dirty water - Discuss consequences of using dirty water |
Why should we use clean water?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 97
- Pictures showing clean and dirty water - Charts - Sample of clean and dirty water - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 98 - Water - Cooking pot with lid - Source of heat - Storage container with lid |
- Observation
- Oral questions
- Written tests
- Group discussion assessment
|
|
| 12 | 4 |
Hygiene Practices
|
Personal Hygiene - Uses of clean water
Personal Hygiene - Keeping a personal hygiene record Personal Hygiene - Promoting personal hygiene |
By the end of the
lesson, the learner
should be able to:
- Identify uses of clean water in hygiene practices - Describe importance of clean water in different hygiene practices - Appreciate the importance of clean water |
- Discuss uses of clean water in hygiene practices
- Observe pictures showing uses of clean water - Identify hygiene practices that require clean water - Create posters on uses of clean water |
How do we use clean water in hygiene practices?
|
- 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 - Display boards - Sample posters |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
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