Conservation of Resources

Fuel Conservation - Types of fuels used at home
Fuel Conservation - Equipment that use different fuels

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

- Identify types of fuels used at home
- Classify fuels according to their sources
- Show awareness of different types of fuels

- Discuss different types of fuels used at home
- Observe pictures of different fuels
- Classify fuels according to their sources
- Complete a word search puzzle on fuels

What types of fuels do we use at home?

- Oxford Agriculture and Nutrition Grade 4 pg. 13
- Pictures of different types of fuels
- Charts
- Word search puzzles
- Oxford Agriculture and Nutrition Grade 4 pg. 14
- Pictures of cooking equipment
- Charts showing cooking equipment
- Matching cards

- Observation - Oral questions - Written tests - Puzzle completion

Conservation of Resources

Fuel Conservation - Methods of conserving fuels

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

- Identify methods of conserving fuels
- Demonstrate methods of conserving fuels
- Value the importance of fuel conservation

- Discuss methods of conserving different types of fuels
- Observe pictures showing fuel conservation
- Identify equipment that conserve fuel
- Role-play on fuel conservation

How can we conserve fuels at home?

- Oxford Agriculture and Nutrition Grade 4 pg. 15
- Pictures showing fuel conservation
- Charts
- Fuel-saving equipment (if available)

- Observation - Oral questions - Role-play assessment - Written tests

Conservation of Resources

Fuel Conservation - Using fuel-saving equipment

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

- Identify fuel-saving equipment
- Demonstrate the use of fuel-saving equipment
- Show willingness to use fuel-saving equipment

- Observe fuel-saving equipment
- Demonstrate how to use fuel-saving equipment
- Compare fuel consumption between fuel-saving and normal equipment
- Discuss advantages of fuel-saving equipment

How does fuel-saving equipment help in conserving fuel?

- Oxford Agriculture and Nutrition Grade 4 pg. 16
- Fuel-saving equipment
- Normal equipment
- Fuels
- Observation charts

- Observation - Practical assessment - Oral questions - Project assessment

Conservation of Resources

Fuel Conservation - Comparing fuel efficiency
Fuel Conservation - Benefits of conserving fuel

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

- Compare fuel efficiency of different cooking equipment
- Record observations on fuel consumption
- Appreciate efficient use of fuels

- Conduct an experiment comparing fuel efficiency
- Use both fuel-saving jiko and normal jiko to boil milk
- Measure time taken for each to boil milk
- Record and discuss observations

Which cooking equipment is more fuel-efficient?

- Oxford Agriculture and Nutrition Grade 4 pg. 17
- Fuel-saving jiko
- Normal jiko
- Milk
- Timer
- Recording sheets
- Oxford Agriculture and Nutrition Grade 4 pg. 18
- Charts
- Drawing materials
- Pictures showing environmental degradation

- Observation - Practical assessment - Experiment records - Oral questions

Conservation of Resources

Fuel Conservation - Promoting fuel conservation

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

- Create awareness on fuel conservation
- Design messages on fuel conservation
- Value spreading information on fuel conservation

- Design messages on fuel conservation
- Make posters on fuel conservation
- Share information on fuel conservation with other classes
- Perform songs/poems on fuel conservation

How can we promote fuel conservation?

- Oxford Agriculture and Nutrition Grade 4 pg. 19
- Drawing materials
- Charts
- Song/poem materials

- Observation - Project assessment - Performance assessment - Peer assessment

Conservation of Resources

Conserving Wild Animals - Small wild animals that destroy crops

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

- Identify small wild animals that destroy crops
- Describe how small wild animals destroy crops
- Appreciate the need to protect crops from wild animals

- Observe pictures of small wild animals
- Identify small wild animals that destroy crops
- Discuss how small wild animals destroy crops
- Share experiences of crop destruction by wild animals

Which small wild animals destroy crops?

- Oxford Agriculture and Nutrition Grade 4 pg. 20
- Pictures of small wild animals
- Charts
- Video clips

- Observation - Oral questions - Written tests - Drawing assessment

Conservation of Resources

Conserving Wild Animals - Damage caused by wild animals
Conserving Wild Animals - Methods of keeping wild animals away

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

- Describe damage caused by wild animals to crops
- Identify crops vulnerable to wild animal damage
- Show concern for damage caused by wild animals

- Observe pictures showing damage caused by wild animals
- Discuss types of damage caused by different wild animals
- Identify crops that are most vulnerable to wild animal damage
- Draw pictures showing crop damage by wild animals

What damage do wild animals cause to crops?

- Oxford Agriculture and Nutrition Grade 4 pg. 21
- Pictures showing crop damage
- Charts
- Drawing materials
- Oxford Agriculture and Nutrition Grade 4 pg. 22
- Pictures showing methods of keeping wild animals away
- Video clips

- Observation - Oral questions - Written tests - Drawing assessment

Conservation of Resources

Conserving Wild Animals - Making a scarecrow

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

- Describe what a scarecrow is
- Identify materials for making a scarecrow
- Show creativity in making a scarecrow

- Observe pictures of different scarecrows
- Discuss what scarecrows are used for
- Identify materials needed for making a scarecrow
- Draw a design of a scarecrow

What is a scarecrow and what is it used for?

- Oxford Agriculture and Nutrition Grade 4 pg. 23
- Pictures of scarecrows
- Charts
- Drawing materials

- Observation - Oral questions - Drawing assessment - Written tests

Conservation of Resources

Conserving Wild Animals - Constructing a scarecrow

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

- Select appropriate materials for constructing a scarecrow
- Construct a scarecrow using locally available materials
- Demonstrate creativity in making a scarecrow

- Collect materials for making a scarecrow
- Construct a frame for the scarecrow
- Stuff the scarecrow with appropriate materials
- Complete constructing the scarecrow

How do we construct a scarecrow?

- Oxford Agriculture and Nutrition Grade 4 pg. 24
- Materials for making scarecrow (sticks, old clothes, straw, string)
- Tools (scissors, knife)
- Charts showing steps

- Observation - Practical assessment - Project assessment - Peer assessment

Conservation of Resources

Conserving Wild Animals - Using a scarecrow
Conserving Wild Animals - Importance of wild animals

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

- Identify suitable places to install a scarecrow
- Install a scarecrow in an appropriate place
- Value the use of scarecrows in protecting crops

- Visit the school farm or a nearby farm
- Identify suitable places to install scarecrows
- Install the constructed scarecrows
- Discuss factors to consider when choosing where to install scarecrows

Where should we place scarecrows for maximum effectiveness?

- Oxford Agriculture and Nutrition Grade 4 pg. 26
- Constructed scarecrows
- School farm or nearby farm
- Tools for installation
- Oxford Agriculture and Nutrition Grade 4 pg. 27
- Charts
- Pictures of wild animals
- Video clips

- Observation - Practical assessment - Project assessment - Oral questions

Conservation of Resources
Food Production Processes

Conserving Wild Animals - Living better with wild animals
Growing Fruits - Fruit crops that grow in locality

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

- Describe ways of living better with wild animals
- Demonstrate appropriate methods of keeping wild animals away
- Show respect for wild animals

- Discuss ways of living better with wild animals
- Identify humane methods of keeping wild animals away from crops
- Create posters on conserving wild animals
- Present posters in class

How can we live better with wild animals while protecting our crops?

- Oxford Agriculture and Nutrition Grade 4 pg. 29
- Drawing materials
- Charts
- Pictures showing conservation of wild animals
- Oxford Agriculture and Nutrition Grade 4 pg. 39
- Pictures of fruit crops
- Charts showing fruit crops
- Real fruit samples (if available)

- Observation - Oral questions - Poster assessment - Presentation assessment

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

Food Production Processes

Growing Fruits - Planting materials for woody fruit crops

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

- Observation - Oral questions - Written tests - Field visit report

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

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

Food Production Processes

Growing Fruits - Transplanting fruit seedlings

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

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

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

How do we transplant fruit seedlings?

- Oxford Agriculture and Nutrition Grade 4 pg. 45
- Fruit seedlings ready for transplanting
- Tools for digging holes
- Compost manure
- Watering can

- Observation - Practical assessment - Project assessment

Food Production Processes

Growing Fruits - Protecting young fruit crops
Growing Fruits - Watering young fruit crops

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

- Identify methods of protecting young fruit crops
- Demonstrate methods of protecting young fruit crops
- Value protection of young fruit crops

- Discuss methods of protecting young fruit crops
- Identify threats to young fruit crops
- Demonstrate fencing and other protection methods
- Observe protected young fruit crops

How can we protect young fruit crops?

- Oxford Agriculture and Nutrition Grade 4 pg. 47
- Pictures showing protection methods
- Materials for protection (sticks, wire)
- Tools
- Transplanted fruit crops
- Oxford Agriculture and Nutrition Grade 4 pg. 48
- Watering equipment
- Transplanted fruit crops
- Water
- Watering schedule chart

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Mulching young fruit plants

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

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

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

What is mulching and why is it important?

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

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

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

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

- Identify weeds growing around fruit plants
- Demonstrate proper weeding techniques
- Value keeping fruit plants free from weeds

- Identify weeds growing around fruit plants
- Demonstrate proper weeding techniques
- Dispose of weeds appropriately
- Observe growth of plants after weeding

Why should we remove weeds from around fruit plants?

- Oxford Agriculture and Nutrition Grade 4 pg. 49
- Transplanted fruit crops with weeds
- Weeding tools
- Gloves
- Disposal containers
- Oxford Agriculture and Nutrition Grade 4 pg. 51
- Pictures of climbing fruit crops
- Charts
- Display materials
- Magazines/Newspapers

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Planting materials for climbing fruit crops

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

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

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

What planting materials are used for climbing fruit crops?

- Oxford Agriculture and Nutrition Grade 4 pg. 52
- Seeds of climbing fruit crops
- Cuttings of climbing fruit crops
- Pictures showing planting materials
- Charts

- Observation - Oral questions - Written tests - Classification assessment

Food Production Processes

Growing Fruits - Preparing seeds of climbing fruit crops

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

Food Production Processes

Growing Fruits - Making cuttings for planting
Growing Fruits - Supporting climbing fruit plants

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
- Oxford Agriculture and Nutrition Grade 4 pg. 57
- Support materials (posts, stakes)
- Tools for installation
- Climbing plants
- Pictures showing support structures

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Importance of fruits

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

- Explain the importance of fruits
- Identify nutritional benefits of fruits
- Appreciate the value of fruits in the diet

- Discuss the importance of fruits
- Identify nutritional benefits of different fruits
- Create posters showing importance of fruits
- Present posters to the class

Why are fruits important?

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

- Observation - Oral questions - Written tests - Poster assessment

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

Food Production Processes

Uses of Domestic Animals - Uses of domestic animals
Uses of Domestic Animals - Food products from 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
- Oxford Agriculture and Nutrition Grade 4 pg. 66
- Pictures of food products from animals
- Real samples (if available)

- Observation - Oral questions - Written tests - Matching exercise

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

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

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

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

Food Production Processes

Balanced Diet - Food groups

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

- Identify the three main food groups
- Classify foods into appropriate food groups
- Show interest in learning about food groups

- Discuss the three main food groups
- Observe pictures of foods from different food groups
- Classify foods into appropriate food groups
- Create charts showing examples of foods in each group

What are the main food groups?

- Oxford Agriculture and Nutrition Grade 4 pg. 74
- Pictures of foods from different groups
- Charts
- Drawing materials
- Classification cards

- Observation - Oral questions - Written tests - Classification task

Food Production Processes

Balanced Diet - Importance of eating a balanced diet
Balanced Diet - Energy-giving foods

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

- Explain the importance of eating a balanced diet
- Describe functions of different food groups
- Value the importance of eating balanced meals

- Discuss the importance of eating a balanced diet
- Identify functions of different food groups
- Create posters on importance of balanced diet
- Present posters to the class

Why is it important to eat a balanced diet?

- Oxford Agriculture and Nutrition Grade 4 pg. 76
- Charts showing importance of balanced diet
- Pictures
- Drawing materials
- Digital devices (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 77
- Pictures of energy-giving foods
- Charts
- Real food samples (if available)

- Observation - Oral questions - Written tests - Poster assessment

Food Production Processes

Balanced Diet - Body-building foods

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

- Identify body-building foods
- Explain the function of body-building foods
- Value the importance of body-building foods

- Discuss body-building foods
- Observe pictures of body-building foods
- Identify body-building foods available locally
- Create charts showing body-building foods

What are body-building foods and why are they important?

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

- Observation - Oral questions - Written tests - Chart assessment

Food Production Processes

Balanced Diet - Protective foods
Balanced Diet - Selecting foods for a balanced meal

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

- Identify protective foods
- Explain the function of protective foods
- Appreciate the importance of protective foods

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

What are protective foods and why are they important?

- Oxford Agriculture and Nutrition Grade 4 pg. 79
- Pictures of protective foods
- Charts
- Drawing materials
- Real food samples (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 80
- Pictures of different foods
- Planning templates

- Observation - Oral questions - Written tests - Chart assessment

Food Production Processes

Balanced Diet - Creating a balanced meal chart

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

- Design a balanced meal chart
- Include foods from all food groups in the chart
- Value planning balanced meals

- Design a balanced meal chart
- Include foods from all food groups
- Use locally available foods in the chart
- Present meal charts to the class

How can we create a balanced meal chart?

- Oxford Agriculture and Nutrition Grade 4 pg. 81
- Drawing materials
- Charts
- Pictures of foods
- Templates

- Observation - Project assessment - Presentation assessment - Peer assessment

Food Production Processes

Balanced Diet - Role play on balanced meals

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

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

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

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Cooking Food - How to boil Irish potatoes

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

- Describe the steps of boiling Irish potatoes
- Demonstrate boiling of Irish potatoes
- Value proper food preparation

- Discuss steps of boiling Irish potatoes
- Demonstrate boiling of Irish potatoes
- Observe safety measures when boiling
- Test if potatoes are well cooked

How do we boil Irish potatoes?

- Oxford Agriculture and Nutrition Grade 4 pg. 86
- Irish potatoes
- Cooking equipment
- Water
- 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

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

Food Production Processes

Cooking Food - Safety measures when cooking

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

- Identify safety measures when cooking
- Demonstrate safety measures when cooking
- Value safety in food preparation

- Discuss safety measures when cooking
- Demonstrate safety measures when cooking
- Identify potential hazards in the kitchen
- Create posters on kitchen safety

What safety measures should we observe when cooking?

- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts showing safety measures
- Pictures
- Drawing materials
- Video clips (if available)

- Observation - Oral questions - Written tests - Poster assessment

Food Production Processes

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

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

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