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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Conserving our environment
|
Transplanting
|
By the end of the
lesson, the learner
should be able to:
strand be able to Transplant the seedlings to the seedbed. |
In groups, learners to prepare planting holes.
Learners to transplant the seedlings from the nursery bed to the seedbed |
How are fruit seedlings transplanted from? the nursery?
|
Nursery bed
Containers Seedlings MTP Grade 4 Agriculture page 34 |
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Conserving our environment
|
Care for Young Fruit Trees
|
By the end of the
lesson, the learner
should be able to:
strand Protect the fruit tree seedlings from damage |
In groups, learners to construct shades to protect the fruit tree seedlings from damages.
In groups, learners to take turns to water the seedlings using drip irrigation method to conserve water. |
How can we take care of fruit seedlings after transplanting?
|
Maize
Beans Rice Peas Rice Green grams Carrots seeds Spinach seeds MTP Grade 4 Agriculture page 35-37 |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Conserving our environment
|
Care for Young Fruit Trees
|
By the end of the
lesson, the learner
should be able to:
strand Water the fruit tree seedlings to supplement moisture |
In groups, learners to apply mulch material to the seedlings to conserve moisture.
Learners to weed for the growing seedlings |
How can we take care of fruit seedlings after transplanting?
|
Maize
Beans Rice Peas Rice Green grams Carrots seeds Spinach seeds MTP Grade 4 Agriculture page 35-37 |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Conserving our environment
|
Care for Young Fruit Trees
|
By the end of the
lesson, the learner
should be able to:
strand Apply mulch to the fruit tree seedlings to conserve water |
In groups, learners to apply mulch material to the seedlings to conserve moisture.
Learners to weed for the growing seedlings |
How can we take care of fruit seedlings after transplanting?
|
Maize
Beans Rice Peas Rice Green grams Carrots seeds Spinach seeds MTP Grade 4 Agriculture page 35-37 |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Conserving our environment
|
Care for Young Fruit Trees
|
By the end of the
lesson, the learner
should be able to:
strand Carry out weeding for the seedlings |
Learners offer to supply surplus fruit tree seedlings to their parents, guardians and community.
|
How can we take care of fruit seedlings after transplanting?
|
Maize
Beans Rice Peas Rice Green grams Carrots seeds Spinach seeds MTP Grade 4 Agriculture page 35-37 |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Conserving our environment
|
Conservation Project: Edible Crop Gardening
|
By the end of the
lesson, the learner
should be able to:
strand Demonstrate care for growing fruit trees in the environment |
In groups, learners to take care of the established fruit trees such as guava and tree tomato by carrying out appropriate activities (watering, weeding, protection, manuring and removal of excess branches).
|
What activities are carried out in caring for fruit plants?
|
Guava
Trees MTP Grade 4 Agriculture page 37 |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Conserving our environment
|
Conservation Project: Edible Crop Gardening
|
By the end of the
lesson, the learner
should be able to:
strand Identify right stage for harvesting fruits to avoid wastage |
In groups, learners to take care of the established fruit trees such as guava and tree tomato by carrying out appropriate activities (watering, weeding, protection, manuring and removal of excess branches).
|
What activities are carried out in caring for fruit plants?
|
Guava
Trees MTP Grade 4 Agriculture page 37 |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Conserving our environment
|
Conservation Project: Edible Crop Gardening
|
By the end of the
lesson, the learner
should be able to:
strand Harvest fruits appropriately to reduce damages |
In groups, learners share experiences on how to identify a ripe fruit such as guava and tree tomato
|
When are fruits ready for harvesting?
|
Guava
Trees MTP Grade 4 Agriculture page 37 |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Conserving our environment
|
Conservation Project: Edible Crop Gardening
|
By the end of the
lesson, the learner
should be able to:
strand Manage growing fruit trees in school and the community |
In groups, learners to carry out harvesting of fruits such as guava and tree tomato.
Learners apply acquired skills to plant and care for fruit trees at home |
How are fruits harvested?
|
Guava
Trees MTP Grade 4 Agriculture page 37 |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Conserving our environment
|
Conservation Project: Edible Crop Gardening
|
By the end of the
lesson, the learner
should be able to:
strand Appreciate importance of consuming fruits for nutrition. |
In groups, learners to carry out harvesting of fruits such as guava and tree tomato.
Learners apply acquired skills to plant and care for fruit trees at home |
How are fruits harvested?
|
Guava
Trees MTP Grade 4 Agriculture page 37 |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Domestic Animals
|
Domestic Animals and their Uses
|
By the end of the
lesson, the learner
should be able to:
strand Identify types of domestic animals in the community |
Learners visit the neighboring farms to explore various types of domestic animals and their uses and also distinguish male from female animals
|
What domestic animals are kept by farmers?
|
Cattles
Sheep Goats Poultry Rabbits MTP Grade 4 Agriculture page 38-39 |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Domestic Animals
|
Domestic Animals and their Uses
|
By the end of the
lesson, the learner
should be able to:
strand be able to Distinguish between a male and a female domestic animal |
In groups, learners share experiences on the types of domestic animals found in their community and their uses.
Learners discuss differences between male and female animals. Learners watch a video clip on various types of domestic animals and their uses. |
What domestic animals are kept by farmers?
|
MTP Grade 4 Agriculture page 40-41
MTP Grade 4 Agriculture page 41-43 |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Domestic Animals
|
Domestic Animals and their Uses
|
By the end of the
lesson, the learner
should be able to:
strand Source for information on types of domestic animals Appreciate the importance of domestic animals to human beings |
In groups, learners match the domestic animals to their uses (cattle, sheep, goat and poultry).
Learners play and share games on domestic animals and their uses |
What are the uses of domestic animals?
|
MTP Grade 4 Agriculture page 41-43
|
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Gardening Practices
|
Crops for Gardening
Vegetables
|
By the end of the
lesson, the learner
should be able to:
strand Give the meaning of a vegetable crop Identify main vegetable crops grown in Kenya |
Learners to watch a video clip or visit a farm to explore types of vegetables grown such as carrots, spinach and tomatoes.
In pairs, learners suggest the meaning of vegetable crops. |
What are vegetable crops?
|
MTP Grade 4 Agriculture page 44-45
|
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Gardening Practices
|
Crops for Gardening
Vegetables
|
By the end of the
lesson, the learner
should be able to:
strand Classify vegetable crops according to the part eaten |
In groups, learners to identify various vegetable crops grown in Kenya such as carrots, spinach, tomatoes.
In groups, learners to classify vegetable crops according to parts eaten such as parts for carrots, spinach, tomatoes |
How can we classify vegetable crops?
|
MTP Grade 4 Agriculture page 46-47
|
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Gardening Practices
|
Crops for Gardening
Vegetables
|
By the end of the
lesson, the learner
should be able to:
strand Appreciate the importance of vegetable crops in the food we eat. |
Learners apply acquired skills to prepare vegetables for consumption at home.
|
How can we classify vegetable crops?
|
MTP Grade 4 Agriculture page 46-48
|
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Gardening Practices
|
Cereals
|
By the end of the
lesson, the learner
should be able to:
strand Give the meaning of a cereal crop |
Learners to watch a video clip or visit a farm growing cereal crops such as wheat, maize, rice.
In pairs, learners suggest the meaning of cereal crops |
What are cereal crops?
|
MTP Grade 4 Agriculture page 49-
|
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Gardening Practices
|
Cereals
|
By the end of the
lesson, the learner
should be able to:
strand Identify main cereal crops grown in Kenya |
Learners to watch a video clip or visit a farm growing cereal crops such as wheat, maize, rice.
In pairs, learners suggest the meaning of cereal crops |
What are cereal crops?
|
MTP Grade 4 Agriculture page 50-52
|
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Gardening Practices
|
Cereals
|
By the end of the
lesson, the learner
should be able to:
strand Develop a display of various types of cereal grains in the classroom |
In groups, learners to identify various cereal crops grown in Kenya such as wheat, maize, rice.
In groups, learners to collect, mount and label cereal grains such as wheat, maize, rice on a manila paper for display. |
Which cereal crops do you know?
|
MTP Grade 4 Agriculture page 53-56
|
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Gardening Practices
|
Cereals
|
By the end of the
lesson, the learner
should be able to:
strand Appreciate the importance of cereal crops in the food we eat. |
Learners to assist parents or guardians in activities for preparing cereals for consumption.
|
Which cereal crops do you know?
|
MTP Grade 4 Agriculture page 53-56
|
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Gardening Practices
|
Legumes
|
By the end of the
lesson, the learner
should be able to:
strand give the meaning of a legume crop Identify main legume crops grown in Kenya |
Learners to watch a video or visit a farm growing legumes such as beans, peas, green grams
In pairs, learners suggest the meaning of legume crops. |
What are legume crops?
|
MTP Grade 4 Agriculture page 53-56
|
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Gardening Practices
|
Legumes
|
By the end of the
lesson, the learner
should be able to:
strand Develop a display of various types of legume seeds in the classroom Appreciate the importance of legume crops in the food we eat. |
Learners to assist parents or guardians in the activities for preparing legumes for consumption.
Learners to carry out an activity of matching crops to their respective categories (vegetables, cereals and legumes). |
Which legume crops do you know?
|
MTP Grade 4 Agriculture page 53-56
|
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Gardening Practices
|
Selected Gardening Practices
|
By the end of the
lesson, the learner
should be able to:
strand Prepare a fine seedbed for crops with tiny seeds |
In groups, learners to brainstorm on crops with tiny seeds such as carrots and sunflower among others and how they can be grown in the locality. In this activity, learners to be guided to identify some tiny-seeded crops that are sown directly into the seedbed (tiny-seeded crops that do not require transplanting).
In pairs, learners to brainstorm on how the tiny seeds are sown in the seedbed. |
How can we plant tiny seeds in a seedbed?
|
MTP Grade 4 Agriculture page 57-60
|
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Gardening Practices
|
Selected Gardening Practices
|
By the end of the
lesson, the learner
should be able to:
strand Sow tiny seeds directly into the seedbed. |
Learners to watch a video clip on how to prepare a fine seedbed and sow tiny seeds such as carrot or sunflower seeds into the seedbed. In groups, learners prepare a suitable seedbed for sowing any crop with tiny seeds that they may opt for. The crop should be suitable for direct sowing.
Learners to sow the tiny seeds in the prepared seedbed |
How can we plant tiny seeds in a seedbed?
|
MTP Grade 4 Agriculture page 57-60
|
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Gardening Practices
|
Care for tiny- seeded crops
|
By the end of the
lesson, the learner
should be able to:
strand Identify the practices to care for directly sown tiny-seeded crops in a seedbed |
Learners to share experiences on appropriate gardening practices for a seedbed with directly sown tiny seeds such as carrots and sunflower
|
What care is needed for directly sown tiny-seed crop in a seedbed?
|
MTP Grade 4 Agriculture page 61-63
|
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Gardening Practices
|
Care for tiny- seeded crops
|
By the end of the
lesson, the learner
should be able to:
strand be able to Carry out caring practices for the seedbed. appreciate the value of caring for tiny-seeded crops in the seedbed |
Learners to watch a video clip on gardening practices carried out on directly sown tiny seeds in a seedbed
carry out gardening practices on the established tiny-seeded seedbed such as mulching, watering, thinning and uprooting weeds |
What care is needed for directly sown tiny-seed crop in a seedbed?
|
MTP Grade 4 Agriculture page 61-63
|
Oral questions Oral Report Observation
|
|
| 7 | 3 |
HYGIENE PRACTICES
|
Personal Hygiene
|
By the end of the
lesson, the learner
should be able to:
Demonstrate appropriate practices that promote personal hygiene such as use of personal protective equipment Apply health practices that promote personal hygiene Embrace health practices to promote personal hygiene in daily life. |
In groups, learners are guided to:
Demonstrate appropriate practices that promote personal hygiene such as use of personal protective equipment Apply health practices that promote personal hygiene Demonstrate good grooming while they take up responsibility as they carry out health practices. |
Which health practices promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 7 | 4 |
HYGIENE PRACTICES
|
Personal Hygiene
|
By the end of the
lesson, the learner
should be able to:
Demonstrate appropriate practices that promote personal hygiene such as use of clean water Apply health practices that promote personal hygiene Embrace health practices to promote personal hygiene in daily life. |
In groups, learners are guided to:
Demonstrate appropriate practices that promote personal hygiene such as use of clean water Apply health practices that promote personal hygiene Demonstrate good grooming while they take up responsibility as they carry out health practices. |
How does personal hygiene promote good health?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment |
Observation of learning
Tests (written and oral)
Project
|
|
| 8 | 1 |
HYGIENE PRACTICES
|
Personal Hygiene
|
By the end of the
lesson, the learner
should be able to:
Demonstrate appropriate practices that promote personal hygiene such as cleaning foods. Apply health practices that promote personal hygiene Embrace health practices to promote personal hygiene in daily life. |
In groups, learners are guided to:
Demonstrate appropriate practices that promote personal hygiene such as cleaning foods. Apply health practices that promote personal hygiene Demonstrate good grooming while they take up responsibility as they carry out health practices. |
How does cleaning foods promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 8 | 2 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for mopping in home environment. Show accountability in taking care of living places |
In groups, learners are guided to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for mopping in home environment. |
Which locally available materials do you need to improvise items for mopping?
|
Curriculum Design Agriculture and Nutrition Grade 4
variety of PPEs, Cleaning materials and equipment brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 8 | 3 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Describe the various methods used for cleaning home environment Use methods such as, mopping to clean home environment Appreciate a clean environment in promoting domestic hygiene. |
In groups, learners are guided to:
Describe the various methods used for cleaning home environment Use methods such as, mopping to clean home environment |
How can we maintain hygienic environment by mopping?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment |
Observation of learning
Tests (written and oral)
Project
|
|
| 8 | 4 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for dusting in home environment. Show accountability in taking care of living places |
In groups, learners are guided to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for dusting in home environment. |
Which locally available materials do you need to improvise items for dusting?
|
Curriculum Design Agriculture and Nutrition Grade 4
variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 9 | 1 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Describe the various methods used for cleaning home environment Use methods such as dusting to clean home environment Appreciate a clean environment in promoting domestic hygiene |
In groups, learners are guided to:
Describe the various methods used for cleaning home environment Use methods such as dusting to clean home environment |
How can we maintain hygienic environment by dusting?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 9 | 2 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for sweeping in home environment. Show accountability in taking care of living places |
In groups, learners are guided to:
Discuss the methods of cleaning home environment Use locally available resources to improvise items for sweeping in home environment. |
Which locally available materials do you need to improvise items for sweeping?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 9 |
Mid-Term Break |
||||||||
| 10 | 1 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Describe the various methods used for cleaning home environment Use methods such as sweeping to clean home environment Appreciate a clean environment in promoting domestic hygiene |
In groups, learners are guided to:
Describe the various methods used for cleaning home environment Use methods such as sweeping to clean home environment |
How can we maintain hygienic environment by sweeping?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, Cleaning materials and equipment, brooms Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 10 | 2 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Describe the various methods used for cleaning home environment Use methods such as disposal of refuse to clean home environment Appreciate a clean environment in promoting domestic hygiene. |
In groups, learners are guided to:
Describe the various methods used for cleaning home environment Use methods such as disposal of refuse to clean home environment |
How can we maintain hygienic environment by disposal of refuse?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 10 | 3 |
HYGIENE PRACTICES
|
Domestic Hygiene
|
By the end of the
lesson, the learner
should be able to:
Identify the meaning of domestic hygiene. Explain the benefits of maintaining a clean home environment Develop environmental awareness in maintaining clean environment. |
In groups, learners are guided to:
Identify the meaning of domestic hygiene. Explain the benefits of maintaining a clean home environment |
What is the benefit of maintaining a clean home environment?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, , Cleaning materials and equipment |
Observation of learning
Tests (written and oral)
Project
|
|
| 10 | 4 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as gloves Develop digital literacy as they search for personal protective equipment |
In groups, learners are guided to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as gloves |
How does cleaning of gloves promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 1 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as gloves for hygiene purposes Appreciate clean personal protective equipment in promoting hygiene. |
In groups, learners are guided to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as gloves for hygiene purposes |
How does cleaning of gloves promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 2 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as dust masks Develop digital literacy as they search for personal protective equipment |
In groups, learners are guided to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as dust masks |
How does cleaning of dust masks promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 3 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as dust masks for hygiene purposes Appreciate clean personal protective equipment in promoting hygiene. |
In groups, learners are guided to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as dust masks for hygiene purposes |
How does cleaning of dust masks promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 11 | 4 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as gum boots. Develop digital literacy as they search for personal protective equipment |
In groups, learners are guided to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as gum boots. |
How does cleaning of gum boots promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 1 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Identify personal protective equipment in day to day life Clean personal protective equipment such gum boots for hygiene purposes Appreciate clean personal protective equipment in promoting hygiene. |
In groups, learners are guided to:
Identify personal protective equipment in day to day life Clean personal protective equipment such gum boots for hygiene purposes |
How does cleaning of gum boots promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 2 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as head gear Develop digital literacy as they search for personal protective equipment |
In groups, learners are guided to:
Name personal protective equipment in day to day life. Use digital devices to search for information to identify common personal protective equipment such as head gear |
How does cleaning of head gear promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 3 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as head gear for hygiene purposes Appreciate clean personal protective equipment in promoting hygiene. |
In groups, learners are guided to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as head gear for hygiene purposes |
How does cleaning of head gear promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
| 12 | 4 |
HYGIENE PRACTICES
|
Cleaning Personal Protective Equipment
|
By the end of the
lesson, the learner
should be able to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as overall and canvas shoes. for hygiene purposes Appreciate clean personal protective equipment in promoting hygiene. |
In groups, learners are guided to:
Identify personal protective equipment in day to day life Clean personal protective equipment such as overall and canvas shoes. for hygiene purposes |
How does cleaning of overall and canva shoes promote personal hygiene?
|
Curriculum Design Agriculture and Nutrition Grade 4
Hand washing materials and equipment, variety of PPEs, Cleaning materials and equipment, brooms |
Observation of learning
Tests (written and oral)
Project
|
|
Your Name Comes Here