Food Production Processes

Growing Fruits - Fruit crops that grow in locality
Growing Fruits - Woody fruit crops

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

- Identify woody fruit crops
- Describe characteristics of woody fruit crops
- Show interest in growing woody fruit crops

- 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
- 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

Which fruit crops grow well in our locality?
What are woody fruit crops?

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

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

- Observation - Practical assessment - Project assessment

Food Production Processes

Growing Fruits - Sowing fruit seeds in a nursery bed
Growing Fruits - Caring for fruit seedlings

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

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

- 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
- 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 sow fruit seeds in a nursery bed?
How do we care for fruit seedlings in a nursery?

- Oxford Agriculture and Nutrition Grade 4 pg. 43
- Prepared fruit seeds
- Prepared nursery bed
- Tools for making drills
- Mulch materials
- Oxford Agriculture and Nutrition Grade 4 pg. 44
- Nursery bed with seedlings
- Watering can
- Mulch materials
- Shading materials

- Observation - Practical assessment - Project assessment
- 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

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

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

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

- Discuss methods of watering young fruit crops
- Demonstrate proper watering techniques
- Create a watering schedule
- Monitor plant growth after watering
- Discuss the importance of mulching
- Identify suitable mulching materials
- Demonstrate proper mulching techniques
- Monitor effects of mulching on plants

Why and how should we water young fruit crops?
What is mulching and why is it important?

- 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
- Transplanted fruit crops
- Pictures showing mulching
- Observation charts

- Observation - Practical assessment - Project assessment - Record assessment
- Observation - Practical assessment - Project assessment - Oral questions

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

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

Food Production Processes

Growing Fruits - Planting materials for climbing fruit crops
Growing Fruits - Preparing seeds of 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

- Describe how to prepare seeds of climbing fruit crops
- Demonstrate preparation of seeds of climbing fruit crops
- Show care in preparing seeds

- 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
- 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

What planting materials are used for climbing fruit crops?
How do we prepare seeds of 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
- Oxford Agriculture and Nutrition Grade 4 pg. 53
- Passion fruits
- Kiwi fruits
- Tools for seed extraction
- Storage containers

- Observation - Oral questions - Written tests - Classification assessment
- Observation - Practical assessment - Project assessment - Oral questions

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

Food Production Processes

Growing Fruits - Supporting climbing fruit plants

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

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Importance of fruits
Uses of Domestic Animals - Types of domestic animals

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

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

- Discuss the importance of fruits
- Identify nutritional benefits of different fruits
- Create posters showing importance of fruits
- Present posters to the class
- Discuss types of domestic animals
- Observe pictures of different domestic animals
- Identify domestic animals found in the locality
- Classify domestic animals based on characteristics

Why are fruits important?
What types of domestic animals do we keep?

- Oxford Agriculture and Nutrition Grade 4 pg. 61
- Charts showing importance of fruits
- Pictures of different fruits
- Drawing materials
- Fruit samples (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 64
- Pictures of domestic animals
- Charts
- Video clips (if available)

- Observation - Oral questions - Written tests - Poster assessment
- Observation - Oral questions - Written tests - Classification task

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

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

Food Production Processes

Uses of Domestic Animals - Types of poultry
Uses of Domestic Animals - Making presentations about domestic animals

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

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

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

What types of poultry do people keep?
How can we present information about domestic animals?

- Oxford Agriculture and Nutrition Grade 4 pg. 68
- Pictures of different poultry
- Charts
- Drawing materials
- Oxford Agriculture and Nutrition Grade 4 pg. 69
- Farm with domestic animals
- Camera (if available)
- Drawing materials
- Presentation materials

- Observation - Oral questions - Written tests - Drawing assessment
- Observation - Practical assessment - Presentation assessment - Peer assessment

Food Production Processes

Uses of Domestic Animals - Importance of domestic animals for food production

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)

- Observation - Oral questions - Written tests - Debate assessment

Food Production Processes

Uses of Domestic Animals - Processing animal products

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

- Identify products processed from animal produce
- Describe how animal products are processed
- Appreciate processed animal products

- Observe pictures of processed animal products
- Discuss how animal products are processed
- Identify processed animal products consumed at home
- Match animal products to processed products

How are animal products processed?

- Oxford Agriculture and Nutrition Grade 4 pg. 71
- Pictures of processed animal products
- Charts
- Samples of processed products (if available)
- Matching cards

- Observation - Oral questions - Written tests - Matching exercise

Food Production Processes

Balanced Diet - Concept of a balanced diet
Balanced Diet - Food groups

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

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

- 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
- 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 is a balanced diet?
What are the main food groups?

- Oxford Agriculture and Nutrition Grade 4 pg. 73
- Pictures of different foods
- Charts showing food groups
- Real food samples (if available)
- Drawing materials
- 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

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

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

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

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

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

What are body-building foods and why are they important?
What are protective 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
- Charts
- Drawing materials
- Real food samples (if available)

- Observation - Oral questions - Written tests - Chart assessment

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

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
Cooking Food - Methods of cooking

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

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

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

How can role play help us understand balanced meals?
What methods are used to cook food?

- Oxford Agriculture and Nutrition Grade 4 pg. 82
- Role play props
- Charts showing food groups
- Pictures of foods
- Oxford Agriculture and Nutrition Grade 4 pg. 83
- Pictures showing cooking methods
- Charts
- Matching cards
- Video clips (if available)

- Observation - Role play assessment - Peer assessment - Oral questions
- Observation - Oral questions - Written tests - Matching exercise

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

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
Cooking Food - Shallow frying method of cooking

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

- Explain what shallow frying is
- Identify foods that can be cooked by shallow frying
- Appreciate shallow frying as a cooking method

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

How do we boil Irish potatoes?
What is shallow frying and which foods can be cooked by shallow frying?

- Oxford Agriculture and Nutrition Grade 4 pg. 86
- Irish potatoes
- Cooking equipment
- Water
- Salt
- Source of heat
- Oxford Agriculture and Nutrition Grade 4 pg. 87
- Pictures of foods cooked by shallow frying
- Charts
- Drawing materials
- Video clips (if available)

- Observation - Practical assessment - Project assessment - Oral questions
- Observation - Oral questions - Written tests - Chart assessment

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

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
Cooking Food - Conserving fuel 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

- Identify ways of conserving fuel when cooking
- Demonstrate fuel conservation techniques
- Value fuel conservation

- Discuss safety measures when cooking
- Demonstrate safety measures when cooking
- Identify potential hazards in the kitchen
- Create posters on kitchen safety
- Discuss ways of conserving fuel when cooking
- Demonstrate fuel conservation techniques
- Identify fuel-efficient cooking methods
- Create posters on fuel conservation when cooking

What safety measures should we observe when cooking?
How can we conserve fuel when cooking?

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

- Observation - Oral questions - Written tests - Poster assessment

Food Production Processes

Cooking Food - Hygiene practices when cooking

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

- Identify hygiene practices when cooking
- Demonstrate hygiene practices when cooking
- Value hygiene in food preparation

- Discuss hygiene practices when cooking
- Demonstrate hygiene practices when cooking
- Identify potential contamination sources
- Create posters on kitchen hygiene

What hygiene practices should we observe when cooking?

- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts showing hygiene practices
- Pictures
- Drawing materials
- 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