Food and Nutrition

Role of Home Science Education
Careers and income generating activities in Home Science

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

Identify the role of Home Science Education.
Describe the importance of Home Science in contemporary life for self, family and nation.
Discuss the benefits of studying Home Science self, family and nation.
Appreciate the role of Home Science Education.

Individually, in groups or in pairs, learners are guided to:
-Identify the role of Home Science Education.
-Describe the importance of Home Science in contemporary life for self, family and nation.
-Discuss the benefits of studying Home Science self, family and nation.

What is the importance of Home Science in daily life?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Guidelines for nutrients conservation during food preparation and cooking

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

Identify the nutrients that are lost during food handling processes.
Outline the guidelines for nutrients conservation during food preparation and cooking.
Give reasons for each of the guidelines for nutrients conservation during food preparation and cooking.
Appreciate the importance of following guidelines during nutrients conservation during food preparation and cooking.

Individually, in groups or in pairs, learners are guided to:
- Identify the nutrients that are lost during food handling processes.
-Outline the guidelines for nutrients conservation during food preparation and cooking.
-Give reasons for each of the guidelines for nutrients conservation during food preparation and cooking.

What are the guidelines for nutrients conservation during food preparation and cooking?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

The role of food enrichment, food fortification and supplementation of nutrients in nutrition
Effect of heat on various vegetables

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

Explain the meaning of food enrichment, food fortification and supplementation of nutrients.
Discuss the role of food enrichment, food fortification and supplementation of nutrients in nutrition.
Make a presentation on food enrichment, food fortification and supplementation of nutrients in nutrition.
Appreciation the role of food enrichment, food fortification and supplementation of nutrients in nutrition.

Individually, in groups or in pairs, learners are guided to:
-Explain the meaning of food enrichment, food fortification and supplementation of nutrients.
-Discuss the role of food enrichment, food fortification and supplementation of nutrients in nutrition.
-Make a presentation on food enrichment, food fortification and supplementation of nutrients in nutrition.

What is the role of food enrichment, food fortification and supplementation of nutrients in nutrition?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Investigating the effect of heat on vegetables during frying

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

Identify the ingredients of cooking fried kales.
Outline the procedure of cooking fried kales.
Fry the vegetables.
Have fun cooking kales.
Enjoy eating fried kales.

Individually, in groups or in pairs, learners are guided to:
-Identify the ingredients of cooking fried kales.
-Outline the procedure of cooking fried kales.
-Fry the vegetables.

Which method did you use to fry kales?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Investigating the effect of heat on vegetables during steaming
Investigating the effect of heat on vegetables during stewing

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

Identify the ingredients of steaming cabbage.
Outline the procedure of steaming cabbage.
Steam the cabbage.
Have fun steaming cabbages.
Enjoy eating steam cabbage.

Individually, in groups or in pairs, learners are guided to:
-Identify the ingredients of steaming cabbage.
-Outline the procedure of steaming cabbage.
-Steam the cabbage.

Which procedure did you use of steam cabbage?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Investigating the effect of heat on vegetables during boiling

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

Identify the ingredients for boiling french beans.
Outline the procedure of boiling french beans.
Boil french beans.
Have fun boiling french beans.
Enjoy eating boiling french beans.

Individually, in groups or in pairs, learners are guided to:
-Identify the ingredients for boiling french beans.
-Outline the procedure of boiling french beans.
-Boil french beans.

Which procedure do you use to boil french beans?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Conservation of food nutrients in various vegetables found in the locality
Small Kitchen Tools and Equipment

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

Identify ways of conserving food nutrients in various vegetables found in the locality.
Practise and show-case how to conserve food nutrients in various vegetables found in the locality.
Appreciate the importance of preserving food nutrients in various vegetables.

Individually, in groups or in pairs, learners are guided to:
- Identify ways of conserving food nutrients in various vegetables found in the locality.
-Practise and show-case how to conserve food nutrients in various vegetables found in the locality.

Which safety precautions do you observe when cooking?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Describing the uses of various small kitchen tools and equipments

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

Identify the materials used to make pans and pots.
Give examples of baking utensils, pans and pots.
Describe the uses of baking utensils, pans and pots.
Draw the baking utensils, pans and pots.
Appreciate the uses of baking utensils, pans and pots.

Individually, in groups or in pairs, learners are guided to:
- Identify the materials used to make pans and pots.
-Give examples of baking utensils, pans and pots.
-Describe the uses of baking utensils, pans and pots.
-Draw the baking utensils, pans and pots.

What are the uses of baking utensils, pans and pots?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Describing the uses of various small kitchen tools and equipments

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

Identify the materials used to make cutting tools, measuring and weighing tools and shaping and molding tools.
Give examples of cutting tools, measuring and weighing tools and shaping and molding tools
Describe the uses of cutting tools, measuring and weighing tools and shaping and molding tools.
Draw the cutting tools, measuring and weighing tools and shaping and molding tools.
Appreciate the uses of cutting tools, measuring and weighing tools and shaping and molding tools.

Individually, in groups or in pairs, learners are guided to:
- Identify the materials used to make cutting tools, measuring and weighing tools and shaping and molding tools.
-Give examples of cutting tools, measuring and weighing tools and shaping and molding tools
-Describe the uses of cutting tools, measuring and weighing tools and shaping and molding tools.
-Draw the cutting tools, measuring and weighing tools and shaping and molding tools.

What are the uses of cutting tools, measuring and weighing tools and shaping and molding tools?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Describing the uses of various small kitchen tools and equipments
Factors to consider when choosing small kitchen tools and equipment

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

Identify the materials used to make turning tools, scooping tools and traditional utensils.
Give examples of turning tools, scooping tools and traditional utensils.
Describe the uses of turning tools, scooping tools and traditional utensils.
Draw the turning tools, scooping tools and traditional utensils
Appreciate the uses of turning tools, scooping tools and traditional utensils.

Individually, in groups or in pairs, learners are guided to:
- Identify the materials used to make turning tools, scooping tools and traditional utensils.
-Give examples of turning tools, scooping tools and traditional utensils.
-Describe the uses of turning tools, scooping tools and traditional utensils.
-Draw the turning tools, scooping tools and traditional utensils

What are the uses of turning tools, scooping tools and traditional utensils

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Car for small kitchen tools and equipments used at home

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

Identify the ways to clean and store small kitchen tools and equipments.
Practise how to clean and store small kitchen tools and equipments.
Appreciate the importance of storing small kitchen tools and equipments safely.

Individually, in groups or in pairs, learners are guided to:
- Identify the ways to clean and store small kitchen tools and equipments.
-Practise how to clean and store small kitchen tools and equipments.

How many ways are there to clean and store small kitchen tools and equipments.

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Improvisation of small kitchen tools and equipments
Project; Making a flour dredger

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

List kitchen tools and equipments that can be improvised using available materials.
Improvise small kitchen tools and equipments using available materials.
Have fun and enjoy improvising kitchen tools and equipments.

Individually, in groups or in pairs, learners are guided to:
- List kitchen tools and equipments that can be improvised using available materials.
-Improvise small kitchen tools and equipments using available materials.

Which kitchen tools and equipments can be improvised?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Cooking Food; Methods of cooking different types of foods

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

Define the term grilling.
Identify the foods that can be grilled.
Discuss grilling as a method of cooking food.
Appreciate grilling as a method of cooking

Individually, in groups or in pairs, learners are guided to:
- Define the term grilling.
-Identify the foods that can be grilled.
-Discuss grilling as a method of cooking food.

What is grilling?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Equipments used for grilling food
Improvising grilling equipment

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

Identify grilling equipments used for grilling.
Draw the equipments used for grilling.
Appreciate the equipments used for grilling.

Individually, in groups or in pairs, learners are guided to:
- Identify grilling equipments used for grilling.
-Draw the equipments used for grilling.

What tools and equipments do you use to grill food in your locality?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Guidelines for cooking food by grilling

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

Outline the guidelines for grilling food.
Discuss the safety precautions taken when grilling.
Appreciate the safety precautions to observe when grilling.
Observe safety when grilling.

Individually, in groups or in pairs, learners are guided to:
- Outline the guidelines for grilling food.
-Discuss the safety precautions taken when grilling.

What else should you ensure when grilling food?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Planning, preparing, cooking and presenting grilled food
Describing roasting as a method of cooking food

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

Outline a recipe of a grilled food item.
Prepare to make a grilled food item.
Grill a food item.
Have fun grilling food.
Enjoy eating the grilled food.

Individually, in groups or in pairs, learners are guided to:
- Outline a recipe of a grilled food item.
-Prepare to make a grilled food item.
-Grill a food item.

Why should the meat be cut and spread?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Improvised roasting equipments

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

Discuss how tools and equipments can be improvised when roasting food.
Outline the guidelines for roasting food.
Discuss the safety precautions taken when roasting.
Appreciate the importance of improvising equipment and tools for roasting.
Observe safety when roasting.

Individually, in groups or in pairs, learners are guided to:
- Discuss how tools and equipments can be improvised when roasting food.
-Outline the guidelines for roasting food.
-Discuss the safety precautions taken when roasting.

How else can roasting equipment be improvised in their locality? What else should you ensure when roasting food?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Food and Nutrition

Planning, Preparing, and Presenting roasted food
Describing steaming as a method of cooking food

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

Outline a recipe of a roasted food item.
Prepare to make a roasted food item.
Roast potatoes.
Have fun roasting food.
Enjoy eating the roasted potatoes.

Individually, in groups or in pairs, learners are guided to:
- Outline a recipe of a roasted food item.
-Prepare to make a roasted food item.
-Roast potatoes.

Why do we parboil potatoes before roasting?

KLB; Top Scholar; Home Science Learner

Oral questions Oral Report Observation

Textile and Clothing.

Natural Textile Fibres (a). Classification of textile based on their natural sources.

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

define the term fibres.
identify ways in which yarn is used to make fabric.
classify the textile fibres based on their natural sources.

In groups,pairs,learners are guided to;
define the term fibres and yarn.
mention the the different ways in which yarn is used to make fabric.
draw a textile tree or flow chart to organize the various textile fibres based on their natural sources (plant, animal, mineral)

How do you classify natural textile fibres?

Top Scholar Home Science pg 60-61.
Realia.
Digital devices.
Pictures.

Assessment rubric. Written test. Checklist. observation schedule.

Textile and Clothing.

Natural Textile Fibres. (b). Properties of natural textile fibres.(plant sources)
Natural Textile Fibres. (a). Properties of natural textile fibres (plant sources)

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

identify the properties of cotton.
describe the properties of cotton.
state the uses of cotton.
appreciate the uses of cotton.

In groups,pairs,learners are guided to;
explain how cotton is obtained.
identify and discuss the properties of cotton.
use digital devices to search the internet for more properties of cotton and uses of cotton.
brainstorm and outline the uses of cotton.

Why is it important to know the properties of cotton?

Top Scholar Home Science pg 61-62.
Charts.
Digital devices.
Pictures.
Top Scholar Home Science pg 63-64.

Assessment rubric. Written test. Oral questions. Checklists. observation schedule.

Textile and Clothing.

Natural Textile Fibres. (b). Properties of natural textile fibres (animal sources)

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

identify the properties of wool.
describe the properties of wool.
outline the uses of wool.

In groups,pairs, individually,learners are guided to;
use digital devices to search the internet the properties of wool.
identify and discuss the desirable and undesirable properties of wool.
state the uses of wool.
list the household articles made of wool.

What are the properties of wool? what are the advantages and disadvantages of wool as a textile fibre?

Digital devices.
Top Scholar Home Science pg 64-66.
Pictures.
Charts.

Assessment rubric. Checklist. Written test. Oral questions.

Textile and Clothing.

Natural Textile Fibres (b). Properties of natural textile fibres (animal sources)
Natural Textile Fibres Properties of natural textile fibres (mineral sources)

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

identify the desirable and undesirable properties of silk.
discuss the properties of silk.
outline the uses of silk.
appreciate the uses of silk in the locality.

In groups,pairs, individually,learners are guided to;
identify and differentiate the desirable and undesirable properties of silk.
discuss the properties of silk.
use digital devices to search the internet for more information on properties and uses of silk.
outline the uses of silk.

What are the properties of silk? What are the uses of silk?

Top Scholar Home Science pg 66-67.
Digital devices.
Pictures.
Charts.
Top Scholar Home Science pg 67-68.

Assessment rubric. Written test. Oral questions. Checklists.

Textile and Clothing.

Natural Textile Fibres. (c) safer alternative mineral fibres having similar functions as Asbestos.

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

search the internet for safer alternative fibres having similar functions as asbestos.
identify the safer alternative fibres having similar functions as asbestos.
discuss the safer alternative fibres having similar functions as asbestos.

In groups,pairs,learners are guided to;
use digital devices to search for safer alternative fibres having similar functions as asbestos and note them down.
identify and discuss the safer alternative fibres having similar functions as asbestos.

What are the other safer alternative fibres having similar functions as asbestos?

Top Scholar Home Science pg 68-69.
Digital devices.

Assessment rubric. oral report. Written test. Checklists.

Textile and Clothing.

Natural Textile Fibres. (c) safer alternative mineral fibres having similar functions as Asbestos.
Natural Textile Fibres (d). Physical identification of natural textile fibre.(Feel)

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

outline the properties of the identified safer alternative mineral fibres having similar functions as asbestos.
discuss the properties of the safer alternative mineral fibres having similar functions as Asbestos.
outline the uses of the identified safer alternative mineral fibres having similar functions as asbestos.

In groups,pairs,learners are guided to;
use digital devices to search the internet for the properties and uses of identified safer alternative mineral fibres having similar functions as asbestos and write down the points in exercise books.
discuss the properties of the safer alternative mineral fibres having similar functions as asbestos.
outline the uses of the identified safer alternative mineral fibres having similar functions as asbestos.

What are the properties and uses of the identified safer alternative mineral fibres having similar functions as asbestos?

Digital devices.
Top Scholar Home Science pg 68-69.
pictures.
Realia (samples of fabric)
Top Scholar Home Science pg 69.

Oral report. Assessment rubric. observation schedule.

Textile and Clothing.

Natural Textile Fibres (d). Physical identification of natural textile fibre (Burning)

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

carry out the physical identification tests on natural textile fibres (Burning test)
record and explain the observation from the test.
enjoy carrying out the test and observe the safety measures when carrying out the test.

In groups,learners are guided to;
carry out the physical identification test (Burning test-flame colour,smell, residue) on natural textile fibres.
observe safety while conducting the burning test.
record and explain the observations from the burning test

How can you use the information on burning identification test of fibres in daily life situation?

Realia(sample fabric, source of fire)
Top Scholar Home Science pg 70-71.

Assessment rubric. Oral report. observation. checklist.

Textile and Clothing.

Natural Textile Fibres
Natural Textile Fibres (Assessment)

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

search for a video clip on the burning test of asbestos.
state the value of various natural textile fibres in clothing and household articles.
appreciate the value of various natural textile fibres in clothing and household articles.

In groups,learners are guided to;
use digital devices to search for a video clip on the burning test of asbestos.
observe and record their findings from the video.
discuss the value of various natural textile fibres in clothing and household articles.

What are the values of various natural textile fibres in clothing and household articles?

Top Scholar Home Science pg 61-71.
Digital devices.
Top Scholar Home Science pg 71-72.

Observation. Oral report/questions. Assessment rubric.

Textile and Clothing.

Sewing Machine. (a). Types of sewing machines.
Sewing Machine. (b). factors to consider when buying a sewing machine.

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

list the functions of sewing machines.
identify the types of sewing machines.
describe the methods of running each type of sewing machine.
draw the types of sewing machines.

In groups,pairs, individually,learners are guided to;
mention the functions of sewing machines.
use digital devices or resource person to identify the types of sewing machines used in making clothing and household articles.
discuss the methods of running each of the type of sewing machines.
draw the types of sewing machines.

Which are the types of sewing machines? How are the different types of sewing machines operated?

Top Scholar Home Science pg 72-73.
Digital devices.
Pictures.
Top Scholar Home Science pg 73-74.

Checklist. Oral questions. Written test.

Textile and Clothing.

Sewing Machine. (c). parts of a sewing machine.

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

identify the parts of a sewing machine.
draw and label the different parts of a sewing machine.
enjoy drawing and labeling the parts of a sewing machine.

In groups,pairs, individually,learners are guided to;
observe a picture of a sewing machine and name the parts of the sewing machine.
draw and label the parts of a sewing machine.
display their drawings in class.
use digital device to watch a demonstration or video clip on the different parts of a sewing machine.

What are the parts of a sewing machine?

Top Scholar Home Science pg 75.
Pictures.
Digital devices.
Charts.

Checklist. Written test. oral questions. Assessment rubric.

Textile and Clothing.

Sewing Machine . (d). functions of various parts of a sewing machine.
Sewing Machine. (e). preparation of a sewing machine for straight stitching.(winding the bobbin)

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

mention the different parts of a sewing machine.
describe the functions of the various parts of sewing machine.
appreciate the functions of different parts of sewing machine.

In groups,pairs, individually,learners are guided to;
list the different parts of sewing machine.
state the functions of the listed parts of sewing machine.
describe the function of various parts of a sewing machine.
watch a video clip to observe the parts of a sewing machine and their functions.

What are the functions of the various parts of a sewing machine?

Top Scholar Home Science pg 76-77.
Digital devices.
Charts.
Realia (sewing machine)
Top Scholar Home Science pg 78.

Assessment rubric. Written test. Oral questions. checklists.

Textile and Clothing.

Sewing Machine (d). preparation of a sewing machine for straight stitching.

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

outline the procedure for upper and lower threading of a sewing machine.
describe upper and lower threading of a sewing machine.
prepare a sewing machine for upper and lower threading.
practice upper and lower threading of a sewing machine.

In groups,pairs, individually,learners are guided to;
outline and discuss the procedures for upper and lower threading of a sewing machine.
prepare a sewing machine and carry out the upper and lower threading.

How do you thread a sewing machine for upper and lower thread?

Realia
Top Scholar Home Science pg 79-80.

Assessment rubric. Observation schedule. oral questions.

Textile and Clothing.

Sewing Machine. (e) Basic straight stitching.
Sewing Machine. (f). Basic care of a sewing machine.

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

prepare a sewing machine for basic straight stitching.
practice the basic straight stitching on stitch swatches.
appreciate the use of a sewing machine in making straight stitching.
enjoy practicing basic straight stitching.

In groups,pairs, individually,learners are guided to:
prepare the sewing machine and all the materials required.
use a sewing machine to make straight stitching on a piece of clothing material (swatch sample or strip)

what is the benefit of practicing basic straight stitching?

Realia.
Top Scholar Home Science pg 80-81.
Top Scholar Home Science pg 81.

Observation schedule. portfolios. Assessment rubric.

Textile and Clothing.

Sewing Machine. (g). machine faults,causes and remedies during straight stitching.

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

outline the machine faults,causes and their remedies.
discuss the machine faults and their effects during straight stitching.
suggest remedies to various causes of the faults.

In groups,pairs,learners are guided to:
explore and brainstorm on machine faults, causes and their remedies during straight stitching.
use digital device to search the internet for machine faults and possible causes and remedies and note them down.

What are the remedies to the different causes of faults in sewing machines?

Digital devices.
Top Scholar Home Science pg 81-83.
Charts.

Assessment rubric. checklists.. Written test. oral report/questions.

Textile and Clothing.

Sewing Machine. Assessment.
Seams. (a). Terms used in clothing construction when making seams.

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

Attempt the questions on the sub-strand: Sewing machine.

Individually,in pairs,learners are guided to:
attempt and answer the questions on the sub-strand.

Top Scholar Home Science pg 83-84.
Assessment book.
Top Scholar Home Science pg 84-86.
Realia.
Digital devices.

Assessment rubric.

Textile and Clothing.

Seams. (b).Types of seams used in clothing construction.

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

name the types of seams used in clothing construction.
describe the types of seams used in cloth construction.
identify the type of seams on different kinds of clothes.

In groups, individually and in pairs,learners are guided to;
identify the different types of seams used in clothing construction.
search the internet for photographs and more information on the types of seams.
show and mention the different types of seams in different clothes.

How is the open seam different from the plain seam? which of the seams have you seen on your clothes?

Top Scholar Home Science pg 86-87.
Digital devices.
photos.

Oral report/questions. Assessment rubric. Written test. Checklist.