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Agriculture
Grade 4 2026
TERM I
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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 2
Conservation of Resources
Soil Conservation - Suitable materials for making compost manure
By the end of the lesson, the learner should be able to:

- Identify suitable materials for making compost manure
- Prepare compost manure for farming.                                   - materials for compost manure
- Appreciate the importance of selecting proper materials for compost manure
  Learners are guided to:                                                           -  Discuss suitable materials for compost manure based on their local environment
- Look at photographs showing materials for making compost manure and identify them
- In groups, list materials that can be used for making compost manure
- Classify materials as suitable or unsuitable for compost manure
How can composting conserve the environment?
 SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 1
- Photographs of organic waste materials
- Actual organic waste materials
- Charts showing suitable materials for composting
- Observation - Oral questions - Written tests - Group work assessment
1 3
Conservation of Resources
Soil Conservation - Collecting materials for compost manure
Soil Conservation - Preparation of compost manure using heap method
By the end of the lesson, the learner should be able to:

- Collect suitable materials for making compost manure
- Sort out the collected materials for making compost manure
- Show willingness to collect materials for compost manure
Learners are guided to:                                                             - Collect suitable materials for making compost manure from the school environment
- Sort out the collected materials into suitable categories
- Discuss the importance of each collected material in compost making
- Store the collected materials safely for use in the next lesson
How can composting conserve the environment?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 2-3
- School environment for collecting materials
- Containers for sorting materials
- Gloves
- Video on compost making
- Charts showing steps of making compost manure
- Drawing materials
- Observation - Oral questions - Practical assessment
1 4
Conservation of Resources
Soil Conservation - Making compost manure
By the end of the lesson, the learner should be able to:

- Prepare compost manure using the heap method
- Follow the correct procedure in making compost manure
- Value the use of locally available materials in making compost manure
   Learners are guided to:                                                           -Collect compost suitable materials and make compost manure using the heap method
- Arrange the materials in layers as required
- Apply water appropriately to the compost heap.                     -Practise the learnt skills in making compost manure using (slashed vegetation, kitchen wastes and any other available organic wastes) and using it in their gardening activities.
- Cover the compost heap as required
How do we make compost manure using the heap method?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 3
- Collected organic materials
- Tools for compost making (spades, digging tools)
- Water
- Waterproof covering material
- Observation - Practical assessment - Project work
2 1
Conservation of Resources
Soil Conservation - Caring for compost manure
By the end of the lesson, the learner should be able to:

- Describe how to care for compost manure.
- Demonstrate the process of turning compost manure
- Show responsibility in caring for compost manure
  Learners are guided to:                                                            - Discuss methods of caring for compost manure
- Demonstrate turning compost heap
- Monitor temperature and moisture of compost heap
- Check on the compost heap regularly.                                   -Make use of the prepared compost in a crop garden to appreciate its importance.
Why do we need to care for compost manure?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 3
- Compost heap
- Garden tools
- Water
- Thermometer (if available)
- Observation - Oral questions - Practical assessment
2 2
Conservation of Resources
Soil Conservation - Importance of compost manure in farming
Soil Conservation - Application of compost manure
By the end of the lesson, the learner should be able to:

- Explain the importance of compost manure in farming
- Compare growth of plants with and without compost manure
- Appreciate the importance of compost manure in farming.
  Learners are guided to:                                                           - Discuss the importance of compost manure in farming
- Set up an experiment to compare plant growth with and without compost manure
- Observe plant growth in soil with and without compost manure.
How does compost manure help plants to grow?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 4-6
- Compost manure
- Planting containers
- Seeds
- Soil
- Ready compost manure
- Garden tools
- School garden
- Observation - Oral questions - Written tests - Project assessment
2 3
Conservation of Resources
Water Conservation - Concept of water conservation
By the end of the lesson, the learner should be able to:

- Explain what water conservation means
- Identify ways of conserving water.
    Learners are guided to:                                                         - Discuss what water conservation means
- Identify methods of conserving water in the school and at home


How do we use drip irrigation to conserve water?
SOTLIGHT Agriculture and Nutrition Grade 4 pg. 7
- Charts on water conservation
- Pictures showing water conservation methods
- Observation - Oral questions - Written tests - Project assessment
2 4
Conservation of Resources
Water Conservation - Drip irrigation concept
By the end of the lesson, the learner should be able to:

- Describe what drip irrigation as a way conserving water.
- Explain how drip irrigation helps in water conservation.      -Carry out drip irrigation to conserve water.
- Appreciate drip irrigation to conserve water in farming.
     Learners are guided to:                                                         - Watch video clips or use print media on drip irrigation in neighboring households to guide them discuss drip irrigation.
- innovate drip equipment using water pipes and available containers and use the drip irrigation in gardening activities.                                  -Make use of the innovative drip irrigation equipment in watering crops to appreciate its role in water conservation.
How does drip irrigation help in conserving water?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 8
- Video clips on drip irrigation
- Charts showing drip irrigation
- Drawing materials
- Observation - Oral questions - Drawing assessment - Written tests
3 1
Conservation of Resources
Water Conservation - Types of drip irrigation
By the end of the lesson, the learner should be able to:

- Identify different types of drip irrigation
- Compare different types of drip irrigation

    Learners are guided to:                                                         - Observe pictures showing different types of drip irrigation
- Discuss the advantages and disadvantages of each type of drip irrigation
- Categorize drip irrigation methods based on complexity

What types of drip irrigation systems are there?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 9
- Pictures showing different types of drip irrigation
- Charts
- Video clips
- Observation - Oral questions - Written tests
3 2
Conservation of Resources
Water Conservation - Making drip irrigation with bottles
By the end of the lesson, the learner should be able to:

- Identify materials needed for making drip irrigation with bottles
- Make a simple drip irrigation system using bottles
- Value creativity in making drip irrigation equipment
    Learners are guided to:                                             - Identify materials needed for making drip irrigation with bottles
- Make holes in the bottle caps
- Fill bottles with water and place them near plants
- Observe water flow from the bottles
How can we make a simple drip irrigation system using bottles?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 10
- Plastic bottles
- Nails
- Hammers
- Water
- Plants
- Observation - Practical assessment - Project assessment
3 3
Conservation of Resources
Water Conservation - Making drip irrigation with bottles
By the end of the lesson, the learner should be able to:

- Identify materials needed for making drip irrigation with bottles
- Make a simple drip irrigation system using bottles
- Value creativity in making drip irrigation equipment
    Learners are guided to:                                             - Identify materials needed for making drip irrigation with bottles
- Make holes in the bottle caps
- Fill bottles with water and place them near plants
- Observe water flow from the bottles
How can we make a simple drip irrigation system using bottles?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 10
- Plastic bottles
- Nails
- Hammers
- Water
- Plants
- Observation - Practical assessment - Project assessment
3 4
Conservation of Resources
Water Conservation - Making drip irrigation with pipes
By the end of the lesson, the learner should be able to:

- Identify materials for making drip irrigation with pipes
- Construct drip irrigation using pipes
- Show responsibility in handling tools during construction
   Learners are guided to:                                                           - Identify materials needed for constructing drip irrigation with pipes
- Construct drip irrigation with pipes
- Connect pipes to a water container
- Test the drip irrigation system
How do we construct a drip irrigation system using pipes?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 11
- Plastic pipes
- Container for water
- Tools for making holes
- Stands for the container
- Observation - Practical assessment - Project assessment
4 1
Conservation of Resources
Water Conservation - Using drip irrigation to water plants
By the end of the lesson, the learner should be able to:

- Apply drip irrigation to water plants
- Demonstrate proper use of drip irrigation
- Appreciate the efficiency of drip irrigation in water conservation
  Learners are guided to:                                                     - Use constructed drip irrigation systems to water plants
- Observe how water drips to the plants
- Discuss the efficiency of the drip irrigation system
- Monitor plant growth with drip irrigation
How effective is drip irrigation in watering plants?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 12
- Constructed drip irrigation systems
- Plants
- Water
- Observation charts
- Observation - Practical assessment - Project assessment
4 2
Conservation of Resources
Water Conservation - Using drip irrigation to water plants
By the end of the lesson, the learner should be able to:

- Apply drip irrigation to water plants
- Demonstrate proper use of drip irrigation
- Appreciate the efficiency of drip irrigation in water conservation
  Learners are guided to:                                                     - Use constructed drip irrigation systems to water plants
- Observe how water drips to the plants
- Discuss the efficiency of the drip irrigation system
- Monitor plant growth with drip irrigation
How effective is drip irrigation in watering plants?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 12
- Constructed drip irrigation systems
- Plants
- Water
- Observation charts
- Observation - Practical assessment - Project assessment
4 3
Conservation of Resources
Water Conservation - Benefits of drip irrigation
By the end of the lesson, the learner should be able to:

- Explain the benefits of drip irrigation
- Compare drip irrigation with other methods of watering plants
- Value water-saving methods in farming
   Learners are guided to:                                                         - Discuss the benefits of drip irrigation
- Compare drip irrigation with other methods of watering plants
- Make a chart showing benefits of drip irrigation
- Role-play on water conservation
What are the benefits of using drip irrigation?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 12
- Charts
- Pictures of different irrigation methods
- Drawing materials
- Observation - Oral questions - Written tests - Role-play assessment
4 4
Conservation of Resources
Fuel Conservation - Types of fuels used at home
By the end of the lesson, the learner should be able to:

- Identify types of fuels used at home
- Classify fuels according to their source.
    Learners are guided to:                                                         - Discuss to enumerate the types of fuel such as (charcoal, firewood, gas and kerosene).
- Classify fuels according to their sources
- Complete a word search puzzle on fuels
How does reducing fuel wastage conserve resources?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 13
- Pictures of different types of fuels
- Charts
- Word search puzzles
- Observation - Oral questions - Written tests - Puzzle completion
5 1
Conservation of Resources
Fuel Conservation - Equipment that use different fuels
By the end of the lesson, the learner should be able to:

- Identify cooking equipment that use different fuels
- Match cooking equipment with their appropriate fuels
- Appreciate diverse cooking equipment
    Learners are guided to:                                                         - Observe pictures of cooking equipment
- Identify the type of fuel each equipment uses
- Match cooking equipment with appropriate fuels
- Discuss the use of different cooking equipment
What cooking equipment uses different types of fuel?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 14
- Pictures of cooking equipment
- Charts showing cooking equipment
- Matching cards
- Observation - Oral questions - Matching exercise - Written tests
5 2
Conservation of Resources
Fuel Conservation - Equipment that use different fuels
By the end of the lesson, the learner should be able to:

- Identify cooking equipment that use different fuels
- Match cooking equipment with their appropriate fuels
- Appreciate diverse cooking equipment
    Learners are guided to:                                                         - Observe pictures of cooking equipment
- Identify the type of fuel each equipment uses
- Match cooking equipment with appropriate fuels
- Discuss the use of different cooking equipment
What cooking equipment uses different types of fuel?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 14
- Pictures of cooking equipment
- Charts showing cooking equipment
- Matching cards
- Observation - Oral questions - Matching exercise - Written tests
5 3
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
- Conserve fuels during cooking.
- Value the importance of fuel conservation
    Learners are guided to:                                                         - Discuss methods of conserving different types of fuels
-Practise ways of conserving fuels such as putting off fire when done and using fuel efficient equipment when cooking.
- Identify equipment that conserve fuel
How can we conserve fuels at home?
SPOTLIGHT 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
5 4
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
- Conserve fuels during cooking.
- Value the importance of fuel conservation
    Learners are guided to:                                                         - Discuss methods of conserving different types of fuels
-Practise ways of conserving fuels such as putting off fire when done and using fuel efficient equipment when cooking.
- Identify equipment that conserve fuel
How can we conserve fuels at home?
SPOTLIGHT 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
6 1
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
    Learners are guided to:                                                         - 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?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 16
- Fuel-saving equipment
- Normal equipment
- Fuels
- Observation charts
- Observation - Practical assessment - Oral questions - Project assessment
6 2
Conservation of Resources
Fuel Conservation - Comparing fuel efficiency
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 the importance of conserving fuel to minimize wastage of resources.
     Learners are guided to:                                                            - Conduct an experiment comparing fuel efficiency
- Use both fuel-saving jiko and normal jiko to boil milk.          -discuss and make presentation on importance of conserving fuels to minimise wastage.
Which cooking equipment is more fuel-efficient?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 17
- Fuel-saving jiko
- Normal jiko
- Milk
- Timer
- Recording sheets
- Observation - Practical assessment - Experiment records - Oral questions
6 3
Conservation of Resources
Fuel Conservation - Comparing fuel efficiency
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 the importance of conserving fuel to minimize wastage of resources.
     Learners are guided to:                                                            - Conduct an experiment comparing fuel efficiency
- Use both fuel-saving jiko and normal jiko to boil milk.          -discuss and make presentation on importance of conserving fuels to minimise wastage.
Which cooking equipment is more fuel-efficient?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 17
- Fuel-saving jiko
- Normal jiko
- Milk
- Timer
- Recording sheets
- Observation - Practical assessment - Experiment records - Oral questions
6 4
Conservation of Resources
Fuel Conservation - Benefits of conserving fuel
By the end of the lesson, the learner should be able to:

- Explain the benefits of conserving fuel
- Relate fuel conservation to environmental conservation
- Show commitment to conserving fuel
- Discuss benefits of conserving fuel
- Relate fuel conservation to environmental conservation
- Create posters on benefits of fuel conservation
- Present posters in class
Why is it important to conserve fuel?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 18
- Charts
- Drawing materials
- Pictures showing environmental degradation
- Observation - Oral questions - Written tests - Poster assessment
7 1
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
   Learners are guided to:                                                           - 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?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 19
- Drawing materials
- Charts
- Song/poem materials
- Observation - Project assessment - Performance assessment - Peer assessment
7 2
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
   Learners are guided to:                                                           - 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?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 19
- Drawing materials
- Charts
- Song/poem materials
- Observation - Project assessment - Performance assessment - Peer assessment
7 3
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.
    Learners are guided to:                                                         -Brainstorm and share experiences on small wild animals such as birds, hares, squirrels, and monkeys that destroy crops. 
- Identify small wild animals that destroy crops
- Discuss how small wild animals destroy crops

How can we scare off small wild animals from crop enterprises?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 20
- Pictures of small wild animals
- Charts

- Observation - Oral questions - Written tests - Drawing assessment
7 4
Conservation of Resources
Conserving Wild Animals - Damage caused by wild animals
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,
     Learners are guided to:                                                         - 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

What damage do wild animals cause to crops?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 21
- Pictures showing crop damage
- Charts
- Drawing materials
- Observation - Oral questions - Written tests - Drawing assessment
8

MID-TERM BREAK
9 1
Conservation of Resources
Conserving Wild Animals - Methods of keeping wild animals away
By the end of the lesson, the learner should be able to:

- Identify methods of keeping wild animals away from crops
- Compare different methods of keeping wild animals away.
- Show interest in humane methods of keeping wild animals away.
   Learners are guided to:                                                            - Discuss methods of keeping wild animals away from crops
- Observe pictures showing different methods
- Classify methods based on effectiveness and humaneness
- Role-play on keeping wild animals away
How can we keep wild animals away from our crops?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 22
- Pictures showing methods of keeping wild animals away
- Charts
- Video clips
- Observation - Oral questions - Role-play assessment - Written tests
9 2
Conservation of Resources
Conserving Wild Animals - Methods of keeping wild animals away
By the end of the lesson, the learner should be able to:

- Identify methods of keeping wild animals away from crops
- Compare different methods of keeping wild animals away.
- Show interest in humane methods of keeping wild animals away.
   Learners are guided to:                                                            - Discuss methods of keeping wild animals away from crops
- Observe pictures showing different methods
- Classify methods based on effectiveness and humaneness
- Role-play on keeping wild animals away
How can we keep wild animals away from our crops?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 22
- Pictures showing methods of keeping wild animals away
- Charts
- Video clips
- Observation - Oral questions - Role-play assessment - Written tests
9 3
Conservation of Resources
Conserving Wild Animals - Making a scarecrow
By the end of the lesson, the learner should be able to:

-Construct and use a scarecrow to scare off wild animals from crops.
- Identify materials for making a scarecrow

    Learners are guided to:                                                         -Discuss, construct a scarecrow using locally available materials and place the scarecrows in the immediate environment to scare off small wild animals.

- Identify materials needed for making a scarecrow
What is a scarecrow and what is it used for?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 23
- Pictures of scarecrows
- Charts
- Drawing materials
- Observation - Oral questions - Drawing assessment - Written tests
9 4
Conservation of Resources
Conserving Wild Animals - Making a scarecrow
By the end of the lesson, the learner should be able to:

-Construct and use a scarecrow to scare off wild animals from crops.
- Identify materials for making a scarecrow

    Learners are guided to:                                                         -Discuss, construct a scarecrow using locally available materials and place the scarecrows in the immediate environment to scare off small wild animals.

- Identify materials needed for making a scarecrow
What is a scarecrow and what is it used for?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 23
- Pictures of scarecrows
- Charts
- Drawing materials
- Observation - Oral questions - Drawing assessment - Written tests
10 1
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
     Learners are guided to:                                                          - 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?
SPOTLIGHT 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
10 2
Conservation of Resources
Conserving Wild Animals - Using a scarecrow
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
                                                 Learners are guided to:           - 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?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 26
- Constructed scarecrows
- School farm or nearby farm
- Tools for installation
- Observation - Practical assessment - Project assessment - Oral questions
10 3
Conservation of Resources
Conserving Wild Animals - Using a scarecrow
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
                                                 Learners are guided to:           - 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?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 26
- Constructed scarecrows
- School farm or nearby farm
- Tools for installation
- Observation - Practical assessment - Project assessment - Oral questions
10 4
Conservation of Resources
Conserving Wild Animals - Importance of wild animals
By the end of the lesson, the learner should be able to:

- Explain the importance of wild animals.
- Identify ways to live better with wild animals.
- Appreciate the importance of living better with small wild animals.
 Learners are guided to:           - Discuss the importance of wild animals
- Role-play a conversation with a game ranger about wild animals
- Identify ways to live harmoniously with wild animals
- Debate on the importance of conserving wild animals
Why are wild animals important?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 27
- Charts
- Pictures of wild animals
- Video clips
- Observation - Oral questions - Role-play assessment - Debate assessment
11 1
Conservation of Resources
Conserving Wild Animals - Living better with wild animals
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 to wild animals.
Learners are guided to:            - 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?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 29
- Drawing materials
- Charts
- Pictures showing conservation of wild animals
- Observation - Oral questions - Poster assessment - Presentation assessment
11 2
Conservation of Resources
Conserving Wild Animals - Living better with wild animals
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 to wild animals.
Learners are guided to:            - 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?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 29
- Drawing materials
- Charts
- Pictures showing conservation of wild animals
- Observation - Oral questions - Poster assessment - Presentation assessment
11 3
Food Production Processes
Direct Sowing of Tiny Seeds   -crops established through direct sowing of tiny seeds. 
By the end of the lesson, the learner should be able to:

- Identify crops established through direct sowing of tiny seeds
- Describe characteristics of crops established through direct sowing
- Show interest in crops established through direct sowing
 Learners are guided to:           - Discuss to enumerate food crops such us (carrot and millet) that are established through direct sowing of tiny seeds (crops that do not require transplanting).
- Identify examples of crops with tiny seeds in the locality
- Classify seeds based on size
How does direct sowing of tiny seeds enhance food production process?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 31
- Pictures of crops established through direct sowing
- Samples of tiny seeds
- Charts showing crop
- Observation - Oral questions - Written tests
11 4
Food Production Processes
Direct Sowing of Tiny Seeds - Preparing a container seedbed
By the end of the lesson, the learner should be able to:

- Sow tiny seeds in a prepared seedbed.
- Prepare a container seedbed for sowing tiny seeds.
- Value the use of containers in making seedbeds.
 Learners are guided to:           - Identify suitable containers for making seedbeds
- Prepare containers for use as seedbeds
- Make drainage holes at the bottom of containers
- Fill the containers with appropriate soil mix
Why do we make container seedbeds for growing plants?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 33
- Containers (jerrycans, plastic bottles)
- Tools for making holes
- Compost manure
- Observation - Practical assessment - Project assessment
12 1
Food Production Processes
Direct Sowing of Tiny Seeds - Methods of planting
By the end of the lesson, the learner should be able to:

- Identify different methods of planting seeds
- Compare direct sowing with other methods of planting
- Sow tiny seeds in a finely prepared  seedbed.
  Learners are guided to:          - Observe pictures showing different methods of planting
- Discuss direct sowing as compared to other methods
- Make illustrations of different planting methods
- Sow the tiny seeds in a finely prepared seedbed.
How does direct sowing differ from other planting methods?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 34
- Pictures showing planting methods
- Charts
- Drawing materials
- Observation - Oral questions - Written tests - Drawing assessment
12 2
Food Production Processes
Direct Sowing of Tiny Seeds - Sowing carrot seeds
Direct Sowing of Tiny Seeds - Sowing millet seeds
By the end of the lesson, the learner should be able to:

- Describe how to sow carrot seeds
- Demonstrate sowing of carrot seeds in rows
- Show interest in growing carrots
  Learners are guided to:          - Observe demonstration of sowing carrot seeds
- Make shallow drills on prepared seedbed
- Mix carrot seeds with sand soil
- Sow carrot seeds along the drills and cover lightly
How do we sow carrot seeds?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 35
- Carrot seeds
- Sand soil
- Prepared seedbed
- Stick for making drills
- Millet seeds
- Stick for making drills
- Watering can
- Observation - Practical assessment - Project assessment
12 3
Food Production Processes
Direct Sowing of Tiny Seeds - Sowing in container seedbeds
By the end of the lesson, the learner should be able to:

- Describe how to sow tiny seeds in container seedbeds
- Demonstrate sowing of seeds in container seedbeds
- Adopt direct sowing in establishment of food crops.
Learners are guided to:            - Observe demonstration of sowing seeds in container seedbeds
- Make shallow furrows in container seedbeds
- Sow seeds appropriately in the furrows.
How do we sow tiny seeds in container seedbeds?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 36
- Prepared container seedbeds
- Seeds (carrot, millet)
- Watering can
- Observation - Practical assessment - Project assessment
12 4
Food Production Processes
Direct Sowing of Tiny Seeds - Care for directly sown crops
By the end of the lesson, the learner should be able to:

- Identify care practices for directly sown crops
- Demonstrate care practices for directly sown crops
- Value caring for growing crops
Learners are guided to:            - Discuss care practices for directly sown crops
- Demonstrate watering of seedbeds
- Demonstrate weeding around seedlings
- Observe growth of seedlings and record observations
How do we care for directly sown crops?
SPOTLIGHT Agriculture and Nutrition Grade 4 pg. 37
- Seedbeds with growing seedlings
- Watering can
- Tools for weeding
- Record sheets
- Observation - Practical assessment - Project assessment - Record assessment
13

END TERM ASSESSMENT AND CLOSURE

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