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
- Differentiate between suitable and unsuitable materials for compost manure
- Appreciate the importance of selecting proper materials for compost manure

- 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 we identify suitable materials for making compost manure?

- Oxford Agriculture and Nutrition Grade 4 pg. 2
- Photographs of organic waste materials
- Actual organic waste materials
- Charts showing suitable materials for composting

- Observation - Oral questions - Written tests - Group work assessment

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

- 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

Why do we need to sort materials for compost manure?

- Oxford Agriculture and Nutrition Grade 4 pg. 3
- School environment for collecting materials
- Containers for sorting materials
- Gloves
- Oxford Agriculture and Nutrition Grade 4 pg. 4
- Video on compost making
- Charts showing steps of making compost manure
- Drawing materials

- Observation - Oral questions - Practical assessment

Conservation of Resources

Soil Conservation - Making compost manure
Soil Conservation - Caring for compost manure
Soil Conservation - Importance of compost manure in farming

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

- Make compost manure using the heap method
- Arrange the materials in layers as required
- Apply water appropriately to the compost heap
- Cover the compost heap as required

How do we make compost manure using the heap method?

- Oxford Agriculture and Nutrition Grade 4 pg. 5
- Collected organic materials
- Tools for compost making (spades, digging tools)
- Water
- Waterproof covering material
- Compost heap
- Garden tools
- Thermometer (if available)
- Compost manure
- Planting containers
- Seeds
- Soil
- Record sheets

- Observation - Practical assessment - Project work

Conservation of Resources

Soil Conservation - Application of compost manure
Water Conservation - Concept of water conservation
Water Conservation - Drip irrigation concept

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

- Apply compost manure in the school garden
- Demonstrate proper methods of applying compost manure
- Show enthusiasm in applying compost manure

- Demonstrate how to apply compost manure to crops
- Apply compost manure to plants in the school garden
- Discuss when to apply compost manure to crops
- Observe growth of crops after application of compost manure

When and how should we apply compost manure?

- Oxford Agriculture and Nutrition Grade 4 pg. 6
- Ready compost manure
- Garden tools
- School garden
- Oxford Agriculture and Nutrition Grade 4 pg. 7
- Charts on water conservation
- Pictures showing water conservation methods
- Drawing materials
- Oxford Agriculture and Nutrition Grade 4 pg. 8
- Video clips on drip irrigation
- Charts showing drip irrigation

- Observation - Practical assessment - Project assessment

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
- Show interest in learning about drip irrigation methods

- 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
- Identify suitable crops for different drip irrigation methods

What types of drip irrigation systems are there?

- Oxford Agriculture and Nutrition Grade 4 pg. 9
- Pictures showing different types of drip irrigation
- Charts
- Video clips

- Observation - Oral questions - Written tests

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

- 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?

- Oxford Agriculture and Nutrition Grade 4 pg. 10
- Plastic bottles
- Nails
- Hammers
- Water
- Plants

- Observation - Practical assessment - Project assessment

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

- 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?

- Oxford 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

Conservation of Resources

Water Conservation - Using drip irrigation to water plants
Water Conservation - Benefits of drip irrigation

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

- 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?

- Oxford Agriculture and Nutrition Grade 4 pg. 12
- Constructed drip irrigation systems
- Plants
- Water
- Observation charts
- Charts
- Pictures of different irrigation methods
- Drawing materials

- Observation - Practical assessment - Project assessment

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 sources
- Show awareness of different types of fuels

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

What types of fuels do we use at home?

- Oxford Agriculture and Nutrition Grade 4 pg. 13
- Pictures of different types of fuels
- Charts
- Word search puzzles

- Observation - Oral questions - Written tests - Puzzle completion

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

- 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?

- Oxford Agriculture and Nutrition Grade 4 pg. 14
- Pictures of cooking equipment
- Charts showing cooking equipment
- Matching cards

- Observation - Oral questions - Matching exercise - Written tests

Conservation of Resources

Fuel Conservation - Methods of conserving fuels
Fuel Conservation - Using fuel-saving equipment

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

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

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

How can we conserve fuels at home?

- Oxford Agriculture and Nutrition Grade 4 pg. 15
- Pictures showing fuel conservation
- Charts
- Fuel-saving equipment (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 16
- Fuel-saving equipment
- Normal equipment
- Fuels
- Observation charts

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

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 use of fuels

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

Which cooking equipment is more fuel-efficient?

- Oxford Agriculture and Nutrition Grade 4 pg. 17
- Fuel-saving jiko
- Normal jiko
- Milk
- Timer
- Recording sheets

- Observation - Practical assessment - Experiment records - Oral questions

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?

- Oxford Agriculture and Nutrition Grade 4 pg. 18
- Charts
- Drawing materials
- Pictures showing environmental degradation

- Observation - Oral questions - Written tests - Poster assessment

Conservation of Resources

Fuel Conservation - Promoting fuel conservation
Conserving Wild Animals - Small wild animals that destroy crops

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

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

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

How can we promote fuel conservation?

- Oxford Agriculture and Nutrition Grade 4 pg. 19
- Drawing materials
- Charts
- Song/poem materials
- Oxford Agriculture and Nutrition Grade 4 pg. 20
- Pictures of small wild animals
- Video clips

- Observation - Project assessment - Performance assessment - Peer assessment

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
- Show concern for damage caused by wild animals

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

What damage do wild animals cause to crops?

- Oxford Agriculture and Nutrition Grade 4 pg. 21
- Pictures showing crop damage
- Charts
- Drawing materials

- Observation - Oral questions - Written tests - Drawing assessment

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

- 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?

- Oxford 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

Conservation of Resources

Conserving Wild Animals - Making a scarecrow

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

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

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

What is a scarecrow and what is it used for?

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

- Observation - Oral questions - Drawing assessment - Written tests

Conservation of Resources

Conserving Wild Animals - Constructing a scarecrow
Conserving Wild Animals - Using a scarecrow

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

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

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

How do we construct a scarecrow?

- Oxford Agriculture and Nutrition Grade 4 pg. 24
- Materials for making scarecrow (sticks, old clothes, straw, string)
- Tools (scissors, knife)
- Charts showing steps
- Oxford Agriculture and Nutrition Grade 4 pg. 26
- Constructed scarecrows
- School farm or nearby farm
- Tools for installation

- Observation - Practical assessment - Project assessment - Peer assessment

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 role of wild animals in the ecosystem

- 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?

- Oxford Agriculture and Nutrition Grade 4 pg. 27
- Charts
- Pictures of wild animals
- Video clips

- Observation - Oral questions - Role-play assessment - Debate assessment

Conservation of Resources
Food Production Processes

Conserving Wild Animals - Living better with wild animals
Direct Sowing of Tiny Seeds - Crops established through direct sowing

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

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

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

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

- Oxford Agriculture and Nutrition Grade 4 pg. 29
- Drawing materials
- Charts
- Pictures showing conservation of wild animals
- Oxford Agriculture and Nutrition Grade 4 pg. 31
- Pictures of crops established through direct sowing
- Samples of tiny seeds
- Charts showing crops

- Observation - Oral questions - Poster assessment - Presentation assessment

Food Production Processes

Direct Sowing of Tiny Seeds - Preparing a ground seedbed
Direct Sowing of Tiny Seeds - Preparing a container seedbed
Direct Sowing of Tiny Seeds - Methods of planting

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

- Describe the characteristics of a suitable seedbed for tiny seeds
- Prepare a ground seedbed for sowing tiny seeds
- Show willingness to prepare a suitable seedbed

- Observe pictures of well-prepared seedbeds
- Discuss characteristics of a suitable seedbed for tiny seeds
- Prepare a ground seedbed for sowing tiny seeds
- Remove stones, weeds, roots, and twigs from the seedbed

How should we prepare a seedbed for sowing tiny seeds?

- Oxford Agriculture and Nutrition Grade 4 pg. 32
- Pictures of seedbeds
- Garden tools (jembe, rake)
- School garden
- Oxford Agriculture and Nutrition Grade 4 pg. 33
- Containers (jerrycans, plastic bottles)
- Tools for making holes
- Soil
- Compost manure
- Oxford Agriculture and Nutrition Grade 4 pg. 34
- Pictures showing planting methods
- Charts
- Drawing materials

- Observation - Practical assessment - Project assessment

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

- 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?

- Oxford 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

Food Production Processes

Direct Sowing of Tiny Seeds - Sowing in container seedbeds
Direct Sowing of Tiny Seeds - Care for directly sown crops
Growing Fruits - Fruit crops that grow in locality

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
- Show responsibility in caring for sown seeds

- Observe demonstration of sowing seeds in container seedbeds
- Make shallow furrows in container seedbeds
- Sow seeds appropriately in the furrows
- Cover the seeds and water gently

How do we sow tiny seeds in container seedbeds?

- Oxford Agriculture and Nutrition Grade 4 pg. 36
- Prepared container seedbeds
- Seeds (carrot, millet)
- Stick for making furrows
- Watering can
- Oxford Agriculture and Nutrition Grade 4 pg. 37
- Seedbeds with growing seedlings
- Watering can
- Tools for weeding
- Record sheets
- Oxford Agriculture and Nutrition Grade 4 pg. 39
- Pictures of fruit crops
- Charts showing fruit crops
- Real fruit samples (if available)

- Observation - Practical assessment - Project assessment

Food Production Processes

Growing Fruits - Woody fruit crops

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

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

- Observe pictures of woody fruit crops
- Discuss characteristics of woody fruit crops
- Identify examples of woody fruit crops in the locality
- Draw and label woody fruit crops

What are woody fruit crops?

- Oxford Agriculture and Nutrition Grade 4 pg. 40
- Pictures of woody fruit crops
- Charts
- Drawing materials

- Observation - Oral questions - Written tests - Drawing assessment

Food Production Processes

Growing Fruits - Planting materials for woody fruit crops

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

- Identify sources of planting materials for woody fruit crops
- Describe planting materials for woody fruit crops
- Value proper selection of planting materials

- Discuss sources of planting materials for woody fruit crops
- Visit places where planting materials can be obtained
- Identify good quality planting materials
- Discuss factors to consider when selecting planting materials

Where can we get planting materials for woody fruit crops?

- Oxford Agriculture and Nutrition Grade 4 pg. 41
- Pictures showing sources of planting materials
- Samples of planting materials
- Charts

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

Food Production Processes

Growing Fruits - Preparing fruit seeds for planting
Growing Fruits - Sowing fruit seeds in a nursery bed

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

- Describe how to prepare fruit seeds for planting
- Demonstrate preparation of fruit seeds for planting
- Show care in preparing fruit seeds

- Observe demonstration of preparing fruit seeds for planting
- Extract seeds from ripe fruits
- Clean and dry the seeds appropriately
- Sort good seeds from spoilt ones

How do we prepare fruit seeds for planting?

- Oxford Agriculture and Nutrition Grade 4 pg. 42
- Ripe fruits (guava, tree tomato)
- Knife
- Water
- Containers
- Drying materials
- Oxford Agriculture and Nutrition Grade 4 pg. 43
- Prepared fruit seeds
- Prepared nursery bed
- Tools for making drills
- Mulch materials

- Observation - Practical assessment - Project assessment

Food Production Processes

Growing Fruits - Caring for fruit seedlings

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

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

- Discuss care practices for fruit seedlings
- Demonstrate watering, mulching, and shading of seedlings
- Monitor growth of seedlings
- Record observations of seedling growth

How do we care for fruit seedlings in a nursery?

- Oxford Agriculture and Nutrition Grade 4 pg. 44
- Nursery bed with seedlings
- Watering can
- Mulch materials
- Shading materials

- Observation - Practical assessment - Project assessment - Record assessment

Food Production Processes

Growing Fruits - Transplanting fruit seedlings

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

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

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

How do we transplant fruit seedlings?

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

- Observation - Practical assessment - Project assessment

Food Production Processes

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

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

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

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

How can we protect young fruit crops?

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

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Mulching young fruit plants

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

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

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

What is mulching and why is it important?

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

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Growing Fruits - Weeding around fruit plants

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

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

What planting materials are used for climbing fruit crops?

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

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

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

Why are fruits important?

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

- Observation - Oral questions - Written tests - Poster assessment

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

- Observe pictures of different types of poultry
- Discuss characteristics of different poultry
- Identify poultry kept in the locality
- Draw and label different types of poultry

What types of poultry do people keep?

- Oxford Agriculture and Nutrition Grade 4 pg. 68
- Pictures of different poultry
- Charts
- Drawing materials
- 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

Food Production Processes

Uses of Domestic Animals - Importance of domestic animals for food production
Uses of Domestic Animals - Processing animal products

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

- Explain the importance of domestic animals in food production
- Describe food products derived from domestic animals
- Value the role of domestic animals in food security

- Discuss the importance of domestic animals in food production
- Identify food products derived from domestic animals
- Discuss how domestic animals contribute to food security
- Debate on the importance of domestic animals

How do domestic animals contribute to food production?

- Oxford Agriculture and Nutrition Grade 4 pg. 70
- Charts showing importance of domestic animals
- Pictures of food products from animals
- Video clips (if available)
- Oxford Agriculture and Nutrition Grade 4 pg. 71
- Pictures of processed animal products
- Charts
- Samples of processed products (if available)
- Matching cards

- Observation - Oral questions - Written tests - Debate assessment