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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Reporting and opener assessments |
||||||||
| 2 | 1 |
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
|
|
| 2 | 2 |
Conservation of Resources
|
Soil Conservation - Collecting materials for compost manure
Soil Conservation - Preparation of compost manure using heap method Soil Conservation - Making compost manure Soil Conservation - Caring for compost manure |
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 - 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) |
- Observation
- Oral questions
- Practical assessment
|
|
| 2 | 3 |
Conservation of Resources
|
Soil Conservation - Importance of compost manure in farming
Soil Conservation - Application of compost manure Water Conservation - Concept of water conservation |
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 role of compost manure in crop production |
- 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 - Record observations |
How does compost manure help plants to grow?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 5
- Compost manure - Planting containers - Seeds - Soil - Record sheets - 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 |
- Observation
- Oral questions
- Written tests
- Project assessment
|
|
| 2 | 4 |
Conservation of Resources
|
Water Conservation - Drip irrigation concept
Water Conservation - Types of drip irrigation |
By the end of the
lesson, the learner
should be able to:
- Describe what drip irrigation is - Explain how drip irrigation helps in water conservation - Appreciate drip irrigation as a water conservation method |
- Watch video clips or use print media on drip irrigation
- Discuss the concept of drip irrigation - Identify components of a drip irrigation system - Draw a simple drip irrigation system |
How does drip irrigation help in conserving water?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 8
- Video clips on drip irrigation - Charts showing drip irrigation - Drawing materials - Oxford Agriculture and Nutrition Grade 4 pg. 9 - Pictures showing different types of drip irrigation - Charts - Video clips |
- Observation
- Oral questions
- Drawing assessment
- Written tests
|
|
| 3 | 1 |
Conservation of Resources
|
Water Conservation - Making drip irrigation with bottles
Water Conservation - Making drip irrigation with pipes |
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 - 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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
Conservation of Resources
|
Fuel Conservation - Types of fuels used at home
Fuel Conservation - Equipment that use different fuels |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 14 - Pictures of cooking equipment - Charts showing cooking equipment - Matching cards |
- Observation
- Oral questions
- Written tests
- Puzzle completion
|
|
| 3 | 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 - 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) |
- Observation
- Oral questions
- Role-play assessment
- Written tests
|
|
| 4 | 1 |
Conservation of Resources
|
Fuel Conservation - Using fuel-saving equipment
Fuel Conservation - Comparing fuel efficiency |
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 |
- 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?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 16
- Fuel-saving equipment - Normal equipment - Fuels - Observation charts - Oxford Agriculture and Nutrition Grade 4 pg. 17 - Fuel-saving jiko - Normal jiko - Milk - Timer - Recording sheets |
- Observation
- Practical assessment
- Oral questions
- Project assessment
|
|
| 4 | 2 |
Conservation of Resources
|
Fuel Conservation - Benefits of conserving fuel
Fuel Conservation - Promoting fuel conservation |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 19 - Song/poem materials |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 4 | 3 |
Conservation of Resources
|
Conserving Wild Animals - Small wild animals that destroy crops
Conserving Wild Animals - Damage caused by wild animals |
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 - Appreciate the need to protect crops from wild animals |
- Observe pictures of small wild animals
- Identify small wild animals that destroy crops - Discuss how small wild animals destroy crops - Share experiences of crop destruction by wild animals |
Which small wild animals destroy crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 20
- Pictures of small wild animals - Charts - Video clips - Oxford Agriculture and Nutrition Grade 4 pg. 21 - Pictures showing crop damage - Drawing materials |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 4 | 4 |
Conservation of Resources
|
Conserving Wild Animals - Methods of keeping wild animals away
Conserving Wild Animals - Making a scarecrow |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 23 - Pictures of scarecrows - Drawing materials |
- Observation
- Oral questions
- Role-play assessment
- Written tests
|
|
| 5 | 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 |
- 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 |
- Observation
- Practical assessment
- Project assessment
- Peer assessment
|
|
| 5 | 2 |
Conservation of Resources
|
Conserving Wild Animals - Using a scarecrow
Conserving Wild Animals - Importance of wild animals |
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 |
- 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?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 26
- Constructed scarecrows - School farm or nearby farm - Tools for installation - Oxford Agriculture and Nutrition Grade 4 pg. 27 - Charts - Pictures of wild animals - Video clips |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 5 | 3 |
Conservation of Resources
Food Production Processes Food Production Processes |
Conserving Wild Animals - Living better with wild animals
Direct Sowing of Tiny Seeds - Crops established through direct sowing Direct Sowing of Tiny Seeds - Preparing a ground seedbed |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 32 - Pictures of seedbeds - Garden tools (jembe, rake) - School garden |
- Observation
- Oral questions
- Poster assessment
- Presentation assessment
|
|
| 5 | 4 |
Food Production Processes
|
Direct Sowing of Tiny Seeds - Preparing a container seedbed
Direct Sowing of Tiny Seeds - Methods of planting 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:
- Identify suitable containers for making seedbeds - Prepare a container seedbed for sowing tiny seeds - Value the use of containers in making seedbeds |
- 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?
|
- 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 - 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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
Food Production Processes
|
Growing Fruits - Woody fruit crops
Growing Fruits - Planting materials for 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 - Oxford Agriculture and Nutrition Grade 4 pg. 41 - Pictures showing sources of planting materials - Samples of planting materials - Charts |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 7 |
Mid term break |
||||||||
| 8 | 1 |
Food Production Processes
|
Growing Fruits - Transplanting fruit seedlings
Growing Fruits - Protecting young fruit crops |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 47 - Pictures showing protection methods - Materials for protection (sticks, wire) - Tools - Transplanted fruit crops |
- Observation
- Practical assessment
- Project assessment
|
|
| 8 | 2 |
Food Production Processes
|
Growing Fruits - Watering young fruit crops
Growing Fruits - Mulching young fruit plants |
By the end of the
lesson, the learner
should be able to:
- Describe methods of watering young fruit crops - Demonstrate proper watering of young fruit crops - Show responsibility in watering plants |
- Discuss methods of watering young fruit crops
- Demonstrate proper watering techniques - Create a watering schedule - Monitor plant growth after watering |
Why and how should we water young fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 48
- Watering equipment - Transplanted fruit crops - Water - Watering schedule chart - Oxford Agriculture and Nutrition Grade 4 pg. 49 - Mulching materials - Pictures showing mulching - Observation charts |
- Observation
- Practical assessment
- Project assessment
- Record assessment
|
|
| 8 | 3 |
Food Production Processes
|
Growing Fruits - Weeding around fruit plants
Growing Fruits - Climbing fruit crops |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 51 - Pictures of climbing fruit crops - Charts - Display materials - Magazines/Newspapers |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 8 | 4 |
Food Production Processes
|
Growing Fruits - Planting materials for 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 |
- Observation
- Oral questions
- Written tests
- Classification assessment
|
|
| 9 | 1 |
Food Production Processes
|
Growing Fruits - Preparing seeds of climbing fruit crops
Growing Fruits - Making cuttings for planting |
By the end of the
lesson, the learner
should be able to:
- Describe how to prepare seeds of climbing fruit crops - Demonstrate preparation of seeds of climbing fruit crops - Show care in preparing seeds |
- Observe demonstration of preparing seeds of climbing fruit crops
- Extract seeds from passion fruit and kiwi - Clean and prepare the seeds for planting - Store prepared seeds appropriately |
How do we prepare seeds of climbing fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 53
- Passion fruits - Kiwi fruits - Tools for seed extraction - Storage containers - 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
|
|
| 9 | 2 |
Food Production Processes
|
Growing Fruits - Supporting climbing fruit plants
Growing Fruits - Importance of fruits |
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 - Oxford Agriculture and Nutrition Grade 4 pg. 61 - Charts showing importance of fruits - Pictures of different fruits - Drawing materials - Fruit samples (if available) |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 9 | 3 |
Food Production Processes
|
Uses of Domestic Animals - Types of domestic animals
Uses of Domestic Animals - Uses of domestic animals |
By the end of the
lesson, the learner
should be able to:
- Identify types of domestic animals - Describe characteristics of domestic animals - Appreciate the diversity of domestic animals |
- Discuss types of domestic animals
- Observe pictures of different domestic animals - Identify domestic animals found in the locality - Classify domestic animals based on characteristics |
What types of domestic animals do we keep?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 64
- Pictures of domestic animals - Charts - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 65 - Pictures showing uses of domestic animals - Matching cards - Drawing materials |
- Observation
- Oral questions
- Written tests
- Classification task
|
|
| 9 | 4 |
Food Production Processes
|
Uses of Domestic Animals - Food products from domestic animals
Uses of Domestic Animals - Types of poultry |
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) - Oxford Agriculture and Nutrition Grade 4 pg. 68 - Pictures of different poultry - Drawing materials |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 10 | 1 |
Food Production Processes
|
Uses of Domestic Animals - Making presentations about domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Gather information about domestic animals - Make presentations about domestic animals - Show confidence in presenting information |
- Visit a farm with domestic animals
- Gather information about domestic animals - Take photographs or make drawings of domestic animals - Make presentations about domestic animals |
How can we present information about domestic animals?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 69
- Farm with domestic animals - Camera (if available) - Drawing materials - Presentation materials |
- Observation
- Practical assessment
- Presentation assessment
- Peer assessment
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
Food Production Processes
|
Balanced Diet - Concept of a balanced diet
Balanced Diet - Food groups |
By the end of the
lesson, the learner
should be able to:
- Explain what a balanced diet is - Identify components of a balanced diet - Value eating a balanced diet |
- Discuss what a balanced diet means
- Observe pictures of foods from different food groups - Classify foods according to food groups - Create charts showing food groups |
What is a balanced diet?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 73
- Pictures of different foods - Charts showing food groups - Real food samples (if available) - Drawing materials - Oxford Agriculture and Nutrition Grade 4 pg. 74 - Pictures of foods from different groups - Charts - Drawing materials - Classification cards |
- Observation
- Oral questions
- Written tests
- Classification task
|
|
| 10 | 4 |
Food Production Processes
|
Balanced Diet - Importance of eating a balanced diet
Balanced Diet - Energy-giving foods |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of eating a balanced diet - Describe functions of different food groups - Value the importance of eating balanced meals |
- Discuss the importance of eating a balanced diet
- Identify functions of different food groups - Create posters on importance of balanced diet - Present posters to the class |
Why is it important to eat a balanced diet?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 76
- Charts showing importance of balanced diet - Pictures - Drawing materials - Digital devices (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 77 - Pictures of energy-giving foods - Charts - Real food samples (if available) |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 11 | 1 |
Food Production Processes
|
Balanced Diet - Body-building foods
|
By the end of the
lesson, the learner
should be able to:
- Identify body-building foods - Explain the function of body-building foods - Value the importance of body-building foods |
- Discuss body-building foods
- Observe pictures of body-building foods - Identify body-building foods available locally - Create charts showing body-building foods |
What are body-building foods and why are they important?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 78
- Pictures of body-building foods - Charts - Drawing materials - Real food samples (if available) |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 11 | 2 |
Food Production Processes
|
Balanced Diet - Protective foods
Balanced Diet - Selecting foods for a balanced meal |
By the end of the
lesson, the learner
should be able to:
- Identify protective foods - Explain the function of protective foods - Appreciate the importance of protective foods |
- Discuss protective foods
- Observe pictures of protective foods - Identify protective foods available locally - Create charts showing protective foods |
What are protective foods and why are they important?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 79
- Pictures of protective foods - Charts - Drawing materials - Real food samples (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 80 - Pictures of different foods - Planning templates |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 11 | 3 |
Food Production Processes
|
Balanced Diet - Creating a balanced meal chart
Balanced Diet - Role play on balanced meals |
By the end of the
lesson, the learner
should be able to:
- Design a balanced meal chart - Include foods from all food groups in the chart - Value planning balanced meals |
- Design a balanced meal chart
- Include foods from all food groups - Use locally available foods in the chart - Present meal charts to the class |
How can we create a balanced meal chart?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 81
- Drawing materials - Charts - Pictures of foods - Templates - Oxford Agriculture and Nutrition Grade 4 pg. 82 - Role play props - Charts showing food groups - Pictures of foods |
- Observation
- Project assessment
- Presentation assessment
- Peer assessment
|
|
| 11 | 4 |
Food Production Processes
|
Cooking Food - Methods of cooking
Cooking Food - Boiling method of cooking |
By the end of the
lesson, the learner
should be able to:
- Identify different methods of cooking - Describe characteristics of different cooking methods - Show interest in learning cooking methods |
- Discuss different methods of cooking
- Observe pictures showing different cooking methods - Identify foods cooked using different methods - Match cooking methods to appropriate foods |
What methods are used to cook food?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 83
- Pictures showing cooking methods - Charts - Matching cards - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 84 - Pictures of foods cooked by boiling - Drawing materials |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 12 | 1 |
Food Production Processes
|
Cooking Food - How to boil an egg
Cooking Food - How to boil Irish potatoes |
By the end of the
lesson, the learner
should be able to:
- Describe the steps of boiling an egg - Demonstrate boiling an egg - Show responsibility in handling cooking equipment |
- Discuss steps of boiling an egg
- Demonstrate boiling an egg - Observe safety measures when boiling - Monitor time taken to boil an egg |
How do we boil an egg?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 85
- Eggs - Cooking equipment (sufuria, lid) - Water - Source of heat - Timer - Oxford Agriculture and Nutrition Grade 4 pg. 86 - Irish potatoes - Cooking equipment - Salt - Source of heat |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 12 | 2 |
Food Production Processes
|
Cooking Food - Shallow frying method of cooking
|
By the end of the
lesson, the learner
should be able to:
- Explain what shallow frying is - Identify foods that can be cooked by shallow frying - Appreciate shallow frying as a cooking method |
- Discuss what shallow frying is
- Observe pictures of foods cooked by shallow frying - Identify foods that can be cooked by shallow frying - Create charts showing foods cooked by shallow frying |
What is shallow frying and which foods can be cooked by shallow frying?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 87
- Pictures of foods cooked by shallow frying - Charts - Drawing materials - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 12 | 3 |
Food Production Processes
|
Cooking Food - Equipment for shallow frying
Cooking Food - How to shallow fry an egg |
By the end of the
lesson, the learner
should be able to:
- Identify equipment used for shallow frying - Describe characteristics of equipment for shallow frying - Show interest in proper cooking equipment |
- Observe equipment used for shallow frying
- Discuss characteristics of equipment for shallow frying - Identify suitable cooking oil for shallow frying - Match equipment to appropriate foods for frying |
What equipment is used for shallow frying?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 88
- Cooking equipment for shallow frying - Pictures of equipment - Charts - Matching cards - Oxford Agriculture and Nutrition Grade 4 pg. 89 - Eggs - Frying pan - Cooking oil - Source of heat - Fish slice |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 12 | 4 |
Food Production Processes
|
Cooking Food - Safety measures when cooking
Cooking Food - Conserving fuel when cooking |
By the end of the
lesson, the learner
should be able to:
- Identify safety measures when cooking - Demonstrate safety measures when cooking - Value safety in food preparation |
- Discuss safety measures when cooking
- Demonstrate safety measures when cooking - Identify potential hazards in the kitchen - Create posters on kitchen safety |
What safety measures should we observe when cooking?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts showing safety measures - Pictures - Drawing materials - Video clips (if available) - Charts showing fuel conservation - Fuel-efficient equipment (if available) |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 13 | 1 |
Food Production Processes
|
Cooking Food - Hygiene practices when cooking
Cooking Food - Review of cooking methods |
By the end of the
lesson, the learner
should be able to:
- Identify hygiene practices when cooking - Demonstrate hygiene practices when cooking - Value hygiene in food preparation |
- Discuss hygiene practices when cooking
- Demonstrate hygiene practices when cooking - Identify potential contamination sources - Create posters on kitchen hygiene |
What hygiene practices should we observe when cooking?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts showing hygiene practices - Pictures - Drawing materials - Cleaning materials - Charts - Pictures showing cooking methods - Comparison templates |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 13 | 2 |
Production Techniques
|
Making Tacking Stitches - Identifying stitches on clothes
Making Tacking Stitches - Types of tacking stitches Making Tacking Stitches - How to thread a needle Making Tacking Stitches - How to make even tacking stitches |
By the end of the
lesson, the learner
should be able to:
- Identify stitches on clothes and household articles - Describe characteristics of stitches - Show interest in learning about stitches |
- Observe stitches on different clothes and household articles
- Identify different types of stitches - Discuss characteristics of different stitches - Compare hand stitches and machine stitches |
What are stitches and where can we find them?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 120
- Different clothes with visible stitches - Household articles with stitches - Charts showing stitches - Pictures - Oxford Agriculture and Nutrition Grade 4 pg. 121 - Samples of tacking stitches - Charts showing tacking stitches - Drawing materials - Oxford Agriculture and Nutrition Grade 4 pg. 123 - Needles of different sizes - Thread - Scissors - Charts showing threading steps - Oxford Agriculture and Nutrition Grade 4 pg. 124 - Needle - Piece of cloth - Thimble |
- Observation
- Oral questions
- Written tests
- Identification task
|
|
| 13 | 3 |
Production Techniques
|
Making Tacking Stitches - How to make long and short tacking stitches
Making Tacking Stitches - Safety measures when sewing Making Tacking Stitches - How to make a handkerchief using tacking stitches (1) |
By the end of the
lesson, the learner
should be able to:
- Describe steps of making long and short tacking stitches - Demonstrate making long and short tacking stitches - Value precision in making stitches |
- Discuss steps of making long and short tacking stitches
- Demonstrate making long and short tacking stitches - Practice making long and short tacking stitches - Observe safety measures when sewing |
How do we make long and short tacking stitches?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 126
- Needle - Thread - Piece of cloth - Scissors - Thimble - Oxford Agriculture and Nutrition Grade 4 pg. 127 - Charts showing safety measures - Pictures - Drawing materials - Safety equipment (thimble) - Oxford Agriculture and Nutrition Grade 4 pg. 128 - Cloth - Measuring tape or ruler - Pencil - Charts showing steps |
- Observation
- Practical assessment
- Project assessment
- Peer assessment
|
|
| 13 | 4 |
Production Techniques
|
Making Tacking Stitches - How to make a handkerchief using tacking stitches (2)
Making Tacking Stitches - How to make a handkerchief using tacking stitches (3) Making Tacking Stitches - Completing and evaluating handkerchief Making Tacking Stitches - Uses of tacking stitches |
By the end of the
lesson, the learner
should be able to:
- Describe how to fold the hem of a handkerchief - Demonstrate folding the hem of a handkerchief - Value precision in folding |
- Discuss how to fold the hem of a handkerchief
- Demonstrate folding the hem of a handkerchief - Practice folding the hem - Pin the hem in place |
How do we fold the hem of a handkerchief?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 129
- Cut piece of cloth - Ruler - Pins - Pencil - Charts showing folding steps - Oxford Agriculture and Nutrition Grade 4 pg. 130 - Folded handkerchief - Needle - Thread - Thimble - Scissors - Completed handkerchiefs - Evaluation criteria - Display area - Charts - Oxford Agriculture and Nutrition Grade 4 pg. 131 - Items made using tacking stitches - Pictures - Charts - Drawing materials |
- Observation
- Practical assessment
- Project assessment
- Peer assessment
|
|
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