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

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

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

- 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

- Observation - Practical assessment - Oral questions - Project assessment

Conservation of Resources

Fuel Conservation - Comparing fuel efficiency
Fuel Conservation - Benefits of conserving fuel

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

- Observation - Practical assessment - Experiment records - Oral questions

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

- 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

- Observation - Project assessment - Performance assessment - Peer assessment

Food Production Processes

Balanced Diet - Concept of a balanced diet

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

- Observation - Oral questions - Written tests - Classification task

Food Production Processes

Balanced Diet - Food groups
Balanced Diet - Importance of eating a balanced diet

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

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

- Discuss the three main food groups
- Observe pictures of foods from different food groups
- Classify foods into appropriate food groups
- Create charts showing examples of foods in each group

What are the main food groups?

- Oxford Agriculture and Nutrition Grade 4 pg. 74
- Pictures of foods from different groups
- Charts
- Drawing materials
- Classification cards
- Oxford Agriculture and Nutrition Grade 4 pg. 76
- Charts showing importance of balanced diet
- Pictures
- Digital devices (if available)

- Observation - Oral questions - Written tests - Classification task

Food Production Processes

Balanced Diet - Energy-giving foods

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

- Identify energy-giving foods
- Explain the function of energy-giving foods
- Appreciate the importance of energy-giving foods

- Discuss energy-giving foods
- Observe pictures of energy-giving foods
- Identify energy-giving foods available locally
- Create charts showing energy-giving foods

What are energy-giving foods and why are they important?

- Oxford Agriculture and Nutrition Grade 4 pg. 77
- Pictures of energy-giving foods
- Charts
- Drawing materials
- Real food samples (if available)

- Observation - Oral questions - Written tests - Chart assessment

Food Production Processes

Balanced Diet - Body-building foods

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

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

Food Production Processes

Balanced Diet - Creating a balanced meal chart

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

- Design a balanced meal chart
- Include foods from all food groups in the chart
- Value planning balanced meals

- Design a balanced meal chart
- Include foods from all food groups
- Use locally available foods in the chart
- Present meal charts to the class

How can we create a balanced meal chart?

- Oxford Agriculture and Nutrition Grade 4 pg. 81
- Drawing materials
- Charts
- Pictures of foods
- Templates

- Observation - Project assessment - Presentation assessment - Peer assessment

Food Production Processes

Balanced Diet - Role play on balanced meals

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

- Demonstrate understanding of balanced meals through role play
- Select appropriate foods for balanced meals
- Show confidence in role playing

- Plan a role play on ordering balanced meals
- Role play ordering meals in a hotel
- Evaluate if the ordered meals are balanced
- Discuss how to improve meal selections

How can role play help us understand balanced meals?

- Oxford Agriculture and Nutrition Grade 4 pg. 82
- Role play props
- Charts showing food groups
- Pictures of foods

- Observation - Role play assessment - Peer assessment - Oral questions

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

Food Production Processes

Cooking Food - How to boil an egg

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

- Describe the steps of boiling an egg
- Demonstrate boiling an egg
- Show responsibility in handling cooking equipment

- Discuss steps of boiling an egg
- Demonstrate boiling an egg
- Observe safety measures when boiling
- Monitor time taken to boil an egg

How do we boil an egg?

- Oxford Agriculture and Nutrition Grade 4 pg. 85
- Eggs
- Cooking equipment (sufuria, lid)
- Water
- Source of heat
- Timer

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Cooking Food - How to boil Irish potatoes

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

- Describe the steps of boiling Irish potatoes
- Demonstrate boiling of Irish potatoes
- Value proper food preparation

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

How do we boil Irish potatoes?

- Oxford Agriculture and Nutrition Grade 4 pg. 86
- Irish potatoes
- Cooking equipment
- Water
- Salt
- Source of heat

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Cooking Food - Shallow frying method of cooking
Cooking Food - Equipment for shallow frying

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)
- Oxford Agriculture and Nutrition Grade 4 pg. 88
- Cooking equipment for shallow frying
- Pictures of equipment
- Matching cards

- Observation - Oral questions - Written tests - Chart assessment

Food Production Processes

Cooking Food - How to shallow fry an egg

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

- Describe the steps of shallow frying an egg
- Demonstrate shallow frying of an egg
- Show responsibility in handling cooking equipment

- Discuss steps of shallow frying an egg
- Demonstrate shallow frying of an egg
- Observe safety measures when frying
- Monitor time taken to fry an egg

How do we shallow fry an egg?

- Oxford Agriculture and Nutrition Grade 4 pg. 89
- Eggs
- Frying pan
- Cooking oil
- Source of heat
- Fish slice

- Observation - Practical assessment - Project assessment - Oral questions

Food Production Processes

Cooking Food - Safety measures when cooking

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)

- Observation - Oral questions - Written tests - Poster assessment

Food Production Processes

Cooking Food - Conserving fuel when cooking
Cooking Food - Hygiene practices when cooking

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

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

- Discuss ways of conserving fuel when cooking
- Demonstrate fuel conservation techniques
- Identify fuel-efficient cooking methods
- Create posters on fuel conservation when cooking

How can we conserve fuel when cooking?

- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts showing fuel conservation
- Pictures
- Drawing materials
- Fuel-efficient equipment (if available)
- Charts showing hygiene practices
- Cleaning materials

- Observation - Oral questions - Written tests - Poster assessment

Food Production Processes

Cooking Food - Review of cooking methods

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

- Compare boiling and shallow frying methods
- Identify suitable foods for each cooking method
- Appreciate different methods of cooking

- Compare boiling and shallow frying methods
- Discuss advantages and disadvantages of each method
- Identify suitable foods for each method
- Create a comparison chart

How do boiling and shallow frying methods compare?

- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts
- Pictures showing cooking methods
- Drawing materials
- Comparison templates

- Observation - Oral questions - Written tests - Chart assessment