Food Production Processes

Growing Fruits – Fruits that grow in our locality

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

- Identify different types of fruits that grow in the local environment
- Classify fruits into woody fruit trees and climbing fruit plants
- Show interest in identifying fruits suited to local conditions

In groups, learners are guided to:
- Name different types of fruits from magazine cuttings, pictures and fruits provided by the teacher - Look at photographs of various fruits and identify those that grow in the locality - Discuss the difference between fruits that grow on trees and those that climb

How can we identify fruits that grow in our locality?

- KLB Agriculture Grade 4 pg. 66 - Photographs/pictures of fruits - Reference books, digital resources

- Oral questions - Observation - Written assignments

Food Production Processes

Growing Fruits – Planting materials for fruit crops

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

- Identify planting materials used for growing different fruit plants
- Match fruit plants to their correct planting materials (seeds, vines, stem cuttings)
- Appreciate the diversity of planting materials used for growing fruits

In groups, learners are guided to:
- Talk about the parts of fruit plants used for growing guava, tree tomato, passion fruits, Kiwi, grapes, gooseberries, blackberries and raspberries - Study a table and match fruits to their correct planting materials - Share findings with the class

Which planting materials can we use to grow fruits in our locality?

- KLB Agriculture Grade 4 pg. 68 - Chart of fruit plants and planting materials - Digital resources, reference books

- Oral questions - Observation - Written assignments

Food Production Processes

Growing Fruits – Preparation of planting materials for fruit crops

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

- Describe how to prepare seeds, vines and stem cuttings for planting
- Demonstrate preparation of planting materials including washing, drying and cutting
- Show care in handling planting materials to maintain their quality

In groups, learners are guided to:
- Look at pictures showing preparation of fruit seeds, vines and stem cuttings - Discuss how passion fruit seeds are washed, sun-dried and stored - Observe how stem cuttings and vines should have three to four internodes

How do we prepare vines, seeds and stem cuttings for establishing fruit crops?

- KLB Agriculture Grade 4 pg. 70 - Fruit seeds, vines, stem cuttings - Cutting tools, containers for washing

- Observation - Oral questions - Practical assessment

Food Production Processes

Growing Fruits – Establishing a fruit crop nursery bed

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

- Describe the steps involved in establishing a fruit crop nursery bed
- Prepare land and set up a nursery bed for fruit crop seedlings
- Show responsibility in participating in nursery bed establishment

In groups, learners are guided to:
- Clear the selected site, remove trash and dig the land to loosen the soil - Measure and level the nursery bed and mix compost manure with soil - Plant seeds in shallow furrows, plant vines and cuttings in polythene sleeves, and apply mulch

How can we establish a fruit crop nursery bed?

- KLB Agriculture Grade 4 pg. 73 - Jembe, rake, measuring tape - Compost manure, polythene sleeves, mulching materials

- Practical assessment - Observation - Oral questions

Food Production Processes

Growing Fruits – Care for fruit plant seedlings in the nursery

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

- Describe the care practices for fruit seedlings in the nursery
- Apply care practices including removing mulch, erecting shade, watering and weeding
- Show responsibility in daily care of nursery seedlings

In groups, learners are guided to:
- Remove mulch after germination and erect a shed over the nursery bed to protect seedlings - Water the nursery bed every morning and evening - Remove weeds and uproot weak or unhealthy seedlings

How can we care for fruit plant seedlings in the nursery?

- KLB Agriculture Grade 4 pg. 75 - Sticks, strings, dry grass for shed - Watering can, hosepipe

- Observation - Oral questions - Practical assessment

Food Production Processes

Growing Fruits – Transplanting fruit crop seedlings
Growing Fruits – Protection, mulching and watering of young fruit plants

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

- Describe the process of transplanting fruit crop seedlings from nursery to the main garden
- Transplant fruit crop seedlings correctly into prepared holes
- Appreciate the importance of careful transplanting to avoid damaging seedling roots

In groups, learners are guided to:
- Select a suitable site, clear it and dig holes for planting fruit plants - Place a mixture of soil and compost manure in the dug holes - Transplant seedlings carefully, refill holes with soil-compost mixture, apply mulch and water

How can we transplant fruit crop seedlings into the main garden?

- KLB Agriculture Grade 4 pg. 78 - Jembe, watering can, compost manure - Fruit seedlings, mulching materials
- KLB Agriculture Grade 4 pg. 80 - Fencing materials, sticks, strings, dry grass - Watering cans, hosepipe, buckets

- Practical assessment - Observation - Oral questions

Food Production Processes

Growing Fruits – Weed control, manure and fertilizer application

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

- Describe methods of weeding young fruit plants
- Apply compost manure and fertilizer to young fruit plants
- Show responsibility in maintaining the orchard through weeding and manuring

In groups, learners are guided to:
- Carry out weeding by digging, slashing and uprooting weeds around young fruit plants - Use a wheelbarrow to carry compost manure to the orchard and apply it around the base of fruit plants - Discuss the importance of manure and fertilizer for healthy fruit plant growth

How do we control weeds and apply manure and fertilizer to young fruit plants?

- KLB Agriculture Grade 4 pg. 82 - Jembe, slasher, wheelbarrow - Compost manure, fertilizer

- Practical assessment - Observation - Oral questions

Food Production Processes

Growing Fruits – Removal of excess branches and training of climbing fruit plants

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

- Identify fruit plants that require pruning and training
- Remove excess branches, twigs and leaves from fruit plants
- Appreciate the importance of training climbing fruit plants for better yields

In groups, learners are guided to:
- Visit the orchard and identify fruit plants with excess branches, twigs and leaves - Use secateurs to cut soft twigs and a pruning saw for hard branches; collect removed materials for the compost heap - Support and train climbing fruit plants such as passion fruit to grow along supports in the required direction

Why is it important to remove excess branches and train climbing fruit plants?

- KLB Agriculture Grade 4 pg. 83 - Secateurs, pruning saw, supports/stakes - String, reference books

- Practical assessment - Observation - Oral questions

Food Production Processes

Growing Fruits – Identifying and harvesting mature fruits

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

- Identify signs of ripeness in different fruit crops
- Harvest mature fruits carefully using appropriate tools
- Show care in handling harvested fruits to avoid damage

In groups, learners are guided to:
- Look at photographs of ripe and unripe fruits and identify differences in colour, texture and scent - Practise harvesting ripe fruits by gently twisting them from the stalk using fingers or a Y-shaped/hooked stick for high fruits - Sort fruits by size and level of ripeness and place them in woven baskets or wooden crates

How can we identify and harvest mature fruits?

- KLB Agriculture Grade 4 pg. 87 - Y-shaped sticks, hooked sticks - Woven baskets, wooden crates

- Observation - Oral questions - Practical assessment

Food Production Processes

Growing Fruits – Identifying and harvesting mature fruits

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

- Identify signs of ripeness in different fruit crops
- Harvest mature fruits carefully using appropriate tools
- Show care in handling harvested fruits to avoid damage

In groups, learners are guided to:
- Look at photographs of ripe and unripe fruits and identify differences in colour, texture and scent - Practise harvesting ripe fruits by gently twisting them from the stalk using fingers or a Y-shaped/hooked stick for high fruits - Sort fruits by size and level of ripeness and place them in woven baskets or wooden crates

How can we identify and harvest mature fruits?

- KLB Agriculture Grade 4 pg. 87 - Y-shaped sticks, hooked sticks - Woven baskets, wooden crates

- Observation - Oral questions - Practical assessment

Food Production Processes

Growing Fruits – Importance of consuming fruits for nutrition

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

- Explain the nutritional importance of consuming fruits
- Relate fruits to the protective foods group in a balanced diet
- Appreciate the role of fruits in promoting good health

In groups, learners are guided to:
- Discuss the nutritional importance of fruits such as provision of vitamins, minerals and fibre - Search the internet or use reference books to find out more about the nutritional value of different fruits - Present findings in class and share experiences with other groups

Why is it important to consume fruits for nutrition and good health?

- KLB Agriculture Grade 4 pg. 90 - Digital resources, internet access - Reference books, fruit samples

- Oral questions - Observation - Written assignments

Food Production Processes

Growing Fruits – Importance of consuming fruits for nutrition

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

- Explain the nutritional importance of consuming fruits
- Relate fruits to the protective foods group in a balanced diet
- Appreciate the role of fruits in promoting good health

In groups, learners are guided to:
- Discuss the nutritional importance of fruits such as provision of vitamins, minerals and fibre - Search the internet or use reference books to find out more about the nutritional value of different fruits - Present findings in class and share experiences with other groups

Why is it important to consume fruits for nutrition and good health?

- KLB Agriculture Grade 4 pg. 90 - Digital resources, internet access - Reference books, fruit samples

- Oral questions - Observation - Written assignments

Food Production Processes

Growing Fruits – Review of land preparation and nursery establishment for fruit crops

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

- Recall the steps for preparing land and establishing a fruit crop nursery bed
- Demonstrate key nursery establishment skills
- Show interest in applying fruit growing skills practically

- Learners review activities on identifying fruits, preparing planting materials and establishing a nursery bed - Carry out a practical recap activity on setting up a simple nursery in containers - Share and discuss observations made during the nursery period

How do we prepare planting materials and establish a nursery bed for fruit crops?

- KLB Agriculture Grade 4 pg. 66 - Containers, compost manure, planting materials - Reference books

- Practical assessment - Observation - Oral questions

Food Production Processes

Growing Fruits – Review of land preparation and nursery establishment for fruit crops

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

- Recall the steps for preparing land and establishing a fruit crop nursery bed
- Demonstrate key nursery establishment skills
- Show interest in applying fruit growing skills practically

- Learners review activities on identifying fruits, preparing planting materials and establishing a nursery bed - Carry out a practical recap activity on setting up a simple nursery in containers - Share and discuss observations made during the nursery period

How do we prepare planting materials and establish a nursery bed for fruit crops?

- KLB Agriculture Grade 4 pg. 66 - Containers, compost manure, planting materials - Reference books

- Practical assessment - Observation - Oral questions

Food Production Processes

Growing Fruits – Review of transplanting, care and harvesting of fruit crops

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

- Recall steps for transplanting, caring for and harvesting fruit crops
- Demonstrate care and harvesting skills for fruit plants
- Appreciate the full cycle of growing fruits from nursery to harvest

- Learners review transplanting, protection, weeding, manuring, pruning and harvesting activities - Carry out a practical activity on weeding, mulching or watering fruit plants in the school orchard - Reflect on the entire fruit growing process and discuss lessons learnt

What are the key steps in growing a fruit crop from the nursery to the harvest stage?

- KLB Agriculture Grade 4 pg. 78 - Gardening tools, watering cans - Reference books, digital resources

- Practical assessment - Observation - Written assignments

Food Production Processes

Growing Fruits – Review of transplanting, care and harvesting of fruit crops

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

- Recall steps for transplanting, caring for and harvesting fruit crops
- Demonstrate care and harvesting skills for fruit plants
- Appreciate the full cycle of growing fruits from nursery to harvest

- Learners review transplanting, protection, weeding, manuring, pruning and harvesting activities - Carry out a practical activity on weeding, mulching or watering fruit plants in the school orchard - Reflect on the entire fruit growing process and discuss lessons learnt

What are the key steps in growing a fruit crop from the nursery to the harvest stage?

- KLB Agriculture Grade 4 pg. 78 - Gardening tools, watering cans - Reference books, digital resources

- Practical assessment - Observation - Written assignments

Food Production Processes

Growing Fruits – Project: Growing a fruit crop suited to the locality

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

- Plan and implement a fruit growing project from planting to care
- Apply all skills learnt in establishing and caring for a fruit crop
- Show commitment and responsibility in maintaining the school fruit project

- Learners select a suitable fruit crop that grows well in the locality - Establish the fruit crop in the school orchard using the correct planting materials and methods - Apply care practices including watering, weeding, mulching and manuring

How do we grow a fruit crop that is suited to our locality?

- KLB Agriculture Grade 4 pg. 66 - Planting materials (seeds, vines, stem cuttings) - Gardening tools, compost manure

- Project assessment - Observation - Oral questions

Food Production Processes

Growing Fruits – Project: Growing a fruit crop suited to the locality

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

- Plan and implement a fruit growing project from planting to care
- Apply all skills learnt in establishing and caring for a fruit crop
- Show commitment and responsibility in maintaining the school fruit project

- Learners select a suitable fruit crop that grows well in the locality - Establish the fruit crop in the school orchard using the correct planting materials and methods - Apply care practices including watering, weeding, mulching and manuring

How do we grow a fruit crop that is suited to our locality?

- KLB Agriculture Grade 4 pg. 66 - Planting materials (seeds, vines, stem cuttings) - Gardening tools, compost manure

- Project assessment - Observation - Oral questions

Food Production Processes

Growing Fruits – Project: Care and protection of the established fruit crop

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

- Apply protective measures to the established fruit crop
- Carry out weeding, watering, mulching and manure application on the fruit crop project
- Show responsibility in protecting and caring for the growing fruit crop

In groups, learners are guided to:
- Erect protective structures such as fences and overhead sheds around the young fruit plants - Apply mulch and carry out watering and weeding of the established fruit crop - Apply manure to nourish the fruit plants and record observations

Why is it important to protect and care for a fruit crop after transplanting?

- KLB Agriculture Grade 4 pg. 80 - Fencing materials, sticks - Compost manure, jembe, watering can

- Practical assessment - Observation - Written assignments

Food Production Processes

Growing Fruits – Project reflection and presentation on fruit growing

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

- Reflect on the entire process of growing a fruit crop
- Present findings and experiences from the fruit growing project
- Appreciate the importance of growing fruits for nutrition and food production

- Learners make presentations on their fruit growing project journey from planting to care - Discuss what went well, what challenges were faced and what can be done differently - Share experiences with other groups and display the fruit crop project

How does growing fruits in our locality contribute to nutrition and food production?

- KLB Agriculture Grade 4 pg. 90 - Project orchard/containers - Reference books, digital resources

- Project assessment - Oral questions - Observation

Food Production Processes

Uses of Domestic Animals – Types of domestic animals in the community

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

- Identify types of domestic animals found in the community
- Describe common domestic animals such as cattle, sheep, goats and poultry
- Show interest in learning about domestic animals and their role in the community

In groups, learners are guided to:
- Share experiences on the types of domestic animals found in their community - Look at photographs and discuss the characteristics of cattle, sheep, goats and poultry - Discuss why different domestic animals are kept in the community

Which domestic animals do you keep in your community and why?

- KLB Agriculture Grade 4 pg. 93 - Photographs/pictures of domestic animals - Digital resources, reference books

- Oral questions - Observation - Written assignments

Food Production Processes

Uses of Domestic Animals – Types of domestic animals in the community

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

- Identify types of domestic animals found in the community
- Describe common domestic animals such as cattle, sheep, goats and poultry
- Show interest in learning about domestic animals and their role in the community

In groups, learners are guided to:
- Share experiences on the types of domestic animals found in their community - Look at photographs and discuss the characteristics of cattle, sheep, goats and poultry - Discuss why different domestic animals are kept in the community

Which domestic animals do you keep in your community and why?

- KLB Agriculture Grade 4 pg. 93 - Photographs/pictures of domestic animals - Digital resources, reference books

- Oral questions - Observation - Written assignments

Food Production Processes

Uses of Domestic Animals – Matching domestic animals to their uses

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

- Relate various domestic animals to their specific uses and products
- Construct a flip chart matching domestic animals to their uses
- Show interest in exploring the diverse uses of domestic animals

In groups, learners are guided to:
- Collect newspaper or magazine clippings and photographs of domestic animals and their products - Make a chart matching animals such as cattle, sheep, goats and poultry to their uses and products - Mount photographs and present the flip charts in class

How can we match different domestic animals to their uses and products?

- KLB Agriculture Grade 4 pg. 94 - Newspaper/magazine clippings, photographs - Manilla paper, scissors, glue, cardboards

- Practical assessment - Observation - Oral questions

Food Production Processes

Uses of Domestic Animals – Products from cattle, sheep and goats

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

- Identify products obtained from cattle, sheep and goats
- Explain how products such as milk, meat, wool, manure and skin are derived from these animals
- Appreciate the importance of cattle, sheep and goats in food production

In groups, learners are guided to:
- Discuss the products from cattle including milk, meat, manure and skin - Discuss products from sheep including wool, mutton and manure - Discuss products from goats including meat, milk, manure and skin; share findings in class

What products do we get from cattle, sheep and goats?

- KLB Agriculture Grade 4 pg. 94 - Photographs/charts of cattle, sheep, goats and their products - Reference books, digital resources

- Oral questions - Written assignments - Observation

Food Production Processes

Uses of Domestic Animals – Products from poultry and other domestic animals

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

- Identify products obtained from poultry and other domestic animals
- Explain how animals such as oxen are used for labour and transportation
- Show appreciation for the wide range of uses of domestic animals

In groups, learners are guided to:
- Discuss products from chicken including meat, eggs and manure - Discuss the use of oxen for transporting farm produce and working the land - Look at pictures of oxen transporting farm products and working in the land and discuss their importance

What products and services do we get from poultry and other domestic animals?

- KLB Agriculture Grade 4 pg. 96 - Photographs of poultry and oxen at work - Digital resources, reference books

- Oral questions - Observation - Written assignments

Food Production Processes

Uses of Domestic Animals – Importance of domestic animals for food production

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

- Explain the importance of domestic animals in food production
- Relate food products from animals to income generation and nutrition
- Appreciate the contribution of domestic animals to food security

In groups, learners are guided to:
- Discuss the importance of domestic animals in providing food such as meat, milk and eggs - Discuss how products like milk, eggs and meat can be sold to earn income to buy other foods - Discuss how domestic animals produce manure that is used on farms to increase food production

How do domestic animals contribute to food production?

- KLB Agriculture Grade 4 pg. 97 - Photographs of animal products - Digital resources, reference books

- Oral questions - Written assignments - Observation

Food Production Processes

Uses of Domestic Animals – Making presentations on uses of domestic animals

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

- Prepare class presentations using photos or visuals on the importance of domestic animals
- Present information on domestic animals clearly and confidently
- Show respect in listening and accommodating others' opinions during presentations

In groups, learners are guided to:
- Prepare presentations using photographs, charts or flip charts on the importance of domestic animals in food production - Make class presentations on uses and products of domestic animals - Listen to and accommodate the opinions of other presenters

How can we effectively present information on the importance of domestic animals in food production?

- KLB Agriculture Grade 4 pg. 94 - Flip charts, photographs, manilla paper - Digital resources

- Observation - Oral questions - Practical assessment

Food Production Processes

Uses of Domestic Animals – Caring for domestic animals

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

- Describe basic care practices for domestic animals
- Relate good animal care to improved food production
- Show concern for the welfare of domestic animals

In groups, learners are guided to:
- Discuss basic care practices for domestic animals such as feeding, housing, watering and disease prevention - Share experiences on caring for domestic animals in the community - Search the internet or use reference books for more information on caring for domestic animals

Why is it important to take good care of domestic animals?

- KLB Agriculture Grade 4 pg. 93 - Digital resources, internet access - Reference books, photographs

- Oral questions - Written assignments - Observation

Food Production Processes

Uses of Domestic Animals – Review of types, uses and importance of domestic animals

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

- Recall the types, uses and importance of domestic animals in food production
- Complete a matching activity linking domestic animals to their products
- Appreciate the overall importance of domestic animals in supporting food production

- Learners review all content on domestic animals including types, products and importance - Complete a fill-in-the-table activity matching domestic animals to their products - Discuss answers with peers and share experiences from previous lessons

How do domestic animals support food production in our community?

- KLB Agriculture Grade 4 pg. 100 - Charts and photographs from previous lessons - Reference books

- Written assignments - Oral questions - Observation

Food Production Processes

Balanced Meal – Meaning and importance of a balanced meal

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

- Define the term balanced meal
- Explain the importance of eating a balanced meal
- Show interest in eating a variety of foods for good health

In groups, learners are guided to:
- Discuss the meaning of a balanced meal and the three food groups: energy-giving, body-building and protective foods - Use digital devices to search for the importance of eating a balanced meal - Share findings in class and discuss the variety and proportion of foods in a balanced diet

What is the importance of eating a balanced meal?

- KLB Agriculture Grade 4 pg. 101 - Digital resources, internet access - Reference books, charts

- Oral questions - Observation - Written assignments

Food Production Processes

Balanced Meal – Classes of food and their functions
Balanced Meal – Selecting foods from the locality to make a balanced meal

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

- Classify foods into energy-giving, body-building and protective foods
- Explain the function of each food class in the body
- Appreciate the importance of including all food classes in a meal

In groups, learners are guided to:
- Discuss energy-giving foods (carbohydrates, fats and oils), body-building foods (proteins) and protective foods (fruits and vegetables) - Give examples of locally available foods from each food class - Relate each food class to its function in the body

What are the different classes of food and what does each do in the body?

- KLB Agriculture Grade 4 pg. 101 - Charts showing food classes - Food samples, digital resources
- KLB Agriculture Grade 4 pg. 103 - Food samples, photographs of local foods - Charts showing food groups

- Oral questions - Written assignments - Observation

Food Production Processes

Balanced Meal – Creating a poster to promote awareness of balanced meals

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

- Design and create a poster showing a balanced meal
- Include on the poster a balanced meal and its importance
- Show creativity in making a clear and attractive health awareness poster

In groups, learners are guided to:
- Talk about locally available foods to be used to design a balanced meal poster - Collect materials such as manilla paper, coloured pens and food photographs to design the poster - Make a poster showing a balanced meal and its importance; display on the classroom wall

How can we use a poster to promote awareness of eating a balanced meal?

- KLB Agriculture Grade 4 pg. 104 - Manilla paper, coloured markers - Magazine cutouts, photographs

- Practical assessment - Observation - Oral questions

Food Production Processes

Balanced Meal – Presenting posters to promote health awareness on balanced diet

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

- Make a class presentation of the balanced meal poster created
- Communicate the importance of a balanced diet clearly and confidently
- Appreciate the use of posters as a simple and effective method of promoting health awareness

- Organise in groups to present the balanced meal posters created in the previous lesson - Make the presentations in class, speaking loudly and clearly - Answer questions from fellow learners and discuss the importance of a balanced meal

How can we present our posters to promote health awareness about a balanced diet?

- KLB Agriculture Grade 4 pg. 105 - Completed posters from previous lesson - Digital resources for reference

- Oral questions - Observation - Practical assessment

Food Production Processes

Balanced Meal – Keeping a meal journal to appreciate a balanced diet

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

- Record daily meals in a journal over a specified period
- Evaluate whether daily meals constitute a balanced diet
- Show responsibility in monitoring personal eating habits

- Introduce the concept of keeping a meal journal - Learners record meals they eat at home and at school for one week, noting the food groups represented - Review the journal entries and discuss whether a balanced meal was achieved each day

How does keeping a meal journal help us appreciate the importance of a balanced meal?

- KLB Agriculture Grade 4 pg. 101 - Exercise books for journaling - Reference books, charts on food groups

- Written assignments - Observation - Oral questions

Food Production Processes

Balanced Meal – Correct proportions of food in a balanced meal

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

- Explain the importance of eating food in correct proportions
- Identify the correct proportions of food groups on a balanced meal plate
- Appreciate the need to eat food in appropriate quantities for good health

In groups, learners are guided to:
- Discuss the correct proportion of each food group in a balanced diet using a food plate diagram - Look at a picture of a balanced meal plate and identify what food should be in sections A, B, C and D - Discuss the effects of eating too much or too little of certain food groups

Why is it important to eat food in the correct proportions?

- KLB Agriculture Grade 4 pg. 107 - Food plate diagram/chart - Reference books, digital resources

- Oral questions - Written assignments - Observation

Food Production Processes

Balanced Meal – Promoting health awareness on a balanced diet in the community

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

- Describe ways of promoting health awareness on a balanced diet
- Share information on the importance of a balanced diet with others
- Show responsibility in promoting health awareness in the community

In groups, learners are guided to:
- Discuss ways of promoting health awareness such as encouraging friends to eat the correct proportions of food - Discuss how talking about the importance of a balanced meal contributes to good health - Design simple health messages to share with the school community on balanced diet

How can we promote health awareness about a balanced diet in our community?

- KLB Agriculture Grade 4 pg. 105 - Manilla paper, markers for message boards - Digital resources

- Oral questions - Observation - Written assignments

Food Production Processes

Balanced Meal – Review of classes of food, selection and importance of a balanced meal

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

- Recall the classes of food and the importance of a balanced meal
- Complete an exercise classifying foods and selecting a balanced meal
- Appreciate the role of a balanced meal in maintaining good health

- Learners review all content on balanced meals including classes of food, selection and importance - Complete written exercises on classifying locally available foods into the three food groups - Discuss answers with peers and reflect on daily eating habits

How does eating a balanced meal support good health and wellbeing?

- KLB Agriculture Grade 4 pg. 101 - Review worksheets - Charts, food samples

- Written assignments - Oral questions - Observation

Food Production Processes

Cooking Food – Methods of cooking food: boiling and shallow frying

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

- Identify different methods of cooking food
- Describe the boiling and shallow frying methods of cooking
- Show interest in learning about food preparation methods

In groups, learners are guided to:
- Watch a video clip or teacher demonstration on boiling and shallow frying as methods of cooking - Discuss the differences between boiling and shallow frying - Identify foods suitable for each cooking method and list them in the exercise book

What are the different methods of cooking food and how do we use them?

- KLB Agriculture Grade 4 pg. 109 - Digital resources, video clips - Reference books

- Oral questions - Observation - Written assignments

Food Production Processes

Cooking Food – Foods suitable for boiling and safety measures when boiling

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

- Identify foods that are suitable for boiling
- Describe safety measures to be observed when boiling food
- Show concern for safety when boiling food

In groups, learners are guided to:
- Discuss foods suitable for boiling such as potatoes, maize, beans, green grams, eggs, chicken and beef - Discuss safety measures when boiling food such as wearing kitchen gloves, keeping the floor dry and turning pot handles away from pathways - Write in the exercise book the safety measures observed

What safety measures should we observe when boiling food?

- KLB Agriculture Grade 4 pg. 109 - Charts on boiling safety measures - Reference books, digital resources

- Oral questions - Written assignments - Observation

Food Production Processes

Cooking Food – Steps for cooking and serving food using the boiling method

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

- Describe the steps followed when boiling food
- Cook food using the boiling method by following the correct procedure
- Show care and responsibility when handling cooking equipment and hot food

In groups, learners are guided to:
- Watch a video clip or observe a teacher demonstration on how to boil food - Discuss and write the steps followed when boiling food - Boil a locally available food such as sweet potatoes following the provided recipe

How do we boil food following the correct steps?

- KLB Agriculture Grade 4 pg. 111 - Cooking pot/sufuria, source of heat - Sweet potatoes or other suitable food, water

- Practical assessment - Observation - Oral questions

Food Production Processes

Cooking Food – Serving boiled food in an appealing manner

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

- Describe how to serve boiled food in an appealing manner
- Serve boiled food on clean dishes in an attractive and presentable way
- Appreciate the importance of food presentation in promoting appetite

In groups, learners are guided to:
- Discuss how to serve boiled food appropriately using clean dishes and presenting food attractively - Serve the boiled food prepared in the previous lesson in an appealing manner - Share experiences with other groups on food presentation

How do we serve boiled food in an appealing and hygienic manner?

- KLB Agriculture Grade 4 pg. 112 - Clean plates, serving utensils - Boiled food from previous lesson

- Practical assessment - Observation - Oral questions

Food Production Processes

Cooking Food – Foods suitable for shallow frying and safety measures

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

- Identify foods that are suitable for shallow frying
- Describe safety measures to observe when shallow frying food
- Show concern for safety of self and others when shallow frying food

In groups, learners are guided to:
- Discuss foods suitable for shallow frying such as eggs, beef and pancakes - Discuss safety measures such as using just enough oil, lowering food gently into hot oil and keeping pan handles turned away from pathways - Write the safety measures in the exercise book

What safety measures should we observe when shallow frying food?

- KLB Agriculture Grade 4 pg. 113 - Charts on shallow frying safety - Frying pan, fish slice, reference books

- Oral questions - Written assignments - Observation

Food Production Processes

Cooking Food – Steps for cooking food using the shallow frying method
Cooking Food – Serving shallow fried food in an appealing manner

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

- Describe the steps followed when shallow frying food
- Shallow fry food following the correct procedure using appropriate equipment
- Show responsibility in observing safety measures during shallow frying

In groups, learners are guided to:
- Watch a video clip or teacher demonstration on how to shallow fry food - Discuss and write the steps for shallow frying food - Shallow fry eggs following the provided plain omelette recipe; observe safety measures throughout

How do we shallow fry food following the correct steps?

- KLB Agriculture Grade 4 pg. 115 - Frying pan, fish slice/spatula, source of heat - Eggs, cooking oil, salt
- KLB Agriculture Grade 4 pg. 116 - Clean dry plates, serving utensils - Shallow fried food from previous lesson

- Practical assessment - Observation - Oral questions

Food Production Processes

Cooking Food – Combining boiling and shallow frying methods in food production

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

- Describe how boiling and shallow frying can be combined in preparing a complete meal
- Prepare a meal using both boiling and shallow frying methods
- Embrace the use of a variety of cooking methods in food production

In groups, learners are guided to:
- Look at a picture of a meal prepared using both boiling and shallow frying methods - Discuss how combining different cooking methods makes a meal more interesting - Prepare a simple meal using both boiling and shallow frying methods; observe safety measures

How can we use both boiling and shallow frying methods in food production?

- KLB Agriculture Grade 4 pg. 117 - Cooking pots, frying pan, fish slice - Assorted foodstuffs, source of heat

- Practical assessment - Observation - Oral questions

Food Production Processes

Cooking Food – Safety measures when using boiling and shallow frying methods

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

- Identify safety risks when boiling and shallow frying food
- Apply safety measures to prevent accidents when cooking
- Show responsibility in observing safety of self and others when cooking

In groups, learners are guided to:
- Discuss safety measures for both boiling and shallow frying such as being careful when lighting fire, removing boiled food from fire and handling hot oil - Role-play scenarios on safe and unsafe cooking practices - Discuss how accidents can be prevented in the kitchen and relate to first aid skills

Why is it important to observe safety measures when cooking food?

- KLB Agriculture Grade 4 pg. 119 - Charts on kitchen safety - Reference books, digital resources

- Oral questions - Written assignments - Observation

Food Production Processes

Cooking Food – Review of boiling and shallow frying methods of cooking

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

- Recall the steps for boiling and shallow frying food
- Complete an activity arranging the steps for making an omelette in the correct order
- Appreciate the importance of following correct steps and safety measures when cooking

- Learners review all content on boiling and shallow frying methods of cooking - Complete an activity arranging the steps of making a plain omelette in the correct order - Discuss answers and reflect on cooking experiences from previous lessons

How do we cook food correctly and safely using the boiling and shallow frying methods?

- KLB Agriculture Grade 4 pg. 120 - Review worksheets - Reference books, charts

- Written assignments - Oral questions - Observation

Food Production Processes

Cooking Food – Review of boiling and shallow frying methods of cooking

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

- Recall the steps for boiling and shallow frying food
- Complete an activity arranging the steps for making an omelette in the correct order
- Appreciate the importance of following correct steps and safety measures when cooking

- Learners review all content on boiling and shallow frying methods of cooking - Complete an activity arranging the steps of making a plain omelette in the correct order - Discuss answers and reflect on cooking experiences from previous lessons

How do we cook food correctly and safely using the boiling and shallow frying methods?

- KLB Agriculture Grade 4 pg. 120 - Review worksheets - Reference books, charts

- Written assignments - Oral questions - Observation

Food Production Processes

Cooking Food – End of strand review and assessment on food production processes

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

- Demonstrate knowledge and skills acquired across all sub-strands of Food Production Processes
- Apply understanding of food production, balanced diet and cooking methods in answering questions
- Show confidence and self-efficacy in reflecting on the strand content

- Carry out a written and oral review of all sub-strands covered under Food Production Processes - Learners answer questions on direct sowing, growing fruits, domestic animals, balanced meal and cooking methods - Reflect on what was learnt, what was enjoyable and how the knowledge applies to daily life

How do the different food production processes contribute to food and nutrition security?

- KLB Agriculture Grade 4 pg. 120 - Review worksheets covering all sub-strands - Reference books, digital resources

- Written assignments - Oral questions - Observation

Food Production Processes

Cooking Food – End of strand review and assessment on food production processes

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

- Demonstrate knowledge and skills acquired across all sub-strands of Food Production Processes
- Apply understanding of food production, balanced diet and cooking methods in answering questions
- Show confidence and self-efficacy in reflecting on the strand content

- Carry out a written and oral review of all sub-strands covered under Food Production Processes - Learners answer questions on direct sowing, growing fruits, domestic animals, balanced meal and cooking methods - Reflect on what was learnt, what was enjoyable and how the knowledge applies to daily life

How do the different food production processes contribute to food and nutrition security?

- KLB Agriculture Grade 4 pg. 120 - Review worksheets covering all sub-strands - Reference books, digital resources

- Written assignments - Oral questions - Observation