Conservation of Resources

Soil Conservation – Materials for making compost manure
Soil Conservation – Collection of materials for compost manure
Soil Conservation – Making compost manure using the heap method
Soil Conservation – Managing and using compost manure
Soil Conservation – Using compost manure in gardening

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

- Identify suitable materials for making compost manure
- Classify materials suitable and unsuitable for compost manure
- Show interest in using locally available materials for compost manure

- Describe the steps for making compost manure using the heap method
- Select and prepare a suitable site for composting
- Show responsibility in undertaking composting tasks

In groups, learners are guided to:
- Discuss the meaning of compost manure and its materials
- Observe photographs of compost manure materials and identify them
- Share findings on where materials can be collected
- Discuss and select a suitable site for the compost heap (accessible, shaded, well-drained)
- Clear and level the ground
- Dig corner holes and lay the dry base layer

How can composting conserve the environment?
How do we prepare a good site for a compost heap?

KLB Agriculture Grade 4 pg. 1
- Dry plant materials, kitchen waste, animal dung, ash, garden soil
- Digital resources
KLB Agriculture Grade 4 pg. 2
- Baskets, gloves, jembes
- Dry plant materials, kitchen waste
KLB Agriculture Grade 4 pg. 5
- Jembes, spades, four strong posts
- Dry plant materials
KLB Agriculture Grade 4 pg. 6
- Fresh plant waste, animal dung, ash, garden soil
- Watering can
KLB Agriculture Grade 4 pg. 7
- Garden fork, spade
- Compost heap
KLB Agriculture Grade 4 pg. 10
- Compost manure, jembes, watering can
- Vegetable seedlings, mulching materials

Oral questions - Observation
Observation - Oral questions

Conservation of Resources

Soil Conservation – Importance of compost manure in farming
Water Conservation – Introduction to drip irrigation
Water Conservation – Making pipes for drip irrigation
Water Conservation – Making pipes for drip irrigation
Water Conservation – Drip irrigation using pipes
Water Conservation – Making plastic bottles for drip irrigation

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

- State the importance of compost manure in farming
- Compare crops grown with and without compost manure
- Show appreciation for using compost manure to conserve soil nutrients

- Set up a drip irrigation system using pipes
- Irrigate crops using drip irrigation pipes
- Appreciate that drip irrigation using pipes saves water for many plants simultaneously

In groups, learners are guided to:
- Observe photographs of plots with and without compost manure and discuss differences
- List benefits of compost manure (cheap, easy to prepare, improves soil structure, retains water)
- Present findings to the class
- Place water tank on a raised platform
- Lay drip pipes along crop rows and connect to a hosepipe
- Open the tap and observe water dripping at the base of crops

Why is compost manure preferred over other types of manure?
How does raising the water tank improve drip irrigation using pipes?

KLB Agriculture Grade 4 pg. 12
- Digital resources
- Reference books
KLB Agriculture Grade 4 pg. 17
- Digital resources (video clips)
KLB Agriculture Grade 4 pg. 18
- Pipes, tape measure, marker pen, hammer, nails
- Saw
KLB Agriculture Grade 4 pg. 19
- Pipes, hammer, small nail
- Water container with tap
KLB Agriculture Grade 4 pg. 21
- Water tank, hosepipe, drip pipes
- Growing crops in the school garden
KLB Agriculture Grade 4 pg. 22
- Plastic bottles, small nail, hammer, tape
- Sharpened peg

Oral questions - Written assignments
Observation - Oral questions

Conservation of Resources

Water Conservation – Drip irrigation using plastic bottles
Water Conservation – Importance of drip irrigation in conserving water
Fuel Conservation – Types of fuels used at home
Fuel Conservation – Using and conserving firewood in cooking
Fuel Conservation – Using and conserving charcoal in cooking

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

- Use drip irrigation bottles to irrigate crops
- Demonstrate correct installation of a bottle drip irrigator
- Appreciate that bottle drip irrigation conserves water and clears plastic waste

- Identify types of fuels used at home
- Describe how each type of fuel is used
- Show interest in responsible use of fuels

In groups, learners are guided to:
- Tie the prepared bottle to a sharpened peg
- Fill with water, cap and fix upside down next to a plant
- Remove tape to allow dripping; observe and share findings
- Observe photographs of fuels (charcoal, firewood, gas, kerosene) and identify them
- Discuss where each fuel is used and its availability
- Write notes on types of fuels used at home

Why does each drip irrigation bottle serve only one plant?
What types of fuels do people in your community use most and why?

KLB Agriculture Grade 4 pg. 24
- Prepared drip bottles, pegs
- Growing crops
KLB Agriculture Grade 4 pg. 27
- Digital resources
- Reference books
KLB Agriculture Grade 4 pg. 29
- Photographs of fuels
- Digital resources
KLB Agriculture Grade 4 pg. 30
- Firewood, energy-saving stove, cooking pot with lid
- Digital resources (video clip)
KLB Agriculture Grade 4 pg. 32
- Charcoal jiko (fuel-efficient), charcoal, cooking pot

Observation - Project
Oral questions - Written assignments

Conservation of Resources

Fuel Conservation – Using and conserving kerosene in cooking
Fuel Conservation – Using and conserving gas in cooking
Fuel Conservation – Importance of conserving fuel to minimise wastage
Fuel Conservation – Conserving fuel at home

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

- Describe ways of conserving kerosene during cooking
- Demonstrate safe and fuel-efficient use of a kerosene stove
- Show awareness of kerosene safety measures

- State the importance of conserving fuel
- Relate fuel conservation to environmental protection
- Show commitment to conserving fuel in daily life

In groups, learners are guided to:
- Discuss safety of kerosene storage and use
- Demonstrate how to prepare, light and cook with a kerosene stove while conserving fuel
- Discuss tips: fuel-efficient stove, no leakages, clean wicks, low heat, sheltered cooking area
- Discuss how fuel conservation saves money, extends fuel supply and protects forests
- Relate cutting of trees for charcoal/firewood to desertification
- Present notes on the importance of fuel conservation to the class

Why is it important to keep the kerosene stove burner and wick clean?
How does conserving fuel help protect our environment?

KLB Agriculture Grade 4 pg. 35
- Kerosene stove, kerosene, cooking pot
- Digital resources
KLB Agriculture Grade 4 pg. 37
- Gas cooker/burner, gas cylinder
- Digital resources (video clip)
KLB Agriculture Grade 4 pg. 39
- Digital resources
- Reference books
KLB Agriculture Grade 4 pg. 40
- Exercise books
- Home activity report notes

Observation - Oral questions
Oral questions - Written assignments

Conservation of Resources

Conserving Wild Animals – Small wild animals that destroy crops
Conserving Wild Animals – Identification of damage caused by small wild animals
Conserving Wild Animals – Types of scarecrows used to keep away wild animals
Conserving Wild Animals – How to make a scarecrow

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

- Identify small wild animals that destroy crops
- Describe the damage caused by each small wild animal
- Show concern for crop losses caused by small wild animals

- List materials needed to make a cloth-man scarecrow
- Begin constructing a simple scarecrow
- Show teamwork in assigning and undertaking construction duties

In groups, learners are guided to:
- Brainstorm and share experiences on small wild animals (birds, monkeys, hares, squirrels)
- Observe photographs of small wild animals on the farm and identify them
- Discuss where these animals are found and what damage they cause
- Discuss and list materials for making a scarecrow (sack, stuffing materials, string, sticks, old clothes, hat)
- Assign group duties
- Stuff the sack and tie to form head and body; fix long stick through the centre

Which small wild animals are most destructive to crops in your locality?
How do you select the right materials to make a good scarecrow?

KLB Agriculture Grade 4 pg. 42
- Photographs of wild animals
- Digital resources
KLB Agriculture Grade 4 pg. 43
- KLB Agriculture Grade 4 damage table
- Photographs
KLB Agriculture Grade 4 pg. 45
- Photographs of scarecrows
KLB Agriculture Grade 4 pg. 46
- Sack, stuffing materials (dry grass/leaves), string, long stick
- Old clothes
KLB Agriculture Grade 4 pg. 47
- Shorter cross-stick, nails, hammer
- Old clothes, hat

Oral questions - Observation
Observation - Project

Conservation of Resources
Conservation of Resources
Food Production Processes
Food Production Processes
Food Production Processes
Food Production Processes

Conserving Wild Animals – How to install a scarecrow on the farm
Conserving Wild Animals – Importance of living better with small wild animals
Conserving Wild Animals – Review of conserving wild animals
Growing Fruits – Fruits that grow in our locality
Growing Fruits – Planting materials for fruit crops
Growing Fruits – Preparation of planting materials for fruit crops
Growing Fruits – Establishing a fruit crop nursery bed

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

- Describe the correct way to install a scarecrow on a farm
- Install a scarecrow correctly in a crop garden
- Show responsibility in maintaining installed scarecrows

- Summarise key concepts on conserving wild animals
- Answer questions on small wild animals, scarecrows and coexistence
- Show appreciation for biodiversity conservation

- Carry the completed scarecrow to the farm
- Dig a hole and fix the scarecrow firmly into the ground above crop level
- Attach rattles or bells to the arms; test noise-making and observe effectiveness
- Review lessons on wild animals, damage caused, scarecrow construction and importance of coexistence
- Complete exercise questions from the learner's book
- Present and discuss answers as a class

Where is the best place to install a scarecrow for it to be most effective?
How can farmers protect their crops and still conserve wild animals?

KLB Agriculture Grade 4 pg. 49
- Completed scarecrow, jembe
- Rattles or bells, hat
KLB Agriculture Grade 4 pg. 51
- Photographs of wild animals
- Digital resources
KLB Agriculture Grade 4 pg. 53
- Exercise book
- Learner's book
- KLB Agriculture Grade 4 pg. 66 - Photographs/pictures of fruits - Reference books, digital resources
- KLB Agriculture Grade 4 pg. 68 - Chart of fruit plants and planting materials - Digital resources, reference books
- KLB Agriculture Grade 4 pg. 70 - Fruit seeds, vines, stem cuttings - Cutting tools, containers for washing
- KLB Agriculture Grade 4 pg. 73 - Jembe, rake, measuring tape - Compost manure, polythene sleeves, mulching materials

Observation - Project
Written assignments - Oral questions

Food Production Processes

Growing Fruits – Care for fruit plant seedlings in the nursery
Growing Fruits – Transplanting fruit crop seedlings
Growing Fruits – Protection, mulching and watering of young fruit plants
Growing Fruits – Weed control, manure and fertilizer application
Growing Fruits – Removal of excess branches and training of climbing fruit plants
Growing Fruits – Identifying and harvesting mature fruits
Growing Fruits – Importance of consuming fruits for nutrition

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

- 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:
- 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
- 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

How can we care for fruit plant seedlings in the nursery?
Why is it important to remove excess branches and train climbing fruit plants?

- KLB Agriculture Grade 4 pg. 75 - Sticks, strings, dry grass for shed - Watering can, hosepipe
- 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
- KLB Agriculture Grade 4 pg. 82 - Jembe, slasher, wheelbarrow - Compost manure, fertilizer
- KLB Agriculture Grade 4 pg. 83 - Secateurs, pruning saw, supports/stakes - String, reference books
- KLB Agriculture Grade 4 pg. 87 - Y-shaped sticks, hooked sticks - Woven baskets, wooden crates
- KLB Agriculture Grade 4 pg. 90 - Digital resources, internet access - Reference books, fruit samples

- Observation - Oral questions - Practical assessment
- Practical assessment - Observation - Oral questions

Food Production Processes

Growing Fruits – Review of land preparation and nursery establishment for fruit crops
Growing Fruits – Review of transplanting, care and harvesting of fruit crops
Growing Fruits – Project: Growing a fruit crop suited to the locality
Growing Fruits – Project: Care and protection of the established fruit crop

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

- 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 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
- 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 prepare planting materials and establish a nursery bed for fruit crops?
How do we grow a fruit crop that is suited to our locality?

- KLB Agriculture Grade 4 pg. 66 - Containers, compost manure, planting materials - Reference books
- KLB Agriculture Grade 4 pg. 78 - Gardening tools, watering cans - Reference books, digital resources
- KLB Agriculture Grade 4 pg. 66 - Planting materials (seeds, vines, stem cuttings) - Gardening tools, compost manure
- KLB Agriculture Grade 4 pg. 80 - Fencing materials, sticks - Compost manure, jembe, watering can

- Practical assessment - Observation - Oral questions
- Project assessment - Observation - Oral questions

Food Production Processes

Growing Fruits – Project reflection and presentation on fruit growing
Uses of Domestic Animals – Types of domestic animals in the community
Uses of Domestic Animals – Matching domestic animals to their uses
Uses of Domestic Animals – Products from cattle, sheep and goats
Uses of Domestic Animals – Products from poultry and other domestic animals
Uses of Domestic Animals – Importance of domestic animals for food production
Uses of Domestic Animals – Making presentations on uses of domestic animals
Uses of Domestic Animals – Caring for domestic animals
Uses of Domestic Animals – Review of types, uses and importance of domestic animals
Balanced Meal – Meaning and importance of a balanced meal

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

- 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

- 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
- 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 does growing fruits in our locality contribute to nutrition and food production?
How do domestic animals contribute to food production?

- KLB Agriculture Grade 4 pg. 90 - Project orchard/containers - Reference books, digital resources
- KLB Agriculture Grade 4 pg. 93 - Photographs/pictures of domestic animals - Digital resources, reference books
- KLB Agriculture Grade 4 pg. 94 - Newspaper/magazine clippings, photographs - Manilla paper, scissors, glue, cardboards
- KLB Agriculture Grade 4 pg. 94 - Photographs/charts of cattle, sheep, goats and their products - Reference books, digital resources
- KLB Agriculture Grade 4 pg. 96 - Photographs of poultry and oxen at work - Digital resources, reference books
- KLB Agriculture Grade 4 pg. 97 - Photographs of animal products - Digital resources, reference books
- KLB Agriculture Grade 4 pg. 94 - Flip charts, photographs, manilla paper - Digital resources
- KLB Agriculture Grade 4 pg. 93 - Digital resources, internet access - Reference books, photographs
- KLB Agriculture Grade 4 pg. 100 - Charts and photographs from previous lessons - Reference books
- KLB Agriculture Grade 4 pg. 101 - Digital resources, internet access - Reference books, charts

- Project assessment - Oral questions - Observation
- Oral questions - Written assignments - Observation

Food Production Processes

Balanced Meal – Classes of food and their functions
Balanced Meal – Selecting foods from the locality to make a balanced meal
Balanced Meal – Creating a poster to promote awareness of balanced meals
Balanced Meal – Presenting posters to promote health awareness on balanced diet
Balanced Meal – Keeping a meal journal to appreciate a balanced diet
Balanced Meal – Correct proportions of food in a balanced meal
Balanced Meal – Promoting health awareness on a balanced diet in the community
Balanced Meal – Review of classes of food, selection and importance of a balanced meal
Cooking Food – Methods of cooking food: boiling and shallow frying

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

- 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

- 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
- 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

What are the different classes of food and what does each do in the body?
How does keeping a meal journal help us appreciate the importance of a balanced meal?

- 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
- KLB Agriculture Grade 4 pg. 104 - Manilla paper, coloured markers - Magazine cutouts, photographs
- KLB Agriculture Grade 4 pg. 105 - Completed posters from previous lesson - Digital resources for reference
- KLB Agriculture Grade 4 pg. 101 - Exercise books for journaling - Reference books, charts on food groups
- KLB Agriculture Grade 4 pg. 107 - Food plate diagram/chart - Reference books, digital resources
- KLB Agriculture Grade 4 pg. 105 - Manilla paper, markers for message boards - Digital resources
- KLB Agriculture Grade 4 pg. 101 - Review worksheets - Charts, food samples
- KLB Agriculture Grade 4 pg. 109 - Digital resources, video clips - Reference books

- Oral questions - Written assignments - Observation
- Written assignments - Observation - Oral questions

Food Production Processes

Cooking Food – Foods suitable for boiling and safety measures when boiling
Cooking Food – Steps for cooking and serving food using the boiling method
Cooking Food – Serving boiled food in an appealing manner
Cooking Food – Foods suitable for shallow frying and safety measures
Cooking Food – Steps for cooking food using the shallow frying method
Cooking Food – Serving shallow fried food in an appealing manner
Cooking Food – Combining boiling and shallow frying methods in food production
Cooking Food – Safety measures when using boiling and shallow frying methods
Cooking Food – Review of boiling and shallow frying methods of cooking
Cooking Food – End of strand review and assessment on food production processes

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

- Describe how to serve shallow fried food attractively
- Serve shallow fried food on clean, dry plates in an appealing manner
- Appreciate the importance of serving food well to promote good eating habits

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
- Discuss how to serve shallow fried food when hot, on a clean dry plate - Serve the shallow fried eggs or other food prepared in an attractive way - Share experiences in class on food presentation and discuss the characteristics of well-served shallow fried food

What safety measures should we observe when boiling food?
How do we serve shallow fried food in an appealing and hygienic manner?

- KLB Agriculture Grade 4 pg. 109 - Charts on boiling safety measures - Reference books, digital resources
- KLB Agriculture Grade 4 pg. 111 - Cooking pot/sufuria, source of heat - Sweet potatoes or other suitable food, water
- KLB Agriculture Grade 4 pg. 112 - Clean plates, serving utensils - Boiled food from previous lesson
- KLB Agriculture Grade 4 pg. 113 - Charts on shallow frying safety - Frying pan, fish slice, reference books
- 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
- KLB Agriculture Grade 4 pg. 117 - Cooking pots, frying pan, fish slice - Assorted foodstuffs, source of heat
- KLB Agriculture Grade 4 pg. 119 - Charts on kitchen safety - Reference books, digital resources
- KLB Agriculture Grade 4 pg. 120 - Review worksheets - Reference books, charts
- KLB Agriculture Grade 4 pg. 120 - Review worksheets covering all sub-strands - Reference books, digital resources

- Oral questions - Written assignments - Observation
- Practical assessment - Observation - Oral questions