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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
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
|
|
| 1 | 2 |
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
|
|
| 1 | 3 |
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
|
|
| 1 | 4 |
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
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
Food Production Processes
|
Growing Fruits – Transplanting fruit crop seedlings
|
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
|
- Practical assessment - Observation - Oral questions
|
|
| 2 | 3 |
Food Production Processes
|
Growing Fruits – Protection, mulching and watering of young fruit plants
|
By the end of the
lesson, the learner
should be able to:
- Describe ways of protecting young fruit plants from animals, sun and heavy rain - Demonstrate mulching and watering of young fruit plants - Show responsibility in protecting and watering young fruit plants after transplanting |
In groups, learners are guided to:
- Discuss how young fruit plants are protected using fences, overhead sheds and mulch - Practise mulching around the base of young fruit plants - Use watering cans, hosepipes and buckets to water young fruit plants; discuss which method conserves water most |
How can we protect, mulch and water young fruit plants?
|
- KLB Agriculture Grade 4 pg. 80 - Fencing materials, sticks, strings, dry grass - Watering cans, hosepipe, buckets
|
- Observation - Oral questions - Practical assessment
|
|
| 2 | 4 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 9 | 1 |
Food Production Processes
|
Balanced Meal – Classes of food and their functions
|
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
|
- Oral questions - Written assignments - Observation
|
|
| 9 |
Mid term break |
||||||||
| 10 | 1 |
Food Production Processes
|
Balanced Meal – Selecting foods from the locality to make a balanced meal
|
By the end of the
lesson, the learner
should be able to:
- Select foods from locally available options to compose a balanced meal - Compose a meal that includes foods from all three food groups - Show creativity in planning a balanced meal using locally available foods |
In groups, learners are guided to:
- Look at photographs of various locally available foods and identify their food class - Use a food groups table to select foods from the three groups to make a balanced diet - Write the selected balanced meal in the exercise book and share with peers |
How can we select and plan a balanced meal from foods available in our locality?
|
- KLB Agriculture Grade 4 pg. 103 - Food samples, photographs of local foods - Charts showing food groups
|
- Observation - Oral questions - Written assignments
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 2 |
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
|
|
| 12 | 3 |
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
|
|
| 12 | 4 |
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
|
|
| 13 | 1 |
Food Production Processes
|
Cooking Food – Steps for cooking food using the shallow frying method
|
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
|
- Practical assessment - Observation - Oral questions
|
|
| 13 | 2 |
Food Production Processes
|
Cooking Food – Serving shallow fried food in an appealing manner
|
By the end of the
lesson, the learner
should be able to:
- 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 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 |
How do we serve shallow fried food in an appealing and hygienic manner?
|
- KLB Agriculture Grade 4 pg. 116 - Clean dry plates, serving utensils - Shallow fried food from previous lesson
|
- Practical assessment - Observation - Oral questions
|
|
| 13 | 3 |
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
|
|
| 13 | 4 |
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
|
|
| 14 | 1 |
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
|
|
| 14 | 2 |
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
|
|
| 14 | 3 |
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
|
|
| 14 | 4 |
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
|
|
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