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
Growing Fruits – Preparation of 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
- KLB Agriculture Grade 4 pg. 70 - Fruit seeds, vines, stem cuttings - Cutting tools, containers for washing

- Oral questions - Observation - Written assignments

Food Production Processes

Growing Fruits – Establishing a fruit crop nursery bed
Growing Fruits – Care for fruit plant seedlings in the nursery

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

- Practical assessment - Observation - Oral questions

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

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
- 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 – 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
Growing Fruits – Review of transplanting, care and harvesting of 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
- KLB Agriculture Grade 4 pg. 78 - Gardening tools, watering cans - Reference books, digital resources

- Practical 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
Uses of Domestic Animals – Matching domestic animals to their uses
Uses of Domestic Animals – Products from cattle, sheep and goats

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
- 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

- Oral questions - Observation - Written assignments

Food Production Processes

Uses of Domestic Animals – Products from poultry and other domestic animals
Uses of Domestic Animals – Importance of domestic animals for food production

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

- Oral questions - Observation - Written assignments

Food Production Processes

Uses of Domestic Animals – Making presentations on uses of domestic animals
Uses of Domestic Animals – Caring for 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
- KLB Agriculture Grade 4 pg. 93 - Digital resources, internet access - Reference books, photographs

- Observation - Oral questions - Practical assessment

Food Production Processes

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:

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

- Written assignments - Oral questions - 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

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

- Oral questions - Written assignments - Observation

Food Production Processes

Balanced Meal – Presenting posters to promote health awareness on balanced diet
Balanced Meal – Keeping a meal journal to appreciate a 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
- KLB Agriculture Grade 4 pg. 101 - Exercise books for journaling - Reference books, charts on food groups

- Oral questions - Observation - Practical assessment

Food Production Processes

Balanced Meal – Correct proportions of food in a balanced meal
Balanced Meal – Promoting health awareness on a balanced diet in the community

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

- Oral questions - Written assignments - Observation

Food Production Processes

Balanced Meal – Review of classes of food, selection and importance of a balanced meal
Cooking Food – Methods of cooking food: boiling and shallow frying
Cooking Food – Foods suitable for boiling and safety measures when boiling

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

- Written assignments - Oral questions - Observation

Food Production Processes

Cooking Food – Steps for cooking and serving food using the boiling method
Cooking Food – Serving boiled food in an appealing manner

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
- 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
Cooking Food – Steps for cooking food using the shallow frying method

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
- KLB Agriculture Grade 4 pg. 115 - Frying pan, fish slice/spatula, source of heat - Eggs, cooking oil, salt

- Oral questions - Written assignments - Observation

Food Production Processes

Cooking Food – Serving shallow fried food in an appealing manner
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 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
- 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
Cooking Food – Review of boiling and shallow frying methods of cooking

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

- Oral questions - Written assignments - 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

Hygiene Practices

Personal Hygiene – Health practices that promote personal hygiene
Personal Hygiene – Hand washing

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

- Identify health practices that promote personal hygiene
- Discuss why personal hygiene is important for good health
- Show interest in maintaining personal hygiene daily

In groups, learners are guided to:
- Brainstorm and enumerate practices that promote personal hygiene such as hand washing, use of PPE and use of clean water - Discuss why each practice is important for good health - Share experiences with peers on daily hygiene habits

How does personal hygiene promote good health?

- KLB Agriculture Grade 4 pg. 121 - Digital resources - Reference books
- KLB Agriculture Grade 4 pg. 122 - Soap and clean water - Basin and towel

- Observation - Oral questions

Hygiene Practices

Personal Hygiene – Hand washing
Personal Hygiene – Use of personal protective equipment

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

- Apply the correct steps of hand washing
- Demonstrate thorough hand washing covering all surfaces
- Adopt hand washing as a routine hygiene habit

In groups, learners are guided to:
- Practise hand washing: wet, lather, scrub for 20 seconds, rinse, dry - Discuss when to wash hands in day-to-day situations - Share experiences with the class

When should we wash our hands and why?

- KLB Agriculture Grade 4 pg. 123 - Soap, water, basin, clean towel - Charts showing hand washing steps
- KLB Agriculture Grade 4 pg. 124 - Samples of gloves, dust masks, gumboots, headgear - Digital resources

- Observation - Practical assessment

Hygiene Practices

Personal Hygiene – Use of personal protective equipment
Personal Hygiene – Use of clean water
Personal Hygiene – Cleaning food before cooking

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

- Demonstrate correct use of PPE such as gloves, masks and headgear
- Relate the use of PPE to prevention of illness and injury
- Appreciate the role of PPE in promoting personal hygiene

In groups, learners are guided to:
- In groups, discuss how each PPE protects the user - Demonstrate putting on and removing PPE correctly - Share findings with other groups

How does wearing the correct PPE protect us from harm and illness?

- KLB Agriculture Grade 4 pg. 125 - Gloves, dust masks, gumboots, headgear, overalls, canvas shoes
- KLB Agriculture Grade 4 pg. 126 - Clean water, basins, utensils - Digital resources
- KLB Agriculture Grade 4 pg. 127 - Fresh fruits and vegetables - Clean running water and basin

- Observation - Oral questions

Hygiene Practices

Personal Hygiene – Applying health practices in daily life

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

- Apply health practices that promote personal hygiene in daily life
- Carry out hand washing, use of PPE, clean water and food cleaning as daily routines
- Embrace personal hygiene as a lifelong habit

In groups, learners are guided to:
- Carry out a combined practical exercise: hand washing, use of PPE, using clean water and cleaning food - Share findings with other groups - Discuss how consistent hygiene habits improve overall health

Why is it important to carry out health practices every day?

- KLB Agriculture Grade 4 pg. 128 - Soap, water, PPE samples, fruits and vegetables - Digital resources
- KLB Agriculture Grade 4 pg. 129 - Activity log books - Reference books

- Observation - Oral questions

Hygiene Practices

Personal Hygiene – Applying health practices in daily life

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

- Evaluate personal hygiene practices from the log entries
- Suggest improvements to personal hygiene routines
- Appreciate personal hygiene as a basis for good health and grooming

In groups, learners are guided to:
- Review hygiene logs with peers - Discuss improvements and what can be done differently - Present personal hygiene reports in class and receive peer feedback

What improvements can we make to our personal hygiene habits?

- KLB Agriculture Grade 4 pg. 129 - Activity log books - Reference books - Digital resources

- Oral questions - Written assignments

Hygiene Practices

Domestic Hygiene – Methods used to clean the home environment

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

- Identify methods used to clean the home environment
- Describe sweeping, dusting, mopping and refuse disposal
- Show interest in maintaining a clean home environment

In groups, learners are guided to:
- Discuss and enumerate methods of cleaning the home environment: sweeping, dusting, mopping and refuse disposal - Use digital devices or reference books to gather more information - Share findings in class

How can we maintain hygiene in the home environment?

- KLB Agriculture Grade 4 pg. 132 - Digital resources - Reference books

- Observation - Oral questions

Hygiene Practices

Domestic Hygiene – Sweeping the home environment

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

- Describe the correct steps of sweeping a home environment
- Demonstrate how to sweep different types of floors
- Appreciate sweeping as an essential domestic hygiene practice

In groups, learners are guided to:
- Watch a video clip or teacher demonstration on how to sweep inside a house - Discuss equipment used: broom, dustpan - Practise sweeping: move furniture, sweep from far corners to door, collect dirt, rearrange room

What is the correct procedure for sweeping a home environment?

- KLB Agriculture Grade 4 pg. 133 - Broom, improvised dustpan, dustbin - Digital resources

- Observation - Practical assessment

Hygiene Practices

Domestic Hygiene – Dusting surfaces in the home environment

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

- Explain the purpose of dusting surfaces in the home
- Demonstrate correct dusting technique on walls, tables and furniture
- Show diligence in maintaining dust-free surfaces

In groups, learners are guided to:
- Collect a duster or improvised duster made from old towels or t-shirts - Demonstrate dusting: fold duster into pad, start from high level downwards, shake off dust outside - Practise dusting walls, tables and surfaces

Why is dusting surfaces important for maintaining a clean home?

- KLB Agriculture Grade 4 pg. 135 - Duster or improvised duster (old towels/t-shirts) - Reference books

- Observation - Practical assessment

Hygiene Practices

Domestic Hygiene – Mopping floors in the home environment

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

- Describe the correct procedure for mopping a floor
- Mop a cemented or tiled floor using correct technique
- Appreciate mopping as a way of removing fixed dirt from floors

In groups, learners are guided to:
- Watch a video clip or demonstration on mopping procedure - Collect materials: mop/floor cloth, soapy water, clean water, basin - Practise mopping: move furniture, dip and wring cloth, mop from corners to door, rinse, dry floor cloth

How do we mop a floor correctly to ensure thorough cleaning?

- KLB Agriculture Grade 4 pg. 136 - Mop or floor cloth, two basins, soap, clean water - Digital resources

- Observation - Practical assessment

Hygiene Practices

Domestic Hygiene – Disposal of refuse from the home environment
Domestic Hygiene – Importance of a clean home environment

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

- Identify methods of disposing of refuse from the home environment
- Apply appropriate methods of refuse disposal
- Appreciate proper refuse disposal in maintaining domestic hygiene

In groups, learners are guided to:
- Discuss methods of refuse disposal: feeding animals, composting, garbage collection, recycling bottles - Observe pictures showing different disposal methods - Practise refuse disposal using applicable method in the school context

What are the correct ways to dispose of refuse from the home environment?

- KLB Agriculture Grade 4 pg. 138 - Compost pit, dustbin, recyclable containers - Digital resources
- KLB Agriculture Grade 4 pg. 139 - Digital resources - Reference books

- Observation - Oral questions

Hygiene Practices

Domestic Hygiene – Maintaining a clean home environment using improvised resources

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

- Apply appropriate cleaning methods using locally available resources
- Maintain a clean home or classroom environment
- Show responsibility in keeping the environment clean

In groups, learners are guided to:
- Identify improvised and locally available cleaning resources (old cloth, improvised dustpan) - Apply cleaning methods (sweeping, dusting, mopping) in the classroom context - Reflect on the outcome and share experiences

How can we use locally available resources to maintain a clean home environment?

- KLB Agriculture Grade 4 pg. 140 - Improvised cleaning materials (old cloth, containers) - Broom, dustpan, mop

- Observation - Practical assessment

Hygiene Practices

Domestic Hygiene – Review and integration of domestic hygiene practices

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

- Integrate all domestic hygiene methods learned
- Demonstrate competence in at least three domestic hygiene methods
- Embrace a culture of cleanliness in the home environment

In groups, learners are guided to:
- Review all domestic hygiene methods (sweeping, dusting, mopping, refuse disposal) - In groups, demonstrate assigned methods and receive peer feedback - Discuss why maintaining a clean environment is a shared responsibility

How does each member of a household contribute to domestic hygiene?

- KLB Agriculture Grade 4 pg. 140 - Cleaning tools and equipment - Digital resources

- Observation - Oral questions - Written assignments

Hygiene Practices

Domestic Hygiene – Maintaining a clean home environment using improvised resources

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

- Evaluate the effectiveness of different domestic hygiene methods
- Suggest improvements to domestic hygiene routines at home
- Show commitment to regular domestic cleaning

In groups, learners are guided to:
- Carry out a full domestic hygiene practical covering sweeping, dusting, mopping and refuse disposal - Keep a record of activities completed - Reflect on what worked well and what can be improved

What improvements can be made to domestic hygiene practices at home?

- KLB Agriculture Grade 4 pg. 140 - Cleaning tools and materials - Activity log books

- Observation - Written assignments

Hygiene Practices

Cleaning Personal Protective Equipment – Identification of PPE in day-to-day life

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

- Identify common PPE used in day-to-day life
- Describe the purpose of each PPE
- Appreciate the importance of using PPE in daily activities

In groups, learners are guided to:
- Search for information or observe a demonstration to identify common PPE: gloves, dust masks, gumboots, headgear, overalls and canvas shoes - Watch a teacher demonstration on how each PPE is used - Write notes in exercise books and present in class

Which personal protective equipment do we use in our day-to-day lives and why?

- KLB Agriculture Grade 4 pg. 141 - Samples of gloves, dust masks, gumboots, headgear, overalls, canvas shoes - Digital resources

- Observation - Oral questions

Hygiene Practices

Cleaning Personal Protective Equipment – Cleaning canvas gloves

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

- Describe the procedure for cleaning canvas gloves
- Clean canvas gloves using correct steps
- Appreciate the importance of regularly cleaning gloves

In groups, learners are guided to:
- Watch a video clip or teacher demonstration on cleaning canvas gloves - Collect materials: canvas gloves, basin, warm water, cold water, washing brush, soap and disinfectant - Practise: soak in warm soapy water, scrub with brush, rinse, dry, store

Why is it important to clean canvas gloves regularly?

- KLB Agriculture Grade 4 pg. 143 - Canvas gloves, basin, warm and cold water, washing brush, soap, disinfectant

- Observation - Practical assessment

Hygiene Practices

Cleaning Personal Protective Equipment – Cleaning rubber gloves

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

- Describe the procedure for cleaning rubber gloves
- Clean rubber gloves using correct materials and steps
- Show responsibility in caring for PPE to prolong its durability

In groups, learners are guided to:
- Watch a video clip or demonstration on cleaning rubber gloves - Collect materials: rubber gloves, warm water, cold water, soap, basin, pegs, sponge, liquid disinfectant - Practise: clean with soapy water, rinse in cold water, drip water, dry in shade and store

How does proper cleaning of rubber gloves promote hygiene and prolong their life?

- KLB Agriculture Grade 4 pg. 145 - Rubber gloves, warm and cold water, soap, basin, sponge, liquid disinfectant, pegs

- Observation - Practical assessment

Hygiene Practices

Cleaning Personal Protective Equipment – Cleaning a dust mask
Cleaning Personal Protective Equipment – Cleaning gumboots

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

- Describe the procedure for cleaning a dust mask
- Clean a dust mask using appropriate steps
- Appreciate that clean dust masks protect the wearer from disease

In groups, learners are guided to:
- Watch a video clip or demonstration on cleaning a dust mask - Collect materials: dust mask, warm water, cold water, soap, toothbrush, basin and disinfectant - Practise: shake off dust, scrub with soft brush, rinse, dry on clothesline, store

How does cleaning a dust mask protect us from disease?

- KLB Agriculture Grade 4 pg. 147 - Dust mask, warm and cold water, soap, toothbrush, basin, disinfectant, clothesline
- KLB Agriculture Grade 4 pg. 148 - Gumboots, blunt stick, scrubbing brush, basin, soap, warm and cold water, disinfectant

- Observation - Practical assessment

Hygiene Practices

Cleaning Personal Protective Equipment – Cleaning a headgear

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

- Identify types of headgear and the appropriate cleaning method for each
- Clean a chef's cap and plastic headgear using correct steps
- Appreciate that clean headgear promotes personal and food hygiene

In groups, learners are guided to:
- Watch a video clip or demonstration on cleaning a chef's cap - Collect materials: chef's cap, washing detergent, warm and cold water, basin, clothesline, clothes pegs, disinfectant, clean cloth and iron box - Practise cleaning, rinsing, ironing and storing the chef's cap - Discuss cleaning a plastic headgear as additional activity

How does the type of material used in making a headgear affect how it is cleaned?

- KLB Agriculture Grade 4 pg. 150 - Chef's cap, iron box, basin, warm and cold water, clothesline, pegs, disinfectant

- Observation - Practical assessment

Hygiene Practices

Cleaning Personal Protective Equipment – Cleaning an overall

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

- Describe the correct procedure for cleaning an overall
- Clean an overall using hot water and appropriate detergent
- Show responsibility in caring for overalls to prolong their durability

In groups, learners are guided to:
- Watch a video clip or demonstration on cleaning an overall - Collect materials: overall, basin, hot water, cold water, soap, clothes pegs, clothesline, iron box, ironing table - Practise: wash in hot soapy water, rinse, dry in sun, iron and air the overall - Discuss why hot water is suitable for overalls

Why are overalls washed in hot soapy water rather than cold water?

- KLB Agriculture Grade 4 pg. 152 - Overall, hot and cold water, soap, basin, clothesline, pegs, iron box

- Observation - Practical assessment

Hygiene Practices

Cleaning Personal Protective Equipment – Cleaning canvas shoes
Cleaning Personal Protective Equipment – Importance of clean PPE in promoting hygiene

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

- Describe the correct procedure for cleaning canvas shoes
- Clean canvas shoes including shoelaces using correct steps
- Appreciate clean canvas shoes in promoting personal hygiene

In groups, learners are guided to:
- Collect materials: canvas shoes, warm and cold water, detergent, cleaning brush, shoe whitener, basin - Practise: brush off dust, remove and wash laces, scrub inside and outside with brush and warm soapy water, rinse thoroughly, apply whitener, dry in sun - Store cleaned shoes properly

Why is it important to clean both the inside and outside of canvas shoes?

- KLB Agriculture Grade 4 pg. 154 - Canvas shoes, cleaning brush, detergent, shoe whitener, warm and cold water, basin, clothesline
- KLB Agriculture Grade 4 pg. 156 - Cleaned samples of all PPE - Digital resources - Reference books

- Observation - Practical assessment