Conservation of Resources

Soil Conservation - What is Compost Manure

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

- Define the term compost manure
- Identify organic materials used to make compost manure
- Show interest in conserving soil through composting

In groups, learners are guided to:
- Discuss the meaning of compost manure using digital devices
- Identify organic materials such as dry grass, kitchen waste and animal dung
- Share with the class examples of organic materials found in the local environment

How can composting conserve the environment?

- MTP Agriculture Gr 4 pg. 1
- Digital devices
- Reference books

- Oral questions - Observation

Conservation of Resources

Soil Conservation - Materials for Making Compost Manure
Soil Conservation - Preparing Compost Manure by Heap Method
Soil Conservation - Monitoring the Compost Heap
Soil Conservation - Characteristics of Ready Compost Manure

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

- Identify suitable materials for making compost manure
- State materials that should not be used in compost manure
- Appreciate the role of organic waste in enriching soil

In groups, learners are guided to:
- List and sort organic materials from the local environment such as dry crop remains, grass clippings and animal manure
- Discuss materials to avoid such as meat, dairy products and diseased plants
- Watch a video clip on how to make compost manure by heap method using digital devices

How can composting conserve the environment?

- MTP Agriculture Gr 4 pg. 2
- Digital devices
- Organic materials (dry grass, kitchen waste)
- MTP Agriculture Gr 4 pg. 3
- Garden tools
- Organic materials
- Water
- MTP Agriculture Gr 4 pg. 4
- Long pointed stick
- Manure fork
- MTP Agriculture Gr 4 pg. 5
- Ready compost manure
- School garden

- Oral questions - Written assignment

Conservation of Resources

Soil Conservation - Applying Compost Manure
Soil Conservation - Importance of Compost Manure
Water Conservation - Introduction to Drip Irrigation

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

- Practise applying compost manure in a kitchen garden
- Relate composting to environmental conservation
- Show willingness to make and apply compost manure at home

In groups, learners are guided to:
- Practise applying compost manure to the school or home garden
- Discuss how reusing organic waste keeps the environment clean
- Plan to make compost at home using kitchen and garden waste as a take home activity

How can composting conserve the environment?

- MTP Agriculture Gr 4 pg. 6
- Compost manure
- Garden tools
- School garden
- MTP Agriculture Gr 4 pg. 7
- Digital devices
- Flip charts
- MTP Agriculture Gr 4 pg. 8
- Reference books

- Observation - Oral questions

Conservation of Resources

Water Conservation - Bottle Drip Irrigation
Water Conservation - Drip Irrigation Using Hose Pipes

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

- Identify materials needed for bottle drip irrigation
- Set up bottle drip irrigation for plants
- Appreciate improvisation using locally available materials

In groups, learners are guided to:
- Identify materials: empty bottle, nails, hammer and clean water
- Make small holes on the bottle cap and at the bottom using a nail
- Fill the bottle with clean water, fasten the cap and bury it facing downwards near the plant stem

How do we use drip irrigation to conserve water?

- MTP Agriculture Gr 4 pg. 9
- Empty bottles
- Nails and hammer
- Clean water
- MTP Agriculture Gr 4 pg. 11
- Plastic pipe
- Bucket

- Observation - Practical assessment

Conservation of Resources

Water Conservation - Maintaining Drip Irrigation Equipment
Water Conservation - Benefits of Drip Irrigation

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

- Describe how to maintain drip irrigation equipment
- Identify common problems in drip irrigation and their solutions
- Show care for irrigation equipment

In groups, learners are guided to:
- Discuss care for bottles: clean blocked holes and replace cracked bottles
- Discuss hose pipe maintenance: flush blocked holes with clean water and avoid damage during weeding
- Discuss and practise safe storage of irrigation equipment when not in use

How do we use drip irrigation to conserve water?

- MTP Agriculture Gr 4 pg. 12
- Drip irrigation equipment
- Clean water
- MTP Agriculture Gr 4 pg. 13
- Digital devices
- Charts on irrigation methods

- Observation - Oral questions

Conservation of Resources

Water Conservation - Importance of Drip Irrigation in Farming

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

- Explain the importance of drip irrigation in farming
- Carry out drip irrigation to water crops
- Show initiative in applying drip irrigation at home

In groups, learners are guided to:
- Discuss the importance of drip irrigation: uses less water, conserves resources and suits dry areas
- Carry out drip irrigation in the school garden using bottle or hose pipe method
- Share home-based drip irrigation experiences and answer assess yourself questions

How do we use drip irrigation to conserve water?

- MTP Agriculture Gr 4 pg. 14
- School garden
- Drip irrigation equipment
- Digital devices

- Practical assessment - Oral questions - Portfolio

Conservation of Resources

Fuel Conservation - Types of Fuels Used at Home
Fuel Conservation - Using and Conserving Fuels in Cooking

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

- Identify types of fuels used at home
- Name fuels used for cooking and lighting
- Show curiosity about energy sources in the environment

In groups, learners are guided to:
- Study pictures of firewood, charcoal, gas and kerosene and name each fuel
- Discuss which fuel is used at home and in the school kitchen
- Watch a short video on fuels using digital devices and share findings with the class

How does reducing fuel wastage conserve our resources?

- MTP Agriculture Gr 4 pg. 15
- Digital devices
- Pictures of fuel types
- MTP Agriculture Gr 4 pg. 16
- Pictures of fuels in use
- Story text from course book

- Oral questions - Observation

Conservation of Resources

Fuel Conservation - Ways of Conserving Fuels
Fuel Conservation - Fuel Efficient Equipment

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

- Describe ways of conserving charcoal, firewood, gas and kerosene
- Demonstrate how to turn off a gas cooker and put out a charcoal fire after use
- Value the importance of conserving fuel to minimise wastage

In groups, learners are guided to:
- Discuss ways to conserve each fuel: use only the needed amount, turn off stove when done and store fuel properly
- Copy and complete the conservation table in the exercise book for charcoal, gas, kerosene and firewood
- Observe the teacher demonstrate fuel conservation and practise the same

How does reducing fuel wastage conserve our resources?

- MTP Agriculture Gr 4 pg. 17
- Energy saving jiko
- Charts
- MTP Agriculture Gr 4 pg. 18
- Pictures of cooking equipment

- Observation - Written assignment

Conservation of Resources

Fuel Conservation - Importance of Conserving Fuel
Conserving Wild Animals - Small Wild Animals that Destroy Crops

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

- Explain the importance of conserving fuel
- Relate fuel conservation to environmental protection
- Appreciate fuel conservation as a responsible lifestyle

In groups, learners are guided to:
- Discuss that conserving charcoal and firewood reduces the number of trees cut down
- Discuss that conserving fuel saves money for the family
- Complete the crossword puzzle activity in the exercise book using the correct answers

How does reducing fuel wastage conserve our resources?

- MTP Agriculture Gr 4 pg. 19
- Crossword puzzle activity sheet
- Charts
- MTP Agriculture Gr 4 pg. 21
- Pictures of small wild animals
- Digital devices

- Written assignment - Oral questions

Conservation of Resources

Conserving Wild Animals - Using Digital Devices to Identify Wild Animals

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

- Use digital devices to search for video clips on wild animals that destroy crops
- Describe how wild animals can be kept away from crops
- Show creativity in finding solutions to protect crops

In groups, learners are guided to:
- Use digital devices to search "video clip of [animal] eating crops" and watch the clips
- Discuss how to keep off wild animals from destroying crops without killing them
- Search "video clip on how to construct a scarecrow" and discuss construction ideas

How can we scare off small wild animals from crop enterprises?

- MTP Agriculture Gr 4 pg. 22
- Digital devices
- Reference books

- Oral questions - Observation

Conservation of Resources

Conserving Wild Animals - Constructing a Scarecrow
Conserving Wild Animals - Placing the Scarecrow in the Garden

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

- Identify materials needed to construct a scarecrow
- Construct a scarecrow that looks like a fierce human being
- Demonstrate craftsmanship in constructing a scarecrow

In groups, learners are guided to:
- Collect and wash old clothing: shirt or coat for the body, trouser, cap or hat for the head
- Button up the shirt and fill it with old cloth pieces to form the upper body
- Fit strong sticks on the lower side to act as legs and fix objects on the hands that sway in the wind

How can we scare off small wild animals from crop enterprises?

- MTP Agriculture Gr 4 pg. 23
- Old clothing
- Old cloth pieces
- Strong sticks
- MTP Agriculture Gr 4 pg. 24
- Constructed scarecrow
- Strong stakes
- School garden

- Practical assessment - Observation

Conservation of Resources

Conserving Wild Animals - Assess Yourself
Conserving Wild Animals - Importance of Living with Wild Animals

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

- Name crops destroyed by specific small wild animals
- Select the correct ways of keeping wild animals from crops
- Identify parts of a scarecrow and their purposes

In groups, learners are guided to:
- Name crops that can be destroyed by a squirrel, weaver bird, hare and monkey
- Answer assess yourself questions on what should be done to stop wild animals from destroying crops
- Identify which cloth makes the body of a scarecrow and explain why we should not kill wild animals

How can we scare off small wild animals from crop enterprises?

- MTP Agriculture Gr 4 pg. 24
- Assess yourself question set
- Charts
- MTP Agriculture Gr 4 pg. 25
- Digital devices
- Pictures of wild animals

- Written assignment - Oral questions

Conservation of Resources
Food Production Processes

Conserving Wild Animals - Discussing the Importance of Wild Animals
Growing Fruits - Types of Fruits that Grow in Our Locality

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

- Discuss the importance of coexisting with small wild animals
- Relate the use of scarecrows to biodiversity conservation
- Show a positive attitude towards coexisting with wild animals

In groups, learners are guided to:
- Discuss the importance of living better with monkeys, hares, squirrels and birds in the environment
- Note down the main points from the discussion and present to the class
- Relate conservation of wild animals to natural resources learnt in Social Studies

How can we scare off small wild animals from crop enterprises?

- MTP Agriculture Gr 4 pg. 25
- Digital devices
- Reference books
- MTP Agriculture Gr 4 pg. 37
- Pictures of fruits and fruit plants

- Oral presentation - Observation

Food Production Processes

Growing Fruits - More Fruits in Our Locality
Growing Fruits - Collecting Planting Materials

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

- Identify additional fruits found in the locality
- Explain the difference between fruits growing on woody trees and climbing plants
- Appreciate the variety of fruits that can be grown locally

In groups, learners are guided to:
- Study more pictures of fruits and identify: blackberries, raspberries, guava, avocado, oranges and mangoes
- Identify which fruits grow on woody trees and which grow on climbing plants with vines that need support
- List the names of the fruits from the activity in the notebook and share which are grown in the locality

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 39
- Pictures of fruits
- Reference books
- MTP Agriculture Gr 4 pg. 40
- Fruit seeds
- Stem cuttings
- Digital devices

- Oral questions - Written assignment

Food Production Processes

Growing Fruits - Establishing Fruit Plants from Seeds
Growing Fruits - Caring for Young Plants: Shading and Protection

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

- Describe the steps for establishing fruit plants from seeds
- Plant fruit seeds in a container with fertile soil
- Show care for newly established fruit seedlings

In groups, learners are guided to:
- Collect suitable planting materials: fruit seeds or stem cuttings
- Insert seeds or a stem cutting into a container with fertile soil and water it
- Place the container in a shaded area and take care of seedlings by watering and weeding until roots and leaves are well produced, then transplant

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 41
- Fruit seeds or cuttings
- Containers with fertile soil
- Water
- MTP Agriculture Gr 4 pg. 42
- Sticks and dry grass
- School garden

- Observation - Practical assessment

Food Production Processes

Growing Fruits - Caring for Young Plants: Manure, Weeding and Pruning

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

- Describe how to apply manure to a young fruit plant
- Demonstrate weeding and pruning of fruit plants
- Show responsibility in maintaining a fruit garden

In groups, learners are guided to:
- Apply manure at the base of the fruit plant taking care that it does not touch the seedling
- Remove any growing weeds from the base of the fruit plant
- Remove excess branches by pruning so that the remaining healthy branches produce large fruits

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 43
- Manure
- Garden tools
- School garden

- Observation - Oral questions

Food Production Processes

Growing Fruits - Training Climbing Fruit Plants
Growing Fruits - Harvesting Mature Fruits

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

- Explain the importance of training climbing fruit plants
- Construct a support structure for climbing fruit plants
- Demonstrate tying a climbing stem along wires or ropes

In groups, learners are guided to:
- Discuss how climbing fruit plants such as passion, grapes and kiwi have weak stems that need support
- Construct a support structure using strong ropes or wires along a fence
- Guide the climbing stem along the wires or ropes and tie when necessary to keep the plant along the support structure

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 44
- Strong ropes or wire
- Fence or support poles
- School garden
- MTP Agriculture Gr 4 pg. 45
- Harvested fruits

- Observation - Practical assessment

Food Production Processes

Growing Fruits - Importance of Consuming Fruits
Growing Fruits - Extended Project

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

- Explain the importance of consuming fruits
- Relate fruit consumption to good health and nutrition
- Show willingness to grow and consume fruits at home

In groups, learners are guided to:
- Discuss that fruits provide vitamins that protect the body from diseases, juice that provides energy and fibre that improves digestion
- Discuss that fruits quench thirst because they contain water
- Answer assess yourself questions on growing fruits and discuss with parents the benefits of growing at least one fruit plant at home

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 45
- Digital devices
- Reference books
- School garden
- Portfolio record

- Oral questions - Written assignment

Food Production Processes

Growing Fruits - Extended Project (2)

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

- Continue tending to the established fruit plant project
- Record observations on fruit plant growth in the portfolio
- Value patience and consistency in food crop production

In groups, learners are guided to:
- Observe and record the growth stages of the established fruit plant
- Continue all care practices: watering, weeding, mulching, pruning and training where applicable
- Discuss observations with the class and compare growth progress across groups

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 43
- School garden
- Portfolio record

- Observation - Portfolio

Food Production Processes

Growing Fruits - Extended Project (3)
Growing Fruits - Extended Project (4)

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

- Demonstrate training and support of climbing fruit plants in the project
- Evaluate the progress of the fruit growing project
- Show initiative in applying fruit growing skills beyond the classroom

In groups, learners are guided to:
- Check the support structures of climbing fruit plants and adjust ties where necessary
- Evaluate the progress of the project by comparing current growth to earlier portfolio records
- Present the project to the class and share plans for growing fruits at home with parents

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 44
- School garden
- Portfolio record
- MTP Agriculture Gr 4 pg. 43
- Digital devices

- Oral presentation - Portfolio

Food Production Processes

Growing Fruits - Extended Project (5)
Growing Fruits - Extended Project (6)

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

- Harvest ripe fruits from the school garden project where applicable
- Evaluate and conclude the fruit growing project
- Reflect on the importance of the project for personal food production

In groups, learners are guided to:
- Harvest any ripe fruits from the school garden project under teacher guidance
- Clean and taste the fruits and discuss their nutritional importance
- Conclude the project presentation with full portfolio and share final reflections

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 45
- School garden
- Portfolio
- Harvested fruits
- MTP Agriculture Gr 4 pg. 46
- Digital devices

- Portfolio - Oral presentation - Observation

Food Production Processes

Uses of Domestic Animals - Types of Domestic Animals
Uses of Domestic Animals - Relating Animals to Their Uses

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

- Identify types of domestic animals reared in the community
- Classify domestic animals as cattle, sheep, goats and poultry
- Show awareness of domestic animals common in the locality

- Study pictures of domestic animals: cattle (dairy cow, bull), goats, sheep, chicken, duck, turkey and pigeon
- Identify each animal by name and say what the learner knows about it
- Discuss which domestic animals are commonly reared in the local community

How do domestic animals contribute to food production?

- MTP Agriculture Gr 4 pg. 48
- Pictures of domestic animals
- Digital devices
- MTP Agriculture Gr 4 pg. 49
- Pictures of animals and uses
- Activity worksheets

- Oral questions - Observation

Food Production Processes

Uses of Domestic Animals - Uses of Sheep, Goats and Poultry

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

- Identify the uses of sheep, goats and poultry
- Match sheep, goats and poultry to their correct uses
- Show interest in the different products obtained from domestic animals

In groups, learners are guided to:
- Complete the matching activity for sheep, goat and poultry uses from the activity table
- Discuss that sheep provide wool, skin and meat, goats provide milk and meat, and poultry provide eggs and meat
- Discuss which uses are most important in the local community

How do domestic animals contribute to food production?

- MTP Agriculture Gr 4 pg. 51
- Activity worksheets
- Pictures of animal products

- Written assignment - Oral questions

Food Production Processes

Uses of Domestic Animals - Importance in Food Production
Balanced Meal - Introduction to Balanced Meal

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

- Explain the importance of cattle, sheep, goats and poultry in food production
- Discuss the contribution of domestic animal manure to crop growing
- Appreciate the importance of rearing domestic animals for food and livelihoods

In groups, learners are guided to:
- Discuss that cattle provide milk and meat when slaughtered, and oxen help to cultivate land for growing crops
- Discuss that sheep and goats provide meat and that poultry provides eggs and white meat when slaughtered
- Discuss how all domestic animals produce manure used to grow healthy crops, making them important for food production

How do domestic animals contribute to food production?

- MTP Agriculture Gr 4 pg. 53
- Digital devices
- Reference books
- MTP Agriculture Gr 4 pg. 55
- Pictures of food items

- Oral questions - Observation

Food Production Processes

Balanced Meal - Importance of a Balanced Meal
Balanced Meal - The Three Food Groups

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

- Explain the importance of eating a balanced meal
- Relate a balanced meal to healthy body growth and disease prevention
- Appreciate the importance of eating a variety of foods

In groups, learners are guided to:
- Read and discuss a chart showing the importance of a balanced meal: helps the body grow, provides energy, fights germs and maintains healthy weight
- Discuss how a balanced meal contains foods from three food groups in the right amounts
- Read the story of Brenda and discuss why she felt tired and how a balanced meal helped her

How does a balanced meal impact on health?

- MTP Agriculture Gr 4 pg. 56
- Importance chart
- Story text from course book
- MTP Agriculture Gr 4 pg. 57
- Flash cards
- Digital devices

- Oral questions - Written questions

Food Production Processes

Balanced Meal - Selecting Foods for a Balanced Meal
Balanced Meal - Planning Meals with Variety

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

- Select foods from the three food groups to make a balanced meal
- Use a food plate diagram to show a balanced meal
- Appreciate the need to include foods from all groups in each meal

In groups, learners are guided to:
- Study the food plate diagram showing the four sections: vegetables, body building foods, fruits and energy giving foods
- Cut pictures of foods from old magazines and stick them on the appropriate section of a drawn plate
- Discuss which foods to include in a balanced plate for breakfast, lunch and supper

How does a balanced meal impact on health?

- MTP Agriculture Gr 4 pg. 58
- Food plate diagram
- Old magazines and newspapers
- MTP Agriculture Gr 4 pg. 59
- Meal planning table
- Digital devices

- Observation - Practical assessment

Food Production Processes

Balanced Meal - How a Balanced Meal Influences Health

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

- Explain how a balanced meal influences health
- Relate foods eaten to their effect on energy, growth and disease resistance
- Show willingness to take meals containing a variety of foods

In groups, learners are guided to:
- Discuss how a balanced meal helps the body grow, provides energy for activities, protects against illness and maintains healthy weight
- Answer questions on the story of Brenda: why she felt tired and how her health improved when she changed her diet
- With the help of parents choose meals at home that contain a variety of foods for one week

How does a balanced meal impact on health?

- MTP Agriculture Gr 4 pg. 60
- Story text from course book
- Digital devices

- Written questions - Oral questions

Food Production Processes

Cooking Food - Introduction to Boiling and Shallow Frying
Cooking Food - Examples of Foods Cooked by Each Method

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

- Define boiling and shallow frying as methods of cooking
- Identify foods that can be cooked by boiling and shallow frying
- Show interest in learning to cook food safely

In groups, learners are guided to:
- Study pictures of a sufuria with food boiling and a frying pan with an egg and discuss the cooking methods shown
- Read flash cards and define boiling as covering food with water and heating until it cooks, and shallow frying as cooking in a small amount of oil in a frying pan
- Copy a table in the exercise book and list foods that can be cooked by boiling and by shallow frying

How can we cook food using boiling and shallow frying methods?

- MTP Agriculture Gr 4 pg. 61
- Pictures of cooking methods
- Flash cards
- MTP Agriculture Gr 4 pg. 62
- Digital devices
- Video clips on cooking

- Oral questions - Written assignment

Food Production Processes

Cooking Food - Practical: Boiling Sweet Potatoes
Cooking Food - Hygiene and Safety: Boiling

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

- Describe the steps for boiling sweet potatoes
- Boil sweet potatoes following the correct procedure
- Observe hygiene and safety when boiling food

In groups, learners are guided to:
- Gather materials: sweet potatoes, knife, clean plate, water, match box, sufuria with a lid and source of heat
- Wash and place sweet potatoes in the sufuria, add water to cover and boil with a lid for about twenty minutes or till cooked
- Remove from heat, drain water, allow to cool, peel and serve on a clean plate observing safety to prevent burns and scalds

How can we cook food using boiling and shallow frying methods?

- MTP Agriculture Gr 4 pg. 63
- Sweet potatoes
- Sufuria, water, knife, clean plate
- Source of heat
- MTP Agriculture Gr 4 pg. 64
- Cooking utensils
- Reference books

- Practical assessment - Observation

Food Production Processes

Cooking Food - Practical: Shallow Frying an Egg

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

- Describe the steps for shallow frying an egg
- Shallow fry an egg following the correct procedure
- Observe hygiene and safety when shallow frying food

In groups, learners are guided to:
- Gather materials: cooking oil, spoon, frying pan, small bowl, salt, clean plate, match box and source of heat
- Wash the egg, break it into a bowl, add salt and beat using a fork then pour onto a slightly oiled hot frying pan
- Let the egg cook until firm, turn using a spoon, fry the other side until firm and serve on a clean plate observing safety to prevent burns

How can we cook food using boiling and shallow frying methods?

- MTP Agriculture Gr 4 pg. 65
- Eggs, cooking oil
- Frying pan, bowl, spoon
- Source of heat

- Practical assessment - Observation

Food Production Processes
Hygiene Practices

Cooking Food - Hygiene and Safety: Shallow Frying
Cooking Food - Advantages of Boiling and Shallow Frying
Personal Hygiene - Introduction to Personal Hygiene

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

- Explain hygiene practices observed when shallow frying food
- Describe safety precautions to prevent burns during shallow frying
- Appreciate the importance of hygiene and safety in food preparation

In groups, learners are guided to:
- Discuss hygiene practices when shallow frying: washing hands, washing the egg and cleaning utensils before and after use
- Discuss safety precautions: keep a safe distance from the hot oil, do not leave the pan unattended and use a cloth when handling the hot pan
- Answer questions on hygiene and safety observed during the egg frying activity

How can we cook food using boiling and shallow frying methods?

- MTP Agriculture Gr 4 pg. 66
- Cooking utensils
- Reference books
- MTP Agriculture Gr 4 pg. 67
- Conversation text from course book
- Digital devices
- MTP Agriculture Gr 4 pg. 68
- Charts on personal hygiene

- Oral questions - Written assignment

Hygiene Practices

Personal Hygiene - Healthy Practices
Personal Hygiene - Personal Protective Equipment
Personal Hygiene - Applying Healthy Practices

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

- Describe four healthy practices that promote personal hygiene
- Match each healthy practice to how it promotes hygiene
- Appreciate the role of each hygiene practice in keeping the body healthy

In groups, learners are guided to:
- Match healthy practices to their explanations: hand washing prevents spread of illnesses, brushing teeth removes dirt and prevents cavities, use of clean water prevents spread of diseases, use of PPE protects from harm and dirt
- Copy the activity table in the exercise book and fill in PPE for cooking, farming and dusting with an example done
- Share completed tables with the class

How does personal hygiene promote good health?

- MTP Agriculture Gr 4 pg. 69
- Activity worksheets
- Reference books
- MTP Agriculture Gr 4 pg. 70
- Pictures of PPE items
- Digital devices
- Actual PPE items where available
- MTP Agriculture Gr 4 pg. 71
- Glitter
- Classroom objects

- Written assignment - Oral questions

Hygiene Practices

Personal Hygiene - Correct Hand Washing
Personal Hygiene - Use of Clean Water
Personal Hygiene - Wearing PPE During Activities
Personal Hygiene - Making a Tippy Tap

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

- Describe the correct steps for washing hands
- Wash hands correctly using soap and running water
- Demonstrate responsibility by washing hands at the right times

In groups, learners are guided to:
- Practise the seven steps of hand washing: wet hands, apply soap, rub palms, wash between fingers, clean thumbs in circular motion, rub wrists, rinse and dry with a clean towel
- Discuss when we should wash hands: before eating, after using the toilet, after playing outside and whenever hands become dirty
- Role-play proper hand washing in pairs

How does personal hygiene promote good health?

- MTP Agriculture Gr 4 pg. 73
- Soap
- Clean towel or paper towel
- Running water
- MTP Agriculture Gr 4 pg. 74
- Sufuria with lid
- Water
- Source of heat
- Glass
- PPE items (apron, gloves, dust mask, gumboots, hair net)
- Classroom activity stations
- MTP Agriculture Gr 4 pg. 75
- Digital devices
- Locally available materials for tippy tap
- Water and soap

- Practical assessment - Observation

Hygiene Practices

Personal Hygiene - Hygiene Awareness Posters
Domestic Hygiene - Introduction to Domestic Hygiene

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

- Create a poster promoting hand washing
- Present the poster to the class and explain its messages
- Show creativity in promoting personal hygiene awareness

- Make posters on washing hands showing: the steps of washing hands, the importance of washing hands and when one should wash their hands
- Pin the posters on the school noticeboard to create awareness among other learners
- Discuss that every year October 15th is Hand Washing Day to promote awareness of washing hands with soap and water

How does personal hygiene promote good health?

- MTP Agriculture Gr 4 pg. 74
- Manila paper or cardboard
- Markers and crayons
- Reference books
- MTP Agriculture Gr 4 pg. 76
- Pictures of domestic hygiene activities
- Digital devices

- Oral presentation - Observation

Hygiene Practices

Domestic Hygiene - Methods of Cleaning
Domestic Hygiene - Tools and Equipment

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

- Describe the four methods used for cleaning the home environment
- Explain what each cleaning method involves
- Appreciate the importance of using the correct method for each surface

In groups, learners are guided to:
- Discuss the four methods of cleaning: mopping (using a mop or rag with soapy water on floors), sweeping (using a broom to remove dirt or dust from the floor), dusting (removing dust from surfaces with a soft cloth) and disposal of waste appropriately
- Complete the crossword puzzle using the four methods as hints: mopping, dusting, sweeping, disposal
- Discuss which tools and equipment are used to clean the home

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 77
- Crossword puzzle activity sheet
- Cleaning equipment pictures
- MTP Agriculture Gr 4 pg. 78
- Empty carton box
- Cleaning equipment

- Written assignment - Oral questions

Hygiene Practices

Domestic Hygiene - Improvising Cleaning Tools

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

- Describe the steps for improvising a dustpan from a jerrycan
- Describe the steps for improvising a mop from old cloth
- Value the use of locally available materials in maintaining domestic hygiene

In groups, learners are guided to:
- Improvise a dustpan from a 5-litre jerrycan: mark the part to cut, cut along the marked line and the dustpan is ready to use for collecting rubbish
- Improvise a mop from old cloth: gather absorbent old pieces of cloth, cut into long strips of equal sizes and tie the strips tightly on one end of a long wooden stick
- Demonstrate use of the improvised dustpan and mop

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 79
- 5-litre jerrycan
- Old cloth pieces
- Scissors, knife, rope, long wooden stick

- Practical assessment - Observation

Hygiene Practices

Domestic Hygiene - Improvising a Broom
Domestic Hygiene - Cleaning the Classroom

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

- Describe the steps for improvising a broom from reeds
- Construct a broom using locally available materials
- Appreciate the value of improvisation in promoting domestic hygiene

In groups, learners are guided to:
- Collect reeds and hold them in a bunch, trim the bottom part for evenness
- Tie the reeds tightly using a rope and the broom is ready for use
- Discuss other locally available materials that can be used to make cleaning equipment and share ideas with the class

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 82
- Reeds
- Rope or string
- Scissors
- MTP Agriculture Gr 4 pg. 80
- Brooms, mops, dustpans, dustbins
- Water, soap, bucket
- Dust coat and mask

- Practical assessment - Observation

Hygiene Practices

Domestic Hygiene - Cleaning the School Environment
Domestic Hygiene - Importance of Domestic Hygiene

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

- Apply domestic hygiene methods to clean the school environment
- Demonstrate correct use of cleaning tools and equipment in the school environment
- Appreciate a clean school environment for healthy living

In groups, learners are guided to:
- Clean the school environment under teacher guidance: sweep footpaths and walkways, collect litter and dispose waste in dustbins appropriately
- Discuss which methods of cleaning were used and which materials were needed
- Discuss safety precautions observed while cleaning the school environment

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 83
- Cleaning tools and equipment
- Dustbins
- Poem text from course book
- Reference books

- Practical assessment - Observation

Hygiene Practices

Cleaning Personal Protective Equipment - Introduction to Cleaning PPE

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

- Identify common personal protective equipment used in daily life
- Explain why PPE must be kept clean
- Show interest in maintaining clean PPE for hygiene

In groups, learners are guided to:
- Study pictures of PPE being used for cooking and farming: chef wearing apron and hat in the kitchen, farmers using gumboots and gloves in the field
- Identify the PPE being used in each picture and discuss why it must be kept clean
- Use digital devices to search for information on common PPE and observe a demonstration on their uses

How does cleaning of personal protective equipment promote hygiene?

- MTP Agriculture Gr 4 pg. 84
- Pictures of PPE in use
- Digital devices

- Oral questions - Observation

Hygiene Practices

Cleaning Personal Protective Equipment - Uses and Importance of PPE
Cleaning Personal Protective Equipment - Cleaning Canvas Shoes

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

- Match PPE items to their functions in promoting hygiene
- Explain how each PPE item promotes personal hygiene
- Appreciate the importance of using and maintaining clean PPE

In groups, learners are guided to:
- Match PPE to their importance: gloves protect hands from dirt and injury, dust mask prevents inhaling dust, gumboots protect feet from mud and sharp objects, chef's hat prevents hair from falling into food, dust coat protects body from dust when sweeping
- Discuss how wearing clean PPE protects both the user and others around them
- Discuss the importance of cleaning PPE after use

How does cleaning of personal protective equipment promote hygiene?

- MTP Agriculture Gr 4 pg. 85
- PPE items
- Flash cards on PPE uses
- MTP Agriculture Gr 4 pg. 86
- Two basins
- Warm water, soap, soft brush
- Blunt stick, canvas shoes

- Oral questions - Written assignment

Hygiene Practices

Cleaning Personal Protective Equipment - Cleaning Gumboots
Cleaning Personal Protective Equipment - Safety Measures

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

- Describe the steps for cleaning gumboots
- Clean gumboots following the correct procedure
- Value the importance of cleaning gumboots after use

In groups, learners are guided to:
- Gather materials: two basins, clean warm water, soft brush, gumboots, blunt stick and soap
- Clean gumboots: remove mud from the outside using a blunt stick, dip in warm soapy water, scrub the inside and outside with a soft brush, rinse in clean water, remove excess water and place upside down to dry in an airy place
- Discuss how to store cleaning materials properly after use

How does cleaning of personal protective equipment promote hygiene?

- MTP Agriculture Gr 4 pg. 87
- Two basins
- Warm water, soap, soft brush
- Blunt stick, gumboots
- MTP Agriculture Gr 4 pg. 89
- Safety measures picture from course book
- Reference books

- Practical assessment - Observation

Hygiene Practices
Production Techniques
Production Techniques

Cleaning Personal Protective Equipment - Story and Display
Making Tacking Stitches - Introduction to Tacking Stitches
Making Tacking Stitches - Types of Tacking Stitches

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

- Answer questions on a story about cleaning PPE
- Display cleaned PPE to promote hygiene awareness
- Appreciate clean PPE in promoting personal and group hygiene

In groups, learners are guided to:
- Read the story activity and answer questions on the importance and correct use of PPE
- With the help of parents or guardians, clean and store canvas shoes or gumboots at home as a take home activity
- Make a display of cleaned PPE in the classroom to appreciate and promote hygiene

How does cleaning of personal protective equipment promote hygiene?

- MTP Agriculture Gr 4 pg. 89
- Story text from course book
- Cleaned PPE items
- MTP Agriculture Gr 4 pg. 90
- Samples of items with stitches
- Learners' own clothing
- MTP Agriculture Gr 4 pg. 91
- Stitch samples from teacher
- Pictures of tacking stitches

- Observation - Oral questions - Display

Production Techniques

Making Tacking Stitches - Let Us Learn
Making Tacking Stitches - Materials and Tools
Making Tacking Stitches - Preparing Fabric

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

- Explain how stitches are made by hand using a needle and thread
- State the key features of even and long and short tacking stitches
- Show interest in learning to make tacking stitches

In groups, learners are guided to:
- Discuss that stitches are made by hand using a needle and thread or using a sewing machine
- Recall the two types: even tacking stitches are all of the same length; long and short tacking stitches are made of a long stitch followed by a short stitch
- Draw a row of even stitches and a row of long and short stitches on manila paper, mount on scrapbook, label them and present work in class

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 92
- Manila paper
- Pencils and rulers
- Scrapbook
- MTP Agriculture Gr 4 pg. 93
- Needle, thread, cloth
- Pencil, ruler, tape measure
- Pair of scissors, thimble
- Pieces of cloth

- Oral questions - Written assignment

Production Techniques

Making Tacking Stitches - Making Even Stitches
Making Tacking Stitches - Video and Digital Learning
Making Tacking Stitches - Making an Item: Preparation
Making Tacking Stitches - Making an Item: Stitching
Making Tacking Stitches - Safety Measures

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

- Thread a needle correctly and put on a thimble
- Make even tacking stitches along marked dots on fabric
- Start and end stitches with a double stitch to secure the work

In groups, learners are guided to:
- Thread the needle and put the thimble on the middle finger of the hand holding the needle
- Insert the needle in the first dot from the back side of the fabric and pull through; insert through the second hole and pull the thread to make a stitch; insert through the first dot again and bring it through the second dot to make a double stitch
- Insert needle in the third dot and bring through the fourth dot; continue making stitches until the end of the fabric; finish with a double stitch and cut the thread

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 93
- Needle, thread, thimble
- Prepared fabric pieces
- Pair of scissors
- MTP Agriculture Gr 4 pg. 94
- Digital devices
- Video clips on tacking stitches
- MTP Agriculture Gr 4 pg. 95
- Cloth, scissors
- Ruler, tailor's chalk or pencil
- Matchbox for pressing
- MTP Agriculture Gr 4 pg. 96
- Folded fabric piece
- Pins, scissors
- MTP Agriculture Gr 4 pg. 97
- Sewing tools
- Pincushion
- Resource person (tailor)

- Practical assessment - Observation