Food Production Processes

Uses of Domestic Animals - Types of Domestic Animals

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

- Oral questions - Observation

Food Production Processes

Uses of Domestic Animals - Relating Animals to Their Uses

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

- Relate different domestic animals to their specific uses
- Complete a matching activity linking animals to their uses
- Appreciate the role of domestic animals in providing food

In groups, learners are guided to:
- Discuss how poultry provides eggs and meat, cattle provides milk, meat and manure, oxen provide power for cultivation
- Match animals to their uses: mark tick (✔) for correct use and cross (✗) for incorrect use for cattle and bulls
- Complete the matching activity for goats and their uses

How do domestic animals contribute to food production?

- MTP Agriculture Gr 4 pg. 49
- Pictures of animals and uses
- Activity worksheets

- Written assignment - Oral questions

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

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

- Oral questions - Observation

Food Production Processes

Balanced Meal - Introduction to Balanced Meal

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

- Define the term balanced meal
- Identify foods found in the local environment that make up a balanced meal
- Show interest in learning about healthy eating

In groups, learners are guided to:
- Study pictures of foods found locally: cabbage, dagaa, sweet potatoes, eggs, chapati, kale, avocado and peas
- Identify and name the foods shown in the pictures and list other foods found in the locality
- Discuss where the foods can be found or obtained

How does a balanced meal impact on health?

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

- Oral questions - Observation

Food Production Processes

Balanced Meal - Importance of a Balanced Meal

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

- Oral questions - Written questions

Food Production Processes

Balanced Meal - The Three Food Groups

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

- Identify the three food groups that make up a balanced meal
- Give examples of foods in each food group
- Classify foods correctly into energy giving, body building and protective groups

In groups, learners are guided to:
- Use digital devices or flash cards to search for and discuss how foods are classified into three groups
- Study the three food groups: energy giving (rice, ugali, maize, potatoes), body building (meat, fish, eggs, milk, beans) and protective (mangoes, bananas, kales, cabbage)
- Make a list of other foods that can be added to each food group

How does a balanced meal impact on health?

- MTP Agriculture Gr 4 pg. 57
- Flash cards
- Digital devices

- Oral questions - Written assignment

Food Production Processes

Balanced Meal - Selecting Foods for a Balanced Meal

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

- Observation - Practical assessment

Food Production Processes

Balanced Meal - Planning Meals with Variety

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

- Plan meals that contain a variety of foods from different food groups
- Role-play choosing foods for a family meal
- Show responsibility in making healthy meal choices

In groups, learners are guided to:
- In groups, role-play a family planning meals at home and write down suggestions for each member
- Copy and fill in a weekly meal table in the exercise book with meals containing a variety of foods for Monday to Thursday
- Discuss whether the chosen meals contain foods from all three food groups

How does a balanced meal impact on health?

- MTP Agriculture Gr 4 pg. 59
- Meal planning table
- Digital devices

- Written assignment - Oral questions

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

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

- Oral questions - Written assignment

Food Production Processes

Cooking Food - Examples of Foods Cooked by Each Method

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

- List examples of foods cooked by boiling
- List examples of foods cooked by shallow frying
- Relate cooking methods to the foods commonly prepared at home

In groups, learners are guided to:
- Use digital devices to watch video clips on boiling and shallow frying methods and share findings with the class
- Discuss that foods cooked by boiling include eggs, arrowroots, sweet potatoes, yams, pumpkin, rice, spaghetti and meat
- Discuss that foods cooked by shallow frying include eggs, sausages, chapati, fish and pancakes

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

- 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

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

- Practical assessment - Observation

Food Production Processes

Cooking Food - Hygiene and Safety: Boiling

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

- Explain hygiene practices observed when boiling food
- Describe safety precautions to prevent burns and scalds
- Show responsibility in observing hygiene and safety during cooking

In groups, learners are guided to:
- Discuss hygiene practices observed during boiling: washing hands, washing utensils and washing food before cooking
- Discuss safety precautions: use a cloth to hold the hot sufuria, avoid removing the lid when steam is hot and use a spoon to drain water
- Answer questions on how hygiene and safety were observed during the sweet potato boiling activity

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

- MTP Agriculture Gr 4 pg. 64
- Cooking utensils
- Reference books

- Oral questions - Written assignment

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

Cooking Food - Hygiene and Safety: Shallow Frying

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

- Oral questions - Written assignment

Food Production Processes
Hygiene Practices

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 the advantages of boiling as a cooking method
- Explain the advantages of shallow frying as a cooking method
- Appreciate both methods as useful ways of preparing food

In groups, learners are guided to:
- Read and discuss the conversation between Angie and Juma on why they like boiling and shallow frying
- Discuss advantages of boiling: simple method, does not need expensive equipment, retains nutrients
- Discuss advantages of shallow frying: food is tasty, has a nice colour and requires less cooking time

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

- 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

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

- Written assignment - Oral questions

Hygiene Practices

Personal Hygiene - Applying Healthy Practices
Personal Hygiene - Correct Hand Washing

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

- Demonstrate how germs spread through touch
- Explain why hand washing is important in preventing spread of germs
- Show commitment to regular hand washing

In groups, learners are guided to:
- Sprinkle glitter on hands to represent germs and touch classroom objects such as desks, chairs and books
- Observe how the glitter (representing germs) transfers from hands to objects and surfaces
- Discuss how germs spread easily on things and surfaces we touch and why hand washing is important

How does personal hygiene promote good health?

- MTP Agriculture Gr 4 pg. 71
- Glitter
- Classroom objects
- MTP Agriculture Gr 4 pg. 73
- Soap
- Clean towel or paper towel
- Running water

- Observation - Oral questions

Hygiene Practices

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:

- Explain the importance of using clean water for personal hygiene
- Describe how to boil water to make it safe for drinking
- Appreciate the use of clean water as a hygiene practice

In groups, learners are guided to:
- Discuss that clean water should be used for hand washing, bathing, washing utensils and cleaning food to prevent spread of diseases
- Boil water for drinking: put water in a clean sufuria, boil for four minutes with a lid, turn off heat, allow to cool and pour in a glass to drink
- Discuss that boiling kills germs and makes water safe for drinking

How does personal hygiene promote good health?

- 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 - Oral questions

Hygiene Practices

Personal Hygiene - Hygiene Awareness Posters

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

- Oral presentation - Observation

Hygiene Practices

Domestic Hygiene - Introduction to Domestic Hygiene

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

- Define the term domestic hygiene
- Identify domestic hygiene practices shown in pictures
- Show interest in maintaining a clean and safe home environment

In groups, learners are guided to:
- Define domestic hygiene: keeping the home clean and safe to keep family members healthy and comfortable
- Study pictures of domestic hygiene activities: wiping a table, sweeping a floor, disposing of waste in a dustbin and mopping a floor
- Identify the activity in each picture, list other cleaning activities done at home and discuss tools used for each activity

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 76
- Pictures of domestic hygiene activities
- Digital devices

- Oral questions - Observation

Hygiene Practices

Domestic Hygiene - Methods of Cleaning

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

- Written assignment - Oral questions

Hygiene Practices

Domestic Hygiene - Tools and Equipment

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

- Identify tools and equipment used to clean the home
- Explain how to improvise cleaning tools from locally available materials
- Show creativity in improvising cleaning equipment

In groups, learners are guided to:
- Discuss tools and equipment used for cleaning: brooms, dusters, mops, buckets, water, soap, dustpans and dustbins
- Discuss that if you do not have the materials needed, you can improvise using available materials
- Improvise a dustbin using an empty carton box: collect an empty carton, open the top surface and the dustbin is ready for use

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 78
- Empty carton box
- Cleaning equipment

- Observation - Practical assessment

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

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

- Practical assessment - Observation

Hygiene Practices

Domestic Hygiene - Cleaning the Classroom

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

- Describe the steps for cleaning a classroom floor
- Clean the classroom applying correct methods and safety
- Show responsibility in maintaining a clean school environment

In groups, learners are guided to:
- Gather materials: brooms, dusters, mops, buckets, water, soap, dustpans and dustbins
- Clean the classroom: close windows and doors, push chairs and desks aside, wear dust coat and dust mask, sweep starting from the edge towards the centre, mop the floor and dispose waste appropriately
- Discuss safety precautions observed when cleaning: do not face each other with brooms and handle tools safely

How can we maintain hygiene in the home environment?

- 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

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

- Practical assessment - Observation

Hygiene Practices

Domestic Hygiene - Importance of Domestic Hygiene

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

- Explain the importance of maintaining a clean home environment
- Recite and interpret a poem about domestic hygiene
- Show commitment to cleaning the home environment

In groups, learners are guided to:
- Recite the poem "Clean homes keep us strong and well": discuss how each stanza promotes the message of domestic hygiene
- Discuss questions: how does a clean home promote good health and what is the importance of a clean environment
- Assist parents or guardians to clean the home as a take home activity; observe safety measures and share experiences in class

How can we maintain hygiene in the home environment?

- MTP Agriculture Gr 4 pg. 83
- Poem text from course book
- Reference books

- Oral questions - 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

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

- Oral questions - Written assignment

Hygiene Practices

Cleaning Personal Protective Equipment - Cleaning Canvas Shoes

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

- Describe the steps for cleaning canvas shoes
- Clean canvas shoes following the correct procedure
- Show responsibility in maintaining clean footwear as PPE

In groups, learners are guided to:
- Gather materials: two basins, clean warm water, soft brush, soap, blunt stick
- Clean canvas shoes: remove shoelaces and wash them in warm soapy water, remove mud from soles with a blunt stick, remove insoles, dip shoes in warm soapy water, scrub gently with a soft brush, rinse in clean water, remove excess water, place against a wall to dry, return insoles and laces when dry and store in an airy place
- Discuss safety measures when cleaning shoes

How does cleaning of personal protective equipment promote hygiene?

- MTP Agriculture Gr 4 pg. 86
- Two basins
- Warm water, soap, soft brush
- Blunt stick, canvas shoes

- Practical assessment - Observation

Hygiene Practices

Cleaning Personal Protective Equipment - Cleaning Gumboots

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

- Practical assessment - Observation

Hygiene Practices

Cleaning Personal Protective Equipment - Safety Measures

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

- State safety measures to observe when cleaning gumboots and canvas shoes
- Explain the reason for each safety measure
- Demonstrate safety awareness when cleaning PPE

- Study the picture of Grade 4 learners discussing safety measures and read their statements: dispose of mud and cleaning water appropriately, do not wash shoes using hot water, store cleaning materials properly and wipe any spilled water after cleaning shoes
- Give a reason for each safety measure
- Discuss what could happen if safety measures are not observed when cleaning PPE

How does cleaning of personal protective equipment promote hygiene?

- MTP Agriculture Gr 4 pg. 89
- Safety measures picture from course book
- Reference books

- Oral questions - Written assignment

Hygiene Practices
Production Techniques

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

- Observation - Oral questions - Display

Production Techniques

Making Tacking Stitches - Types of Tacking Stitches
Making Tacking Stitches - Let Us Learn

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

- Identify the two types of tacking stitches
- Distinguish between even tacking stitches and long and short tacking stitches
- Appreciate the different uses of each type of tacking stitch

In groups, learners are guided to:
- Study sample stitches from the teacher and discuss the differences between the two types
- Match each stitch to its description: even tacking stitches are all the same length; long and short tacking stitches are made of a long stitch followed by a short stitch
- Study pictures of even tacking stitches and long and short tacking stitches and identify each

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 91
- Stitch samples from teacher
- Pictures of tacking stitches
- MTP Agriculture Gr 4 pg. 92
- Manila paper
- Pencils and rulers
- Scrapbook

- Oral questions - Observation

Production Techniques

Making Tacking Stitches - Materials and Tools
Making Tacking Stitches - Preparing Fabric

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

- Identify materials and tools needed for making tacking stitches
- Prepare a piece of cloth for sewing by cutting and marking
- Show care when handling needles and sharp tools

In groups, learners are guided to:
- Identify materials needed: needle, thread, piece of cloth, pencil, ruler, tape measure, pair of scissors and thimble
- Place a piece of cloth on a flat surface, measure 15 cm by 15 cm, mark using a pencil, join marked areas using a pencil and ruler and cut along the marked line using scissors
- Fold the fabric into half and cut to have two equal pieces

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 93
- Needle, thread, cloth
- Pencil, ruler, tape measure
- Pair of scissors, thimble
- Pieces of cloth

- Observation - Practical assessment

Production Techniques

Making Tacking Stitches - Making Even Stitches
Making Tacking Stitches - Video and Digital Learning

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

- Practical assessment - Observation

Production Techniques

Making Tacking Stitches - Making an Item: Preparation
Making Tacking Stitches - Making an Item: Stitching

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

- Identify the steps for preparing a fabric to make a simple item
- Prepare and fold fabric correctly to begin making an item
- Demonstrate care and precision in measuring and folding fabric

In groups, learners are guided to:
- Place a piece of cloth with the wrong side facing up; measure and mark the shape of a square using ruler and tailor's chalk or pencil
- Cut the cloth along the marked lines using scissors
- Draw a line 1 cm from the top edge of the fabric; fold the fabric along that line and press the fold using a matchbox to hold it in place

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 95
- Cloth, scissors
- Ruler, tailor's chalk or pencil
- Matchbox for pressing
- MTP Agriculture Gr 4 pg. 96
- Needle, thread, thimble
- Folded fabric piece
- Pins, scissors

- Practical assessment - Observation

Production Techniques

Making Tacking Stitches - Safety Measures

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

- State safety precautions to observe when making tacking stitches
- Explain the reason for each safety measure
- Show responsibility in observing safety when using sewing tools

In groups, learners are guided to:
- Listen to or read a radio programme scenario on safety precautions during sewing
- Discuss the five safety measures: always wear a thimble when using a needle; put needles in a pincushion when not in use; work in a well-lit room; keep a safe working space; report any accidents that happen when using needlework tools
- Invite a tailor to demonstrate safety measures observed when sewing; observe keenly and write down what is learnt

How can we use tacking stitches in making items?

- MTP Agriculture Gr 4 pg. 97
- Sewing tools
- Pincushion
- Resource person (tailor)

- Oral questions - Written assignment