Food Production Processes

Growing Fruits - Types of Fruits that Grow in Our Locality

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

- Identify fruits that grow in the locality
- Classify fruits as those growing on woody trees and those on climbing plants
- Show interest in growing fruits for nutrition

In groups, learners are guided to:
- Study pictures of fruits and the plants on which they grow: pawpaw, watermelon, passion fruit, kiwi, grapes, mango, orange and avocado
- Match each fruit to the plant on which it grows by identifying woody fruit trees and climbing fruit plants
- Discuss which of the fruits shown are grown in the local area

How do we grow fruits?

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

- Oral questions - Observation

Food Production Processes

Growing Fruits - More Fruits in Our Locality

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

- Oral questions - Written assignment

Food Production Processes

Growing Fruits - Collecting Planting Materials

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

- Identify planting materials used to grow different fruit plants
- Describe where planting materials can be obtained
- Show initiative in collecting suitable fruit planting materials

In groups, learners are guided to:
- Discuss that fruits such as passion, guava, tree tomato, avocado, mango and orange can be planted using seeds
- Discuss that grapes, blackberries and raspberries can be planted from stem cuttings
- Discuss places where planting materials can be obtained: extracting seeds from fruits, getting cuttings, buying seedlings from nurseries

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 40
- Fruit seeds
- Stem cuttings
- Digital devices

- Oral questions - Observation

Food Production Processes

Growing Fruits - Establishing Fruit Plants from Seeds

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

- Observation - Practical assessment

Food Production Processes

Growing Fruits - Caring for Young Plants: Shading and Protection

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

- Describe how to shade and protect young fruit plants
- Construct a protective structure around a young fruit plant
- Value the importance of protecting young plants from heat and animals

In groups, learners are guided to:
- Discuss how shading protects young fruit plants from direct heat of the sun
- Construct a protective structure using sticks and dry grass around the young fruit plant to prevent animals from stepping on or damaging it
- Water the young fruit plants regularly at the root area and apply dry mulch around the plant to reduce loss of water

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 42
- Sticks and dry grass
- School garden
- Water

- Observation - Practical assessment

Food Production Processes

Growing Fruits - Caring for Young Plants: Shading and Protection

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

- Describe how to shade and protect young fruit plants
- Construct a protective structure around a young fruit plant
- Value the importance of protecting young plants from heat and animals

In groups, learners are guided to:
- Discuss how shading protects young fruit plants from direct heat of the sun
- Construct a protective structure using sticks and dry grass around the young fruit plant to prevent animals from stepping on or damaging it
- Water the young fruit plants regularly at the root area and apply dry mulch around the plant to reduce loss of water

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 42
- Sticks and dry grass
- School garden
- Water

- 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 - 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

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

- Observation - Practical assessment

Food Production Processes

Growing Fruits - Harvesting Mature Fruits

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

- Describe signs of ripeness in different fruits
- Harvest ripe fruits for consumption
- Appreciate the importance of consuming fruits for nutrition

In groups, learners are guided to:
- Discuss ripeness signs: mangoes become soft and change from green to yellow, guavas become tender, tree tomatoes change to purple-red, passion fruits change from green to purple
- Seek permission from the teacher and harvest ripe fruits from the school garden
- Clean and eat the harvested fruits and discuss the importance of consuming fruits

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 45
- School garden
- Harvested fruits

- Observation - Oral questions

Food Production Processes

Growing Fruits - Importance of Consuming Fruits

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

- Oral questions - Written assignment

Food Production Processes

Growing Fruits - Importance of Consuming Fruits

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

- Oral questions - Written assignment

Food Production Processes

Growing Fruits - Extended Project

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

- Apply knowledge of fruit growing to establish a fruit plant in the school garden
- Maintain a portfolio record of the fruit growing project
- Show commitment to long-term fruit production

In groups, learners are guided to:
- Establish or tend to a fruit plant in the school or home garden applying all care practices learnt
- Take photos and videos of the fruit growing activities and save in the portfolio
- Share portfolio with teacher and discuss plans for growing a fruit plant at home

How do we grow fruits?

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

- Portfolio - Practical assessment

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 (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)

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

- Oral presentation - Portfolio

Food Production Processes

Growing Fruits - Extended Project (4)

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

- Continue caring for the fruit plant project through all practices
- Share experiences of growing fruits at home if applicable
- Appreciate consistency in caring for fruit plants

In groups, learners are guided to:
- Water, weed and apply manure to the school fruit plants
- Share home fruit growing experiences with classmates
- Discuss what challenges arose in the project and how they were resolved

How do we grow fruits?

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

- Observation - Oral questions

Food Production Processes

Growing Fruits - Extended Project (5)

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

- Portfolio - Oral presentation - Observation

Food Production Processes

Growing Fruits - Extended Project (5)

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

- Portfolio - Oral presentation - Observation

Food Production Processes

Growing Fruits - Extended Project (6)

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

- Present the completed fruit growing portfolio to the class
- Demonstrate knowledge of the full fruit growing process
- Show pride in their achievement in growing a fruit crop

In groups, learners are guided to:
- Present portfolio to teacher showing photos, observations and records from planting to harvesting
- Answer questions from teacher on care practices, challenges and outcomes of the fruit growing project
- Discuss the economic value of growing fruits for family consumption and sale

How do we grow fruits?

- MTP Agriculture Gr 4 pg. 46
- Portfolio
- Digital devices

- Portfolio - Oral questions

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 - 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

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 - 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

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 - 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 - 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

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

Cooking Food - Advantages of Boiling and Shallow Frying

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

- Oral questions - Written assignment