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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2-1 |
Reporting |
||||||||
| 2 | 9 |
Conservation of Resources
|
Soil Conservation - Soil improvement
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of soil improvement - Identify sites that require soil improvement in the school environment - Show interest in improving the soil for crop production |
In groups, learners are guided to:
- Discuss and identify sites in the school or community that have poor soil for crop growth - Observe different sites within the school environment and identify those that need soil improvement - Share experiences on factors that show soil needs improvement |
How can we identify sites that require soil improvement?
|
- Oxford Modern Agriculture Learner's Book pg. 2
- Charts showing poor and healthy soils - Digital resources - School environment |
- Oral questions
- Observation
- Written assignments
|
|
| 3 | 1-2 |
Conservation of Resources
|
Soil Conservation - Organic waste pit
Soil Conservation - Constructing an organic waste pit Soil Conservation - Planting crops in organic waste pit |
By the end of the
lesson, the learner
should be able to:
- Explain what an organic waste pit is - Identify suitable materials for making an organic waste pit - Appreciate the importance of recycling organic waste - Describe how to prepare an organic waste pit for planting - Plant crops in an organic waste pit - Value the use of organic waste for soil improvement |
In groups, learners are guided to:
- Brainstorm and share experiences on what an organic waste pit is - Identify different organic materials that can be used in an organic waste pit - Discuss differences between an organic waste pit and a compost heap - Add more soil to the level of the surface for planting - Make planting holes in the pit using correct planting depth and spacing - Sow seeds or seedlings in the pit - Take care of the crops by watering and weeding them regularly |
What is an organic waste pit and how does it differ from a compost heap?
How do we plant crops in an organic waste pit? |
- Oxford Modern Agriculture Learner's Book pg. 5
- Digital resources - Charts showing organic waste pits - Oxford Modern Agriculture Learner's Book pg. 6 - Jembe, spade, watering can - Measuring tape - Organic waste materials - Oxford Modern Agriculture Learner's Book pg. 7 - Seeds or seedlings - Watering can - Organic waste pit - Spade |
- Oral questions
- Written assignments
- Group discussions
- Practical assessment - Observation - Project work |
|
| 3 | 3 |
Conservation of Resources
|
Soil Conservation - Using plant remains for soil improvement
|
By the end of the
lesson, the learner
should be able to:
- Explain how to use plant remains for soil improvement - Demonstrate the use of plant remains for soil improvement - Appreciate the importance of plant remains in soil improvement |
In groups, learners are guided to:
- Prepare two containers labeled 'plain soil' and 'soil with plant remains' - Mix decomposed plant remains with soil in one container - Sow the same type of seeds in both containers - Observe and record growth in both containers |
How can we use plant remains to improve soil fertility?
|
- Oxford Modern Agriculture Learner's Book pg. 7
- Containers - Soil and plant remains - Seeds - Water |
- Practical assessment
- Observation
- Project work
|
|
| 3 | 4 |
Conservation of Resources
|
Soil Conservation - Benefits of soil improvement
Soil Conservation - Soil improvement practices |
By the end of the
lesson, the learner
should be able to:
- Identify the benefits of soil improvement - Explain how organic waste pits help to improve soil - Show interest in conserving the environment through soil improvement |
In groups, learners are guided to:
- Discuss the benefits of soil improvement - Compare the growth of plants in improved and unimproved soil - Make presentations on the importance of soil improvement for food production |
Why is soil improvement important for crop production?
|
- Oxford Modern Agriculture Learner's Book pg. 8
- Photographs of healthy and unhealthy crops - Digital resources - Oxford Modern Agriculture Learner's Book pg. 9 - Charts on soil improvement practices |
- Oral questions
- Written assignments
- Group discussions
|
|
| 3 | 5 |
Conservation of Resources
|
Soil Conservation - Sustainable soil conservation
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of sustainable soil conservation - Identify sustainable soil conservation practices - Show commitment to practicing sustainable soil conservation |
In groups, learners are guided to:
- Discuss sustainable soil conservation practices - Make presentations on the importance of sustainable soil conservation - Develop action plans for sustainable soil conservation in the school or at home |
How can we practice sustainable soil conservation?
|
- Oxford Modern Agriculture Learner's Book pg. 9
- Charts - Digital resources |
- Oral questions
- Written assignments
- Project work
|
|
| 3 | 6 |
Conservation of Resources
|
Water Conservation - Ways of conserving water
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of water conservation - Identify ways of conserving water for household gardening - Appreciate the importance of water conservation |
In groups, learners are guided to:
- Discuss the meaning of water conservation - Use digital devices to search for information on ways of water conservation - Share experiences on water conservation practices in their locality |
What is water conservation and why is it important?
|
- Oxford Modern Agriculture Learner's Book pg. 12
- Digital resources - Charts on water conservation |
- Oral questions
- Written assignments
- Group discussions
|
|
| 3 | 7 |
Conservation of Resources
|
Water Conservation - Mulching
|
By the end of the
lesson, the learner
should be able to:
- Explain how mulching helps to conserve water - Identify materials that can be used for mulching - Demonstrate interest in using mulching to conserve water |
In groups, learners are guided to:
- Discuss how mulching helps to conserve water - Identify different materials that can be used for mulching - Demonstrate how to apply mulch around crops |
How does mulching help to conserve water in gardening?
|
- Oxford Modern Agriculture Learner's Book pg. 14
- Mulching materials - Garden area - Digital resources |
- Practical assessment
- Observation
- Written assignments
|
|
| 3 | 8 |
Conservation of Resources
|
Water Conservation - Applying mulch
|
By the end of the
lesson, the learner
should be able to:
- Describe the procedure of applying mulch - Apply mulch correctly to conserve water - Show responsibility while applying mulch |
In groups, learners are guided to:
- Remove any weeds around the base of the crops - Spread dry grass around the base of the crops - Avoid piling mulch directly against plant stems - Water the mulch lightly to settle the mulch layer |
How do we apply mulch correctly for water conservation?
|
- Oxford Modern Agriculture Learner's Book pg. 15
- Dry grass - Water and watering cans - Garden area |
- Practical assessment
- Observation
- Project work
|
|
| 3 | 9 |
Conservation of Resources
|
Water Conservation - Applying mulch
|
By the end of the
lesson, the learner
should be able to:
- Describe the procedure of applying mulch - Apply mulch correctly to conserve water - Show responsibility while applying mulch |
In groups, learners are guided to:
- Remove any weeds around the base of the crops - Spread dry grass around the base of the crops - Avoid piling mulch directly against plant stems - Water the mulch lightly to settle the mulch layer |
How do we apply mulch correctly for water conservation?
|
- Oxford Modern Agriculture Learner's Book pg. 15
- Dry grass - Water and watering cans - Garden area |
- Practical assessment
- Observation
- Project work
|
|
| 4 | 1-2 |
Conservation of Resources
|
Water Conservation - Shading
Water Conservation - Constructing a shade |
By the end of the
lesson, the learner
should be able to:
- Explain how shading helps to conserve water - Identify materials used for shading crops - Value the importance of shading in water conservation - Describe how to construct a net cloth shade - Construct a net cloth shade for water conservation - Demonstrate teamwork while constructing a shade |
In groups, learners are guided to:
- Discuss how shading helps to reduce loss of water from the soil - Identify different materials that can be used for shading crops - Share experiences on the use of shading in their locality - Identify an area in the garden that needs shading - Measure and cut the net cloth to fit the garden - Dig holes at the corners of the garden and fix posts - Spread the net cloth on the posts and fix it using nails |
How does shading help to conserve water in gardening?
How do we construct a shade for water conservation? |
- Oxford Modern Agriculture Learner's Book pg. 16
- Pictures of different shading methods - Digital resources - Oxford Modern Agriculture Learner's Book pg. 16 - Net cloth - Posts or sticks - Hammer and nails - Measuring tape |
- Oral questions
- Written assignments
- Group discussions
- Practical assessment - Observation - Project work |
|
| 4 | 3 |
Conservation of Resources
|
Water Conservation - Constructing a shade
|
By the end of the
lesson, the learner
should be able to:
- Describe how to construct a net cloth shade - Construct a net cloth shade for water conservation - Demonstrate teamwork while constructing a shade |
In groups, learners are guided to:
- Identify an area in the garden that needs shading - Measure and cut the net cloth to fit the garden - Dig holes at the corners of the garden and fix posts - Spread the net cloth on the posts and fix it using nails |
How do we construct a shade for water conservation?
|
- Oxford Modern Agriculture Learner's Book pg. 16
- Net cloth - Posts or sticks - Hammer and nails - Measuring tape |
- Practical assessment
- Observation
- Project work
|
|
| 4 | 4 |
Conservation of Resources
|
Water Conservation - Cover cropping
|
By the end of the
lesson, the learner
should be able to:
- Explain how cover cropping helps to conserve water - Identify crops that can be used as cover crops - Appreciate the importance of cover crops in water conservation |
In groups, learners are guided to:
- Discuss how cover crops help to prevent heat from reaching the soil surface - Identify different crops that can be used as cover crops - Share experiences on the use of cover crops in their locality |
How do cover crops help to conserve water in gardening?
|
- Oxford Modern Agriculture Learner's Book pg. 17
- Pictures of cover crops - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 4 | 5 |
Conservation of Resources
|
Water Conservation - Growing a cover crop
|
By the end of the
lesson, the learner
should be able to:
- Describe the procedure of growing a cover crop - Grow a cover crop for water conservation - Show responsibility while growing a cover crop |
In groups, learners are guided to:
- Identify a suitable place to plant cover crops - Dig the garden well and make planting ridges or holes - Plant sweet potato vines or other suitable cover crops - Water the cover crops and observe their growth |
How do we grow cover crops for water conservation?
|
- Oxford Modern Agriculture Learner's Book pg. 17
- Sweet potato vines or pumpkin seeds - Garden tools - Watering can |
- Practical assessment
- Observation
- Project work
|
|
| 4 | 6 |
Conservation of Resources
|
Water Conservation - Growing a cover crop
|
By the end of the
lesson, the learner
should be able to:
- Describe the procedure of growing a cover crop - Grow a cover crop for water conservation - Show responsibility while growing a cover crop |
In groups, learners are guided to:
- Identify a suitable place to plant cover crops - Dig the garden well and make planting ridges or holes - Plant sweet potato vines or other suitable cover crops - Water the cover crops and observe their growth |
How do we grow cover crops for water conservation?
|
- Oxford Modern Agriculture Learner's Book pg. 17
- Sweet potato vines or pumpkin seeds - Garden tools - Watering can |
- Practical assessment
- Observation
- Project work
|
|
| 4 | 7 |
Conservation of Resources
|
Water Conservation - Experiment on mulching
|
By the end of the
lesson, the learner
should be able to:
- Design an experiment to test the effectiveness of mulching - Carry out an experiment on mulching - Demonstrate curiosity in investigating the effectiveness of mulching |
In groups, learners are guided to:
- Prepare two gardens or containers with the same amount of soil - Plant the same number and type of seeds in both gardens - Apply mulch in one garden and leave the other without mulch - Water both gardens and observe them over time |
How effective is mulching in conserving water?
|
- Oxford Modern Agriculture Learner's Book pg. 19
- Mulch materials - Containers or garden plots - Seeds - Water |
- Practical assessment
- Observation
- Project work
|
|
| 4 | 8 |
Conservation of Resources
|
Water Conservation - Importance of water conservation
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of conserving water in gardening - Identify benefits of water conservation practices - Value the importance of water conservation |
In groups, learners are guided to:
- Discuss the benefits of various water conservation practices - Share experiences on the effectiveness of water conservation practices - Make presentations on the importance of water conservation |
Why is it important to conserve water in gardening?
|
- Oxford Modern Agriculture Learner's Book pg. 20
- Charts on water conservation - Digital resources |
- Oral questions
- Written assignments
- Group presentations
|
|
| 4 | 9 |
Conservation of Resources
|
Water Conservation - Importance of water conservation
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of conserving water in gardening - Identify benefits of water conservation practices - Value the importance of water conservation |
In groups, learners are guided to:
- Discuss the benefits of various water conservation practices - Share experiences on the effectiveness of water conservation practices - Make presentations on the importance of water conservation |
Why is it important to conserve water in gardening?
|
- Oxford Modern Agriculture Learner's Book pg. 20
- Charts on water conservation - Digital resources |
- Oral questions
- Written assignments
- Group presentations
|
|
| 5 | 1-2 |
Conservation of Resources
|
Conserving Wild Animals - Living with wild animals
Conserving Wild Animals - Ways of repelling wild animals |
By the end of the
lesson, the learner
should be able to:
- Identify wild animals found in the local environment - Explain how wild animals interact with people - Show interest in living better with wild animals - Identify ways of repelling wild animals to avoid damage to property - Describe safe methods of repelling wild animals - Appreciate the importance of using safe methods to repel wild animals |
In groups, learners are guided to:
- Discuss wild animals found in their locality - Share experiences on interacting with wild animals - Identify challenges faced when living with wild animals - Discuss different methods of repelling wild animals - Listen to a resource person talk about safe ways of repelling wild animals - Identify safe methods of repelling wild animals found in their locality |
How can we live better with wild animals in our environment?
What are the safe ways of repelling wild animals to avoid damage to property? |
- Oxford Modern Agriculture Learner's Book pg. 23
- Pictures of wild animals - Digital resources - Oxford Modern Agriculture Learner's Book pg. 24 - Resource person - Pictures showing methods of repelling wild animals - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 5 | 3 |
Conservation of Resources
|
Conserving Wild Animals - Ways of repelling wild animals
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of repelling wild animals to avoid damage to property - Describe safe methods of repelling wild animals - Appreciate the importance of using safe methods to repel wild animals |
In groups, learners are guided to:
- Discuss different methods of repelling wild animals - Listen to a resource person talk about safe ways of repelling wild animals - Identify safe methods of repelling wild animals found in their locality |
What are the safe ways of repelling wild animals to avoid damage to property?
|
- Oxford Modern Agriculture Learner's Book pg. 24
- Resource person - Pictures showing methods of repelling wild animals - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 5 | 4 |
Conservation of Resources
|
Conserving Wild Animals - Use of smoke to repel wild animals
|
By the end of the
lesson, the learner
should be able to:
- Explain how smoke helps to repel wild animals - Demonstrate the use of smoke to repel wild animals - Show responsibility when using smoke to repel wild animals |
In groups, learners are guided to:
- Discuss how smoke helps to repel wild animals - Identify wild animals that can be repelled using smoke - Demonstrate how to use smoke safely to repel wild animals |
How can smoke be used to repel wild animals safely?
|
- Oxford Modern Agriculture Learner's Book pg. 27
- Dry leaves, grass, dry wood - Matchsticks or fire lighters - Water for fire control |
- Practical assessment
- Observation
- Written assignments
|
|
| 5 | 5 |
Conservation of Resources
|
Conserving Wild Animals - Use of smoke to repel wild animals
|
By the end of the
lesson, the learner
should be able to:
- Explain how smoke helps to repel wild animals - Demonstrate the use of smoke to repel wild animals - Show responsibility when using smoke to repel wild animals |
In groups, learners are guided to:
- Discuss how smoke helps to repel wild animals - Identify wild animals that can be repelled using smoke - Demonstrate how to use smoke safely to repel wild animals |
How can smoke be used to repel wild animals safely?
|
- Oxford Modern Agriculture Learner's Book pg. 27
- Dry leaves, grass, dry wood - Matchsticks or fire lighters - Water for fire control |
- Practical assessment
- Observation
- Written assignments
|
|
| 5 | 6 |
Conservation of Resources
|
Conserving Wild Animals - Use of smell repellents
|
By the end of the
lesson, the learner
should be able to:
- Identify smell repellents that can be used to repel wild animals - Explain how smell repellents work - Appreciate the importance of using smell repellents to control wild animals |
In groups, learners are guided to:
- Discuss different smell repellents that can be used to repel wild animals - Identify wild animals that can be repelled by smell - Plant suitable repellent crops to keep animals away |
How do smell repellents work to control wild animals?
|
- Oxford Modern Agriculture Learner's Book pg. 28
- Repellent crops (garlic, hot chili pepper, castor bean) - Garden area - Digital resources |
- Oral questions
- Written assignments
- Practical assessment
|
|
| 5 | 7 |
Conservation of Resources
|
Conserving Wild Animals - Safety when relating to wild animals
|
By the end of the
lesson, the learner
should be able to:
- Identify dangers caused by wild animals - Explain safety measures when relating to wild animals - Show responsibility when relating to wild animals |
In groups, learners are guided to:
- Discuss dangers caused by wild animals - Identify safety signs found in game parks and animal orphanages - Role-play safe ways of relating to wild animals |
What safety measures should we observe when relating to wild animals?
|
- Oxford Modern Agriculture Learner's Book pg. 30
- Safety signs - Pictures of wild animals - Digital resources |
- Oral questions
- Role play assessment
- Written assignments
|
|
| 5 | 8 |
Conservation of Resources
|
Conserving Wild Animals - Safety when relating to wild animals
|
By the end of the
lesson, the learner
should be able to:
- Identify dangers caused by wild animals - Explain safety measures when relating to wild animals - Show responsibility when relating to wild animals |
In groups, learners are guided to:
- Discuss dangers caused by wild animals - Identify safety signs found in game parks and animal orphanages - Role-play safe ways of relating to wild animals |
What safety measures should we observe when relating to wild animals?
|
- Oxford Modern Agriculture Learner's Book pg. 30
- Safety signs - Pictures of wild animals - Digital resources |
- Oral questions
- Role play assessment
- Written assignments
|
|
| 5 | 9 |
Conservation of Resources
|
Conserving Wild Animals - Importance of wild animals
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of wild animals - Identify ways of protecting wild animals - Appreciate the importance of living better with wild animals |
In groups, learners are guided to:
- Discuss the importance of wild animals in our environment - Identify ways of protecting wild animals - Make presentations on the importance of wild animals |
Why is it important to conserve wild animals?
|
- Oxford Modern Agriculture Learner's Book pg. 31
- Pictures of wild animals - Digital resources |
- Oral questions
- Written assignments
- Group presentations
|
|
| 6 | 1-2 |
Food Production Processes
|
Growing Vegetables - Gardening practices
Growing Vegetables - Establishing a nursery bed Growing Vegetables - Preparing a nursery bed |
By the end of the
lesson, the learner
should be able to:
- Explain gardening practices for vegetables - Identify different gardening practices for vegetables - Appreciate the importance of proper gardening practices - Explain what a nursery bed is - Identify materials needed for a nursery bed - Show interest in establishing a nursery bed |
In groups, learners are guided to:
- Brainstorm and share experiences on gardening practices for vegetables - Discuss different gardening practices for vegetables - Observe gardening practices in the school garden - Discuss what a nursery bed is - Identify materials needed for establishing a nursery bed - Share experiences on nursery bed preparation |
How do gardening practices contribute to successful vegetable growing?
What is a nursery bed and why is it important in vegetable growing? |
- Oxford Modern Agriculture Learner's Book pg. 33
- Digital resources - School garden - Oxford Modern Agriculture Learner's Book pg. 35 - Digital resources - Pictures of nursery beds - Oxford Modern Agriculture Learner's Book pg. 36 - Jembe, panga, watering can - Manure, soil - Measuring tape |
- Oral questions
- Observation
- Written assignments
- Oral questions - Written assignments - Group discussions |
|
| 6 | 3 |
Food Production Processes
|
Growing Vegetables - Sowing seeds in a nursery bed
|
By the end of the
lesson, the learner
should be able to:
- Describe how to sow seeds in a nursery bed - Sow vegetable seeds in a nursery bed - Show responsibility when sowing seeds |
In groups, learners are guided to:
- Make shallow trenches or furrows in the bed - Sow seeds thinly along the trenches - Cover the seeds lightly with soil - Water the bed gently |
How do we sow vegetable seeds correctly in a nursery bed?
|
- Oxford Modern Agriculture Learner's Book pg. 37
- Vegetable seeds - Prepared nursery bed - Watering can |
- Practical assessment
- Observation
- Project work
|
|
| 6 | 4 |
Food Production Processes
|
Growing Vegetables - Care for seedlings
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of caring for seedlings - Demonstrate care for seedlings in a nursery bed - Value proper care for vegetable seedlings |
In groups, learners are guided to:
- Water the seedlings regularly - Protect the seedlings from harsh weather - Remove weeds from the nursery bed - Thin out crowded seedlings |
How do we take care of vegetable seedlings in a nursery bed?
|
- Oxford Modern Agriculture Learner's Book pg. 38
- Watering can - Shade materials - Seedlings in nursery bed |
- Practical assessment
- Observation
- Project work
|
|
| 6 | 5 |
Food Production Processes
|
Growing Vegetables - Transplanting seedlings
Growing Vegetables - Care for transplanted seedlings |
By the end of the
lesson, the learner
should be able to:
- Explain the process of transplanting seedlings - Transplant vegetable seedlings from nursery bed to main garden - Show patience when transplanting seedlings |
In groups, learners are guided to:
- Prepare the main garden by digging and adding manure - Water the nursery bed before transplanting - Carefully uproot the seedlings with soil around roots - Plant the seedlings in holes in the main garden |
How do we transplant seedlings correctly from a nursery bed?
|
- Oxford Modern Agriculture Learner's Book pg. 39
- Garden tools - Watering can - Seedlings ready for transplanting - Oxford Modern Agriculture Learner's Book pg. 40 - Mulching materials - Garden with transplanted seedlings |
- Practical assessment
- Observation
- Project work
|
|
| 6 | 6 |
Food Production Processes
|
Growing Vegetables - Harvesting vegetables
|
By the end of the
lesson, the learner
should be able to:
- Describe when and how to harvest vegetables - Demonstrate harvesting of vegetables - Show responsibility when harvesting vegetables |
In groups, learners are guided to:
- Identify vegetables that are ready for harvesting - Demonstrate different methods of harvesting vegetables - Handle harvested vegetables carefully - Store harvested vegetables properly |
How do we know when and how to harvest vegetables?
|
- Oxford Modern Agriculture Learner's Book pg. 45
- Garden with mature vegetables - Harvesting tools - Storage containers |
- Practical assessment
- Observation
- Project work
|
|
| 6 | 7 |
Food Production Processes
|
Growing Vegetables - Importance of growing vegetable crops
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of growing vegetable crops - Identify benefits of growing vegetables - Value the importance of vegetables in the diet |
In groups, learners are guided to:
- Discuss the importance of growing vegetables - Identify nutritional benefits of vegetables - Make presentations on the importance of vegetables in the diet |
Why is it important to grow vegetable crops?
|
- Oxford Modern Agriculture Learner's Book pg. 49
- Charts on nutritional value of vegetables - Digital resources |
- Oral questions
- Written assignments
- Group presentations
|
|
| 6 | 8 |
Food Production Processes
|
Uses of Domestic Animals - Various domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Identify various domestic animals - Explain the uses of various domestic animals - Appreciate the importance of domestic animals |
In groups, learners are guided to:
- Discuss domestic animals found in their locality - Identify different domestic animals from pictures - Share experiences on rearing domestic animals |
Which domestic animals are reared in our locality and what are their uses?
|
- Oxford Modern Agriculture Learner's Book pg. 52
- Pictures of domestic animals - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 6 | 9 |
Food Production Processes
|
Uses of Domestic Animals - Dogs and cats
|
By the end of the
lesson, the learner
should be able to:
- Explain the uses of dogs and cats - Identify ways in which dogs and cats contribute to food production - Show interest in the role of dogs and cats in food production |
In groups, learners are guided to:
- Discuss the uses of dogs and cats in the home - Identify ways in which dogs and cats contribute to food production - Share experiences on keeping dogs and cats |
How do dogs and cats contribute to food production?
|
- Oxford Modern Agriculture Learner's Book pg. 53
- Pictures of dogs and cats - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 7 | 1-2 |
Food Production Processes
|
Uses of Domestic Animals - Fish and bees
|
By the end of the
lesson, the learner
should be able to:
- Explain the uses of fish and bees - Identify products from fish and bees - Appreciate the importance of fish and bees in food production |
In groups, learners are guided to:
- Discuss the uses of fish and bees - Identify products from fish and bees - Share experiences on fish and bee keeping |
How do fish and bees contribute to food production?
|
- Oxford Modern Agriculture Learner's Book pg. 54
- Pictures of fish and bees - Products from fish and bees - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 7 | 3 |
Food Production Processes
|
Uses of Domestic Animals - Camels and donkeys
|
By the end of the
lesson, the learner
should be able to:
- Explain the uses of camels and donkeys - Identify ways in which camels and donkeys contribute to food production - Value the role of camels and donkeys in food production |
In groups, learners are guided to:
- Discuss the uses of camels and donkeys - Identify ways in which camels and donkeys contribute to food production - Share experiences on keeping camels and donkeys |
How do camels and donkeys contribute to food production?
|
- Oxford Modern Agriculture Learner's Book pg. 55
- Pictures of camels and donkeys - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 7 | 4 |
Food Production Processes
|
Uses of Domestic Animals - Camels and donkeys
|
By the end of the
lesson, the learner
should be able to:
- Explain the uses of camels and donkeys - Identify ways in which camels and donkeys contribute to food production - Value the role of camels and donkeys in food production |
In groups, learners are guided to:
- Discuss the uses of camels and donkeys - Identify ways in which camels and donkeys contribute to food production - Share experiences on keeping camels and donkeys |
How do camels and donkeys contribute to food production?
|
- Oxford Modern Agriculture Learner's Book pg. 55
- Pictures of camels and donkeys - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 7 | 5 |
Food Production Processes
|
Uses of Domestic Animals - Rabbits and pigs
|
By the end of the
lesson, the learner
should be able to:
- Explain the uses of rabbits and pigs - Identify products from rabbits and pigs - Show interest in the role of rabbits and pigs in food production |
In groups, learners are guided to:
- Discuss the uses of rabbits and pigs - Identify products from rabbits and pigs - Share experiences on keeping rabbits and pigs |
How do rabbits and pigs contribute to food production?
|
- Oxford Modern Agriculture Learner's Book pg. 55
- Pictures of rabbits and pigs - Products from rabbits and pigs - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 7 | 6 |
Food Production Processes
|
Uses of Domestic Animals - Relating domestic animals to their uses
|
By the end of the
lesson, the learner
should be able to:
- Match domestic animals to their uses - Explain how domestic animals are related to their uses - Appreciate the diverse uses of domestic animals |
In groups, learners are guided to:
- Match domestic animals to their uses - Discuss how domestic animals are related to their uses - Create charts showing domestic animals and their uses |
Which domestic animals provide which products or services?
|
- Oxford Modern Agriculture Learner's Book pg. 56
- Pictures of domestic animals - Charts - Digital resources |
- Oral questions
- Written assignments
- Matching exercises
|
|
| 7 | 7 |
Food Production Processes
|
Uses of Domestic Animals - Relating domestic animals to their uses
|
By the end of the
lesson, the learner
should be able to:
- Match domestic animals to their uses - Explain how domestic animals are related to their uses - Appreciate the diverse uses of domestic animals |
In groups, learners are guided to:
- Match domestic animals to their uses - Discuss how domestic animals are related to their uses - Create charts showing domestic animals and their uses |
Which domestic animals provide which products or services?
|
- Oxford Modern Agriculture Learner's Book pg. 56
- Pictures of domestic animals - Charts - Digital resources |
- Oral questions
- Written assignments
- Matching exercises
|
|
| 7 | 8 |
Food Production Processes
|
Uses of Domestic Animals - Importance of domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of domestic animals in food production - Identify ways in which domestic animals contribute to food security - Value the importance of domestic animals in food production |
In groups, learners are guided to:
- Discuss the importance of domestic animals in food production - Make presentations on the importance of domestic animals - Debate on the importance of domestic animals |
Why are domestic animals important in food production?
|
- Oxford Modern Agriculture Learner's Book pg. 57
- Charts on importance of domestic animals - Digital resources |
- Oral questions
- Written assignments
- Debate assessment
|
|
| 7 | 9 |
Food Production Processes
|
Uses of Domestic Animals - Importance of domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of domestic animals in food production - Identify ways in which domestic animals contribute to food security - Value the importance of domestic animals in food production |
In groups, learners are guided to:
- Discuss the importance of domestic animals in food production - Make presentations on the importance of domestic animals - Debate on the importance of domestic animals |
Why are domestic animals important in food production?
|
- Oxford Modern Agriculture Learner's Book pg. 57
- Charts on importance of domestic animals - Digital resources |
- Oral questions
- Written assignments
- Debate assessment
|
|
| 8 | 1-2 |
Food Production Processes
|
Uses of Domestic Animals - Careers related to domestic animals
Preservation of Cereals and Pulses - Introduction |
By the end of the
lesson, the learner
should be able to:
- Identify careers related to domestic animals - Explain how domestic animals provide employment - Show interest in careers related to domestic animals - Explain the meaning of cereals and pulses - Identify different cereals and pulses - Appreciate the importance of cereals and pulses in the diet |
In groups, learners are guided to:
- Discuss careers related to domestic animals - Identify ways in which domestic animals provide employment - Share information on careers related to domestic animals - Discuss the meaning of cereals and pulses - Identify different cereals and pulses - Classify foods as cereals or pulses |
What careers are related to domestic animals?
What are cereals and pulses and how are they different? |
- Oxford Modern Agriculture Learner's Book pg. 57
- Charts on careers related to domestic animals - Digital resources - Oxford Modern Agriculture Learner's Book pg. 60 - Samples of cereals and pulses - Pictures of cereals and pulses - Digital resources |
- Oral questions
- Written assignments
- Group discussions
- Oral questions - Written assignments - Classification exercises |
|
| 8 | 3 |
Food Production Processes
|
Preservation of Cereals and Pulses - Introduction
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of cereals and pulses - Identify different cereals and pulses - Appreciate the importance of cereals and pulses in the diet |
In groups, learners are guided to:
- Discuss the meaning of cereals and pulses - Identify different cereals and pulses - Classify foods as cereals or pulses |
What are cereals and pulses and how are they different?
|
- Oxford Modern Agriculture Learner's Book pg. 60
- Samples of cereals and pulses - Pictures of cereals and pulses - Digital resources |
- Oral questions
- Written assignments
- Classification exercises
|
|
| 8 | 4 |
Food Production Processes
|
Preservation of Cereals and Pulses - Meaning of preservation
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of food preservation - Identify reasons for preserving food - Appreciate the importance of food preservation |
In groups, learners are guided to:
- Discuss the meaning of food preservation - Identify reasons for preserving food - Share experiences on food preservation in their locality |
What is food preservation and why is it important?
|
- Oxford Modern Agriculture Learner's Book pg. 62
- Charts on food preservation - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 8 | 5 |
Food Production Processes
|
Preservation of Cereals and Pulses - Methods of preservation
|
By the end of the
lesson, the learner
should be able to:
- Identify methods of preserving cereals and pulses - Explain different methods of preserving cereals and pulses - Show interest in methods of preserving cereals and pulses |
In groups, learners are guided to:
- Discuss different methods of preserving cereals and pulses - Share experiences on methods of preservation in their locality - Identify suitable methods for preserving cereals and pulses |
What methods can be used to preserve cereals and pulses?
|
- Oxford Modern Agriculture Learner's Book pg. 62
- Charts on preservation methods - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 8 | 6 |
Food Production Processes
|
Preservation of Cereals and Pulses - Methods of preservation
|
By the end of the
lesson, the learner
should be able to:
- Identify methods of preserving cereals and pulses - Explain different methods of preserving cereals and pulses - Show interest in methods of preserving cereals and pulses |
In groups, learners are guided to:
- Discuss different methods of preserving cereals and pulses - Share experiences on methods of preservation in their locality - Identify suitable methods for preserving cereals and pulses |
What methods can be used to preserve cereals and pulses?
|
- Oxford Modern Agriculture Learner's Book pg. 62
- Charts on preservation methods - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 8 | 7 |
Food Production Processes
|
Preservation of Cereals and Pulses - Sun drying
|
By the end of the
lesson, the learner
should be able to:
- Explain how to preserve cereals by sun drying - Demonstrate preservation of cereals by sun drying - Show responsibility when preserving cereals by sun drying |
In groups, learners are guided to:
- Discuss how to preserve cereals by sun drying - Demonstrate how to sun dry maize or other cereals - Practice sun drying of cereals |
How do we preserve cereals by sun drying?
|
- Oxford Modern Agriculture Learner's Book pg. 63
- Cereals for sun drying - Sun drying mat or canvas - Storage containers |
- Practical assessment
- Observation
- Project work
|
|
| 8 | 8 |
Food Production Processes
|
Preservation of Cereals and Pulses - Using ash
|
By the end of the
lesson, the learner
should be able to:
- Explain how to preserve beans using ash - Demonstrate preservation of beans using ash - Demonstrate responsibility when preserving beans using ash |
In groups, learners are guided to:
- Discuss how to preserve beans using ash - Demonstrate how to preserve beans using ash - Practice preserving beans using ash |
How do we preserve beans using ash?
|
- Oxford Modern Agriculture Learner's Book pg. 63
- Beans - Ash - Sun drying mat or canvas - Storage containers |
- Practical assessment
- Observation
- Project work
|
|
| 8 | 9 |
Food Production Processes
|
Preservation of Cereals and Pulses - Using ash
|
By the end of the
lesson, the learner
should be able to:
- Explain how to preserve beans using ash - Demonstrate preservation of beans using ash - Demonstrate responsibility when preserving beans using ash |
In groups, learners are guided to:
- Discuss how to preserve beans using ash - Demonstrate how to preserve beans using ash - Practice preserving beans using ash |
How do we preserve beans using ash?
|
- Oxford Modern Agriculture Learner's Book pg. 63
- Beans - Ash - Sun drying mat or canvas - Storage containers |
- Practical assessment
- Observation
- Project work
|
|
| 9 | 1-2 |
Food Production Processes
|
Preservation of Cereals and Pulses - Airtight containers
Preservation of Cereals and Pulses - Storage |
By the end of the
lesson, the learner
should be able to:
- Explain how to preserve lentils in airtight containers - Demonstrate preservation of lentils in airtight containers - Show responsibility when preserving lentils in airtight containers - Identify materials and equipment used for storing cereals and pulses - Explain conditions to consider when storing cereals and pulses - Value proper storage of cereals and pulses |
In groups, learners are guided to:
- Discuss how to preserve lentils in airtight containers - Demonstrate how to preserve lentils in airtight containers - Practice preserving lentils in airtight containers - Discuss where people in their locality store food - Identify materials and equipment used for storage - Discuss conditions to consider when storing cereals and pulses |
How do we preserve lentils in airtight containers?
What materials and conditions are suitable for storing cereals and pulses? |
- Oxford Modern Agriculture Learner's Book pg. 64
- Lentils - Airtight containers - Labels - Oxford Modern Agriculture Learner's Book pg. 65 - Storage materials and equipment - Pictures of storage structures - Digital resources |
- Practical assessment
- Observation
- Project work
- Oral questions - Written assignments - Group discussions |
|
| 9 | 3 |
Food Production Processes
|
Preservation of Cereals and Pulses - Storage
|
By the end of the
lesson, the learner
should be able to:
- Identify materials and equipment used for storing cereals and pulses - Explain conditions to consider when storing cereals and pulses - Value proper storage of cereals and pulses |
In groups, learners are guided to:
- Discuss where people in their locality store food - Identify materials and equipment used for storage - Discuss conditions to consider when storing cereals and pulses |
What materials and conditions are suitable for storing cereals and pulses?
|
- Oxford Modern Agriculture Learner's Book pg. 65
- Storage materials and equipment - Pictures of storage structures - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 9 | 4 |
Food Production Processes
|
Preservation of Cereals and Pulses - Hygiene practices
|
By the end of the
lesson, the learner
should be able to:
- Identify hygiene practices to observe when preserving cereals and pulses - Explain the importance of hygiene in food preservation - Show responsibility in maintaining hygiene during food preservation |
In groups, learners are guided to:
- Discuss hygiene practices to observe when preserving cereals and pulses - Identify the importance of hygiene in food preservation - Demonstrate hygienic practices in food preservation |
What hygiene practices should be observed when preserving cereals and pulses?
|
- Oxford Modern Agriculture Learner's Book pg. 65
- Charts on hygiene practices - Digital resources |
- Oral questions
- Written assignments
- Practical assessment
|
|
| 9 | 5 |
Food Production Processes
|
Preservation of Cereals and Pulses - Importance
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of preserving and storing cereals and pulses - Identify benefits of proper preservation and storage - Appreciate the importance of preserving cereals and pulses |
In groups, learners are guided to:
- Discuss the importance of preserving and storing cereals and pulses - Identify benefits of proper preservation and storage - Make presentations on the importance of food preservation |
Why is it important to preserve and store cereals and pulses properly?
|
- Oxford Modern Agriculture Learner's Book pg. 66
- Charts on importance of food preservation - Digital resources |
- Oral questions
- Written assignments
- Group presentations
|
|
| 9 | 6 |
Food Production Processes
|
Preservation of Cereals and Pulses - Importance
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of preserving and storing cereals and pulses - Identify benefits of proper preservation and storage - Appreciate the importance of preserving cereals and pulses |
In groups, learners are guided to:
- Discuss the importance of preserving and storing cereals and pulses - Identify benefits of proper preservation and storage - Make presentations on the importance of food preservation |
Why is it important to preserve and store cereals and pulses properly?
|
- Oxford Modern Agriculture Learner's Book pg. 66
- Charts on importance of food preservation - Digital resources |
- Oral questions
- Written assignments
- Group presentations
|
|
| 9 | 7 |
Food Production Processes
|
Food Nutrients - Meaning of nutrients
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of food nutrients - Identify different food nutrients - Appreciate the importance of nutrients in the body |
In groups, learners are guided to:
- Discuss the meaning of food nutrients - Identify different food nutrients - Share experiences on foods rich in different nutrients |
What are food nutrients and why are they important?
|
- Oxford Modern Agriculture Learner's Book pg. 70
- Charts on food nutrients - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 9 | 8 |
Food Production Processes
|
Food Nutrients - Functions of nutrients
|
By the end of the
lesson, the learner
should be able to:
- Identify functions of food nutrients in the body - Explain how different nutrients help the body - Value the importance of different nutrients in the body |
In groups, learners are guided to:
- Discuss functions of food nutrients in the body - Identify how different nutrients help the body - Make presentations on functions of nutrients |
What are the functions of different nutrients in the body?
|
- Oxford Modern Agriculture Learner's Book pg. 71
- Charts on functions of nutrients - Digital resources |
- Oral questions
- Written assignments
- Group presentations
|
|
| 9 | 9 |
Food Production Processes
|
Food Nutrients - Functions of nutrients
|
By the end of the
lesson, the learner
should be able to:
- Identify functions of food nutrients in the body - Explain how different nutrients help the body - Value the importance of different nutrients in the body |
In groups, learners are guided to:
- Discuss functions of food nutrients in the body - Identify how different nutrients help the body - Make presentations on functions of nutrients |
What are the functions of different nutrients in the body?
|
- Oxford Modern Agriculture Learner's Book pg. 71
- Charts on functions of nutrients - Digital resources |
- Oral questions
- Written assignments
- Group presentations
|
|
| 10 | 1-2 |
Food Production Processes
|
Food Nutrients - Carbohydrates
Food Nutrients - Proteins |
By the end of the
lesson, the learner
should be able to:
- Identify foods rich in carbohydrates - Explain the function of carbohydrates in the body - Appreciate the importance of carbohydrates in the diet - Identify foods rich in proteins - Explain the function of proteins in the body - Value the importance of proteins in the diet |
In groups, learners are guided to:
- Discuss foods rich in carbohydrates - Identify the function of carbohydrates in the body - Classify foods based on their carbohydrate content - Discuss foods rich in proteins - Identify the function of proteins in the body - Classify foods based on their protein content |
What foods are rich in carbohydrates and what is their function in the body?
What foods are rich in proteins and what is their function in the body? |
- Oxford Modern Agriculture Learner's Book pg. 73
- Food samples rich in carbohydrates - Charts on carbohydrates - Digital resources - Oxford Modern Agriculture Learner's Book pg. 74 - Food samples rich in proteins - Charts on proteins - Digital resources |
- Oral questions
- Written assignments
- Classification exercises
|
|
| 10 | 3 |
Food Production Processes
|
Food Nutrients - Proteins
|
By the end of the
lesson, the learner
should be able to:
- Identify foods rich in proteins - Explain the function of proteins in the body - Value the importance of proteins in the diet |
In groups, learners are guided to:
- Discuss foods rich in proteins - Identify the function of proteins in the body - Classify foods based on their protein content |
What foods are rich in proteins and what is their function in the body?
|
- Oxford Modern Agriculture Learner's Book pg. 74
- Food samples rich in proteins - Charts on proteins - Digital resources |
- Oral questions
- Written assignments
- Classification exercises
|
|
| 10 | 4 |
Food Production Processes
|
Food Nutrients - Vitamins
|
By the end of the
lesson, the learner
should be able to:
- Identify foods rich in vitamins - Explain the function of vitamins in the body - Show interest in including vitamin-rich foods in the diet |
In groups, learners are guided to:
- Discuss foods rich in vitamins - Identify the function of vitamins in the body - Classify foods based on their vitamin content |
What foods are rich in vitamins and what is their function in the body?
|
- Oxford Modern Agriculture Learner's Book pg. 75
- Food samples rich in vitamins - Charts on vitamins - Digital resources |
- Oral questions
- Written assignments
- Classification exercises
|
|
| 10 | 5 |
Food Production Processes
|
Food Nutrients - Minerals
|
By the end of the
lesson, the learner
should be able to:
- Identify foods rich in minerals - Explain the function of minerals in the body - Appreciate the importance of minerals in the diet |
In groups, learners are guided to:
- Discuss foods rich in minerals - Identify the function of minerals in the body - Classify foods based on their mineral content |
What foods are rich in minerals and what is their function in the body?
|
- Oxford Modern Agriculture Learner's Book pg. 76
- Food samples rich in minerals - Charts on minerals - Digital resources |
- Oral questions
- Written assignments
- Classification exercises
|
|
| 10 | 6 |
Food Production Processes
|
Food Nutrients - Minerals
|
By the end of the
lesson, the learner
should be able to:
- Identify foods rich in minerals - Explain the function of minerals in the body - Appreciate the importance of minerals in the diet |
In groups, learners are guided to:
- Discuss foods rich in minerals - Identify the function of minerals in the body - Classify foods based on their mineral content |
What foods are rich in minerals and what is their function in the body?
|
- Oxford Modern Agriculture Learner's Book pg. 76
- Food samples rich in minerals - Charts on minerals - Digital resources |
- Oral questions
- Written assignments
- Classification exercises
|
|
| 10 | 7 |
Food Production Processes
|
Food Nutrients - Fats
|
By the end of the
lesson, the learner
should be able to:
- Identify foods rich in fats - Explain the function of fats in the body - Value the importance of fats in the diet |
In groups, learners are guided to:
- Discuss foods rich in fats - Identify the function of fats in the body - Classify foods based on their fat content |
What foods are rich in fats and what is their function in the body?
|
- Oxford Modern Agriculture Learner's Book pg. 76
- Food samples rich in fats - Charts on fats - Digital resources |
- Oral questions
- Written assignments
- Classification exercises
|
|
| 10 | 8 |
Food Production Processes
|
Food Nutrients - Nutritional diseases
|
By the end of the
lesson, the learner
should be able to:
- Identify nutritional diseases and disorders - Explain causes of nutritional diseases and disorders - Show concern for people suffering from nutritional diseases |
In groups, learners are guided to:
- Discuss nutritional diseases and disorders - Identify causes of nutritional diseases and disorders - Share information on prevention of nutritional diseases |
What are nutritional diseases and how can they be prevented?
|
- Oxford Modern Agriculture Learner's Book pg. 77
- Pictures showing nutritional diseases - Charts on nutritional diseases - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 10 | 9 |
Food Production Processes
|
Food Nutrients - Nutritional diseases
|
By the end of the
lesson, the learner
should be able to:
- Identify nutritional diseases and disorders - Explain causes of nutritional diseases and disorders - Show concern for people suffering from nutritional diseases |
In groups, learners are guided to:
- Discuss nutritional diseases and disorders - Identify causes of nutritional diseases and disorders - Share information on prevention of nutritional diseases |
What are nutritional diseases and how can they be prevented?
|
- Oxford Modern Agriculture Learner's Book pg. 77
- Pictures showing nutritional diseases - Charts on nutritional diseases - Digital resources |
- Oral questions
- Written assignments
- Group discussions
|
|
| 11 | 1-2 |
Food Production Processes
|
Food Nutrients - Importance of nutrients
Food Nutrients - Preventing nutritional diseases |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of various nutrients in the body - Create balanced meals with various nutrients - Value the importance of eating balanced meals - Identify ways of preventing nutritional diseases - Explain the importance of a balanced diet in preventing nutritional diseases - Show interest in preventing nutritional diseases |
In groups, learners are guided to:
- Discuss the importance of various nutrients in the body - Create balanced meals with various nutrients - Make presentations on the importance of nutrients - Discuss ways of preventing nutritional diseases - Identify foods that can help prevent nutritional diseases - Make presentations on prevention of nutritional diseases |
Why is it important to eat meals with various nutrients?
How can we prevent nutritional diseases through proper nutrition? |
- Oxford Modern Agriculture Learner's Book pg. 84
- Food samples with various nutrients - Charts on balanced diet - Digital resources - Oxford Modern Agriculture Learner's Book pg. 84 - Charts on prevention of nutritional diseases - Digital resources |
- Oral questions
- Written assignments
- Meal planning activities
- Oral questions - Written assignments - Group presentations |
|
| 11 | 3 |
Food Production Processes
|
Food Nutrients - Preventing nutritional diseases
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of preventing nutritional diseases - Explain the importance of a balanced diet in preventing nutritional diseases - Show interest in preventing nutritional diseases |
In groups, learners are guided to:
- Discuss ways of preventing nutritional diseases - Identify foods that can help prevent nutritional diseases - Make presentations on prevention of nutritional diseases |
How can we prevent nutritional diseases through proper nutrition?
|
- Oxford Modern Agriculture Learner's Book pg. 84
- Charts on prevention of nutritional diseases - Digital resources |
- Oral questions
- Written assignments
- Group presentations
|
|
| 11 | 4 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Frying methods
|
By the end of the
lesson, the learner
should be able to:
- Identify different frying methods in food preparation define the term used iun deep fat frying - Explain the difference between dry fat frying and deep frying - Show interest in learning different frying methods |
In groups, learners are guided to:
- Discuss different frying methods - Identify the difference between dry fat frying and deep frying - Watch demonstrations of different frying methods |
What are the different methods of frying food?
|
- Oxford Modern Agriculture Learner's Book pg. 86
- Pictures showing frying methods - Digital resources - Video clips on frying methods |
- Oral questions
- Written assignments
- Group discussions
|
|
| 11 | 5 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Safety measures
|
By the end of the
lesson, the learner
should be able to:
- Identify safety measures to observe when frying food - Explain the importance of safety when frying food - Demonstrate responsibility when handling hot oil |
In groups, learners are guided to:
- Discuss safety measures to observe when frying food - Identify the importance of safety when frying food - Demonstrate safe handling of hot oil |
What safety measures should we observe when frying food?
|
- Oxford Modern Agriculture Learner's Book pg. 87
- Charts on safety measures - Digital resources |
- Oral questions
- Written assignments
- Practical assessment
|
|
| 11 | 6 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Safety measures
|
By the end of the
lesson, the learner
should be able to:
- Identify safety measures to observe when frying food - Explain the importance of safety when frying food - Demonstrate responsibility when handling hot oil |
In groups, learners are guided to:
- Discuss safety measures to observe when frying food - Identify the importance of safety when frying food - Demonstrate safe handling of hot oil |
What safety measures should we observe when frying food?
|
- Oxford Modern Agriculture Learner's Book pg. 87
- Charts on safety measures - Digital resources |
- Oral questions
- Written assignments
- Practical assessment
|
|
| 11 | 7 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Dry fat frying
|
By the end of the
lesson, the learner
should be able to:
- Identify foods that can be dry fat fried and identify equipements used in deep fat frying ,. - Explain the process of dry fat frying - Show interest in dry fat frying as a method of cooking |
In groups, learners are guided to:
- Discuss foods that can be dry fat fried - Identify the process of dry fat frying - Watch demonstrations of dry fat frying |
Which foods can be cooked by dry fat frying?
|
- Oxford Modern Agriculture Learner's Book pg. 88
- Pictures of foods for dry fat frying - Digital resources - Video clips on dry fat frying |
- Oral questions
- Written assignments
- Group discussions
|
|
| 11 | 8 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Cooking meat by dry fat frying
|
By the end of the
lesson, the learner
should be able to:
- Describe how to cook meat by dry fat frying - Demonstrate cooking meat by dry fat frying - Show responsibility when cooking meat by dry fat frying |
In groups, learners are guided to:
- Discuss how to cook meat by dry fat frying - Demonstrate cooking meat by dry fat frying - Practice cooking meat by dry fat frying |
How do we cook food by dry fat frying?
|
- Oxford Modern Agriculture Learner's Book pg. 89
- Meat for dry fat frying - Cooking equipment - Source of heat |
- Practical assessment
- Observation
- Project work
|
|
| 11 | 9 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Cooking meat by dry fat frying
|
By the end of the
lesson, the learner
should be able to:
- Describe how to cook meat by dry fat frying - Demonstrate cooking meat by dry fat frying - Show responsibility when cooking meat by dry fat frying |
In groups, learners are guided to:
- Discuss how to cook meat by dry fat frying - Demonstrate cooking meat by dry fat frying - Practice cooking meat by dry fat frying |
How do we cook food by dry fat frying?
|
- Oxford Modern Agriculture Learner's Book pg. 89
- Meat for dry fat frying - Cooking equipment - Source of heat |
- Practical assessment
- Observation
- Project work
|
|
| 12 | 1-2 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Deep frying method
Dry Fat Frying and Deep Frying - Safety in deep frying |
By the end of the
lesson, the learner
should be able to:
- Identify foods that can be deep-fried - Explain the process of deep frying - Show interest in deep frying as a method of cooking - Identify safety measures to observe when deep-frying food - Explain the importance of safety when deep-frying food - Demonstrate responsibility when deep-frying food |
In groups, learners are guided to:
- Discuss foods that can be deep-fried - Identify the process of deep frying - Watch demonstrations of deep frying - Discuss safety measures to observe when deep-frying food - Identify the importance of safety when deep-frying food - Demonstrate safe deep-frying practices |
Which foods can be cooked by deep frying?
What safety measures should we observe when deep-frying food? |
- Oxford Modern Agriculture Learner's Book pg. 90
- Pictures of foods for deep frying - Digital resources - Video clips on deep frying - Oxford Modern Agriculture Learner's Book pg. 91 - Charts on safety measures - Digital resources |
- Oral questions
- Written assignments
- Group discussions
- Oral questions - Written assignments - Practical assessment |
|
| 12 | 3 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Safety in deep frying
|
By the end of the
lesson, the learner
should be able to:
- Identify safety measures to observe when deep-frying food - Explain the importance of safety when deep-frying food - Demonstrate responsibility when deep-frying food |
In groups, learners are guided to:
- Discuss safety measures to observe when deep-frying food - Identify the importance of safety when deep-frying food - Demonstrate safe deep-frying practices |
What safety measures should we observe when deep-frying food?
|
- Oxford Modern Agriculture Learner's Book pg. 91
- Charts on safety measures - Digital resources |
- Oral questions
- Written assignments
- Practical assessment
|
|
| 12 | 4 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Deep frying potato chips
|
By the end of the
lesson, the learner
should be able to:
- Describe how to deep-fry potato chips - Demonstrate deep-frying potato chips - Show responsibility when deep-frying potato chips |
In groups, learners are guided to:
- Discuss how to deep-fry potato chips - Demonstrate how to deep-fry potato chips - Practice deep-frying potato chips |
How do we deep-fry potato chips correctly?
|
- Oxford Modern Agriculture Learner's Book pg. 92
- Potatoes - Cooking oil - Deep frying equipment - Source of heat |
- Practical assessment
- Observation
- Project work
|
|
| 12 | 5 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Deep frying other foods
|
By the end of the
lesson, the learner
should be able to:
- Identify other foods that can be deep-fried - Demonstrate deep-frying other foods - Show responsibility when deep-frying foods |
In groups, learners are guided to:
- Discuss other foods that can be deep-fried - Demonstrate how to deep-fry other foods such as fish or chicken - Practice deep-frying other foods |
How do we deep-fry different foods correctly?
|
- Oxford Modern Agriculture Learner's Book pg. 93
- Foods for deep frying - Cooking oil - Deep frying equipment - Source of heat |
- Practical assessment
- Observation
- Project work
|
|
| 12 | 6 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Deep frying other foods
|
By the end of the
lesson, the learner
should be able to:
- Identify other foods that can be deep-fried - Demonstrate deep-frying other foods - Show responsibility when deep-frying foods |
In groups, learners are guided to:
- Discuss other foods that can be deep-fried - Demonstrate how to deep-fry other foods such as fish or chicken - Practice deep-frying other foods |
How do we deep-fry different foods correctly?
|
- Oxford Modern Agriculture Learner's Book pg. 93
- Foods for deep frying - Cooking oil - Deep frying equipment - Source of heat |
- Practical assessment
- Observation
- Project work
|
|
| 12 | 7 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Serving fried foods
|
By the end of the
lesson, the learner
should be able to:
- Describe how to serve fried foods in food preparation - Demonstrate serving fried foods - Show creativity when serving fried foods |
In groups, learners are guided to:
- Discuss how to serve fried foods - Demonstrate how to serve fried foods attractively - Practice serving fried foods with accompaniments |
How do we serve fried foods attractively?
|
- Oxford Modern Agriculture Learner's Book pg. 93
- Fried foods - Serving dishes - Garnishing materials |
- Practical assessment
- Observation
- Project work
|
|
| 12 | 8 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Balanced meals with fried foods
|
By the end of the
lesson, the learner
should be able to:
- Identify foods that can accompany fried foods to make balanced meals - Prepare balanced meals with fried foods - Value the importance of balanced meals |
In groups, learners are guided to:
- Discuss foods that can accompany fried foods to make balanced meals - Demonstrate how to prepare balanced meals with fried foods - Practice preparing balanced meals with fried foods |
How can we make balanced meals with fried foods?
|
- Oxford Modern Agriculture Learner's Book pg. 94
- Fried foods - Foods from different food groups - Serving dishes |
- Practical assessment
- Observation
- Meal planning activities
|
|
| 12 | 9 |
Food Production Processes
|
Dry Fat Frying and Deep Frying - Balanced meals with fried foods
|
By the end of the
lesson, the learner
should be able to:
- Identify foods that can accompany fried foods to make balanced meals - Prepare balanced meals with fried foods - Value the importance of balanced meals |
In groups, learners are guided to:
- Discuss foods that can accompany fried foods to make balanced meals - Demonstrate how to prepare balanced meals with fried foods - Practice preparing balanced meals with fried foods |
How can we make balanced meals with fried foods?
|
- Oxford Modern Agriculture Learner's Book pg. 94
- Fried foods - Foods from different food groups - Serving dishes |
- Practical assessment
- Observation
- Meal planning activities
|
|
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