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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Food Production Processes
|
Direct Sowing of Tiny Seeds - Crops established through direct sowing
Direct Sowing of Tiny Seeds - Preparing a ground seedbed Direct Sowing of Tiny Seeds - Preparing a container seedbed |
By the end of the
lesson, the learner
should be able to:
- Identify crops established through direct sowing of tiny seeds - Describe characteristics of crops established through direct sowing - Show interest in crops established through direct sowing |
- Discuss to enumerate food crops established through direct sowing of tiny seeds
- Observe pictures of crops established through direct sowing - Identify examples of crops with tiny seeds in the locality - Classify seeds based on size |
Which crops are established through direct sowing of tiny seeds?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 31
- Pictures of crops established through direct sowing - Samples of tiny seeds - Charts showing crops - Oxford Agriculture and Nutrition Grade 4 pg. 32 - Pictures of seedbeds - Garden tools (jembe, rake) - School garden - Oxford Agriculture and Nutrition Grade 4 pg. 33 - Containers (jerrycans, plastic bottles) - Tools for making holes - Soil - Compost manure |
- Observation
- Oral questions
- Written tests
|
|
| 2 | 1 |
Food Production Processes
|
Direct Sowing of Tiny Seeds - Methods of planting
Direct Sowing of Tiny Seeds - Sowing carrot seeds Direct Sowing of Tiny Seeds - Sowing millet seeds Direct Sowing of Tiny Seeds - Sowing in container seedbeds Direct Sowing of Tiny Seeds - Care for directly sown crops Growing Fruits - Fruit crops that grow in locality |
By the end of the
lesson, the learner
should be able to:
- Identify different methods of planting seeds - Compare direct sowing with other methods of planting - Appreciate various methods of planting |
- Observe pictures showing different methods of planting
- Discuss direct sowing as compared to other methods - Make illustrations of different planting methods - Identify which crops require direct sowing |
How does direct sowing differ from other planting methods?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 34
- Pictures showing planting methods - Charts - Drawing materials - Oxford Agriculture and Nutrition Grade 4 pg. 35 - Carrot seeds - Sand soil - Prepared seedbed - Stick for making drills - Millet seeds - Stick for making drills - Watering can - Oxford Agriculture and Nutrition Grade 4 pg. 36 - Prepared container seedbeds - Seeds (carrot, millet) - Stick for making furrows - Oxford Agriculture and Nutrition Grade 4 pg. 37 - Seedbeds with growing seedlings - Watering can - Tools for weeding - Record sheets - Oxford Agriculture and Nutrition Grade 4 pg. 39 - Pictures of fruit crops - Charts showing fruit crops - Real fruit samples (if available) |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 2 | 2 |
Food Production Processes
|
Growing Fruits - Woody fruit crops
Growing Fruits - Planting materials for woody fruit crops Growing Fruits - Preparing fruit seeds for planting |
By the end of the
lesson, the learner
should be able to:
- Identify woody fruit crops - Describe characteristics of woody fruit crops - Show interest in growing woody fruit crops |
- Observe pictures of woody fruit crops
- Discuss characteristics of woody fruit crops - Identify examples of woody fruit crops in the locality - Draw and label woody fruit crops |
What are woody fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 40
- Pictures of woody fruit crops - Charts - Drawing materials - Oxford Agriculture and Nutrition Grade 4 pg. 41 - Pictures showing sources of planting materials - Samples of planting materials - Charts - Oxford Agriculture and Nutrition Grade 4 pg. 42 - Ripe fruits (guava, tree tomato) - Knife - Water - Containers - Drying materials |
- Observation
- Oral questions
- Written tests
- Drawing assessment
|
|
| 3 | 1 |
Food Production Processes
|
Growing Fruits - Sowing fruit seeds in a nursery bed
Growing Fruits - Caring for fruit seedlings Growing Fruits - Transplanting fruit seedlings Growing Fruits - Protecting young fruit crops |
By the end of the
lesson, the learner
should be able to:
- Describe how to sow fruit seeds in a nursery bed - Demonstrate sowing of fruit seeds in a nursery bed - Value proper sowing techniques |
- Prepare a nursery bed for sowing fruit seeds
- Make shallow drills on the nursery bed - Sow the prepared fruit seeds in the drills - Cover the seeds lightly with soil and mulch |
How do we sow fruit seeds in a nursery bed?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 43
- Prepared fruit seeds - Prepared nursery bed - Tools for making drills - Mulch materials - Oxford Agriculture and Nutrition Grade 4 pg. 44 - Nursery bed with seedlings - Watering can - Mulch materials - Shading materials - Oxford Agriculture and Nutrition Grade 4 pg. 45 - Fruit seedlings ready for transplanting - Tools for digging holes - Compost manure - Watering can - Oxford Agriculture and Nutrition Grade 4 pg. 47 - Pictures showing protection methods - Materials for protection (sticks, wire) - Tools - Transplanted fruit crops |
- Observation
- Practical assessment
- Project assessment
|
|
| 3 | 2 |
Food Production Processes
|
Growing Fruits - Watering young fruit crops
Growing Fruits - Mulching young fruit plants Growing Fruits - Weeding around fruit plants |
By the end of the
lesson, the learner
should be able to:
- Describe methods of watering young fruit crops - Demonstrate proper watering of young fruit crops - Show responsibility in watering plants |
- Discuss methods of watering young fruit crops
- Demonstrate proper watering techniques - Create a watering schedule - Monitor plant growth after watering |
Why and how should we water young fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 48
- Watering equipment - Transplanted fruit crops - Water - Watering schedule chart - Oxford Agriculture and Nutrition Grade 4 pg. 49 - Mulching materials - Pictures showing mulching - Observation charts - Transplanted fruit crops with weeds - Weeding tools - Gloves - Disposal containers |
- Observation
- Practical assessment
- Project assessment
- Record assessment
|
|
| 4 | 1 |
Food Production Processes
|
Growing Fruits - Climbing fruit crops
Growing Fruits - Planting materials for climbing fruit crops Growing Fruits - Preparing seeds of climbing fruit crops |
By the end of the
lesson, the learner
should be able to:
- Identify climbing fruit crops - Describe characteristics of climbing fruit crops - Show interest in climbing fruit crops |
- Observe pictures of climbing fruit crops
- Discuss characteristics of climbing fruit crops - Identify examples of climbing fruit crops in the locality - Mount pictures of climbing fruit crops on a display board |
What are climbing fruit crops?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 51
- Pictures of climbing fruit crops - Charts - Display materials - Magazines/Newspapers - Oxford Agriculture and Nutrition Grade 4 pg. 52 - Seeds of climbing fruit crops - Cuttings of climbing fruit crops - Pictures showing planting materials - Charts - Oxford Agriculture and Nutrition Grade 4 pg. 53 - Passion fruits - Kiwi fruits - Tools for seed extraction - Storage containers |
- Observation
- Oral questions
- Written tests
- Display assessment
|
|
| 4 | 2 |
Food Production Processes
|
Growing Fruits - Making cuttings for planting
Growing Fruits - Supporting climbing fruit plants Growing Fruits - Importance of fruits Uses of Domestic Animals - Types of domestic animals |
By the end of the
lesson, the learner
should be able to:
- Describe how to make cuttings for planting - Demonstrate making cuttings for planting - Show care in handling plant materials |
- Observe demonstration of making cuttings for planting
- Select suitable branches for making cuttings - Make proper cuts at appropriate angles - Prepare cuttings for planting |
How do we make cuttings for planting?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 54
- Plant materials for making cuttings - Cutting tools - Containers for planting - Growing medium - Oxford Agriculture and Nutrition Grade 4 pg. 57 - Support materials (posts, stakes) - Tools for installation - Climbing plants - Pictures showing support structures - Oxford Agriculture and Nutrition Grade 4 pg. 61 - Charts showing importance of fruits - Pictures of different fruits - Drawing materials - Fruit samples (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 64 - Pictures of domestic animals - Charts - Video clips (if available) |
- Observation
- Practical assessment
- Project assessment
- Oral questions
|
|
| 5 | 1 |
Food Production Processes
|
Uses of Domestic Animals - Uses of domestic animals
Uses of Domestic Animals - Food products from domestic animals Uses of Domestic Animals - Types of poultry |
By the end of the
lesson, the learner
should be able to:
- Identify uses of domestic animals - Match domestic animals to their uses - Value contribution of domestic animals |
- Discuss uses of domestic animals
- Match domestic animals to their uses - Create charts showing uses of domestic animals - Present uses of domestic animals to the class |
What are domestic animals used for?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 65
- Pictures showing uses of domestic animals - Charts - Matching cards - Drawing materials - Oxford Agriculture and Nutrition Grade 4 pg. 66 - Pictures of food products from animals - Real samples (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 68 - Pictures of different poultry |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 5 | 2 |
Food Production Processes
|
Uses of Domestic Animals - Making presentations about domestic animals
Uses of Domestic Animals - Importance of domestic animals for food production Uses of Domestic Animals - Processing animal products |
By the end of the
lesson, the learner
should be able to:
- Gather information about domestic animals - Make presentations about domestic animals - Show confidence in presenting information |
- Visit a farm with domestic animals
- Gather information about domestic animals - Take photographs or make drawings of domestic animals - Make presentations about domestic animals |
How can we present information about domestic animals?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 69
- Farm with domestic animals - Camera (if available) - Drawing materials - Presentation materials - Oxford Agriculture and Nutrition Grade 4 pg. 70 - Charts showing importance of domestic animals - Pictures of food products from animals - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 71 - Pictures of processed animal products - Charts - Samples of processed products (if available) - Matching cards |
- Observation
- Practical assessment
- Presentation assessment
- Peer assessment
|
|
| 6 | 1 |
Food Production Processes
|
Balanced Diet - Concept of a balanced diet
Balanced Diet - Food groups Balanced Diet - Importance of eating a balanced diet Balanced Diet - Energy-giving foods |
By the end of the
lesson, the learner
should be able to:
- Explain what a balanced diet is - Identify components of a balanced diet - Value eating a balanced diet |
- Discuss what a balanced diet means
- Observe pictures of foods from different food groups - Classify foods according to food groups - Create charts showing food groups |
What is a balanced diet?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 73
- Pictures of different foods - Charts showing food groups - Real food samples (if available) - Drawing materials - Oxford Agriculture and Nutrition Grade 4 pg. 74 - Pictures of foods from different groups - Charts - Drawing materials - Classification cards - Oxford Agriculture and Nutrition Grade 4 pg. 76 - Charts showing importance of balanced diet - Pictures - Digital devices (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 77 - Pictures of energy-giving foods - Real food samples (if available) |
- Observation
- Oral questions
- Written tests
- Classification task
|
|
| 6 | 2 |
Food Production Processes
|
Balanced Diet - Body-building foods
Balanced Diet - Protective foods Balanced Diet - Selecting foods for a balanced meal |
By the end of the
lesson, the learner
should be able to:
- Identify body-building foods - Explain the function of body-building foods - Value the importance of body-building foods |
- Discuss body-building foods
- Observe pictures of body-building foods - Identify body-building foods available locally - Create charts showing body-building foods |
What are body-building foods and why are they important?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 78
- Pictures of body-building foods - Charts - Drawing materials - Real food samples (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 79 - Pictures of protective foods - Oxford Agriculture and Nutrition Grade 4 pg. 80 - Pictures of different foods - Planning templates |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 7 | 1 |
Food Production Processes
|
Balanced Diet - Creating a balanced meal chart
Balanced Diet - Role play on balanced meals Cooking Food - Methods of cooking |
By the end of the
lesson, the learner
should be able to:
- Design a balanced meal chart - Include foods from all food groups in the chart - Value planning balanced meals |
- Design a balanced meal chart
- Include foods from all food groups - Use locally available foods in the chart - Present meal charts to the class |
How can we create a balanced meal chart?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 81
- Drawing materials - Charts - Pictures of foods - Templates - Oxford Agriculture and Nutrition Grade 4 pg. 82 - Role play props - Charts showing food groups - Pictures of foods - Oxford Agriculture and Nutrition Grade 4 pg. 83 - Pictures showing cooking methods - Matching cards - Video clips (if available) |
- Observation
- Project assessment
- Presentation assessment
- Peer assessment
|
|
| 7 | 2 |
Food Production Processes
|
Cooking Food - Boiling method of cooking
Cooking Food - How to boil an egg Cooking Food - How to boil Irish potatoes Cooking Food - Shallow frying method of cooking |
By the end of the
lesson, the learner
should be able to:
- Explain what boiling is - Identify foods that can be cooked by boiling - Appreciate boiling as a cooking method |
- Discuss what boiling is
- Observe pictures of foods cooked by boiling - Identify foods that can be cooked by boiling - Create charts showing foods cooked by boiling |
What is boiling and which foods can be cooked by boiling?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 84
- Pictures of foods cooked by boiling - Charts - Drawing materials - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 85 - Eggs - Cooking equipment (sufuria, lid) - Water - Source of heat - Timer - Oxford Agriculture and Nutrition Grade 4 pg. 86 - Irish potatoes - Cooking equipment - Salt - Source of heat - Oxford Agriculture and Nutrition Grade 4 pg. 87 - Pictures of foods cooked by shallow frying |
- Observation
- Oral questions
- Written tests
- Chart assessment
|
|
| 8 | 1 |
Food Production Processes
|
Cooking Food - Equipment for shallow frying
Cooking Food - How to shallow fry an egg Cooking Food - Safety measures when cooking |
By the end of the
lesson, the learner
should be able to:
- Identify equipment used for shallow frying - Describe characteristics of equipment for shallow frying - Show interest in proper cooking equipment |
- Observe equipment used for shallow frying
- Discuss characteristics of equipment for shallow frying - Identify suitable cooking oil for shallow frying - Match equipment to appropriate foods for frying |
What equipment is used for shallow frying?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 88
- Cooking equipment for shallow frying - Pictures of equipment - Charts - Matching cards - Oxford Agriculture and Nutrition Grade 4 pg. 89 - Eggs - Frying pan - Cooking oil - Source of heat - Fish slice - Oxford Agriculture and Nutrition Grade 4 pg. 90 - Charts showing safety measures - Pictures - Drawing materials - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 8 | 2 |
Food Production Processes
Hygiene Practices |
Cooking Food - Conserving fuel when cooking
Cooking Food - Hygiene practices when cooking Cooking Food - Review of cooking methods Personal Hygiene - What is personal hygiene |
By the end of the
lesson, the learner
should be able to:
- Identify ways of conserving fuel when cooking - Demonstrate fuel conservation techniques - Value fuel conservation |
- Discuss ways of conserving fuel when cooking
- Demonstrate fuel conservation techniques - Identify fuel-efficient cooking methods - Create posters on fuel conservation when cooking |
How can we conserve fuel when cooking?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 90
- Charts showing fuel conservation - Pictures - Drawing materials - Fuel-efficient equipment (if available) - Charts showing hygiene practices - Cleaning materials - Charts - Pictures showing cooking methods - Comparison templates - Oxford Agriculture and Nutrition Grade 4 pg. 91 - Pictures showing healthy practices - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
Hygiene Practices
|
Personal Hygiene - Handwashing
Personal Hygiene - Use of personal protective equipment Personal Hygiene - Types of personal protective equipment Personal Hygiene - Benefits of personal protective equipment Personal Hygiene - Use of clean water Personal Hygiene - Preparing clean water for drinking Personal Hygiene - Uses of clean water |
By the end of the
lesson, the learner
should be able to:
- Describe the correct way to wash hands - Demonstrate proper handwashing technique - Show commitment to washing hands regularly |
- Discuss the importance of handwashing
- Observe pictures showing handwashing steps - Demonstrate proper handwashing technique - Identify when to wash hands |
Why and how should we wash our hands?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 92
- Handwashing facilities - Soap - Water - Charts showing handwashing steps - Oxford Agriculture and Nutrition Grade 4 pg. 94 - Pictures of personal protective equipment - Actual PPEs (masks, gloves, aprons) - Charts - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 95 - Various types of PPEs - Pictures of PPEs - Matching cards - Oxford Agriculture and Nutrition Grade 4 pg. 96 - Charts showing benefits of PPEs - Pictures - Drawing materials - Oxford Agriculture and Nutrition Grade 4 pg. 97 - Pictures showing clean and dirty water - Sample of clean and dirty water - Oxford Agriculture and Nutrition Grade 4 pg. 98 - Cooking pot with lid - Source of heat - Storage container with lid - Oxford Agriculture and Nutrition Grade 4 pg. 99 - Pictures showing uses of clean water |
- Observation
- Practical assessment
- Demonstration assessment
- Oral questions
|
|
| 10 | 2 |
Hygiene Practices
|
Personal Hygiene - Keeping a personal hygiene record
Personal Hygiene - Promoting personal hygiene Domestic Hygiene - Methods of cleaning the home |
By the end of the
lesson, the learner
should be able to:
- Create a personal hygiene record - Monitor personal hygiene practices - Value regular hygiene practices |
- Discuss importance of monitoring hygiene practices
- Create a personal hygiene record template - Fill in the record daily - Review personal hygiene records |
Why should we keep a personal hygiene record?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 99
- Personal hygiene record templates - Writing materials - Charts - Sample filled records - Drawing materials - Display boards - Sample posters - Oxford Agriculture and Nutrition Grade 4 pg. 100 - Pictures showing cleaning methods - Video clips (if available) - Cleaning materials |
- Observation
- Record assessment
- Project assessment
- Peer assessment
|
|
| 11 | 1 |
Hygiene Practices
|
Domestic Hygiene - Materials and tools for cleaning
Domestic Hygiene - Locally available materials for cleaning Domestic Hygiene - How to sweep a floor Domestic Hygiene - How to dust a surface |
By the end of the
lesson, the learner
should be able to:
- Identify materials and tools for cleaning the home - Match cleaning tools to appropriate cleaning tasks - Value proper use of cleaning tools |
- Observe different cleaning materials and tools
- Discuss uses of different cleaning tools - Match cleaning tools to appropriate cleaning tasks - Identify locally available cleaning materials |
What materials and tools are used for cleaning our homes?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 101
- Cleaning materials and tools - Pictures of cleaning tools - Charts - Matching cards - Oxford Agriculture and Nutrition Grade 4 pg. 102 - Locally available materials - Tools for making cleaning items - Pictures showing cleaning items - Charts - Oxford Agriculture and Nutrition Grade 4 pg. 103 - Broom - Dustpan - Dustbin - Classroom floor - Oxford Agriculture and Nutrition Grade 4 pg. 105 - Dusting cloths - Surfaces for dusting - Charts showing dusting steps - Video clips (if available) |
- Observation
- Oral questions
- Written tests
- Matching exercise
|
|
| 11 | 2 |
Hygiene Practices
|
Domestic Hygiene - How to mop a floor
Domestic Hygiene - How to dispose refuse Domestic Hygiene - Reusing and recycling waste |
By the end of the
lesson, the learner
should be able to:
- Describe the steps of mopping a floor - Demonstrate proper mopping technique - Show responsibility in mopping |
- Discuss steps of mopping a floor
- Demonstrate proper mopping technique - Practice mopping the classroom - Observe safety when mopping |
How do we properly mop a floor?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 106
- Mop or floor cloth - Bucket or basin - Water - Soap - Classroom floor - Oxford Agriculture and Nutrition Grade 4 pg. 108 - Pictures showing waste disposal - Dustbins - Waste materials - Charts - Oxford Agriculture and Nutrition Grade 4 pg. 109 - Waste materials for recycling - Tools for making recycled items - Pictures showing recycled items |
- Observation
- Practical assessment
- Demonstration assessment
- Peer assessment
|
|
| 12 | 1 |
Hygiene Practices
|
Domestic Hygiene - Cleaning a classroom
Cleaning Personal Protective Equipment - What are personal protective equipment Cleaning Personal Protective Equipment - Types of personal protective equipment |
By the end of the
lesson, the learner
should be able to:
- Apply different cleaning methods to clean a classroom - Collaborate in cleaning tasks - Show responsibility in cleaning |
- Discuss steps of cleaning a classroom
- Plan cleaning activities - Clean the classroom using different methods - Observe safety while cleaning |
How do we clean our classroom?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 110
- Cleaning tools and materials - Brooms, mops, dusters - Water, soap - Dustbins - Oxford Agriculture and Nutrition Grade 4 pg. 112 - Different personal protective equipment - Pictures of PPEs - Charts - Matching cards - Oxford Agriculture and Nutrition Grade 4 pg. 113 - Different types of PPEs |
- Observation
- Practical assessment
- Group work assessment
- Peer assessment
|
|
| 12 | 2 |
Hygiene Practices
|
Cleaning Personal Protective Equipment - Importance of cleaning PPEs
Cleaning Personal Protective Equipment - How to clean gumboots Cleaning Personal Protective Equipment - How to clean canvas shoes Cleaning Personal Protective Equipment - How to wash overalls Cleaning Personal Protective Equipment - Safety measures when cleaning PPEs Cleaning Personal Protective Equipment - Conserving water when cleaning PPEs |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of cleaning personal protective equipment - Identify consequences of using dirty PPEs - Value the cleanliness of PPEs |
- Discuss importance of cleaning personal protective equipment
- Identify consequences of using dirty PPEs - Create posters on importance of clean PPEs - Present posters to the class |
Why is it important to clean personal protective equipment?
|
- Oxford Agriculture and Nutrition Grade 4 pg. 114
- Charts - Pictures - Drawing materials - Video clips (if available) - Oxford Agriculture and Nutrition Grade 4 pg. 115 - Gumboots - Cleaning materials (water, soap, brush) - Basin or bucket - Charts showing cleaning steps - Oxford Agriculture and Nutrition Grade 4 pg. 116 - Canvas shoes - Oxford Agriculture and Nutrition Grade 4 pg. 117 - Overalls - Washing materials (water, soap) - Drying line and pegs - Oxford Agriculture and Nutrition Grade 4 pg. 118 - Charts showing safety measures - Safety equipment - Oxford Agriculture and Nutrition Grade 4 pg. 119 - Charts showing water conservation - Water containers |
- Observation
- Oral questions
- Written tests
- Poster assessment
|
|
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