| 1 | 1 | Food Production Processes | Food Nutrients | By the end of the sub strand, the learner should be able to; a) explain functions Of food nutrients in the | 1. Why is the knowledge of food nutrients important in food production? | - search and share information on functions of food nutrients (carbohydrates, vitamins, proteins, fats) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Food Production Processes | Food Nutrients | By the end of the sub strand, the learner should be able to; a) categorise foods based on their major n utrients, C) identify nutritional diseases and disorders associated with poor eating habits | 1. Why is the knowledge of food nutrients important in food production? | - use samples of food materials and photographs to categorise foods based on their major nutrients (protein rich foods, carbohydrates rich foods, vitamins and minerals rich foods) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Food Production Processes | Food Nutrients | By the end of the sub strand, the learner should be able to; a) categorise foods based on their major n utrients, C) identify nutritional diseases and disorders associated with poor eating habits | 1. Why is the knowledge of food nutrients important in food production? | - use print and digital devices to search for information on various nutritional diseases and disorders such as kwashiorkor, marasmus, goiter and anaem I a | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Food Production Processes | Food Nutrients | By the end of the sub strand, the learner should be able to; a) apprec iate the importance of various nutrients in the body | 1. Why is the knowledge of food nutrients important in food production? | - use print and digital devices to search for information on various nutritional diseases and disorders such as kwashiorkor, marasmus, goiter and anaem I a | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Food Production Processes | Food Nutrients | By the end of the sub strand, the learner should be able to; a) apprec iate the importance of various nutrients in the body | 1. Why is the knowledge of food nutrients important in food production? | - make class presentations on the importance of various nutrients in the | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Food Production Processes | Food Nutrients | By the end of the sub strand, the learner should be able to; a) apprec iate the importance of various nutrients in the body | 1. Why is the knowledge of food nutrients important in food production? | - make class presentations on the importance of various nutrients in the | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Food Production Processes | Food Nutrients | By the end of the sub strand, the learner should be able to; a) apprec iate the importance of various nutrients in the body | 1. Why is the knowledge of food nutrients important in food production? | - make class presentations on the importance of various nutrients in the | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Food Production | Uses of Domestic Animals | By the end of the sub strand, the learner should be able to; a) identify uses of various domestic animals in food production processes | 1. How are domestic animals important in food production? | - brainstorm and share experiences on the uses of domestic animals in food production (bees, rabbits, camels, fish, pigs, donkeys, dogs and cars), match domestic animals to their uses | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Food Production | Uses of Domestic Animals | By the end of the sub strand, the learner should be able to; a) identify uses of various domestic animals in food production processes | 1. How are domestic animals important in food production? | - brainstorm and share experiences on the uses of domestic animals in food production (bees, rabbits, camels, fish, pigs, donkeys, dogs and cars), match domestic animals to their uses | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Food Production | Uses of Domestic Animals | By the end of the sub strand, the learner should be able to; a) identify uses of various domestic animals in food production processes | 1. How are domestic animals important in food production? | - brainstorm and share experiences on the uses of domestic animals in food production (bees, rabbits, camels, fish, pigs, donkeys, dogs and cars), match domestic animals to their uses | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Food Production | Uses of Domestic Animals | By the end of the sub strand, the learner should be able to; a) relate various domestic animals to their uses | 1. How are domestic animals important in food production? | - brainstorm and share experiences on the uses of domestic animals in food production (bees, rabbits, camels, fish, pigs, donkeys, dogs and cars), match domestic animals to their uses | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Food Production | Uses of Domestic Animals | By the end of the sub strand, the learner should be able to; a) relate various domestic animals to their uses | 1. How are domestic animals important in food production? | - make class presentations on Importance of domestic animals in various food production præesses while relating contributions of all the scoped animals _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Food Production | Uses of Domestic Animals | By the end of the sub strand, the learner should be able to; a) relate various domestic animals to their uses | 1. How are domestic animals important in food production? | - make class presentations on Importance of domestic animals in various food production præesses while relating contributions of all the scoped animals _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Food Production | Uses of Domestic Animals | By the end of the sub strand, the learner should be able to; a) appreciate the importance of domestic animals in | 1. How are domestic animals important in food production? | - make class presentations on Importance of domestic animals in various food production præesses while relating contributions of all the scoped animals _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Food Production | Uses of Domestic Animals | By the end of the sub strand, the learner should be able to; a) appreciate the importance of domestic animals in | 1. How are domestic animals important in food production? | - make class presentations on Importance of domestic animals in various food production præesses while relating contributions of all the scoped animals _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
