CONSERVATION OF RESOURCES.

Conserving Animal Feeds .

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

-Conserve forage through box-bailing method using locally available materials to make hay for drought season.
-Enjoy preparing and conserving forage using the box-bailing method.

In groups,learners are guided to;
-collect grass and maize stovers in the environment.
-construct a wooden box using locally available materials.
-collaborate in preparing forage using the box-bailing methods to make hay for drought season.
-store their prepared hay in a safe place.

How can we prepare hay using the box-bailing method?

Strings.
Wooden boxes.
Environment.
Grass and maize stovers.
Digital devices.

Assessment rubrics. Class project. Observation schedule. Checklists.

CONSERVATION OF RESOURCES.

Conserving Animal Feeds.

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

-Outline the strategies households can adopt in conservation of forage in coping with drought.
-Discuss the strategies households can adopt in conservation of forage in coping with drought.
-Adopt conservation of forage in coping with drought.

In groups,learners are guided to;
-use digital resources to search for information on how households can adopt conservation of forage in coping with drought.
-identify strategies or ways in which households can adopt in conservation of forage in coping with drought.
-discuss and make a class presentation on how households can adopt conservation of forage in coping with drought.

How can households adopt conservation of forage in coping with drought?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Oral presentation. Oral discussions. Checklists. Written questions.

CONSERVATION OF RESOURCES.

Conserving Animal Feeds.
Conserving Leftover Food.

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

-State the benefits of hay as method of conserving animal feeds.
-Discuss the benefits of hay as a method of conserving animal feeds in coping with drought.
-Create posters showing the benefits of hay as a method of conserving animal feeds.
-Acknowledge the benefits of hay as a method of conserving animal feeds.

In groups,learners are guided to:
-brainstorm and present the benefits of hay as methods of conserving animal feeds.
-discuss the benefits of hay as a method of conserving animal feeds.
-prepare posters showing the benefits of hay as a method of conserving animal feeds.
-display their posters in class.

What are the benefits of hay as a method of conserving animal feeds?

Lesson notes.
Digital devices.
Posters.
Agriculture and Nutrition Learner's Textbook.
Posters or charts.

Assessment rubrics. Written questions. Oral questions. Checklists.

CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Identify the methods of conserving leftover food to avoid wastage.
-Describe the methods of conserving leftover food at home to avoid wastage.
-Search the internet or print resources for methods of conserving leftover food at home to avoid wastage.
-Embrace methods of conserving leftover food to minimize wastage.

In groups or pairs,learners are guided to;
-brainstorm on the methods of conserving leftover food at home to avoid wastage.
-use digital or print resources to search for information on methods of conserving leftover food at home to avoid wastage.
-identify and discuss the methods of conserving leftover food at home to avoid wastage.
-prepare posters showing the methods of conserving leftover food at home to avoid wastage.

Which methods do you use to conserve leftover food at home to avoid wastage?

Lesson notes.
Digital devices.
Posters or charts.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Written questions. Checklists. Oral questions. Oral discussion.

CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-select at least one method of conserving leftover food to avoid wastage.
-Use the selected method to conserve leftover food to avoid wastage.
-Embrace the methods of conserving leftover food at home to avoid wastage.

In groups,pairs or individually,learners are guided to:
-identify and choose at least one method of conserving leftover food at home to avoid wastage.
-use the identified method to conserve leftover food to avoid wastage.
-write a report on the method used and how the leftover food was after conserving it.
-present their reports in class.

How can you conserve leftover food to avoid wastage?

Leftover food.
Digital devices.
Lesson notes.

Assessment rubrics. Checklists. Portfolio. Class Project. Report writing.

CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Identify the methods of preparing leftover food for consumption to avoid wastage.
-Discuss reheating as a method of preparing leftover food for consumption to avoid wastage.
-Embrace reheating as a method of preparing leftover food for consumption.

In groups or pairs,learners are guided to:
-brainstorm and present on methods one can use to prepare leftover food for consumption.
-use digital or print resources to search for information on reheating as a method of preparing leftover food for consumption.
-discuss reheating as method of preparing leftover food for consumption.
-outline the benefits of proper heating of the leftover food.

How is leftover food prepared for use to prevent food wastage?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Written questions. Oral questions. Checklists.

CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Prepare leftover food for consumption using the reheating method to avoid wastage.
-Embrace reheating of leftover food for consumption at home to avoid wastage.

In groups,pairs or individually,learners are guided to:
-use the reheating method to prepare leftover food for consumption to avoid wastage.
-record themselves as they prepare the leftover for consumption using the reheating method.
-write a report on their experience with the leftover food prepared by reheating and present in class.

Why is proper reheating of leftover food important?

Kitchen.
Leftover Food.
Digital devices.

Report writing and presentation. Checklist. Portfolio. Assessment rubrics.

CONSERVING OF RESOURCES.
CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Define the term recipe.
-Describe preparing another recipe as a method of preparing leftover food for consumption to avoid wastage.
-Embrace preparation of another recipe as a method of preparing leftover food for consumption.

In groups or pairs,learners are guided to:
-brainstorm and present the meaning of recipe.
-use digital or print resources to search for information on preparation of another recipe as a method of preparing leftover for consumption.
-discuss preparing another recipe as a method of preparing leftover food for consumption.
-state the benefits of preparing another recipe in preparation of leftover food for consumption.

What are the benefits of preparing another recipe as a method of preparing leftover food for consumption?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Agriculture and Nutrition Learner's Textbook
Recipes.

Assessment rubrics. Written questions. Oral questions. Oral discussion.

CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Select a recipe that can be adopted from common leftover food at home.
-Prepare leftover food for consumption through preparing another recipe method to avoid wastage.
-Enjoy preparing leftover food for consumption using the repurposing method.

In groups, or individually,learners are guided to:
-identify a recipe to use in preparation of common leftover food for consumption
-collaborate or individually prepare leftover food for consumption through preparing another recipe method.

How is leftover food prepared for use to prevent food wastage?

Cooking tools and equipment.
Recipes.
Leftover food.
Digital devices.

Assessment rubrics. Activity journal. Class project. Portfolio. Checklists.

CONSERVATION OF RESOURCES.

Conserving Leftover Food.

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

-State the importance of food safety when handling and storing leftover food.
-Discuss the importance of food safety when handling and storing leftover food.
-Acknowledge the benefits of food safety when handling and storing leftover food.

In groups or pairs, learners are guided to:
-brainstorm and present the importance of food safety when handling and storing leftover food.
-use digital resources to search for information on the importance of food safety when handling and storing leftover food.
-discuss the benefits of food safety when handling and storing leftover food.

What is the importance of food safety when handling and storing leftover food?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Flashcards and posters.

Assessment rubrics. Checklists. Oral questions. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-State the meaning of Integrated farming.
-Discuss the importance of integrated farming in the conservation of resources.
-Search the internet or textbook for information on the importance of integrated farming in the conservation of resources..
-Appreciate the importance of integrated farming in the conservation of resources.

In groups or pairs,learners are. guided to:
-search the internet or textbook for the meaning of integrated farming.
-use digital or print resources to search for information on the importance of integrated farming in the conservation of resources.
-discuss the importance of integrated farming in the conservation of resources.

What is Integrated Farming? What is the importance of integrated farming in conserving resources?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Written questions. Checklists. Oral questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Identify the components of integrated farming in conserving resources.
-Describe crop production ss a component of integrated farming and it's contribution to resource conservation .
-Acknowledge the importance of crop production as a component of integrated farming in resource conservation.

In groups or pairs,learners are guided to:
-use digital or print resources to search for information on the components or practices of integrated farming in conserving resources.
-identify the components of integrated farming.
-discuss crop production as one of the component of integrated farming and outline its contribution to resource conservation.

What are the components of Integrated Farming in conserving resources?

Agriculture and Nutrition Learner's Textbook.
Lesson notes
Digital devices.
Resource person.

Assessment rubrics. Oral questions. Checklists. Written questions. Oral discussion.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Outline the contribution of livestock farming in conservation of resources as a component of integrated farming.
-Describe livestock farming as a component of integrated farming.
-Appreciate livestock farming as a component of integrated farming in conserving resources.

In groups or pairs,learners are guided to:
-identify examples of animals that can be reared alongside crops in an integrated farm.
-use digital or print resources to search for information on livestock farming as a component of integrated farming.
-outline and discuss how livestock farming as a component of integrated farming contributes in conservation of resources.

How does livestock farming help in conserving resources in an integrated farm?

Lesson notes.
Digital resources.
Resource person
Agriculture and Nutrition Learner's Textbook.
Resource person.

Assessment rubrics. Oral questions. Checklists. Oral discussion. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-State the contribution of agroforestry in conserving resources in the environment.
-Describe agroforestry as a component of integrated farming in conserving resources.
-Acknowledge the importance of agroforestry in conserving of resources in the environment.

In groups or pairs,learners are guided to:
-define the term Agroforestry.
-Give examples of trees in agroforestry.
-use digital or print resources to search for information on Agroforestry as a component of integrated farming and how it contributes in conservation of resources.
-discuss the contribution of Agroforestry in conserving resources in the environment and present in class.

What is Agroforestry? How does Agroforestry contribute in conserving resources in the environment?

Lesson notes.
Digital resources.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Oral questions. Written questions. Checklists. Oral discussion.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-State the contribution of rabbit and poultry keeping as components of integrated farming in conserving resources.
-Describe rabbit and poultry keeping as components of integrated farming.
-Embrace poultry and rabbit keeping as components of integrated farming in conserving resources.

In groups or pairs,learners are guided to;
-describe rabbit and poultry keeping as components of integrated farming.
-use digital or print resources to search for information on how poultry and rabbit keeping helps in conserving resources.
-discuss the contribution of poultry and rabbit keeping in conservation of resources in the farm or environment.

What are the contribution of rabbit and poultry keeping in conserving resources?

Lesson notes.
Digital resources
Agriculture and Nutrition Learner's Textbook.
Resource person.

Assessment rubrics. Written questions. Oral questions. Checklists.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Identify the vegetables that can be grown in an integrated farm.
-Discuss the contribution of vegetable production in conserving resources in an integrated farm.
-Embrace vegetable production as a component of integrated farming in conserving resources.

In groups or pairs,learners are guided to;
-list examples of vegetables that can be grown in an integrated farm.
-use digital or print resources to search for information on how vegetable production help in conserving resources.
-discuss the contribution of vegetable production in conserving resources in an integrated farm.
-Present their findings in class.

How does vegetable production help in conserving resources in an integrated farm?

Lesson notes.
Agriculture and Nutrition Learner's Textbook.
Digital resources
Resource person.

Checklists. Oral questions. Assessment rubrics. Oral discussion. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Outline the relational benefits of vegetable production, poultry and rabbit keeping in conserving resources.
-Discuss the relational benefits of vegetable production, rabbit and poultry keeping in conserving resources.
-Acknowledge the relational benefits of vegetable production, rabbit and poultry keeping in an integrated farm.

In groups or pairs, learners are guided to:
-identify the relational benefits of vegetable production, poultry and rabbit keeping in conserving resources in an integrated farm.
-use digital or print resources for information on relational benefits of vegetable production, rabbit and poultry keeping in conserving resources.
-discuss the relational benefits of vegetable production, rabbit and poultry keeping in conserving resources.

How does vegetable production, poultry and rabbit keeping work together in conserving resources in an integrated farm?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Oral presentation. Checklists. Oral discussion. Written questions. Oral questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Outline the benefits of organic waste management and water management systems as components of integrated farming in conserving resources.
-Discuss the contribution of organic waste management and water management systems in conserving resources in an integrated farm.
-Embrace organic waste management and water management systems in conserving resources in an integrated farm.

In groups or pairs,learners are guided to!
-describe organic waste management and water management systems as components of integrated farming.
-use digital or print resources to search for information on the contribution of organic waste and water management systems in conserving resources.
-discuss how organic waste management and water management system help in conserving resources in an integrated farm.

How does organic waste management and water management system contribute to conservation of resources in an integrated farm?

Lesson notes.
Digital resources.
Agriculture and Nutrition Learner's Textbook.
Resource person.
Manilla papers.
Pencils and erasers.
Drawing papers.

Assessment rubrics. Oral discussion. Checklists. Oral questions. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Make a model to illustrate integrated farming components using locally available materials.
-Value self and each other's effort in constructing a model of integrated farm.

Individually or in pairs or groups ,learners are guided to:
-identify and collect locally available materials to make a model of the integrated farm.
-creatively use the collected materials to make or construct a model of an integrated farm and illustrate the components of integrated farming.
-make class presentations on the models of integrated farming.

Which locally available materials can you use to make a model of integrated farm?

Cardboards.
Papers.
Manilla papers.
Sticking glues.
Cartons.

Class project. Portfolios. Activity journals. Checklists. Assessment rubrics.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Define the term organic gardening in crop production.
-Discuss the importance of organic gardening in production of healthy foods.
-Search for information on the importance of organic gardening in production of healthy foods.
-Acknowledge the benefits of organic gardening in production of healthy foods.

In groups or pairs,learners are guided to:
-brainstorm and present the meaning of organic gardening.
-use digital or print resources to search for information on importance of organic gardening in production of healthy foods.
-discuss the importance of organic gardening in the production of healthy foods.
-present their findings in class.

What is organic gardening? Why should we practice organic gardening?

Lesson notes.
Digital resources.
Resource person.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Checklists. Oral questions. Written questions.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Identify the organic gardening practices in crop production.
-Discuss use of organic manure as an organic gardening practices.
-Prepare organic manure from plant matter and animal waste.
-Acknowledge the benefits of organic manure in production of healthy foods.

In groups or pairs,learners are guided to;.
-identify the organic gardening practices used in crop production.
-use digital or print resources for information on use of organic manure and its benefits as an organic gardening practice.
-outline the steps for preparing organic manure from plant waste and animal waste.
-prepare organic manure from animal and plant waste.

Which organic gardening practices do you know? What are the benefits of organic manure in crop production?

Lesson notes.
Digital resources.
Resource person.
Video clips.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Class project. Activity journals. Written questions. Checklists. Oral questions.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Explain use organic pesticides as an organic gardening practice in crop production.
-Search for information on how to prepare an organic pesticide using locally available materials.
-Use locally available materials to prepare an organic pesticide.
-Acknowledge the benefits of organic pesticides in crop production.

In groups or pairs,learners are guided to:
-use digital or print resources to search for information on organic pesticides and its benefits in crop production.
-discuss organic pesticides and their benefits in crop production.
-search the internet and identify natural substances that can used in making organic pesticides.
-use the identified natural resources to make an organic pesticide for use in crop production.

What are the benefits of organic pesticides in crop production?

Lesson notes.
Digital resources.
Agriculture and Nutrition learner's Textbook.
Resource person.

Assessment rubric. Class project. Checklists. Oral questions. Written questions. oral discussion.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Identify the mechanical methods of weed control.
-Discuss mechanical weed control and use of organic foliar feed made from animal wastes and plants as organic gardening practices.
-Search the internet for the benefits of mechanical weed control and use of organic foliar feed in crop production.
-Embrace mechanical weed control and use of organic foliar feed in crop production.

In groups or pairs,learners are guided to:
-identify the mechanical methods of controlling weeds.
-use digital or print resources to search for information on mechanical weed control and use of organic foliar feed made from animal wastes and plants.
-discuss the benefits of the mechanical weed control and use of organic foliar feed in crop production.
-prepare an organic foliar feed from animal wastes and plants.

What are the benefits of mechanical weed control? What are the benefits of organic foliar feed in crop production?

Agriculture and Nutrition Learner's Textbook.
Lesson notes.
Digital resources.
Animal wastes and plants.
Posters.

Class project. Assessment rubrics. Checklists. Written questions. Oral questions.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Select a short season crop for growing using organic gardening practices.
-Prepare a section of the school farm for growing the selected short-season crop.
-Embrace teamwork as they select the short season crop and prepare a section of school farm for growing the crop.

In groups,learners are guided to:
-collaborate in identifying and selecting the most appropriate short season crop for growing using the organic practices.
-collaborate and share responsibilities as they prepare a section of school farm for growing the selected short season crop.

What should you consider in identifying a short season crop for growing using organic gardening practices?

Digital resources
School farm.
Project books.

Class project. Checklists. Observation schedule. Assessment rubrics.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Grow the selected short-season crop using the organic gardening practices.
-Carry out the maintenance practices on the grown crops using organic gardening.

In groups or pairs,learners are guided to:
-share responsibilities as they grow/plant the selected short-season crop such as vegetable or legume using organic gardening practices.
-carry out maintenance practices on the grown or planted crop.

How can we produce food crops through organic gardening?

School farm.
Short-Season crops; vegetables, legumes.
Digital devices.
Watering cans.

Class project. Portfolios. Checklists.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

By the end of the lesson, the learner should be able to:
-Grow
the selected short-season crop using the organic gardening practices.

-Carry out the maintenance practices on the grown
crops using organic gardening.

In groups or pairs,learners are guided to:

-share responsibilities as they grow/plant
the selected short-season crop such as vegetable or legume using organic
gardening practices.

-carry out maintenance practices on the grown or
planted crop.

How can we produce food crops through organic gardening?

Short-Season
crops; vegetables, legumes.   Watering cans.

Class project   Portfolios.    Checklists.

Food production processes

Organic gardening.

By the end of the lesson, the learner should be able to:
-  Explain organic gardening practices in crop production.
Practice growing crops using organic gardening practices such as use of animal waste.
Appreciate the importance of organic gardening in the production of foods.

- Explain organic gardening practices in crop production.
Individual learner grow crop using organic gardening practices using animal wastes.

- Why should we practice organic gardening?

Agriculture and nutrition learner’s book grade 9.
Curriculum design.
Gardening tools.
General environment.
Planting material.

- Written test. Project.

Food production processes

Preparing green manure.

By the end of the lesson, the learner should be able to:
-   Elaborate how to prepare green manure.
Prepare green manure.
Appreciate use of green manure in producing healthy foods.

- In groups, learners are guided how to prepare green manure.

- Why is green manure important while growing crops? How do we prepare green manure?

- Curriculum design.
General environment.
Gardening tools.

- Written test. Project.

Food production processes

Preparing green manure.
Use of organic pesticides.

By the end of the lesson, the learner should be able to:
- Gather materials necessary for green manure preparation.
Prepare green manure.
Appreciate using green manure to grow crops.

- Gather appropriate materials to make green manure in groups.
Learners are guided to prepare green manure.

- How do we prepare green manure?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Graded observation. Assignments. Project. Activity journals.

Food production processes.

Use of organic pesticides.

By the end of the lesson, the learner should be able to:
- Make some of the natural pesticides used in gardening.
To use same of the organic pesticides to control crop pests and diseases.
Appreciate the use of organic pesticides to control pests and diseases.

- In groups, learners are guided how to make natural pesticides used in gardening.
In groups, learners to be guided on how to use organic pesticide to control crop pests and diseases.

- What are the organic pesticides?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Assignments. Activity journals.

Food production processes.

Mechanical weed control.

By the end of the lesson, the learner should be able to:
- Identify some of the mechanical weed control methods.
Apply some of the mechanical weed control method to control the weed in the farm.
Appreciate mechanical weed control methods.

- Identify some the mechanical weed control methods used in farming.
Apply the methods of mechanical weed control while farming.

- Which are the mechanical weed control methods?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Project. Assignment.

Food production processes.

Use of organic foliar feed.

By the end of the lesson, the learner should be able to:
- Prepare organic foliar feed.
Use the organic foliar feed.
Appreciate the use of organic foliar feed in farming.

- Prepare organic foliar feed.
Use organic foliar feed in farming.

- How do we prepare organic foliar feed?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Activity journals. Assignment. Project.

Food production processes.

Importance of organic gardening in crop production.

By the end of the lesson, the learner should be able to:
-  Recognize the importance of organic crop production.
Discuss the importance.
Appreciate the methods of organic gardening in crop production.

- In groups or individually, the learners are guided to use the importance of organic gardening in crop production.
Discuss the importance of organic gardening in crop production.

- What are the importance of organic gardening in crop production?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Assignment. Written test.

Food production processes.

Storage of crop produce.

By the end of the lesson, the learner should be able to:
- Identify the storage structures for storing crop produce.
Draw the storage structure for storing crop produce.
Appreciate storing crop produce in various storage structures.

- In groups or individually, the learner should be guided to identify the storage structures for storing crop produce.

- Where do we store crop produce?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Assignment. Written test.

Food production processes.

Storage of crop produce.

By the end of the lesson, the learner should be able to:
- Explain ways of preparing storage structure in readiness for storage of crop produce.
Prepare at least one structure for storing crop produce.
Enjoy preparing storage structure in readiness for storage of crop produce.

- In groups, learners to be guided to explain ways of preparing storage structures in readiness for storage of crop produce.
Guided to prepare a storage structure in readiness for storage of crop produce.

- How do we prepare a storage structure in readiness for storage of crop produce?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Assignment.

Food production processes.

Storage of crop produce.

By the end of the lesson, the learner should be able to:
- Prepare a storage structure in readiness for storage by cleaning and dusting.
Able to clean and dust the storage structure.
Appreciate cleaning & dusting storage structures.

- In groups, learners to be guided how to clean and dust storage structure in readiness for storage of crop produce.

- How do we clean & dust storage structures?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Activity journals. Assignment.

Food production processes.

Preparing a storage structure in readiness for storage by repairing.

By the end of the lesson, the learner should be able to:
- Repair a storage structure.
Identify a storage structure that requires repairing.
Appreciate repairing a storage structure in readiness for storage of crop produce.

- Repair an existing storage structure in readiness for storage of crop produce.

- How do we repair a storage structure?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Assignment.

Food production processes.

Preparing a storage structure in readiness for storage by repairing.

By the end of the lesson, the learner should be able to:
- Identify a storage structure that needs to be repaired.
Follow the correct procedure to repair the storage structure.
Enjoy repairing the storage structure.

- Identify the storage structures that requires repairing.
To repair the storage structure.

- How do you identify a storage structure that needs repairing?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Assignment.

Food production processes.

Managing crop produce during storage.

By the end of the lesson, the learner should be able to:
- Manage crop produce during storage.
Apply various practices when managing crop produce in store.
Appreciate proper managing of crop produce during storage.

- In groups, discuss various practices carried out when managing crop produce in store.

- What are the practices carried out when managing crop produce in store?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Describing ways of managing crop produce during storage.

By the end of the lesson, the learner should be able to:
- Describe ways of managing crop produce during storage.
Practice ways of managing crop produce during storage.
Appreciate ways of managing crop produce during storage.

- Describe ways of managing crop produce during storage.
Discuss ways of managing crop produce during storage.

- How do we manage crop produce during storage?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Managing crop produce during storage to reduce spoilage.

By the end of the lesson, the learner should be able to:
- Recognize ways of managing crop produce during storage to reduce spoilage.
Prepare a storage structure for managing crop produce to reduce spoilage.
Appreciate reducing spoilage while storing crop produce.

- Recognize ways of managing crop produce to reduce spoilage.
Make a storage structure for managing crop produce to reduce spoilage.

- How do we reduce crop produce spoiling during storage?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Cooking using flour mixtures.

By the end of the lesson, the learner should be able to:
- Recognize types of flour mixtures used in food production.
To name products made from flour mixtures.
Appreciate cooking using different flour mixtures.

- Recognize types of flour mixtures used in food production.
mention products made from flour mixtures.

- Which flour mixtures are used in food production?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Cooking using flour mixtures.

By the end of the lesson, the learner should be able to:
- Describe food production processes e.g. kneading, sifting, whisking.
Name the foods cooked using different production processes.

- Describe food production processes.
Name the foods cooked using different production processes.

- Which are the food production processes?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Cooking using flour mixtures.

By the end of the lesson, the learner should be able to:
- Identify kitchen tools & equipments used when preparing food made from flour mixtures i.e. batter & doughs.
Explain the uses of various kitchen tools & equipments used to make food from flour mixtures.
Appreciate cooking using flour mixtures.

- Identify kitchen tools and equipments used when preparing food made from flour mixtures.
Explain the uses of various kitchen tools and equipments used when preparing food made from flour mixtures.

- What are the foods made from flour mixtures? What are the uses of different kitchen tools and equipments used to make food from flour mixtures?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Preparing flour mixtures.

By the end of the lesson, the learner should be able to:
- Identify recipes or ingredients used to prepare flour mixtures.
Discuss the recipes used to prepare flour mixtures i.e. batter for pancake.
Appreciate food made of flour mixtures.

- Identify recipes or ingredients used to prepare flour mixtures.
Discuss the recipes used to prepare flour mixtures.

-   What are the recipes used to prepare flour mixtures (batter for pancake)?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Preparing flour mixtures.

By the end of the lesson, the learner should be able to:
- Highlight the steps followed while preparing a batter for pancake.
Discuss the steps to make a batter for pancake.
Appreciate cooking using flour mixtures.

- Highlight the steps to prepare a batter for pancake.
Learners discuss the steps to make a batter for pancake.

- What are the procedures to make a batter for pancake?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Preparing dough.

By the end of the lesson, the learner should be able to:
- Follow the steps to prepare a dough.
Learner prepare a dough.
Appreciate cooking using flour mixtures.

- Follow correct the steps/procedure to prepare a dough.
Learner prepares a dough.

- How do we prepare dough?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.

Food production processes.

Making products from mixtures.

By the end of the lesson, the learner should be able to:
- Make products from flour mixtures.
Discuss how to make products from flour mixtures.

- Make products from flour mixtures.
Discuss how to make products from flour mixtures.
Present their findings.

- How can we make products from flour mixtures?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.

Food production processes.

Preparing mandazi.
Preparing chapati.

By the end of the lesson, the learner should be able to:
- Describe the steps to follow while preparing mandazi.
Prepare mandazi.
Enjoy cooking using flour mixtures.

- In groups, learners to be guided to prepare mandazi.
Learners prepare mandazi.

- How do we prepare mandazi?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.

Food production processes.

Preparing chapati.

By the end of the lesson, the learner should be able to:
- Prepare chapati from flour mixtures.
Follow the correct procedure to make chapati.
Appreciate food made from flour mixtures.

- Prepare chapati.

- How do we prepare chapati?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.

Food production processes.

Preparing chapati.

By the end of the lesson, the learner should be able to:
- Observe hygiene when making products from flour mixtures.
Make chapati.
Enjoy cooking using flour mixtures.

- Observe hygiene when making chapati.
Make chapati.

- How do we maintain hygiene when making chapati?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.

Food production processes.

Preparing chapati.

By the end of the lesson, the learner should be able to:
- Clean the tools and equipments used to make chapati.
Appreciate preparing products from flour mixtures.

- Clean the tools and equipments used to make chapati.

- How do we clean the tools & equipments used to make flour mixtures?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.