Caring For the Family

Cleaning the Kitchen; Reasons for cleaning a kitchen
Methods of removing dirt from kitchen surfaces

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

Study the picture in learner's book 8 page 159
Give reasons for cleaning the kitchen.
Draw the picture in learner's book 8 page 159
Appreciate the reasons for cleaning a kitchen.

In groups or in pairs, learners are guided to study the picture in learner's book 8 page 159
In groups or in pairs, learners are guided to give reasons for cleaning the kitchen.
In groups or in pairs, learners are guided to draw the picture in learner's book 8 page 159

Why should we clean the kitchen?

MTP; Home Science Learner's Book Grade 8 pg. 159
Pictures
Charts
Realia
Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 160-161

Oral questions Oral Report Observation

Caring For the Family

Methods of removing dirt from kitchen surfaces

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

Explain the meaning of sweeping, dusting and wiping.
Outline the process of sweeping, dusting and wiping.
Practice sweeping, dusting and wiping.
Have fun and enjoy sweeping, dusting and wiping.

In groups or in pairs, learners are guided to explain the meaning of sweeping, dusting and wiping.
In groups or in pairs, learners are guided to outline the process of sweeping, dusting and wiping.
In groups or in pairs, learners are guided to practice sweeping, dusting and wiping.

What is dusting? How do you sweep at home?

MTP; Home Science Learner's Book Grade 8 pg. 161-162
Pictures
Charts
Realia
Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 163

Oral questions Oral Report Observation

Caring For the Family

Daily cleaning
Weekly cleaning

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

State the requirements needed to carry out daily cleaning of a kitchen.
Outline the steps to follow when carrying out daily cleaning of a kitchen.
Practice carrying out daily cleaning of a kitchen.
Have fun and enjoy carrying out daily cleaning of a kitchen.

In groups or in pairs, learners are guided to state the requirements needed to carry out daily cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out daily cleaning of a kitchen.
In groups or in pairs, learners are guided to practice carrying out daily cleaning of a kitchen.

How do you carry out daily cleaning of a kitchen?

MTP; Home Science Learner's Book Grade 8 pg. 164
Pictures
Charts
Realia
Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 165

Caring For the Family
Production Techniques

Special cleaning
Sewing Skills; Constructing Household Items

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

State the requirements needed to carry out special cleaning of a kitchen.
Outline the steps to follow when carrying out special cleaning of a kitchen.
Practice carrying out special cleaning of a kitchen.
Have fun and enjoy carrying out special cleaning of a kitchen.

In groups or in pairs, learners are guided to state the requirements needed to carry out special cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out special cleaning of a kitchen.
In groups or in pairs, learners are guided to practice carrying out special cleaning of a kitchen.

How do you carry out special cleaning of a kitchen?

MTP; Home Science Learner's Book Grade 8 pg. 166-167
Pictures
Charts
Realia
Computing devices
Curriculum Design; Creative Arts and Sports, Grade 8
Photographs
Digital devices

Production Techniques

Sewing Skills; Identifying a seam, seam allowance, seam turning and seam line
Sewing Skills; Types of seams used in clothing construction

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

Identify a seam, seam allowance, seam turning and a seam line.
Use a piece of cloth and show fabric wrong side (W.S) and fabric right side (R.S).
Appreciate different types of seams.

In groups, learners are guided to identify a seam, seam allowance, seam turning and a seam line.
In groups, learners are guided to use a piece of cloth and show fabric wrong side (W.S) and fabric right side (R.S).
In groups, learners are guided to talk about their findings and share with the other learners in class.

What is seam allowance?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Factors to consider when choosing seams in clothing construction

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

Identify factors to consider when choosing seams in clothing construction.
Compose a song on factors to consider when choosing seam in clothing construction, record and upload on digital platforms.
Appreciate the factors to consider when choosing seams in clothing construction.

In groups, learners are guided to identify factors to consider when choosing seams in clothing construction.
In groups, learners are guided to discuss factors to consider when choosing seams in garments construction.
In groups, learners are guided to compose a song on factors to consider when choosing seam in clothing construction, record and upload on digital platforms.

Which factors do you consider when choosing seams in clothing construction?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Qualities of a well-made seam
Sewing Skills; Open seam

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

Discuss the qualities of a well-made seam.
Write a checklist on the qualities of a well-made open and plain seams.
Appreciate the qualities of a well-made seam.

In groups, learners are guided to discuss the qualities of a well-made seam.
In groups, learners are guided to write a checklist on the qualities of a well-made open and plain seams.

What are th qualities of a well-made seam?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Neatening an open seam using pinking shears
Sewing Skills; Neatening an open seam using loop stitch

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

State the materials and requirements needed to neaten an open seam using pinking shears.
Practise neatening an open seam using pinking shears.
Have fun and enjoy neatening an open seam using pinking shears.

In groups, learners are guided to state the materials and requirements needed to neaten an open seam using pinking shears.
In groups, learners are guided to outline the procedure of neatening an open seam using pinking shears.
In groups, learners are guided to practise neatening an open seam using pinking shears.

What is pinking? How do you neaten an open seam using pinking shears?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Neatening an open seam using edge stitching
Sewing Skills; Plain seam

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

State the materials and requirements needed to neaten an open seam using edge stitching.
Practise neatening an open seam using edge stitching.
Have fun and enjoy neatening an open seam using edge stitching.

In groups, learners are guided to state the materials and requirements needed to neaten an open seam using edge stitching.
In groups, learners are guided to outline the procedure of neatening an open seam using edge stitching.
In groups, learners are guided to practicing neatening an open seam using edge stitching.

What is edge stitching? How do you neaten an open seam using edge stitching?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Neatening plain seam using loop stitch
Sewing Skills; Neatening a plain seam using pinking shears

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

State the materials and requirements needed to neaten a plain seam using loop stitches.
Practise neatening a plain seam using loop stitches.
Have fun and enjoy neatening a plain seam using loop stitches.

In groups, learners are guided to state the materials and requirements needed to neaten a plain seam using loop stitches.
In groups, learners are guided to outline the procedure of neatening a plain seam using loop stitches.
In groups, learners are guided to practicing neatening a plain seam using loop stitches.

How do you neaten a plain seam using loop stitches?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; How to make a lap bag

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

State the materials and requirements needed to make a lap bag.
Prepare fabric and cutting out.
Appreciate the importance of correct measurements when making a lap bag.

In groups, learners are guided to state the materials and requirements needed to make a lap bag.
In groups, learners are guided to prepare fabric and cutting out.

What is a lap bag?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Sewing Skills; How to make a Lap bag
Sewing Skills; Project, How to make a Work bag

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

Outline the procedure of making a lap bag.
Make a lap bag.
Have fun and enjoy making a lap bag.

In groups, learners are guided to outline the procedure of making a lap bag.
In groups, learners are guided to make a lap bag.

How do you make a lap bag?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Computing devices
Digital devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; How to make a Work bag
Sewing Skills; How to make a pillow case

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

Outline the procedure of making a Work bag.
Make a Work bag.
Have fun and enjoy making a Work bag.

In groups, learners are guided to outline the procedure of making a Work bag.
In groups, learners are guided to make a Work bag.

How do you make a Work bag?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Computing devices
Digital devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; How to make a cushion cover
Constructing Innovative Animal Waterer

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

State the materials and requirements needed to make a cushion cover.
Practise making a cushion cover.
Have fun and enjoy making a cushion cover.

In groups, learners are guided to state the materials and requirements needed to make a cushion cover.
In groups, learners are guided to outline the procedure of making a cushion cover.
In groups, learners are guided to practise making a cushion cover.

What is a cushion cover? How do you make a cushion cover?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 81-82
Charts
Realia

Oral questions Oral Report Observation

Production Techniques

Constructing Innovative Animal Waterer Challenges of waterers used in the community.
Designing and constructing innovative waterers for domestic animals

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

List the challenges to waters used in the community.
Suggest how the challenges can be resolved.
Appreciate the importance of waterers used in the community.

In groups, learners are guided to list the challenges to waters used in the community.
In groups, learners are guided to suggest how the challenges can be resolved.

How can the challenges be resolved?

MTP; Agriculture Learner's Book Grade 8 pg. 82
Pictures
Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 82-83

Oral questions Oral Report Observation

Production Techniques

Designing and constructing innovative waterers for domestic animals
Use of innovative waterers for domestic animals

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

Discuss the designed innovative waterer and any improvements that can be done.
Determine the materials they need to construct the waterer.
Appreciate the innovative waterers for domestic animals.

In groups, learners are guided to discuss the designed innovative waterer and any improvements that can be done.
In groups, learners are guided to determine the materials they need to construct the waterer.

Which are some of the innovative waterers for domestic animals?

MTP; Agriculture Learner's Book Grade 8 pg. 83-84
Pictures
Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 84-86

Oral questions Oral Report Observation

Production Techniques

ICT Support Services

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

State the importance of Information Communication Technology (ICT).
Recognise some of the practices that can be improved if farmers get the information they need.
Appreciate the importance of Information Communication Technology (ICT).

In groups, learners are guided to state the importance of Information Communication Technology (ICT).
In groups, learners are guided to recognise some of the practices that can be improved if farmers get the information they need.

What are some of the practices that can be improved if farmers get the information they need?

MTP; Agriculture Learner's Book Grade 8 pg. 87
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Production Techniques

Agricultural support services accessed through ICT
How to access agricultural support services using ICT: Weather forecast

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

Identify some of the common ICT devices in their community.
Share experiences on how ICT can be used to access supplies and information for appropriate decision making.
Appreciate the agricultural support services accessed through ICT

In groups, learners are guided to identify some of the common ICT devices in their community.
In groups, learners are guided to share experiences on how ICT can be used to access supplies and information for appropriate decision making.

What are some of the ICT devices in their community?

MTP; Agriculture Learner's Book Grade 8 pg. 87
Pictures
Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 88

Oral questions Oral Report Observation

Production Techniques

How to access agricultural support services using ICT: Veterinary and agricultural extension services.
How to access agricultural support services using ICT: Banking services

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

Explain the meaning of veterinary and agricultural extension services.
Search the internet for a Veterinary and agricultural extension services near their County.
Appreciate the importance of Veterinary and agricultural extension services.

In groups, learners are guided to explain the meaning of veterinary and agricultural extension services.
In groups, learners are guided to state the importance of Veterinary and agricultural extension services.
In groups, learners are guided to search the internet for a Veterinary and agricultural extension services near their County.

What are veterinary and agricultural extension services?

MTP; Agriculture Learner's Book Grade 8 pg. 88-89
Pictures
Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 89-91

Oral questions Oral Report Observation

Conservation of Resources

Conserving Animal Feed: Hay - Introduction to hay and forage
Conserving Animal Feed: Hay - Methods of conserving forage

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

-Define the term hay.
-Explain the importance of hay as animal feed.
-Appreciate the role of hay in animal feeding.

In groups or pairs, learners are guided to:
-Brainstorm and present the meaning of hay.
-Discuss the importance of hay as animal feed.
-Share personal experiences with hay as animal feed.

What is hay and why is it important as animal feed?

MENTOR Agriculture Learner's Book p. 1
-Digital devices
-Charts
-Resource person

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Identifying different hay conservation methods
Conserving Animal Feed: Hay - Baled hay as a conservation method

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

-Identify different methods of hay conservation from pictures.
-Describe each method of hay conservation.
-Appreciate different methods of hay conservation.

In groups or pairs, learners are guided to:
-Identify methods of conserving hay from given pictures.
-Describe how each method is used to conserve hay.
-Share findings in class.

What are the different methods of hay conservation?

MENTOR Agriculture Learner's Book p. 2
-Digital devices
-Charts of hay conservation methods
-Pictures
-Charts
-Drawing materials

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Standing forage as a conservation method
Conserving Animal Feed: Hay - Stacking as a conservation method

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

-Explain standing forage as a method of hay conservation.
-Describe the process of conserving standing forage.
-Value standing forage as a method of hay conservation.

In groups or pairs, learners are guided to:
-Discuss standing forage as a method of hay conservation.
-Use digital or print resources to search for information on conserving standing forage.
-Share findings in class.

What is standing forage and how is it used to conserve hay?

MENTOR Agriculture Learner's Book p. 2
-Digital devices
-Charts
-Resource person
MENTOR Agriculture Learner's Book p. 2-3

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Steps in making a hay stack

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

-Outline steps in making a hay stack.
-Identify materials needed for making a hay stack.
-Embrace stacking as a method of hay conservation.

In groups, learners are guided to:
-Outline steps in making a hay stack.
-Identify materials needed for hay stacking.
-Draw diagrams to show hay stacking.

What are the steps in making a hay stack?

MENTOR Agriculture Learner's Book p. 3
-Digital devices
-Charts
-Drawing materials

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Practical hay stacking
Conserving Animal Feed: Hay - Materials for baling hay

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

-Select a suitable site for hay stacking.
-Stack hay to cope with drought.
-Embrace stacking as a method of hay conservation.

In groups, learners are guided to:
-Select a suitable site in the school compound for hay stacking.
-Clear the site and construct a pallet.
-Pile maize stover on the pallet to make a heap.
-Make a shade to protect hay from sunlight and rain.

How is hay stacked in practice?

MENTOR Agriculture Learner's Book p. 3
-Maize stovers or straws
-Posts, rafters, nails
-Hammer, wood saw, crowbar
-Tape measure and panga
MENTOR Agriculture Learner's Book p. 4
-Wood for making box
-Nails and hammer
-Measuring tape
-Saw

Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

Conserving Animal Feed: Hay - Practical hay baling
Conserving Animal Feed: Hay - Hay conservation in local communities

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

-Cut grass for hay baling.
-Bale hay using a baling box.
-Enjoy baling hay as a method of conservation.

In groups, learners are guided to:
-Cut grass at flowering stage using a sickle.
-Spread the grass to dry for 2-3 days using a rake.
-Put 2 lengths of sisal twine in the box.
-Put hay into the box and press it down.
-Tie hay in the box securely.
-Remove baled hay from the box.

How is hay baled in practice?

MENTOR Agriculture Learner's Book p. 4-5
-Grass
-Baling box
-Sisal twine
-Sickle
-Rake
MENTOR Agriculture Learner's Book p. 5
-Digital devices
-Resource person

Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

Conserving Animal Feed: Hay - Adopting hay conservation at household level
Conserving Leftover Foods - Meaning and importance

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

-Explain how households can adopt conservation of forage in coping with drought.
-Discuss challenges in hay conservation at household level.
-Appreciate conservation of hay in coping with drought.

In groups, learners are guided to:
-Explain how households can adopt conservation of forage in coping with drought.
-Discuss challenges in hay conservation at household level and solutions.
-Present their work in class.

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

MENTOR Agriculture Learner's Book p. 5
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 7

Assessment rubrics -Written questions -Oral questions -Presentations

Conservation of Resources

Conserving Leftover Foods - Methods of conserving leftover foods
Conserving Leftover Foods - Handling of leftover foods at home

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

-Identify methods of conserving leftover foods.
-Explain how leftover foods can be conserved.
-Value methods of conserving leftover foods.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on how leftover foods can be conserved.
-Identify methods of conserving leftover foods.
-Share findings with other groups.

How can leftover foods be conserved?

MENTOR Agriculture Learner's Book p. 7
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Leftover Foods - Storage methods for leftover foods
Conserving Leftover Foods - Safety precautions in handling leftover foods

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

-List ways in which leftover foods can be stored.
-Discuss how leftover foods are conserved through storage.
-Value proper storage of leftover foods.

In groups, learners are guided to:
-List ways in which leftover foods can be stored.
-Discuss how leftover foods are conserved through storage.
-Share ideas with other groups.

How can leftover foods be stored properly?

MENTOR Agriculture Learner's Book p. 8
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 8-9

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Reheating as a method of preparing leftover foods

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

-Explain reheating as a method of preparing leftover foods.
-Identify foods suitable for reheating.
-Value reheating as a method of preparing leftover foods.

In groups, learners are guided to:
-Discuss reheating as a method of preparing leftover foods.
-Identify foods suitable for reheating.
-Explain the process of reheating different food items.

What is reheating and how is it used to prepare leftover foods?

MENTOR Agriculture Learner's Book p. 9
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Improving taste and texture of reheated foods
Conserving Leftover Foods - Creating recipes for leftover foods

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

-Suggest ways to improve taste, color and texture of reheated foods.
-Explain challenges in reheating foods and their solutions.
-Appreciate techniques for improving reheated foods.

In groups, learners are guided to:
-Suggest ways to improve taste, color and texture of reheated foods.
-Explain challenges in reheating foods and their solutions.
-Share ideas with other groups.

How can we improve taste, color and texture of reheated foods?

MENTOR Agriculture Learner's Book p. 10
-Digital devices
-Resource person
-Recipe books

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Community methods of preparing leftover foods
Conserving Leftover Foods - Preparing a recipe for leftover foods

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

-Discuss how leftover foods are prepared in the community.
-Appreciate various community methods of preparing leftover foods.
-Embrace preparation of leftover foods to avoid wastage.

In groups, learners are guided to:
-Discuss how leftover foods are prepared in their community to avoid wastage.
-Share experiences on community methods of preparing leftover foods.
-Display findings in classroom display area.

How are leftover foods prepared in your community to avoid wastage?

MENTOR Agriculture Learner's Book p. 10
-Digital devices
-Display boards
-Recipe books

Assessment rubrics -Oral discussion -Observation -Display work

Conservation of Resources

Conserving Leftover Foods - Practical preparation of beef stew by reheating
Integrated Farming - Definition and concept

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

-Outline steps in preparing beef stew by reheating.
-Prepare beef stew by reheating.
-Enjoy preparing leftover foods by reheating.

In groups, learners are guided to:
-Prepare working surface.
-Assemble required tools, equipment and ingredients.
-Wear protective clothing and wash hands.
-Transfer leftover stew into a pot.
-Add water if stew is dry.
-Cover pot with a lid.
-Stir stew regularly and heat until bubbling.
-Reduce heat and simmer before serving.

How is beef stew prepared by reheating?

MENTOR Agriculture Learner's Book p. 11
-Jiko or heat source
-Wooden spoon, service plates
-Sufuria or pot, clean water
-Beef stew to be reheated
MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Conservation of Resources

Integrated Farming - Importance in resource conservation
Integrated Farming - Components in a farm

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

-Discuss the importance of integrated farming in conservation of resources.
-Explain benefits of integrated farming.
-Appreciate the importance of integrated farming in conservation of resources.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on the importance of integrated farming in conservation of resources.
-Discuss the importance of integrated farming in conservation of resources.

What is the importance of integrated farming in conserving resources?

MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 17
-Charts on integrated farming

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Relational benefits between components

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

-Identify relational benefits between components of integrated farming.
-Explain how different components complement each other.
-Value the relational benefits in integrated farming.

In groups, learners are guided to:
-Identify relational benefits between components of integrated farming shown in a chart.
-Explain how different components complement each other.
-Share findings with other learners in class.

What are the relational benefits between components of integrated farming?

MENTOR Agriculture Learner's Book p. 17
-Charts on integrated farming
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Crop production component
Integrated Farming - Crop production in resource conservation

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

-Describe crop production as a component of integrated farming.
-Explain the role of crop production in an integrated farm.
-Appreciate crop production in integrated farming.

In groups or pairs, learners are guided to:
-Describe crop production as a component of integrated farming.
-Explain the role of crop production in an integrated farm.
-Discuss types of crops suitable for integrated farming.

What is the role of crop production in an integrated farm?

MENTOR Agriculture Learner's Book p. 17-18
-Digital devices
-Resource person

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Livestock farming component
Integrated Farming - Livestock farming in resource conservation

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

-Describe livestock farming as a component of integrated farming.
-Identify animals suitable for integrated farming.
-Appreciate livestock farming in integrated systems.

In groups or pairs, learners are guided to:
-Describe livestock farming as a component of integrated farming.
-Identify examples of animals that can be reared alongside crops in an integrated farm.
-Discuss types of livestock suitable for integrated farming.

What is the role of livestock farming in an integrated farm?

MENTOR Agriculture Learner's Book p. 18
-Digital devices
-Resource person

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Fish farming component
Integrated Farming - Fish farming in resource conservation

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

-Describe fish farming (aquaculture) as a component of integrated farming.
-Explain the role of fish farming in an integrated system.
-Appreciate fish farming in integrated systems.

In groups or pairs, learners are guided to:
-Describe fish farming (aquaculture) as a component of integrated farming.
-Explain the role of fish farming in an integrated farm.
-Discuss types of fish suitable for integrated farming.

What is the role of fish farming in an integrated farm?

MENTOR Agriculture Learner's Book p. 19
-Digital devices
-Resource person

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Agroforestry component
Integrated Farming - Agroforestry in resource conservation

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

-Define the term agroforestry.
-Describe agroforestry as a component of integrated farming.
-Appreciate agroforestry in integrated systems.

In groups or pairs, learners are guided to:
-Define the term agroforestry.
-Describe agroforestry as a component of integrated farming.
-Give examples of trees in agroforestry.

What is agroforestry and how is it used in integrated farming?

MENTOR Agriculture Learner's Book p. 19
-Digital devices
-Resource person

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Rabbit keeping component
Integrated Farming - Poultry keeping component

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

-Describe rabbit keeping as a component of integrated farming.
-Explain the role of rabbit keeping in an integrated system.
-Embrace rabbit keeping in integrated farming systems.

In groups or pairs, learners are guided to:
-Describe rabbit keeping as a component of integrated farming.
-Explain the role of rabbit keeping in an integrated farm.
-Discuss rabbit breeds suitable for integrated farming.

What is the role of rabbit keeping in an integrated farm?

MENTOR Agriculture Learner's Book p. 20
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Rabbit and poultry keeping in resource conservation

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

-State the contribution of rabbit and poultry keeping in conserving resources.
-Explain specific ways rabbit and poultry conserve resources.
-Appreciate rabbit and poultry keeping in conserving resources.

In groups or pairs, learners are guided to:
-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 contributions of rabbit and poultry keeping in conserving resources?

MENTOR Agriculture Learner's Book p. 20
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Checklists