Conservation of Resources

Conserving Animal Feed: Hay - Introduction to hay and 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 - Methods of conserving forage
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 methods of conserving forage in coping with drought.
-Describe each method of conserving forage.
-Embrace the importance of forage conservation.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on methods of conserving forage in coping with drought.
-Discuss methods of conserving forage in coping with drought.

What are the methods of conserving forage in coping with drought?

MENTOR Agriculture Learner's Book p. 1
-Digital devices
-Charts
-Resource person
MENTOR Agriculture Learner's Book p. 2
-Charts of hay conservation methods
-Pictures
-Drawing materials

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Standing forage as a conservation method
Conserving Animal Feed: Hay - Stacking as a conservation method
Conserving Animal Feed: Hay - Steps in making a hay stack

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
MENTOR Agriculture Learner's Book p. 3
-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
Conserving Animal Feed: Hay - Adopting hay conservation at household level

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 Leftover Foods - Meaning and importance
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:

-Define the term leftover foods.
-Explain the importance of conserving leftover foods.
-Embrace the practice of conserving leftover foods.

In groups or pairs, learners are guided to:
-Brainstorm and present the meaning of leftover foods.
-Discuss the importance of conserving leftover foods.
-Share findings with other groups.

What are leftover foods and why should they 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
Conserving Leftover Foods - Reheating as a method of preparing 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
MENTOR Agriculture Learner's Book p. 9

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
Conserving Leftover Foods - Community methods of preparing 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
-Display boards

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Preparing a recipe for leftover foods
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:

-Prepare a recipe for leftover foods.
-Present a recipe for leftover foods.
-Embrace preparation of leftover foods to avoid wastage.

In groups, learners are guided to:
-Prepare a recipe for leftover foods of their choice.
-Share recipes with other groups for feedback.
-Improve recipes based on feedback.
-Display recipe in classroom display area.

How can you prepare a recipe for leftover foods?

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

Assessment rubrics -Recipe creation -Observation -Display work

Conservation of Resources

Integrated Farming - Importance in resource conservation
Integrated Farming - Components in a farm
Integrated Farming - Relational benefits between components

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 - 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
Integrated Farming - Fish farming component

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
MENTOR Agriculture Learner's Book p. 19

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

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

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

-Outline the contribution of fish farming in conserving resources.
-Explain specific ways fish farming conserves resources.
-Acknowledge the benefits of aquaculture in conservation of resources.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on fish farming as a component of integrated farming and its contribution in conserving resources.
-Identify and discuss how fish farming as a component of integrated farming helps in conserving resources.
-Present findings in class.

How does fish farming help in conserving resources?

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
Integrated Farming - Rabbit and poultry keeping in resource conservation

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

Food Production Processes

Organic Gardening - Meaning and concept
Organic Gardening - Practices in crop production
Organic Gardening - Benefits and importance

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

-Define the term organic gardening.
-Explain the concept of organic gardening.
-Embrace organic gardening practices.

In pairs, learners are guided to:
-Use digital devices and print media to search for information on the meaning of organic gardening.
-Explain the concept of organic gardening.
-Share the information in class.

What is organic gardening?

MENTOR Agriculture Learner's Book p. 23
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 23-24

Assessment rubrics -Written questions -Oral questions

Food Production Processes

Organic Gardening - Use of organic manure
Organic Gardening - Making organic pesticide using garlic
Organic Gardening - Making organic pesticide using hot peppers

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

-Explain the use of organic manure in organic gardening.
-Identify types of organic manure.
-Appreciate the use of organic manure.

In groups, learners are guided to:
-Explain the use of organic manure in organic gardening.
-Identify types of organic manure (compost, farmyard, green manure).
-Discuss benefits of organic manure in crop production.

What is organic manure and how is it used in organic gardening?

MENTOR Agriculture Learner's Book p. 24
-Digital devices
-Resource person
-Garlic cloves
-Blender
-Warm water
-Containers
-Sieve
-Hot peppers
-Water
-Spray bottle

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Making organic pesticide using rabbit urine
Organic Gardening - Mechanical weed control methods
Organic Gardening - Making organic foliar feed using Mexican sunflower

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

-Describe how to make organic pesticide using rabbit urine.
-Make organic pesticide using rabbit urine.
-Appreciate the use of organic pesticides.

In groups, learners are guided to:
-Follow steps to make organic pesticide using rabbit urine:
-a) Collect rabbit urine.
-b) Mix one liter of rabbit urine with two liters of water.
-c) Use the mixture as pesticide.

How can we make organic pesticide using rabbit urine?

MENTOR Agriculture Learner's Book p. 24
-Rabbit urine
-Water
-Measuring containers
-Spray equipment
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 25
-Mexican sunflower leaves
-Large plastic container
-Stirring implement

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Making organic foliar feed using rabbit urine
Organic Gardening - Making organic pesticide using rosemary

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

-Describe how to make organic foliar feed using rabbit urine.
-Make organic foliar feed using rabbit urine.
-Value the use of organic foliar feed.

In groups, learners are guided to:
-Follow steps to make organic foliar feed using rabbit urine:
-a) Collect rabbit urine.
-b) Mix one liter of rabbit urine with five liters of water.
-c) Use the mixture as foliar feed.

How can we make organic foliar feed using rabbit urine?

MENTOR Agriculture Learner's Book p. 25
-Rabbit urine
-Water
-Measuring containers
-Spray equipment
MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Print resources
-Rosemary

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Selecting a crop for organic gardening
Organic Gardening - Preparing seedbed for organic gardening
Organic Gardening - Planting and applying organic manure

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

-Select a crop for growing using organic gardening practices.
-Identify factors to consider when selecting a crop.
-Value careful crop selection in organic gardening.

In groups, learners are guided to:
-Discuss factors to consider when selecting a crop for organic gardening.
-Select a suitable crop for growing using organic gardening practices.
-Justify their crop selection.

What factors should be considered when selecting a crop for organic gardening?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Resource person
-Garden tools
-Prepared plot
-Measuring tape
-Organic manure
-Seedlings or seeds

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Managing crops using organic practices
Organic Gardening - Importance in producing healthy foods
Storage of Crop Produce - Types of storage structures

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

-Explain how to manage crops using organic practices.
-Apply organic practices in crop management.
-Appreciate organic crop management practices.

In groups, learners are guided to:
-Explain how to manage crops using organic practices.
-Water and mulch crops.
-Control weeds by uprooting.
-Control pests using organic pesticide.
-Spray crops with organic foliar feed.

How are crops managed using organic practices?

MENTOR Agriculture Learner's Book p. 26
-Watering can
-Organic pesticides
-Organic foliar feed
-Knapsack sprayer
-Safety gear
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 29
-Pictures of storage structures

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Storage of Crop Produce - Matching crop produce to storage structures
Storage of Crop Produce - Ways of preparing storage structures
Storage of Crop Produce - Preparing containers and airtight bags

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

-Suggest crop produce that can be stored in each structure.
-Match crop produce to appropriate storage structures.
-Value proper selection of storage structures.

In pairs, learners are guided to:
-Suggest types of crop produce that can be stored in each structure.
-Match crop produce to appropriate storage structures.
-Share findings with classmates.

Which crop produce can be stored in different storage structures?

MENTOR Agriculture Learner's Book p. 29
-Pictures of storage structures
-Digital devices
MENTOR Agriculture Learner's Book p. 30-31
-Print media
MENTOR Agriculture Learner's Book p. 31
-Containers (metallic, plastic, wooden, glass)
-Airtight bags
-Warm water
-Soap
-Repair materials

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Storage of Crop Produce - Preparing storage rooms and granaries
Storage of Crop Produce - Controlling rodents in storage facilities
Storage of Crop Produce - Managing stored crop produce

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

-Prepare a storage room or granary for storing crop produce.
-Clean and repair a storage room.
-Value properly prepared storage rooms.

In groups, learners are guided to:
-Empty the store if there was previous crop produce.
-Clear vegetation from around the store or granary.
-Clean the storage room or granary and let it dry.
-Repair damaged areas like roof leaks, floors, or walls.
-Dust with appropriate chemicals to prevent pests.
-Seal cracks.

How do we prepare a storage room or granary for storing crop produce?

MENTOR Agriculture Learner's Book p. 31
-Slasher or panga
-Disinfectant, soap
-Duster, jembe, gloves
-Hammer, nails, timber
-Safe traps
-Slasher
-Rodent guards
-Used engine oil
MENTOR Agriculture Learner's Book p. 32-33
-Digital devices
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Storage of Crop Produce - Checking moisture content in cereals
Storage of Crop Produce - Ensuring proper ventilation
Storage of Crop Produce - Turning stored crop produce

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

-Explain how to check moisture content in cereals and pulses.
-Check moisture content in cereals using salt method.
-Value proper moisture content checking in stored crop produce.

In groups, learners are guided to:
-Dry salt for two days during hottest sun hours.
-Wash and dry glass bottle.
-Fill one-third of bottle with grains.
-Add three tablespoons of dry salt.
-Close bottle and shake vigorously for 1 minute.
-Let rest for 15 minutes and shake again.
-Observe whether salt sticks to bottle sides to determine moisture content.

How can we check moisture content in cereals and pulses?

MENTOR Agriculture Learner's Book p. 33
-Glass bottle (750 ml)
-Salt
-Cereals or pulses
MENTOR Agriculture Learner's Book p. 34
-Improvised broom
-Storage facility (granary)
MENTOR Agriculture Learner's Book p. 35
-Shovel or rake
-Stored cereals or pulses

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Cooking: Using Flour Mixtures - Introduction to flour mixtures
Cooking: Using Flour Mixtures - Types of flour mixtures
Cooking: Using Flour Mixtures - Gluten in flour mixtures

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

-Define the term flour mixture.
-Explain the concept of flour mixtures.
-Appreciate the concept of flour mixtures.

In pairs, learners are guided to:
-Define the term flour mixture.
-Explain the concept of flour mixtures.
-Share ideas with classmates.

What are flour mixtures?

MENTOR Agriculture Learner's Book p. 39
-Digital devices
-Resource person
-Pictures of flour mixtures
MENTOR Agriculture Learner's Book p. 40
-Printed resources

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Cooking: Using Flour Mixtures - Consistency of flour mixtures
Cooking: Using Flour Mixtures - Batters and doughs

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

-Define the term consistency in relation to flour mixtures.
-Describe different consistencies of flour mixtures.
-Appreciate different consistencies of flour mixtures.

In groups, learners are guided to:
-Define the term consistency in relation to flour mixtures.
-Describe different consistencies of flour mixtures.
-Share findings with classmates.

What is consistency in relation to flour mixtures?

MENTOR Agriculture Learner's Book p. 40
-Digital devices
-Printed resources
-Samples of flour mixtures

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Cooking: Using Flour Mixtures - Types of batters
Cooking: Using Flour Mixtures - Raising agents in flour mixtures
Cooking: Using Flour Mixtures - Procedures for preparing chapati dough

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

-Identify different types of batters.
-Describe the consistency of different types of batters.
-Appreciate different types of batters.

In groups, learners are guided to:
-Identify different types of batters (thin and thick).
-Describe the consistency of different types of batters.
-Give examples of food items made from different types of batters.
-Share findings with classmates.

What are the different types of batters?

MENTOR Agriculture Learner's Book p. 40
-Digital devices
-Printed resources
-Samples of batters
-Samples of raising agents
MENTOR Agriculture Learner's Book p. 41
-Print resources
-Flour mixtures

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Cooking: Using Flour Mixtures - Preparing chapati dough
Cooking: Using Flour Mixtures - Making chapati from dough
Cooking: Using Flour Mixtures - Procedures for preparing mandazi dough

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

-Prepare ingredients for chapati dough.
-Mix ingredients to form chapati dough.
-Value the proper preparation of chapati dough.

In groups, learners are guided to:
-Prepare ingredients for chapati dough.
-Sift dry ingredients together.
-Add sugar, salt, water, and oil to form soft, sticky dough.
-Knead dough for 8-10 minutes until soft, elastic, and smooth.
-Cover dough to rest for 30 minutes.

How is chapati dough prepared?

MENTOR Agriculture Learner's Book p. 41-42
-All-purpose flour
-Salt, sugar, oil
-Mixing bowl, wooden spoon
-Chapati dough
-Rolling pin and board
-Frying pan
-Source of heat
-Serving platter
MENTOR Agriculture Learner's Book p. 43
-Digital devices
-Print resources
-Flour mixtures

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Cooking: Using Flour Mixtures - Preparing mandazi dough
Cooking: Using Flour Mixtures - Making mandazi from dough
Cooking: Using Flour Mixtures - Procedures for preparing pancake batter
Cooking: Using Flour Mixtures - Preparing pancake batter
Cooking: Using Flour Mixtures - Making pancakes from batter

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

-Prepare ingredients for mandazi dough.
-Mix ingredients to form mandazi dough.
-Value the proper preparation of mandazi dough.

In groups, learners are guided to:
-Prepare ingredients for mandazi dough.
-Sift dry ingredients together.
-Mix water, oil, and egg.
-Add this mixture to flour while kneading into dough.
-Knead for 15-20 minutes until smooth and elastic.
-Let dough rest for 10 minutes covered with damp cloth.

How is mandazi dough prepared?

MENTOR Agriculture Learner's Book p. 43-44
-All-purpose flour
-Baking powder, sugar, salt
-Water, vegetable oil, egg
-Mixing bowl, wooden spoon
-Mandazi dough
-Rolling pin and board
-Frying pan
-Source of heat
-Serving bowl
MENTOR Agriculture Learner's Book p. 45
-Digital devices
-Print resources
-Flour mixtures
-Salt, sugar
-Eggs, milk or water
MENTOR Agriculture Learner's Book p. 45-46
-Pancake batter
-Oil
-Serving plate
-Lemon for garnish

Assessment rubrics -Activity journal -Observation -Practical assessment