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

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

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Methods of conserving forage

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

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Identifying different hay conservation methods

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

-Explain baling as a method of hay conservation.
-Describe the process of making baled hay.
-Appreciate baling as a method of hay conservation.

In groups or pairs, learners are guided to:
-Discuss baling as a method of hay conservation.
-Use digital or print resources to search for information on the process of making baled hay.
-Draw diagrams to show the process of making baled hay.

What is baling and how is it used to conserve hay?

MENTOR Agriculture Learner's Book p. 2
-Digital devices
-Charts
-Drawing materials

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Standing forage 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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Standing forage 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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Stacking as a conservation method

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

-Explain stacking as a method of hay conservation.
-Describe the process of stacking hay.
-Value stacking as a method of hay conservation.

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

What is stacking and how is it used to conserve hay?

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

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

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

Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

Conserving Animal Feed: Hay - Practical hay stacking

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

Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

Conserving Animal Feed: Hay - Materials for baling hay

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

-Identify materials needed for baling hay.
-Make a baling box.
-Value baling as a method of hay conservation.

In groups, learners are guided to:
-Identify materials needed for baling hay.
-Make a box with dimensions 40cm x 50cm x 75cm.
-Discuss how the baling box is used in hay conservation.

What materials are needed for baling hay?

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

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

Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

Conserving Animal Feed: Hay - Hay conservation in local communities

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

-Discuss methods of forage conservation adopted in the locality.
-Explain factors affecting choice of hay conservation method.
-Appreciate local knowledge in hay conservation.

In groups, learners are guided to:
-Discuss methods of forage conservation adopted in their locality.
-Explain factors affecting choice of hay conservation method.
-Present their work in class.

What hay conservation methods are used in your locality?

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

Assessment rubrics -Written questions -Oral questions -Presentations

Conservation of Resources

Conserving Animal Feed: Hay - Hay conservation in local communities

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

-Discuss methods of forage conservation adopted in the locality.
-Explain factors affecting choice of hay conservation method.
-Appreciate local knowledge in hay conservation.

In groups, learners are guided to:
-Discuss methods of forage conservation adopted in their locality.
-Explain factors affecting choice of hay conservation method.
-Present their work in class.

What hay conservation methods are used in your locality?

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

Assessment rubrics -Written questions -Oral questions -Presentations

Conservation of Resources

Conserving Animal Feed: Hay - Adopting hay conservation at household level

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

Assessment rubrics -Written questions -Oral questions -Presentations

Conservation of Resources

Conserving Leftover Foods - Meaning and importance

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 - Methods of conserving leftover foods

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 - Handling of leftover foods at home

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

-Discuss what happens to leftover foods in homes.
-Suggest reasons why it is important to conserve leftover foods.
-Appreciate the importance of conserving leftover foods at home.

In pairs, learners are guided to:
-Discuss what happens to leftover foods in their homes.
-Suggest reasons why it is important to conserve leftover foods.
-Write down ideas in notebooks.
-Present ideas to classmates.

What happens to leftover foods in your home?

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Handling of leftover foods at home

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

-Discuss what happens to leftover foods in homes.
-Suggest reasons why it is important to conserve leftover foods.
-Appreciate the importance of conserving leftover foods at home.

In pairs, learners are guided to:
-Discuss what happens to leftover foods in their homes.
-Suggest reasons why it is important to conserve leftover foods.
-Write down ideas in notebooks.
-Present ideas to classmates.

What happens to leftover foods in your home?

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Storage methods for 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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Safety precautions in handling leftover foods

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

-Identify safety precautions when handling leftover foods.
-Discuss consequences of not following safety procedures.
-Practice food safety when handling leftover foods.

In groups, learners are guided to:
-Identify safety precautions when handling leftover foods.
-Discuss consequences of not following appropriate safety procedures when handling leftover foods.
-Share ideas with other groups.

What safety precautions should be observed when handling leftover foods?

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

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 - 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

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Creating recipes for leftover foods

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

-Create recipes for preparing leftover foods.
-Identify ingredients needed for different leftover food recipes.
-Value creativity in using leftover foods.

In groups, learners are guided to:
-Create recipes using locally available leftover foods.
-Identify ingredients needed for different leftover food recipes.
-Write down recipes.
-Present recipes to other groups for feedback.

What recipes can be created using leftover foods?

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

Assessment rubrics -Written questions -Portfolio -Recipe creation

Conservation of Resources

Conserving Leftover Foods - Community methods of preparing 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

Assessment rubrics -Oral discussion -Observation -Display work

Conservation of Resources

Conserving Leftover Foods - Community methods of preparing 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

Assessment rubrics -Oral discussion -Observation -Display work

Conservation of Resources

Conserving Leftover Foods - Preparing a recipe for leftover foods

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

Assessment rubrics -Recipe creation -Observation -Display work

Conservation of Resources

Conserving Leftover Foods - Practical preparation of beef stew by reheating

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Conservation of Resources

Integrated Farming - Definition and concept

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

-Define the term integrated farming.
-Explain the concept of integrated farming.
-Appreciate the concept of integrated farming.

In groups or pairs, learners are guided to:
-Search the internet or textbook for the meaning of integrated farming.
-Explain the concept of integrated farming.
-Share findings with classmates.

What is integrated farming?

MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Definition and concept

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

-Define the term integrated farming.
-Explain the concept of integrated farming.
-Appreciate the concept of integrated farming.

In groups or pairs, learners are guided to:
-Search the internet or textbook for the meaning of integrated farming.
-Explain the concept of integrated farming.
-Share findings with classmates.

What is integrated farming?

MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Importance in resource conservation

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Components in a farm

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

-Identify components of integrated farming.
-Describe the relationship between components of integrated farming.
-Appreciate integration of components in a farm.

In groups, learners are guided to:
-Identify components of integrated farming from a chart or diagram.
-Describe the relationship between different components of integrated farming.
-Share findings with other learners in class.

What are the 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 - 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 - 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

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 - Crop production in resource conservation

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

-Explain contribution of crop production to resource conservation.
-Outline specific ways crop production conserves resources.
-Acknowledge the importance of crop production in resource conservation.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on contribution of crop production to resource conservation.
-Outline specific ways crop production conserves resources in an integrated farm.
-Discuss crop production's contribution to resource conservation.

How does crop production contribute to resource conservation in integrated farming?

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

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 - Livestock 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

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Livestock farming in resource conservation

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

-Outline the contribution of livestock farming in conservation of resources.
-Explain specific ways livestock conserves resources.
-Appreciate livestock farming in conserving resources.

In groups or pairs, learners are guided to:
-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 to conservation of resources.

How does livestock farming help in conserving resources 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

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 - Fish farming 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 - Fish farming 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 - Agroforestry component

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 - Agroforestry in resource conservation

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

-State the contribution of agroforestry in conserving resources.
-Explain specific ways agroforestry conserves resources.
-Acknowledge the importance of agroforestry in conserving resources.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on agroforestry as a component of integrated farming and how it contributes to conservation of resources.
-Discuss the contribution of agroforestry in conserving resources in the environment and present in class.

How does agroforestry contribute in conserving resources in the environment?

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

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 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 - Poultry keeping component

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

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

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

What is the role of poultry 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

Food Production Processes

Organic Gardening - Meaning and concept

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

Assessment rubrics -Written questions -Oral questions

Food Production Processes

Organic Gardening - Practices in crop production

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

-Identify organic gardening practices in crop production.
-Explain different organic gardening practices.
-Value organic gardening practices.

In pairs, learners are guided to:
-Use digital devices and print media to search for information on organic gardening practices in crop production.
-Identify and explain different organic gardening practices.
-Share the information in class.

What are the organic gardening practices in crop production?

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

Assessment rubrics -Written questions -Oral questions

Food Production Processes

Organic Gardening - Practices in crop production

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

-Identify organic gardening practices in crop production.
-Explain different organic gardening practices.
-Value organic gardening practices.

In pairs, learners are guided to:
-Use digital devices and print media to search for information on organic gardening practices in crop production.
-Identify and explain different organic gardening practices.
-Share the information in class.

What are the organic gardening practices in crop production?

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

Assessment rubrics -Written questions -Oral questions

Food Production Processes

Organic Gardening - Benefits and importance

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

-Identify the benefits of organic gardening.
-Explain the importance of organic gardening.
-Value organic gardening practices.

In groups, learners are guided to:
-Read a story about organic gardening.
-Identify the benefits of organic gardening mentioned in the story.
-Discuss the importance of organic gardening.
-Share findings with classmates.

What are the benefits of organic gardening?

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Use of organic manure

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Making organic pesticide using garlic

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

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

In groups, learners are guided to:
-Follow steps to make organic pesticide using garlic:
-a) Chop garlic cloves and put in blender.
-b) Blend to form a thick paste.
-c) Add warm water and mix thoroughly.
-d) Let solution sit for 24 hours in a warm place.
-e) Sieve solution into another container to create pesticide.

How can we make organic pesticide using garlic?

MENTOR Agriculture Learner's Book p. 24
-Garlic cloves
-Blender
-Warm water
-Containers
-Sieve

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Making organic pesticide using hot peppers

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

-Describe how to make organic pesticide using hot peppers.
-Make organic pesticide using hot peppers.
-Appreciate the use of organic pesticides.

In groups, learners are guided to:
-Follow steps to make organic pesticide using hot peppers:
-a) Blend or crush hot peppers.
-b) Mix with enough water and let sit overnight.
-c) Sieve out solids carefully to avoid skin burns.
-d) Pour filtrate into spray bottle for use.

How can we make organic pesticide using hot peppers?

MENTOR Agriculture Learner's Book p. 24
-Hot peppers
-Blender
-Water
-Containers
-Sieve
-Spray bottle

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Making organic pesticide using hot peppers

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

-Describe how to make organic pesticide using hot peppers.
-Make organic pesticide using hot peppers.
-Appreciate the use of organic pesticides.

In groups, learners are guided to:
-Follow steps to make organic pesticide using hot peppers:
-a) Blend or crush hot peppers.
-b) Mix with enough water and let sit overnight.
-c) Sieve out solids carefully to avoid skin burns.
-d) Pour filtrate into spray bottle for use.

How can we make organic pesticide using hot peppers?

MENTOR Agriculture Learner's Book p. 24
-Hot peppers
-Blender
-Water
-Containers
-Sieve
-Spray bottle

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Making organic pesticide using rabbit urine

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Mechanical weed control methods

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

-Explain mechanical weed control in organic gardening.
-Identify methods of mechanical weed control.
-Value mechanical weed control in organic gardening.

In groups, learners are guided to:
-Explain mechanical weed control in organic gardening.
-Identify methods of mechanical weed control (uprooting, slashing, digging).
-Discuss benefits of mechanical weed control in organic gardening.

What is mechanical weed control and how is it used in organic gardening?

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Mechanical weed control methods

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

-Explain mechanical weed control in organic gardening.
-Identify methods of mechanical weed control.
-Value mechanical weed control in organic gardening.

In groups, learners are guided to:
-Explain mechanical weed control in organic gardening.
-Identify methods of mechanical weed control (uprooting, slashing, digging).
-Discuss benefits of mechanical weed control in organic gardening.

What is mechanical weed control and how is it used in organic gardening?

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

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 foliar feed using Mexican sunflower.
-Make organic foliar feed using Mexican sunflower.
-Value the use of organic foliar feed.

In groups, learners are guided to:
-Follow steps to make organic foliar feed using Mexican sunflower:
-a) Collect Mexican sunflower leaves (1/2 kg).
-b) Put in large plastic container.
-c) Add 5 liters of water to completely submerge leaves.
-d) Cover mixture to ferment, stirring daily until bubbles no longer form (7-14 days).

How can we make organic foliar feed using Mexican sunflower?

MENTOR Agriculture Learner's Book p. 25
-Mexican sunflower leaves
-Large plastic container
-Water
-Stirring implement

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Making organic foliar feed using rabbit urine

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Making organic pesticide using rosemary

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

-Search for information on how to make organic pesticide using rosemary.
-Make organic pesticide using rosemary.
-Appreciate the use of organic pesticides.

In groups, learners are guided to:
-Use digital devices and print resources to find information on how to make organic pesticide using rosemary.
-Write down findings in notebooks.
-Share findings with teacher.

How can we make organic pesticide using rosemary?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Print resources
-Rosemary

Assessment rubrics -Written assignment -Observation

Food Production Processes

Organic Gardening - Selecting a crop for organic gardening

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Selecting a crop for organic gardening

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Preparing seedbed for organic gardening

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

-Explain how to prepare a seedbed for organic gardening.
-Prepare a seedbed for growing crops organically.
-Appreciate proper seedbed preparation.

In groups, learners are guided to:
-Explain steps in preparing a seedbed for organic gardening.
-Prepare a seedbed to the correct soil tilth for chosen crop.
-Make planting holes at appropriate spacing and depth.

How is a seedbed prepared for organic gardening?

MENTOR Agriculture Learner's Book p. 26
-Garden tools
-Prepared plot
-Measuring tape

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Planting and applying organic manure

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

-Explain how to apply organic manure to crops.
-Apply organic manure in planting holes.
-Value the use of organic manure in crop production.

In groups, learners are guided to:
-Explain how to apply organic manure to crops.
-Mix organic manure with soil in planting holes.
-Plant seedlings or seeds at appropriate depth.

How is organic manure applied when planting crops?

MENTOR Agriculture Learner's Book p. 26
-Organic manure
-Seedlings or seeds
-Garden tools

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Planting and applying organic manure

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

-Explain how to apply organic manure to crops.
-Apply organic manure in planting holes.
-Value the use of organic manure in crop production.

In groups, learners are guided to:
-Explain how to apply organic manure to crops.
-Mix organic manure with soil in planting holes.
-Plant seedlings or seeds at appropriate depth.

How is organic manure applied when planting crops?

MENTOR Agriculture Learner's Book p. 26
-Organic manure
-Seedlings or seeds
-Garden tools

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Managing crops using organic practices

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Importance in producing healthy foods

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

-Discuss the importance of organic gardening in production of healthy foods.
-List the benefits of organic gardening practices.
-Value the importance of organic gardening in production of healthy foods.

In groups, learners are guided to:
-Discuss the importance of organic gardening in production of healthy foods.
-List the benefits of organic gardening practices.
-Write findings in notebook.
-Make a class presentation.

What is the importance of organic gardening in production of healthy foods?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning waste disposal facilities

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

-Explain the importance of cleaning waste disposal facilities.
-Identify different waste disposal facilities.
-Value cleanliness of waste disposal facilities.

In groups, learners are guided to:
-Study pictures of different waste disposal facilities.
-Identify the facilities shown in the pictures.
-Discuss ways in which each facility should be cleaned.
-Share ideas with other groups.

How does cleaning waste disposal facilities promote hygiene?

MENTOR Agriculture Learner's Book p. 52
-Digital devices
-Pictures of waste disposal facilities
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Waste bins, sinks, and open drains

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

-Define waste bins, sinks, and open drains.
-Identify types of waste disposal facilities at home.
-Appreciate different waste disposal facilities.

In groups, learners are guided to:
-Use digital or print resources to find out the meaning of waste bins, sinks, and open drains.
-Share experiences on types of waste disposal facilities available at home.
-Write down points and share with classmates.

What are the different types of waste disposal facilities?

MENTOR Agriculture Learner's Book p. 53
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Waste bins, sinks, and open drains

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

-Define waste bins, sinks, and open drains.
-Identify types of waste disposal facilities at home.
-Appreciate different waste disposal facilities.

In groups, learners are guided to:
-Use digital or print resources to find out the meaning of waste bins, sinks, and open drains.
-Share experiences on types of waste disposal facilities available at home.
-Write down points and share with classmates.

What are the different types of waste disposal facilities?

MENTOR Agriculture Learner's Book p. 53
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning waste bins

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

-Explain the importance of cleaning waste bins.
-Describe qualities of a good waste bin.
-Value cleaning of waste bins.

In groups, learners are guided to:
-Discuss the importance of cleaning waste bins.
-Describe qualities of a good waste bin.
-Share findings with classmates.

Why is it important to clean waste bins?

MENTOR Agriculture Learner's Book p. 53-54
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning sinks

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

-Explain the importance of cleaning sinks.
-Describe types of sinks.
-Value cleaning of sinks.

In groups, learners are guided to:
-Discuss the importance of cleaning sinks.
-Describe different types of sinks.
-Share findings with classmates.

Why is it important to clean sinks?

MENTOR Agriculture Learner's Book p. 54
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning sinks

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

-Explain the importance of cleaning sinks.
-Describe types of sinks.
-Value cleaning of sinks.

In groups, learners are guided to:
-Discuss the importance of cleaning sinks.
-Describe different types of sinks.
-Share findings with classmates.

Why is it important to clean sinks?

MENTOR Agriculture Learner's Book p. 54
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning open drains

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

-Explain the importance of cleaning open drains.
-Identify problems caused by uncleaned open drains.
-Value cleaning of open drains.

In groups, learners are guided to:
-Discuss the importance of cleaning open drains.
-Identify problems caused by uncleaned open drains.
-Share findings with classmates.

Why is it important to clean open drains?

MENTOR Agriculture Learner's Book p. 54-55
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning a galvanized iron waste bin

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

-Outline materials needed for cleaning a galvanized iron waste bin.
-Clean a galvanized iron waste bin.
-Appreciate a clean waste bin.

In groups, learners are guided to:
-Identify materials needed for cleaning a galvanized iron waste bin.
-Clean a galvanized iron waste bin following these steps:
-a) Tie the liner at the top and empty the bin.
-b) Check for maggots or molds.
-c) Scrub with a brush dipped in warm soapy water.
-d) Dry with a soft cloth immediately.

How do we clean a galvanized iron waste bin?

MENTOR Agriculture Learner's Book p. 56
-Warm soapy water
-Soft brush
-Cold water
-Disinfectant
-Soft cloth
-Galvanized iron waste bin

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning a stainless steel sink

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

-Outline materials needed for cleaning a stainless steel sink.
-Clean a stainless steel sink.
-Appreciate a clean sink.

In groups, learners are guided to:
-Identify materials needed for cleaning a stainless steel sink.
-Clean a stainless steel sink following these steps:
-a) Clean with warm soapy water.
-b) Rinse with clean water.
-c) Pour a mixture of vinegar and baking soda down the sink occasionally.
-d) Flash with hot water and dry the sink.

How do we clean a stainless steel sink?

MENTOR Agriculture Learner's Book p. 57
-Warm soapy water
-Soft cloth
-Vinegar
-Baking soda
-Stainless steel sink

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning a ceramic sink

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

-Outline materials needed for cleaning a ceramic sink.
-Clean a ceramic sink.
-Appreciate a clean sink.

In groups, learners are guided to:
-Identify materials needed for cleaning a ceramic sink.
-Clean a ceramic sink following these steps:
-a) Remove all utensils and debris.
-b) Clean with a nylon sponge using circular movements.
-c) Rinse with warm water with disinfectant.
-d) Dry with a soft non-fluffy cloth.
-e) Pour a mixture of vinegar and baking soda into the drain occasionally.

How do we clean a ceramic sink?

MENTOR Agriculture Learner's Book p. 58
-Soap
-Nylon sponge or soft rag
-Warm water
-Disinfectant
-Ceramic sink

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning a ceramic sink

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

-Outline materials needed for cleaning a ceramic sink.
-Clean a ceramic sink.
-Appreciate a clean sink.

In groups, learners are guided to:
-Identify materials needed for cleaning a ceramic sink.
-Clean a ceramic sink following these steps:
-a) Remove all utensils and debris.
-b) Clean with a nylon sponge using circular movements.
-c) Rinse with warm water with disinfectant.
-d) Dry with a soft non-fluffy cloth.
-e) Pour a mixture of vinegar and baking soda into the drain occasionally.

How do we clean a ceramic sink?

MENTOR Agriculture Learner's Book p. 58
-Soap
-Nylon sponge or soft rag
-Warm water
-Disinfectant
-Ceramic sink

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning an open drain

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

-Outline materials needed for cleaning an open drain.
-Clean an open drain.
-Appreciate a clean open drain.

In groups, learners are guided to:
-Identify materials needed for cleaning an open drain.
-Clean an open drain following these steps:
-a) Pick any litter or leaves.
-b) Scrub with warm soapy water or sweep it.
-c) Rinse with clean water with disinfectant.
-d) Occasionally use baking soda when cleaning.

How do we clean an open drain?

MENTOR Agriculture Learner's Book p. 59
-Warm soapy water
-Broom
-Disinfectant
-Baking soda

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Meaning of laundering and disinfecting

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

-Define the terms laundering and disinfecting.
-Explain the difference between laundering and disinfecting.
-Appreciate the importance of laundering and disinfecting.

In pairs, learners are guided to:
-Use digital or print resources to find out the meaning of laundering and disinfecting.
-Discuss how the processes are carried out in their homes.
-Write down discussion points and share with classmates.

What is the difference between laundering and disinfecting?

MENTOR Agriculture Learner's Book p. 62
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Meaning of laundering and disinfecting

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

-Define the terms laundering and disinfecting.
-Explain the difference between laundering and disinfecting.
-Appreciate the importance of laundering and disinfecting.

In pairs, learners are guided to:
-Use digital or print resources to find out the meaning of laundering and disinfecting.
-Discuss how the processes are carried out in their homes.
-Write down discussion points and share with classmates.

What is the difference between laundering and disinfecting?

MENTOR Agriculture Learner's Book p. 62
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Methods of disinfecting clothing and household articles

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

-Identify methods of disinfecting clothing and household articles.
-Explain different methods of disinfecting.
-Appreciate various methods of disinfecting.

In groups, learners are guided to:
-Use printed or digital resources to search for information on methods of disinfecting clothing and household articles (sunlight, salt, boiling, disinfectants, ironing).
-Watch video clips on various ways of disinfecting.
-Make a list of clothing or household articles that can be disinfected using each method.
-Share findings with other groups.

What are the methods of disinfecting clothing and household articles?

MENTOR Agriculture Learner's Book p. 63
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using sunlight for disinfection

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

-Explain how sunlight is used for disinfection.
-Identify clothing and household articles suitable for sun disinfection.
-Value disinfection using sunlight.

In groups, learners are guided to:
-Explain how sunlight is used for disinfection.
-Identify clothing and household articles suitable for sun disinfection.
-Discuss advantages and disadvantages of using sunlight for disinfection.
-Share findings with classmates.

How is sunlight used for disinfection of clothing and household articles?

MENTOR Agriculture Learner's Book p. 64
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using salt for disinfection

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

-Explain how salt is used for disinfection.
-Identify clothing and household articles suitable for salt disinfection.
-Value disinfection using salt.

In groups, learners are guided to:
-Explain how salt is used for disinfection.
-Identify clothing and household articles suitable for salt disinfection.
-Discuss advantages and disadvantages of using salt for disinfection.
-Share findings with classmates.

How is salt used for disinfection of clothing and household articles?

MENTOR Agriculture Learner's Book p. 64
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using boiling for disinfection

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

-Explain how boiling is used for disinfection.
-Identify clothing and household articles suitable for boiling disinfection.
-Value disinfection using boiling.

In groups, learners are guided to:
-Explain how boiling is used for disinfection.
-Identify clothing and household articles suitable for boiling disinfection.
-Discuss advantages and disadvantages of using boiling for disinfection.
-Share findings with classmates.

How is boiling used for disinfection of clothing and household articles?

MENTOR Agriculture Learner's Book p. 65
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using boiling for disinfection

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

-Explain how boiling is used for disinfection.
-Identify clothing and household articles suitable for boiling disinfection.
-Value disinfection using boiling.

In groups, learners are guided to:
-Explain how boiling is used for disinfection.
-Identify clothing and household articles suitable for boiling disinfection.
-Discuss advantages and disadvantages of using boiling for disinfection.
-Share findings with classmates.

How is boiling used for disinfection of clothing and household articles?

MENTOR Agriculture Learner's Book p. 65
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using disinfectants

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

-Explain how disinfectants are used for disinfection.
-Identify clothing and household articles suitable for disinfectant use.
-Value disinfection using disinfectants.

In groups, learners are guided to:
-Explain how disinfectants are used for disinfection.
-Identify different types of disinfectants (white vinegar, borax, hydrogen peroxide, pine oil, sodium hypochlorite).
-Identify clothing and household articles suitable for disinfectant use.
-Share findings with classmates.

How are disinfectants used for disinfection of clothing and household articles?

MENTOR Agriculture Learner's Book p. 65
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using ironing for disinfection

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

-Explain how ironing is used for disinfection.
-Identify clothing and household articles suitable for ironing disinfection.
-Value disinfection using ironing.

In groups, learners are guided to:
-Explain how ironing is used for disinfection.
-Identify clothing and household articles suitable for ironing disinfection.
-Discuss advantages and disadvantages of using ironing for disinfection.
-Share findings with classmates.

How is ironing used for disinfection of clothing and household articles?

MENTOR Agriculture Learner's Book p. 65
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Safety precautions during disinfection

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

-Identify safety precautions during disinfection.
-Explain the importance of safety precautions.
-Value safety during disinfection.

In groups, learners are guided to:
-Brainstorm safety precautions that one should consider when using different disinfection methods.
-Explain the importance of each safety precaution.
-Share findings with classmates.

What safety precautions should be observed during disinfection?

MENTOR Agriculture Learner's Book p. 66
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Safety precautions during disinfection

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

-Identify safety precautions during disinfection.
-Explain the importance of safety precautions.
-Value safety during disinfection.

In groups, learners are guided to:
-Brainstorm safety precautions that one should consider when using different disinfection methods.
-Explain the importance of each safety precaution.
-Share findings with classmates.

What safety precautions should be observed during disinfection?

MENTOR Agriculture Learner's Book p. 66
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting aprons using sunlight

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

-Outline steps for disinfecting aprons using sunlight.
-Disinfect aprons using sunlight.
-Appreciate sunlight as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting aprons using sunlight.
-Disinfect aprons following these steps:
-a) Sort the aprons.
-b) Wash using correct method and detergents.
-c) Rinse in warm then cold water.
-d) Dry in direct sunlight until totally dry.

How do we disinfect aprons using sunlight?

MENTOR Agriculture Learner's Book p. 67
-Warm water
-Soap
-Clothes line
-Aprons

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting gloves using commercial disinfectants

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

-Outline steps for disinfecting gloves using commercial disinfectants.
-Disinfect gloves using commercial disinfectants.
-Appreciate commercial disinfectants.

In groups, learners are guided to:
-Outline steps for disinfecting gloves using commercial disinfectants.
-Disinfect gloves following these steps:
-a) Sort the gloves.
-b) Wash using correct laundry method.
-c) Rinse in warm water.
-d) Prepare disinfectant as per instructions.
-e) Soak gloves in solution for 2-5 minutes.
-f) Rinse and dry appropriately.

How do we disinfect gloves using commercial disinfectants?

MENTOR Agriculture Learner's Book p. 67
-Warm water
-Soap
-Commercial disinfectant
-Gloves

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting white cotton towel using boiling

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

-Outline steps for disinfecting a white cotton towel using boiling.
-Disinfect a white cotton towel using boiling.
-Appreciate boiling as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting a white cotton towel using boiling.
-Disinfect a white cotton towel following these steps:
-a) Wear protective clothing.
-b) Wash the towel in warm soapy water.
-c) Heat water until it boils.
-d) Put towel in boiling water for 2-5 minutes.
-e) Allow water to cool with towel inside.
-f) Remove towel and rinse in warm then cold water.
-g) Hang to dry in direct sunlight.

How do we disinfect a white cotton towel using boiling?

MENTOR Agriculture Learner's Book p. 68
-White cotton towel
-Warm soapy water
-Clean water
-Plastic buckets with lids
-Wooden stick
-Jiko or stove
-Sufuria
-Pot holder
-Protective clothing

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting white cotton towel using boiling

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

-Outline steps for disinfecting a white cotton towel using boiling.
-Disinfect a white cotton towel using boiling.
-Appreciate boiling as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting a white cotton towel using boiling.
-Disinfect a white cotton towel following these steps:
-a) Wear protective clothing.
-b) Wash the towel in warm soapy water.
-c) Heat water until it boils.
-d) Put towel in boiling water for 2-5 minutes.
-e) Allow water to cool with towel inside.
-f) Remove towel and rinse in warm then cold water.
-g) Hang to dry in direct sunlight.

How do we disinfect a white cotton towel using boiling?

MENTOR Agriculture Learner's Book p. 68
-White cotton towel
-Warm soapy water
-Clean water
-Plastic buckets with lids
-Wooden stick
-Jiko or stove
-Sufuria
-Pot holder
-Protective clothing

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting a dustcoat by ironing

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

-Outline steps for disinfecting a dustcoat by ironing.
-Disinfect a dustcoat by ironing.
-Appreciate ironing as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting a dustcoat by ironing.
-Disinfect a dustcoat following these steps:
-a) Sort dustcoats according to fiber.
-b) Wash using correct laundry method.
-c) Rinse and dry appropriately, but leave slightly damp.
-d) Set iron box to correct temperature.
-e) Iron with high heat to complete dryness.

How do we disinfect a dustcoat by ironing?

MENTOR Agriculture Learner's Book p. 69
-Warm water
-Soap
-Basin
-Iron box
-Ironing board
-Dustcoat

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting handkerchiefs using salt

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

-Outline steps for disinfecting handkerchiefs using salt.
-Disinfect handkerchiefs using salt.
-Appreciate salt as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting handkerchiefs using salt.
-Disinfect handkerchiefs following these steps:
-a) Sort the handkerchiefs.
-b) Prepare salt solution.
-c) Soak handkerchief in salt water for 5 minutes.
-d) Wash using correct laundry method.
-e) Rinse in warm then cold water.
-f) Dry correctly.

How do we disinfect handkerchiefs using salt?

MENTOR Agriculture Learner's Book p. 70
-Salt
-Cold water
-Warm water
-Soap
-Handkerchiefs

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting socks using commercial disinfectant

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

-Outline steps for disinfecting socks using commercial disinfectant.
-Disinfect socks using commercial disinfectant.
-Appreciate commercial disinfectant for socks.

In groups, learners are guided to:
-Outline steps for disinfecting socks using commercial disinfectant.
-Disinfect socks following these steps:
-a) Sort the socks.
-b) Wash using correct laundry method.
-c) Rinse in warm water.
-d) Prepare disinfectant as per instructions.
-e) Soak socks in solution for 5-10 minutes.
-f) Rinse and dry appropriately.

How do we disinfect socks using commercial disinfectant?

MENTOR Agriculture Learner's Book p. 71
-Water
-Soap
-Disinfectant
-Basin
-Socks

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting socks using commercial disinfectant

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

-Outline steps for disinfecting socks using commercial disinfectant.
-Disinfect socks using commercial disinfectant.
-Appreciate commercial disinfectant for socks.

In groups, learners are guided to:
-Outline steps for disinfecting socks using commercial disinfectant.
-Disinfect socks following these steps:
-a) Sort the socks.
-b) Wash using correct laundry method.
-c) Rinse in warm water.
-d) Prepare disinfectant as per instructions.
-e) Soak socks in solution for 5-10 minutes.
-f) Rinse and dry appropriately.

How do we disinfect socks using commercial disinfectant?

MENTOR Agriculture Learner's Book p. 71
-Water
-Soap
-Disinfectant
-Basin
-Socks

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Importance of disinfecting clothing and household articles

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

-Explain the importance of disinfecting clothing and household articles.
-Appreciate the importance of disinfecting for hygiene purposes.
-Value disinfection as a hygiene practice.

In groups, learners are guided to:
-Use digital or printed resources to search for the importance of disinfecting clothing and household articles for hygiene purposes.
-Make presentations to classmates on the findings.

Why is it important to disinfect clothing and household articles?

MENTOR Agriculture Learner's Book p. 71
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Presentations

Production Techniques

Grafting in Plants - Meaning and methods of grafting

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

-Define grafting as a method of plant propagation.
-Identify various methods of grafting.
-Appreciate grafting as a propagation method.

In groups, learners are guided to:
-Use print media or digital resources to search for information on grafting as a method of plant propagation.
-Discuss what grafting is and various methods of grafting.
-Write findings in notebooks.
-Present findings in class.

Why is grafting done on a plant?

MENTOR Agriculture Learner's Book p. 74
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Observing the grafting process

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

-Describe the grafting process from pictures.
-Identify materials used in grafting.
-Value grafting as a propagation method.

In groups, learners are guided to:
-Study pictures showing the grafting process.
-Describe what is happening in the pictures.
-Identify materials used in grafting.
-Share findings in class.

What happens during the grafting process?

MENTOR Agriculture Learner's Book p. 75
-Pictures of grafting process
-Digital devices

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Observing the grafting process

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

-Describe the grafting process from pictures.
-Identify materials used in grafting.
-Value grafting as a propagation method.

In groups, learners are guided to:
-Study pictures showing the grafting process.
-Describe what is happening in the pictures.
-Identify materials used in grafting.
-Share findings in class.

What happens during the grafting process?

MENTOR Agriculture Learner's Book p. 75
-Pictures of grafting process
-Digital devices

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Reasons for grafting

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

-Identify reasons for grafting plants.
-Explain different purposes of grafting.
-Appreciate various purposes of grafting.

In groups, learners are guided to:
-Identify reasons for grafting plants (repair, aesthetic value, rejuvenation, improvement).
-Explain different purposes of grafting.
-Share findings in class.

What are the reasons for grafting plants?

MENTOR Agriculture Learner's Book p. 76
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Grafting for aesthetic purposes

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

-Outline steps for grafting for aesthetic purposes.
-Identify materials needed for grafting.
-Value grafting for aesthetic purposes.

In groups, learners are guided to:
-Discuss grafting for aesthetic purposes.
-Outline steps for grafting for aesthetic purposes.
-Identify materials needed for grafting.
-Share findings in class.

How is grafting done for aesthetic purposes?

MENTOR Agriculture Learner's Book p. 77
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Practical grafting for aesthetic purposes

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

-Prepare materials for grafting for aesthetic purposes.
-Carry out grafting for aesthetic purposes.
-Embrace grafting for aesthetic purposes.

In groups with the help of a resource person, learners are guided to:
-Prepare materials for grafting for aesthetic purposes.
-Carry out grafting for aesthetic purposes following these steps:
-a) Select rootstock plant.
-b) Prepare the scion.
-c) Prepare the rootstock.
-d) Insert the scion.
-e) Secure the graft.
-f) Care for the grafted plant.

How do we carry out grafting for aesthetic purposes?

MENTOR Agriculture Learner's Book p. 77-78
-Ornamental plant (hibiscus or bougainvillea)
-Scion of related species
-Sharp knife
-Grafting tape
-Gloves
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Grafting in Plants - Practical grafting for aesthetic purposes

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

-Prepare materials for grafting for aesthetic purposes.
-Carry out grafting for aesthetic purposes.
-Embrace grafting for aesthetic purposes.

In groups with the help of a resource person, learners are guided to:
-Prepare materials for grafting for aesthetic purposes.
-Carry out grafting for aesthetic purposes following these steps:
-a) Select rootstock plant.
-b) Prepare the scion.
-c) Prepare the rootstock.
-d) Insert the scion.
-e) Secure the graft.
-f) Care for the grafted plant.

How do we carry out grafting for aesthetic purposes?

MENTOR Agriculture Learner's Book p. 77-78
-Ornamental plant (hibiscus or bougainvillea)
-Scion of related species
-Sharp knife
-Grafting tape
-Gloves
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Grafting in Plants - Grafting for rejuvenation

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

-Outline steps for grafting for rejuvenation.
-Identify materials needed for grafting.
-Value grafting for rejuvenation.

In groups, learners are guided to:
-Discuss grafting for rejuvenation.
-Outline steps for grafting for rejuvenation.
-Identify materials needed for grafting.
-Share findings in class.

How is grafting done for rejuvenation?

MENTOR Agriculture Learner's Book p. 78
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Practical grafting for rejuvenation

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

-Prepare materials for grafting for rejuvenation.
-Carry out grafting for rejuvenation.
-Embrace grafting for rejuvenation.

In groups with the help of a resource person, learners are guided to:
-Prepare materials for grafting for rejuvenation.
-Carry out grafting for rejuvenation following steps provided in the book.
-Observe safety while using sharp tools.

How do we carry out grafting for rejuvenation?

MENTOR Agriculture Learner's Book p. 78-79
-Old tree stump
-Scions
-Sharp knife
-Grafting tape
-Gloves
-Wax
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Grafting in Plants - Grafting for improvement purposes

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

-Outline steps for grafting for improvement purposes.
-Identify materials needed for grafting.
-Value grafting for improvement.

In groups, learners are guided to:
-Discuss grafting for improvement purposes.
-Outline steps for grafting for improvement purposes.
-Identify materials needed for grafting.
-Share findings in class.

How is grafting done for improvement purposes?

MENTOR Agriculture Learner's Book p. 79-80
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Grafting for improvement purposes

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

-Outline steps for grafting for improvement purposes.
-Identify materials needed for grafting.
-Value grafting for improvement.

In groups, learners are guided to:
-Discuss grafting for improvement purposes.
-Outline steps for grafting for improvement purposes.
-Identify materials needed for grafting.
-Share findings in class.

How is grafting done for improvement purposes?

MENTOR Agriculture Learner's Book p. 79-80
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Practical grafting for improvement purposes

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

-Prepare materials for grafting for improvement purposes.
-Carry out grafting for improvement purposes.
-Embrace grafting for improvement purposes.

In groups with the help of a resource person, learners are guided to:
-Prepare materials for grafting for improvement purposes.
-Carry out grafting for improvement purposes following these steps:
-a) Select rootstock plant (lemon seedling).
-b) Prepare scion (orange seedling).
-c) Prepare rootstock.
-d) Insert scion.
-e) Secure graft.
-f) Care for grafted plant.

How do we carry out grafting for improvement purposes?

MENTOR Agriculture Learner's Book p. 79-80
-Orange plant seedling
-Lemon plant seedling
-Sharp knife
-Grafting tape
-Wax
-Gloves
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Grafting in Plants - Caring for grafted plants

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

-Identify ways of caring for grafted plants.
-Explain the importance of proper care for grafted plants.
-Value proper care for grafted plants.

In groups, learners are guided to:
-Study pictures of learners caring for grafted plants.
-Identify ways of caring for grafted plants.
-Discuss other ways of caring for grafted plants.
-Share answers in class.

How do we take care of grafted plants to ensure successful union?

MENTOR Agriculture Learner's Book p. 81
-Pictures of plant care
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Practical care for grafted plants

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

-Demonstrate care for grafted plants.
-Monitor grafted plants regularly.
-Value proper care for grafted plants.

In groups, learners are guided to:
-Demonstrate care for grafted plants following these methods:
-a) Check graft union weekly.
-b) Remove emerging shoots from rootstock.
-c) Water plant if rainfall is insufficient.
-d) Remove grafting tape once grafting is successful.
-Monitor grafted plants regularly.

How do we practically care for grafted plants?

MENTOR Agriculture Learner's Book p. 81
-Grafted plants
-Watering can
-Pruning shears

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Grafting in Plants - Practical care for grafted plants

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

-Demonstrate care for grafted plants.
-Monitor grafted plants regularly.
-Value proper care for grafted plants.

In groups, learners are guided to:
-Demonstrate care for grafted plants following these methods:
-a) Check graft union weekly.
-b) Remove emerging shoots from rootstock.
-c) Water plant if rainfall is insufficient.
-d) Remove grafting tape once grafting is successful.
-Monitor grafted plants regularly.

How do we practically care for grafted plants?

MENTOR Agriculture Learner's Book p. 81
-Grafted plants
-Watering can
-Pruning shears

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Grafting in Plants - Selecting plants for grafting

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

-Select suitable plants for grafting.
-Identify factors to consider when selecting plants.
-Value proper plant selection for grafting.

In groups, learners are guided to:
-Select suitable plants in the school compound for grafting.
-Identify plants to provide rootstock and scion.
-Discuss factors to consider when selecting plants for grafting.
-Share findings in class.

What factors should be considered when selecting plants for grafting?

MENTOR Agriculture Learner's Book p. 82
-School compound with plants
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Record keeping for grafted plants

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

-Design a record keeping chart for grafted plants.
-Record observations of grafted plants.
-Value record keeping in plant management.

In groups, learners are guided to:
-Design a record keeping chart for grafted plants.
-Record observations of grafted plants including watering, removing side shoots, and protection.
-Monitor grafted plants for 7 days.
-Share findings in class.

How do we keep records for grafted plants?

MENTOR Agriculture Learner's Book p. 82
-Record keeping chart
-Pencil
-Grafted plants

Assessment rubrics -Record keeping chart -Observation -Written assessment

Production Techniques

Homemade Sun Dryer - Concept and importance

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

-Explain the concept of a homemade sun dryer.
-Identify reasons for preserving vegetables.
-Value homemade sun dryers for preservation.

In pairs, learners are guided to:
-Brainstorm on how a homemade sun dryer for preserving vegetables can be made.
-Identify reasons for preserving vegetables (reduce wastage, control spoilage, ensure availability, maintain quality).
-Share points with classmates.

Why do we need a homemade sun dryer for vegetables?

MENTOR Agriculture Learner's Book p. 86
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Homemade Sun Dryer - Materials for construction

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

-Identify materials needed for making a homemade sun dryer.
-Explain the function of each material.
-Value locally available materials for construction.

In groups, learners are guided to:
-Watch a video clip on how to make a homemade sun dryer for vegetables.
-List down materials used to make a homemade sun dryer.
-Explain the function of each material.
-Share findings in class.

What materials are needed to make a homemade sun dryer?

MENTOR Agriculture Learner's Book p. 87
-Digital devices
-Video clip
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Homemade Sun Dryer - Materials for construction

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

-Identify materials needed for making a homemade sun dryer.
-Explain the function of each material.
-Value locally available materials for construction.

In groups, learners are guided to:
-Watch a video clip on how to make a homemade sun dryer for vegetables.
-List down materials used to make a homemade sun dryer.
-Explain the function of each material.
-Share findings in class.

What materials are needed to make a homemade sun dryer?

MENTOR Agriculture Learner's Book p. 87
-Digital devices
-Video clip
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Homemade Sun Dryer - Design and sketching

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

-Draw a sketch of a homemade sun dryer.
-Include measurements in the sketch.
-Value proper design for functionality.

In groups, learners are guided to:
-Use information from previous lessons to draw a sketch of a homemade sun dryer.
-Include measurements in the sketch.
-Share sketches with classmates.

How do we design a homemade sun dryer?

MENTOR Agriculture Learner's Book p. 87
-Drawing materials
-Ruler
-Paper

Assessment rubrics -Sketches -Observation -Peer assessment

Production Techniques

Homemade Sun Dryer - Measuring and cutting materials

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

-Measure and cut materials for a homemade sun dryer.
-Use tools safely.
-Value precision in measurement.

In groups, learners are guided to:
-Use the sketch of a homemade sun dryer to measure and cut materials.
-Measure and cut pieces of timber to the length shown in the sketch.
-Observe safety when using tools.

How do we measure and cut materials for a homemade sun dryer?

MENTOR Agriculture Learner's Book p. 88
-Timber
-Measuring tape
-Saw
-Safety gear

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Homemade Sun Dryer - Making the framework

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

-Make a framework for a homemade sun dryer.
-Use tools safely.
-Value teamwork in construction.

In groups, learners are guided to:
-Make a framework for a homemade sun dryer.
-Ensure trays are removable.
-Fix the top part to allow air circulation.
-Observe safety when using tools.

How do we make the framework for a homemade sun dryer?

MENTOR Agriculture Learner's Book p. 88
-Cut timber pieces
-Nails
-Hammer
-Wire mesh
-Safety gear

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Homemade Sun Dryer - Making the framework

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

-Make a framework for a homemade sun dryer.
-Use tools safely.
-Value teamwork in construction.

In groups, learners are guided to:
-Make a framework for a homemade sun dryer.
-Ensure trays are removable.
-Fix the top part to allow air circulation.
-Observe safety when using tools.

How do we make the framework for a homemade sun dryer?

MENTOR Agriculture Learner's Book p. 88
-Cut timber pieces
-Nails
-Hammer
-Wire mesh
-Safety gear

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Homemade Sun Dryer - Covering the structure

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

-Cover the structure with polythene paper.
-Ensure proper fitting of the cover.
-Value proper covering for effectiveness.

In groups, learners are guided to:
-Cover the structure using polythene paper.
-Cut polythene according to the size of the sides to be covered, including the door.
-Ensure proper fitting of the cover.

How do we cover a homemade sun dryer?

MENTOR Agriculture Learner's Book p. 88
-Framework structure
-Polythene paper
-Scissors
-Stapler/nails
-Safety gear

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Homemade Sun Dryer - Preparing vegetables for drying

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

-Prepare vegetables for drying.
-Explain steps for preparing vegetables.
-Value proper preparation for quality preservation.

In groups, learners are guided to:
-Choose fresh vegetables without physical damage.
-Wash vegetables using clean water.
-Cut or shred vegetables thinly.
-Blanch vegetables to maintain original color.
-Arrange vegetables in a single layer on the tray.

How do we prepare vegetables for drying?

MENTOR Agriculture Learner's Book p. 89
-Fresh vegetables
-Clean water
-Knife
-Cutting board
-Container for blanching
-Heat source

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Homemade Sun Dryer - Using the sun dryer

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

-Use the homemade sun dryer to preserve vegetables.
-Arrange vegetables properly on trays.
-Value proper use of the sun dryer.

In groups, learners are guided to:
-Clean the inside of the drying cabinet.
-Place different types of vegetables on separate trays.
-Close the door immediately after loading each tray.
-Keep flies and insects from entering the dryer.

How do we use a homemade sun dryer to preserve vegetables?

MENTOR Agriculture Learner's Book p. 89
-Homemade sun dryer
-Prepared vegetables
-Cleaning materials

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Homemade Sun Dryer - Using the sun dryer

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

-Use the homemade sun dryer to preserve vegetables.
-Arrange vegetables properly on trays.
-Value proper use of the sun dryer.

In groups, learners are guided to:
-Clean the inside of the drying cabinet.
-Place different types of vegetables on separate trays.
-Close the door immediately after loading each tray.
-Keep flies and insects from entering the dryer.

How do we use a homemade sun dryer to preserve vegetables?

MENTOR Agriculture Learner's Book p. 89
-Homemade sun dryer
-Prepared vegetables
-Cleaning materials

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Homemade Sun Dryer - Monitoring the drying process

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

-Monitor the vegetable drying process.
-Record changes during drying.
-Value monitoring for quality preservation.

In groups, learners are guided to:
-Check the progress of vegetables regularly.
-Note that vegetables in upper trays may dry faster.
-Ensure vegetables are dried until brittle.
-Monitor drying process every two days and record changes.

How do we monitor the vegetable drying process?

MENTOR Agriculture Learner's Book p. 89
-Homemade sun dryer with vegetables
-Notebook
-Pen

Assessment rubrics -Activity journal -Observation records -Practical assessment

Production Techniques

Homemade Sun Dryer - Packaging dried vegetables

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

-Package dried vegetables appropriately.
-Identify suitable packaging materials.
-Value proper packaging for storage.

In groups, learners are guided to:
-Ensure vegetables are completely dry.
-Remove dried vegetables from the dryer.
-Package dried vegetables in airtight containers.
-Label packages with type of vegetable and date.

How do we package dried vegetables?

MENTOR Agriculture Learner's Book p. 89
-Dried vegetables
-Airtight containers
-Labels
-Pen

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Homemade Sun Dryer - Promoting vegetable preservation

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

-Document the vegetable preservation process.
-Share information about vegetable preservation.
-Value promotion of food preservation.

In groups, learners are guided to:
-Take photographs of dried vegetables.
-Share photographs on digital platforms.
-Promote preserving vegetables using a homemade sun dryer.
-Discuss the importance of vegetable preservation for food security.

How can we promote vegetable preservation using homemade sun dryers?

MENTOR Agriculture Learner's Book p. 89
-Digital camera/phone
-Dried vegetables
-Digital platforms

Assessment rubrics -Digital content -Presentations -Observation

Production Techniques

Homemade Sun Dryer - Promoting vegetable preservation

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

-Document the vegetable preservation process.
-Share information about vegetable preservation.
-Value promotion of food preservation.

In groups, learners are guided to:
-Take photographs of dried vegetables.
-Share photographs on digital platforms.
-Promote preserving vegetables using a homemade sun dryer.
-Discuss the importance of vegetable preservation for food security.

How can we promote vegetable preservation using homemade sun dryers?

MENTOR Agriculture Learner's Book p. 89
-Digital camera/phone
-Dried vegetables
-Digital platforms

Assessment rubrics -Digital content -Presentations -Observation

Production Techniques

Homemade Sun Dryer - Promoting vegetable preservation

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