Conservation of Resources

Conserving Animal Feed: Hay - Introduction to hay and forage

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

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

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

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

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

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Methods of conserving forage
Conserving Animal Feed: Hay - Identifying different hay conservation methods
Conserving Animal Feed: Hay - Baled hay as a conservation method
Conserving Animal Feed: Hay - Standing forage as a conservation method

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

-Identify methods of conserving forage in coping with drought.
-Describe each method of conserving forage.
-Embrace the importance of forage conservation.

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

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

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

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Stacking as a conservation method
Conserving Animal Feed: Hay - Steps in making a hay stack
Conserving Animal Feed: Hay - Practical hay stacking
Conserving Animal Feed: Hay - Materials for baling hay
Conserving Animal Feed: Hay - Practical hay baling
Conserving Animal Feed: Hay - Hay conservation in local communities

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

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

-Identify materials needed for baling hay.
-Make a baling box.
-Value baling 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.
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 is stacking and how is it used to conserve hay?
What materials are needed for baling hay?

MENTOR Agriculture Learner's Book p. 2-3
-Digital devices
-Charts
-Resource person
MENTOR Agriculture Learner's Book p. 3
-Drawing materials
-Maize stovers or straws
-Posts, rafters, nails
-Hammer, wood saw, crowbar
-Tape measure and panga
MENTOR Agriculture Learner's Book p. 4
-Wood for making box
-Nails and hammer
-Measuring tape
-Saw
MENTOR Agriculture Learner's Book p. 4-5
-Grass
-Baling box
-Sisal twine
-Sickle
-Rake
MENTOR Agriculture Learner's Book p. 5
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation
Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

Conserving Animal Feed: Hay - Adopting hay conservation at household level
Conserving Leftover Foods - Meaning and importance
Conserving Leftover Foods - Methods of conserving leftover foods
Conserving Leftover Foods - Handling of leftover foods at home

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

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

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

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

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

Assessment rubrics -Written questions -Oral questions -Presentations

Conservation of Resources

Conserving Leftover Foods - Storage methods for leftover foods
Conserving Leftover Foods - Safety precautions in handling leftover foods
Conserving Leftover Foods - Reheating as a method of preparing leftover foods

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

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

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

How can leftover foods be stored properly?

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Improving taste and texture of reheated foods
Conserving Leftover Foods - Creating recipes for leftover foods
Conserving Leftover Foods - Community methods of preparing leftover foods
Conserving Leftover Foods - Preparing a recipe for leftover foods
Conserving Leftover Foods - Practical preparation of beef stew by reheating
Integrated Farming - Definition and concept
Integrated Farming - Importance in resource conservation

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.

-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:
-Suggest ways to improve taste, color and texture of reheated foods.
-Explain challenges in reheating foods and their solutions.
-Share ideas with other groups.
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 we improve taste, color and texture of reheated foods?
How can you prepare a recipe for leftover foods?

MENTOR Agriculture Learner's Book p. 10
-Digital devices
-Resource person
-Recipe books
-Display boards
MENTOR Agriculture Learner's Book p. 10
-Recipe books
-Digital devices
-Display boards
MENTOR Agriculture Learner's Book p. 11
-Jiko or heat source
-Wooden spoon, service plates
-Sufuria or pot, clean water
-Beef stew to be reheated
MENTOR Agriculture Learner's Book p. 16
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation
Assessment rubrics -Recipe creation -Observation -Display work

Conservation of Resources

Integrated Farming - Components in a farm
Integrated Farming - Relational benefits between components
Integrated Farming - Crop production component

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
MENTOR Agriculture Learner's Book p. 17-18

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Crop production in resource conservation
Integrated Farming - Livestock farming component
Integrated Farming - Livestock farming in resource conservation
Integrated Farming - Fish farming component

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

-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
MENTOR Agriculture Learner's Book p. 18
MENTOR Agriculture Learner's Book p. 19

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Fish farming in resource conservation
Integrated Farming - Agroforestry component
Integrated Farming - Agroforestry in resource conservation
Integrated Farming - Rabbit keeping component
Integrated Farming - Poultry keeping component
Integrated Farming - Rabbit and poultry keeping in resource conservation

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

-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.

-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:
-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.
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.

How does fish farming help in conserving resources?
What is the role of rabbit keeping in an integrated farm?

MENTOR Agriculture Learner's Book p. 19
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 20
-Digital devices
-Resource person

Assessment rubrics -Oral questions -Written questions -Observation
Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Meaning and concept
Organic Gardening - Practices in crop production
Organic Gardening - Benefits and importance
Organic Gardening - Use of organic manure

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

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

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

What is organic gardening?

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

Assessment rubrics -Written questions -Oral questions

Food Production Processes

Organic Gardening - Making organic pesticide using garlic
Organic Gardening - Making organic pesticide using hot peppers
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 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
-Hot peppers
-Water
-Spray bottle
-Rabbit urine
-Measuring containers
-Spray equipment

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Mechanical weed control methods
Organic Gardening - Making organic foliar feed using Mexican sunflower
Organic Gardening - Making organic foliar feed using rabbit urine
Organic Gardening - Making organic pesticide using rosemary
Organic Gardening - Selecting a crop for organic gardening
Organic Gardening - Preparing seedbed for organic gardening
Organic Gardening - Planting and applying organic manure
Organic Gardening - Managing crops using organic practices
Organic Gardening - Importance in producing healthy foods

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.

-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:
-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.
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.

What is mechanical weed control and how is it used in organic gardening?
How can we make organic pesticide using rosemary?

MENTOR Agriculture Learner's Book p. 24
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 25
-Mexican sunflower leaves
-Large plastic container
-Water
-Stirring implement
-Rabbit urine
-Measuring containers
-Spray equipment
MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Print resources
-Rosemary
-Resource person
-Garden tools
-Prepared plot
-Measuring tape
-Organic manure
-Seedlings or seeds
-Watering can
-Organic pesticides
-Organic foliar feed
-Knapsack sprayer
-Safety gear

Assessment rubrics -Written questions -Oral questions -Observation
Assessment rubrics -Written assignment -Observation