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

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

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

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:

-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
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

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

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
MENTOR Agriculture Learner's Book p. 3
-Drawing materials
-Maize stovers or straws
-Posts, rafters, nails
-Hammer, wood saw, crowbar
-Tape measure and panga

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

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

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

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

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

What are leftover foods and why should they be conserved?

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

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

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

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

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

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

How can leftover foods be stored properly?

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Reheating as a method of preparing leftover foods
Conserving Leftover Foods - Improving taste and texture of reheated 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
MENTOR Agriculture Learner's Book p. 10

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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
-Display boards

Assessment rubrics -Written questions -Portfolio -Recipe creation

Conservation of Resources

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

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

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

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

How is beef stew prepared by reheating?

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Conservation of Resources

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

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

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

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

What is the importance of integrated farming in conserving resources?

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Relational benefits between components
Integrated Farming - Crop production component
Integrated Farming - Crop production in resource conservation

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
MENTOR Agriculture Learner's Book p. 17-18

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

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

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

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

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

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

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

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

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

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

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

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

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Agroforestry component
Integrated Farming - Agroforestry in resource conservation
Integrated Farming - Rabbit keeping 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
MENTOR Agriculture Learner's Book p. 20

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

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

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

-Describe 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

Food Production Processes

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

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 - Benefits and importance
Organic Gardening - Use of organic manure
Organic Gardening - Making organic pesticide using garlic

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

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 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
-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

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Making organic foliar feed using rabbit urine
Organic Gardening - Making organic pesticide using rosemary
Organic Gardening - Selecting a crop for organic gardening

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

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

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

How can we make organic foliar feed using rabbit urine?

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

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

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

-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
-Organic manure
-Seedlings or seeds

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes
Hygiene Practices

Organic Gardening - Managing crops using organic practices
Organic Gardening - Importance in producing healthy foods
Cleaning Waste Disposal Facilities - Importance of cleaning waste disposal facilities

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

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

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

How are crops managed using organic practices?

MENTOR Agriculture Learner's Book p. 26
-Watering can
-Organic pesticides
-Organic foliar feed
-Knapsack sprayer
-Safety gear
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 52
-Pictures of waste disposal facilities

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Waste bins, sinks, and open drains
Cleaning Waste Disposal Facilities - Importance of cleaning waste bins

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
MENTOR Agriculture Learner's Book p. 53-54

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning sinks
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 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
MENTOR Agriculture Learner's Book p. 54-55

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning a galvanized iron waste bin
Cleaning Waste Disposal Facilities - Cleaning a stainless steel sink
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 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
MENTOR Agriculture Learner's Book p. 57
-Vinegar
-Baking soda
-Stainless steel sink
MENTOR Agriculture Learner's Book p. 58
-Soap
-Nylon sponge or soft rag
-Warm water
-Ceramic sink

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning an open drain
Disinfecting Clothing and Household Articles - Meaning of laundering and disinfecting

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Methods of disinfecting clothing and household articles
Disinfecting Clothing and Household Articles - Using sunlight for disinfection

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
MENTOR Agriculture Learner's Book p. 64

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using salt for disinfection
Disinfecting Clothing and Household Articles - Using boiling for disinfection
Disinfecting Clothing and Household Articles - Using disinfectants

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
MENTOR Agriculture Learner's Book p. 65

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using ironing for disinfection
Disinfecting Clothing and Household Articles - Safety precautions during 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
MENTOR Agriculture Learner's Book p. 66

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting aprons using sunlight
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 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
-Commercial disinfectant
-Gloves

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting white cotton towel using boiling
Disinfecting Clothing and Household Articles - Disinfecting a dustcoat by ironing
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 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
MENTOR Agriculture Learner's Book p. 69
-Warm water
-Soap
-Basin
-Iron box
-Ironing board
-Dustcoat
MENTOR Agriculture Learner's Book p. 70
-Salt
-Cold water
-Handkerchiefs

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting socks using commercial disinfectant
Disinfecting Clothing and Household Articles - Importance of disinfecting clothing and household articles

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
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Grafting in Plants - Meaning and methods of grafting
Grafting in Plants - Observing the grafting process

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

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Reasons for grafting
Grafting in Plants - Grafting for aesthetic purposes
Grafting in Plants - Practical grafting for aesthetic purposes

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

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Grafting for rejuvenation
Grafting in Plants - Practical 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
MENTOR Agriculture Learner's Book p. 78-79
-Old tree stump
-Scions
-Sharp knife
-Grafting tape
-Gloves
-Wax

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Grafting for improvement purposes
Grafting in Plants - Practical 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
-Orange plant seedling
-Lemon plant seedling
-Sharp knife
-Grafting tape
-Wax
-Gloves

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Caring for grafted plants
Grafting in Plants - Practical care for grafted plants
Grafting in Plants - Selecting plants for grafting

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
-Grafted plants
-Watering can
-Pruning shears
MENTOR Agriculture Learner's Book p. 82
-School compound with plants

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Grafting in Plants - Record keeping for grafted plants
Homemade Sun Dryer - Concept and importance

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

Assessment rubrics -Record keeping chart -Observation -Written assessment

Production Techniques

Homemade Sun Dryer - Materials for construction
Homemade Sun Dryer - Design and sketching

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
-Drawing materials
-Ruler
-Paper

Assessment rubrics -Written questions -Oral questions -Observation

Production Techniques

Homemade Sun Dryer - Measuring and cutting materials
Homemade Sun Dryer - Making the framework
Homemade Sun Dryer - Covering the structure

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
-Cut timber pieces
-Nails
-Hammer
-Wire mesh
-Framework structure
-Polythene paper
-Scissors
-Stapler/nails

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Homemade Sun Dryer - Preparing vegetables for drying
Homemade Sun Dryer - Using the sun dryer

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
-Homemade sun dryer
-Prepared vegetables
-Cleaning materials

Assessment rubrics -Activity journal -Observation -Practical assessment

Production Techniques

Homemade Sun Dryer - Monitoring the drying process
Homemade Sun Dryer - Packaging dried vegetables
Homemade Sun Dryer - Promoting vegetable preservation
Homemade Sun Dryer - Promoting vegetable preservation

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
-Dried vegetables
-Airtight containers
-Labels
-Digital camera/phone
-Digital platforms

Assessment rubrics -Activity journal -Observation records -Practical assessment