Conservation of Resources

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

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

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

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

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

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

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Identifying different hay conservation methods

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
Conserving Animal Feed: Hay - Stacking as a conservation method

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

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

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

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

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

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

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

What are the steps in making a hay stack?

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Practical hay stacking

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
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

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
Conserving Leftover Foods - Methods of conserving leftover foods

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 - 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
Conserving Leftover Foods - Reheating as a method of preparing 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
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

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
Conserving Leftover Foods - Preparing a recipe for leftover foods

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

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

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

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

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

Assessment rubrics -Oral discussion -Observation -Display work

Conservation of Resources

Conserving Leftover Foods - Practical preparation of beef stew by reheating

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

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

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

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

What is the importance of integrated farming in conserving resources?

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Relational benefits between components

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

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

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

What are the relational benefits between components of integrated farming?

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

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

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

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

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

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Livestock farming component

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
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

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
Integrated Farming - Poultry keeping component

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

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

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

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

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Rabbit and poultry keeping in resource conservation

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

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

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on how poultry and rabbit keeping helps in conserving resources.
-Discuss the contribution of poultry and rabbit keeping in conservation of resources in the farm or environment.

What are the contributions of rabbit and poultry keeping in conserving resources?

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

Assessment rubrics -Written questions -Oral questions -Checklists

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
Organic Gardening - Benefits and importance

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
MENTOR Agriculture Learner's Book p. 23-24

Assessment rubrics -Written questions -Oral questions

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
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

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
Organic Gardening - Making organic pesticide using rosemary

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

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

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

How can we make organic foliar feed using rabbit urine?

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Selecting a crop for organic gardening

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
Organic Gardening - Managing crops using organic practices

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
-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