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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
CONSERVATION OF RESOURCES
|
Soil Conservation - Identifying sites for soil improvement
|
By the end of the
lesson, the learner
should be able to:
- Identify sites for soil improvement in the school or community - Explain the characteristics of poor soil - Appreciate the importance of identifying sites for soil improvement |
- Learners to discuss and identify sites in the school or community that have poor soil for crop growth
- Learners to identify and examine areas with poor crop growth caused by soil erosion - Learners to brainstorm on the damage caused by soil erosion to the environment |
How can we identify sites that need soil improvement?
|
- Pictures showing sites with poor soil
- Mentor Agriculture pg. 1 - Digital devices - School compound - Charts showing eroded soil - Pictures showing healthy and unhealthy crops - Soil samples from different locations |
- Observation checklist to assess learners' ability to identify poor soils
- Guided oral questions on characteristics of poor soil
- Written reflections on importance of soil improvement
|
|
| 2 | 2 |
CONSERVATION OF RESOURCES
|
Soil Conservation - Constructing organic waste pit
|
By the end of the
lesson, the learner
should be able to:
- Explain what an organic waste pit is - Identify suitable materials for an organic waste pit - Value the importance of recycling organic materials |
- Learners to brainstorm on materials that can be used in an organic waste pit
- Learners to discuss the benefits of organic waste pits - Learners to identify materials in their environment that can be used in an organic waste pit |
What materials should we dump in an organic waste pit?
|
- Pictures of organic waste materials
- Mentor Agriculture pg. 2 - Digital devices - Video clips on organic waste pits |
- Oral presentations on suitable materials for organic waste pits
- Peer assessment of identified organic materials
- Quiz on organic waste pit benefits
|
|
| 2 | 3 |
CONSERVATION OF RESOURCES
|
Soil Conservation - Constructing organic waste pit
|
By the end of the
lesson, the learner
should be able to:
- Select a suitable site for an organic waste pit - Identify locally available materials for making an organic waste pit - Appreciate the importance of organic waste for soil improvement |
- Learners to select an appropriate site for constructing an organic waste pit
- Learners to identify and collect materials needed for constructing an organic waste pit - Learners to discuss factors to consider when selecting a site for an organic waste pit |
How do we select a good site for an organic waste pit?
|
- Pictures of organic waste pits
- Mentor Agriculture pg. 3 - Digital devices - Jembes, spades, tape measure |
- Observation of learners during site selection activity
- Formative assessment through guided discussion
- Self-evaluation on selection criteria for organic waste pit site
|
|
| 3 | 1 |
CONSERVATION OF RESOURCES
|
Soil Conservation - Constructing organic waste pit
Soil Conservation - Growing crops in a residue pit |
By the end of the
lesson, the learner
should be able to:
- Construct an organic waste pit - Use appropriate tools in constructing the organic waste pit - Show responsibility in maintaining the organic waste pit |
- Learners to construct a pit for dumping plant residue and suitable food remains and organic kitchen wastes in school
- Learners to work collaboratively to dig and prepare the pit - Learners to measure and mark the area for the organic waste pit |
How do we construct an organic waste pit?
|
- Pictures of organic waste pits
- Mentor Agriculture pg. 4 - Digital devices - Digging tools - Measuring tools - Pictures of crops grown in residue pits - Mentor Agriculture pg. 5 - Video clips - Seeds of suitable crops |
- Practical assessment of pit construction
- Observation of tool handling skills
- Group project evaluation
- Peer review of contributions to pit construction
|
|
| 3 | 2 |
CONSERVATION OF RESOURCES
|
Soil Conservation - Growing crops in a residue pit
|
By the end of the
lesson, the learner
should be able to:
- Plant crops in a residue pit - Demonstrate care for the growing crops - Appreciate the benefits of improved soil |
- Learners to plant crop in a residue pit to observe and appreciate soil improvement from accumulated organic wastes
- Learners to prepare the residue pit for planting - Learners to select appropriate seeds for planting in the residue pit |
How can we improve the soil using suitable organic wastes?
|
- Pictures of crop planting
- Mentor Agriculture pg. 6 - Seeds - Watering cans - Garden tools |
- Practical assessment during planting activities
- Observation of crop care practices
- Project-based assessment of crop growth over time
- Written reflections on soil improvement
|
|
| 3 | 3 |
CONSERVATION OF RESOURCES
|
Water Conservation - Ways of conserving water for household gardening
|
By the end of the
lesson, the learner
should be able to:
- Explain why water conservation is important in gardening - Identify methods of conserving water in the garden - Value water as a limited resource |
- Learners to use devices or other resources to search for information on ways of water conservation such as mulching, cover cropping and shading in kitchen and backyard gardening
- Learners to discuss the importance of water conservation in gardening - Learners to identify various methods of water conservation |
Why is water conservation important in gardening?
|
- Pictures of water conservation methods
- Mentor Agriculture pg. 8 - Digital devices - Video clips - Charts - Mentor Agriculture pg. 10 - Flashcards |
- Oral presentations on importance of water conservation
- Mind maps of water conservation methods
- Short quizzes on water conservation concepts
- Self-assessment checklist
|
|
| 4 | 1 |
CONSERVATION OF RESOURCES
|
Water Conservation - Conservation of water in farming through mulching
|
By the end of the
lesson, the learner
should be able to:
- Define mulching as a water conservation method - Identify materials suitable for mulching - Appreciate the value of water conservation |
- Learners to discuss what mulching is and how it helps conserve water
- Learners to identify materials in their environment that can be used for mulching - Learners to discuss the advantages of mulching in water conservation |
How does mulching help in water conservation?
|
- Pictures of mulching
- Mentor Agriculture pg. 12 - Digital devices - Mulching materials |
- Oral questioning on mulching concepts
- Identification tests of mulching materials
- Written reflections on importance of mulching
- Observation of learners during discussions
|
|
| 4 | 2 |
CONSERVATION OF RESOURCES
|
Water Conservation - Conservation of water in farming through mulching
|
By the end of the
lesson, the learner
should be able to:
- Apply mulch to conserve water - Demonstrate correct mulching techniques - Show responsibility in conserving water resources |
- Learners practice various ways of conserving water in farming within school
- In groups, learners apply mulch to crops in the school garden - Learners observe how to apply mulch correctly to different types of crops |
What materials can we use for mulching?
|
- Pictures of mulching techniques
- Mentor Agriculture pg. 12 - Digital devices - Mulching materials - Garden tools |
- Practical assessment of mulching techniques
- Observation of learners during mulching activities
- Peer evaluation of mulching application
- Portfolio documentation of mulching practice
|
|
| 4 | 3 |
CONSERVATION OF RESOURCES
|
Water Conservation - Use of cover crops to conserve water in farming
|
By the end of the
lesson, the learner
should be able to:
- Explain what cover crops are - Identify types of cover crops for water conservation - Value the importance of cover crops in farming |
- Learners to discuss what cover crops are and their role in water conservation
- Learners to identify different types of cover crops - Learners to explore how cover crops help in conserving soil moisture |
What are cover crops and how do they help conserve water?
|
- Pictures of cover crops
- Mentor Agriculture pg. 12 - Digital devices - Video clips - Examples of cover crops - Pictures of cover crop planting - Mentor Agriculture pg. 13 - Seeds of cover crops - Garden tools - Watering equipment |
- Oral presentations on cover crops
- Identification tests of various cover crops
- Written assignments explaining how cover crops conserve water
- Group discussions with guided assessment
|
|
| 5 | 1 |
CONSERVATION OF RESOURCES
|
Water Conservation - Conserving water in farming by shading
|
By the end of the
lesson, the learner
should be able to:
- Explain how shading conserves water in farming - Identify materials used for shading crops - Value shading as a water conservation method |
- Learners to discuss how shading helps conserve water in farming
- Learners to identify materials that can be used for shading crops - Learners to explore the benefits of shading in water conservation |
How does shading help in water conservation?
|
- Pictures of shading techniques
- Mentor Agriculture pg. 13 - Digital devices - Shading materials - Video clips |
- Oral presentations on shading benefits
- Question and answer sessions
- Written assignments on shading concepts
- Concept mapping of shading benefits
|
|
| 5 | 2 |
CONSERVATION OF RESOURCES
|
Water Conservation - Conserving water in farming by shading
Water Conservation - Comparison between moisture conservation in mulched and unmulched crop |
By the end of the
lesson, the learner
should be able to:
- Construct shades for crop protection - Demonstrate correct placement of shades - Show responsibility in conserving water through shading |
- Learners practice various ways of conserving water in farming within school
- In groups, learners construct shades for crops in the school garden - Learners observe and discuss the effects of shading on soil moisture |
What materials can we use for shading crops?
|
- Pictures of shading structures
- Mentor Agriculture pg. 13 - Digital devices - Shading materials - Construction tools - Pictures of experimental setup - Mentor Agriculture pg. 14 - Mulching materials - Garden tools - Containers |
- Practical assessment of shade construction
- Observation of learners during construction activities
- Group project evaluation
- Peer assessment of shade structures
|
|
| 5 | 3 |
CONSERVATION OF RESOURCES
|
Water Conservation - Importance of conserving water for gardening activities
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of water conservation in gardening - Identify the benefits of different water conservation methods - Value water as a precious resource |
- Learners to make presentations to share experiences on importance of conserving water in kitchen and backyard gardening activities
- Learners to discuss the ecological and economic benefits of water conservation - Learners to explore the consequences of water wastage in gardening |
Why is it important to conserve water in gardening?
|
- Pictures of water conservation benefits
- Mentor Agriculture pg. 15 - Digital devices - Chart papers - Markers |
- Oral presentations on water conservation importance
- Written essays on water conservation benefits
- Group discussions with guided assessment
- Self-reflection journals
|
|
| 6 | 1 |
CONSERVATION OF RESOURCES
|
Conserving Wild Animals - Identification of ways of repelling wild animals
|
By the end of the
lesson, the learner
should be able to:
- Explain why it's important to repel rather than harm wild animals - Identify methods of repelling wild animals - Value the coexistence of humans and wildlife |
- Learners to watch video clips or listen to a resource person on safe ways of repelling wild animals
- Learners to discuss different ways of repelling wild animals without harming them - Learners to identify the importance of wild animals in the ecosystem |
Why should we repel wild animals rather than harm them?
|
- Pictures of wild animals
- Mentor Agriculture pg. 18 - Digital devices - Video clips - Charts |
- Oral presentations on repelling methods
- Written assignments on wildlife importance
- Group discussions with guided assessment
- Concept mapping of human-wildlife coexistence
|
|
| 6 | 2 |
CONSERVATION OF RESOURCES
|
Conserving Wild Animals - Identification of ways of repelling wild animals
Conserving Wild Animals - How to use smoke to repel wild animals |
By the end of the
lesson, the learner
should be able to:
- Categorize different methods of repelling wild animals - Identify the effectiveness of different repelling methods - Appreciate the need to protect both human property and wild animals |
- Learners to categorize different methods of repelling wild animals
- Learners to discuss the effectiveness of different repelling methods for various wild animals - Learners to explore the challenges in wild animal management |
Which methods are effective for repelling different types of wild animals?
|
- Pictures showing repelling methods
- Mentor Agriculture pg. 19 - Digital devices - Video clips - Charts - Pictures of smoke as repellent - Mentor Agriculture pg. 20 - Safety equipment |
- Classification activities assessment
- Oral presentations on effectiveness of methods
- Written assignments comparing repelling techniques
- Group discussion with guided assessment
|
|
| 6 | 3 |
CONSERVATION OF RESOURCES
|
Conserving Wild Animals - Use of smell repellents to keep off wild animals
|
By the end of the
lesson, the learner
should be able to:
- Explain how smell repellents work to keep off wild animals - Identify natural smell repellents for wild animals - Appreciate natural methods of wildlife management |
- Learners to discuss how smell repellents work to keep off wild animals
- Learners to identify natural plants and substances that repel wild animals - Learners to explore how different animals respond to different smells |
How do smell repellents work to keep off wild animals?
|
- Pictures of repellent plants
- Mentor Agriculture pg. 20 - Digital devices - Samples of repellent plants - Charts |
- Identification tests of repellent plants
- Oral presentations on smell repellents
- Written assignments on repellent mechanisms
- Mind maps of natural repellent methods
|
|
| 7 |
Mid term exams |
||||||||
| 8 |
Mid term break |
||||||||
| 9 | 1 |
CONSERVATION OF RESOURCES
|
Conserving Wild Animals - Use of smell repellents to keep off wild animals
Conserving Wild Animals - Importance of living better with wild animals |
By the end of the
lesson, the learner
should be able to:
- Apply smell repellents to keep off wild animals - Demonstrate correct placement of smell repellents - Value environmental friendly methods of wildlife management |
- Learners to innovate safe ways of repelling small wild animals using smell repellents
- Learners to demonstrate placement of repellent plants around a garden - Learners to discuss the effectiveness of different smell repellents for different animals |
How can we effectively use smell repellents to protect our gardens?
|
- Pictures of repellent application
- Mentor Agriculture pg. 21 - Digital devices - Repellent plants and substances - Garden tools - Pictures of wildlife benefits - Mentor Agriculture pg. 22 - Video clips - Charts |
- Practical assessment of repellent application
- Observation of placement techniques
- Group project evaluation
- Self and peer assessment
|
|
| 9 | 2 |
CONSERVATION OF RESOURCES
|
Conserving Wild Animals - Living better with wild animals in the community
|
By the end of the
lesson, the learner
should be able to:
- Identify local challenges in human-wildlife coexistence - Suggest solutions to local human-wildlife conflicts - Value community involvement in wildlife conservation |
- Learners to identify local challenges in human-wildlife coexistence
- Learners to suggest solutions to local human-wildlife conflicts - Learners to discuss the role of community in wildlife conservation |
What challenges do we face in living with wild animals in our community?
|
- Pictures of human-wildlife conflicts
- Mentor Agriculture pg. 23 - Digital devices - Local case studies - Charts |
- Problem-solution analysis assessment
- Oral presentations on local wildlife challenges
- Written proposals for conflict resolution
- Community survey reports evaluation
|
|
| 9 | 3 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Identifying gardening practices
|
By the end of the
lesson, the learner
should be able to:
- Identify gardening practices for vegetables - Explain the purpose of various gardening practices - Appreciate the importance of gardening practices in vegetable production |
- Learners to brainstorm and share experiences on gardening practices of vegetables in a nursery bed
- Learners to identify gardening practices shown in pictures - Learners to discuss the purpose of each gardening practice |
How does growing vegetables contribute to food production?
|
- Pictures showing gardening practices
- Mentor Agriculture pg. 24 - Digital devices - Charts - Video clips - Pictures of gardening practices - Mentor Agriculture pg. 25 - Poster materials |
- Observation of learners during discussions
- Oral questioning on gardening practices
- Written assignments identifying practices and their purposes
- Concept mapping of gardening practices
|
|
| 10 | 1 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Establishing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
- Explain how to establish a container nursery bed - Identify suitable materials for a container nursery bed - Appreciate container gardening as a space-saving method |
- Learners to discuss materials needed for establishing a container nursery bed
- Learners to identify suitable containers for nursery beds - Learners to plan the steps for preparing a container nursery bed |
How can we establish a nursery bed for growing vegetables?
|
- Pictures of container nursery beds
- Mentor Agriculture pg. 26 - Digital devices - Container materials - Soil and manure |
- Oral questioning on container gardening
- Written plans for nursery bed establishment
- Observation of planning process
- Peer assessment of container selection
|
|
| 10 | 2 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Establishing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
- Prepare a container nursery bed - Demonstrate proper soil mixture preparation - Show responsibility in establishing a nursery bed |
- Learners to prepare container nursery beds using locally available containers
- Learners to mix soil with compost manure for the container - Learners to level the soil in the container |
What materials do we need to establish a container nursery bed?
|
- Pictures of nursery bed preparation
- Mentor Agriculture pg. 26 - Containers (buckets, used tires, sacks) - Soil and manure - Garden tools |
- Practical assessment of container preparation
- Observation of soil mixing techniques
- Group project evaluation
- Self and peer assessment
|
|
| 10 | 3 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Establishing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
- Sow vegetable seeds in a container nursery bed - Demonstrate proper seed placement and coverage - Value careful handling of seeds during sowing |
- Learners to make shallow furrows in prepared containers
- Learners to place seeds in the furrows - Learners to cover seeds lightly with soil and apply mulching materials - Learners to water the container nursery bed |
How do we sow vegetable seeds in a container nursery bed?
|
- Pictures of seed sowing
- Mentor Agriculture pg. 27 - Vegetable seeds - Prepared containers - Watering can - Mulching materials - Pictures of ground nursery beds - Garden tools (jembe, slasher, rake) - Measuring tape - Manure |
- Practical assessment of seed sowing techniques
- Observation of seed handling
- Portfolio documentation of sowing process
- Assessment of seed spacing and depth
|
|
| 11 | 1 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Establishing a nursery bed
|
By the end of the
lesson, the learner
should be able to:
- Sow vegetable seeds in a ground nursery bed - Demonstrate proper seed placement and coverage - Value careful handling of seeds during sowing |
- Learners to use garden line to mark straight lines on the nursery bed
- Learners to make shallow furrows for seed placement - Learners to place seeds in the furrows and cover with soil - Learners to apply mulch and water the bed |
How do we sow vegetable seeds in a ground nursery bed?
|
- Pictures of seed sowing
- Mentor Agriculture pg. 28 - Vegetable seeds - Garden line - Watering can - Mulching materials |
- Practical assessment of seed sowing techniques
- Observation of seed handling and spacing
- Portfolio documentation of sowing process
- Assessment of furrow preparation
|
|
| 11 | 2 |
FOOD PRODUCTION PROCESSES
|
Growing Vegetables - Growing vegetable crops after transplanting
|
By the end of the
lesson, the learner
should be able to:
- Explain the process of transplanting vegetable seedlings - Identify when seedlings are ready for transplanting - Appreciate the importance of proper transplanting |
- Learners to discuss when seedlings are ready for transplanting
- Learners to identify tools and materials required for transplanting - Learners to plan the steps for preparing seedlings and seedbed for transplanting |
How can we grow vegetable crops after transplanting?
|
- Pictures of vegetable seedlings
- Mentor Agriculture pg. 28 - Digital devices - Vegetable seedlings - Garden tools - Pictures of transplanting process - Mentor Agriculture pg. 29 - Watering can |
- Oral questioning on transplanting concepts
- Written plans for transplanting process
- Identification of ready-to-transplant seedlings
- Group discussion with guided assessment
|
|
| 11 | 3 |
FOOD PRODUCTION PROCESSES
|
Uses of Domestic Animals - Identifying uses of domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Identify various domestic animals - Explain the uses of various domestic animals in food production - Appreciate the role of domestic animals in food production |
- Learners to identify various domestic animals from pictures
- Learners to brainstorm and share experiences on the uses of domestic animals in food production - Learners to discuss which animals are found in their locality |
How are domestic animals important in food production?
|
- Pictures of domestic animals
- Mentor Agriculture pg. 37 - Digital devices - Charts - Video clips |
- Observation of learners during discussions
- Oral questioning on animal identification
- Written assignments on uses of domestic animals
- Concept mapping of animal uses
|
|
| 12 | 1 |
FOOD PRODUCTION PROCESSES
|
Uses of Domestic Animals - Identifying uses of domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Categorize domestic animals based on their uses - Explain how different animals contribute to food production - Value the diversity of domestic animals |
- Learners to categorize domestic animals based on their uses
- Learners to discuss specific contributions of animals to food production - Learners to create charts showing animal categories and uses |
What are the uses of various domestic animals in food production?
|
- Pictures of domestic animals
- Mentor Agriculture pg. 38 - Digital devices - Chart paper - Markers |
- Classification activities assessment
- Oral presentations on animal categories
- Portfolio assessment of charts
- Group discussion with guided assessment
|
|
| 12 | 2 |
FOOD PRODUCTION PROCESSES
|
Uses of Domestic Animals - Relating animals to their uses
|
By the end of the
lesson, the learner
should be able to:
- Match domestic animals to their specific uses - Explain the products obtained from different animals - Appreciate the contribution of animals to human nutrition |
- Learners to match domestic animals to their uses
- Learners to identify products obtained from different animals - Learners to discuss how animal products contribute to human nutrition |
How do we relate various domestic animals to their uses?
|
- Pictures of animals and their products
- Mentor Agriculture pg. 39 - Digital devices - Matching cards - Charts - Pictures of domestic animals - Mentor Agriculture pg. 40 - Poster materials |
- Matching exercises of animals and uses
- Oral presentations on animal products
- Written assignments on nutritional value
- Observation of participation
|
|
| 12 | 3 |
FOOD PRODUCTION PROCESSES
|
Uses of Domestic Animals - Importance of domestic animals
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of domestic animals in food production - Identify the benefits of keeping different domestic animals - Appreciate the economic value of domestic animals |
- Learners to read and discuss a story about uses of domestic animals
- Learners to identify benefits of keeping domestic animals - Learners to make class presentations on importance of domestic animals |
Why are domestic animals important in food production?
|
- Pictures of domestic animals
- Mentor Agriculture pg. 41 - Digital devices - Story charts - Presentation materials |
- Comprehension questions on the story
- Oral presentations on animal importance
- Written reflections on animal benefits
- Group discussion with guided assessment
|
|
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