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

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
- Pictures of organic waste pits
- Mentor Agriculture pg. 3
- Jembes, spades, tape measure

- Oral presentations on suitable materials for organic waste pits - Peer assessment of identified organic materials - Quiz on organic waste pit benefits

CONSERVATION OF RESOURCES

Soil Conservation - Constructing organic waste 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

- Practical assessment of pit construction - Observation of tool handling skills - Group project evaluation - Peer review of contributions to pit construction

CONSERVATION OF RESOURCES

Soil Conservation - Growing crops in a residue pit

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

- Identify crops suitable for growing in residue pits
- Explain the benefits of growing crops in residue pits
- Value the use of organic materials for plant growth

- Learners to discuss suitable crops for planting in residue pits
- Learners to identify crops that can benefit from the nutrients in decomposed materials
- Learners to discuss how decomposed materials improve soil fertility

How can we grow crops in a residue pit?

- Pictures of crops grown in residue pits
- Mentor Agriculture pg. 5
- Digital devices
- Video clips
- Seeds of suitable crops
- Pictures of crop planting
- Mentor Agriculture pg. 6
- Seeds
- Watering cans
- Garden tools

- Oral presentations on suitable crops for residue pits - Mind maps showing benefits of growing crops in residue pits - Written assignments on organic material decomposition

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

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

CONSERVATION OF RESOURCES

Water Conservation - Conservation of water in farming through mulching
Water Conservation - Use of cover crops to conserve water in farming

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
- Pictures of cover crops
- Video clips
- Examples of cover crops

- Practical assessment of mulching techniques - Observation of learners during mulching activities - Peer evaluation of mulching application - Portfolio documentation of mulching practice

CONSERVATION OF RESOURCES

Water Conservation - Use of cover crops to conserve water in farming
Water Conservation - Conserving water in farming by shading

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

- Plant cover crops for water conservation
- Demonstrate proper care of cover crops
- Appreciate the benefits of cover crops in farming

- Learners to practice planting cover crops in the school garden
- Learners to observe and care for the cover crops
- Learners to discuss how the cover crops impact soil moisture

How do we plant and care for cover crops?

- Pictures of cover crop planting
- Mentor Agriculture pg. 13
- Seeds of cover crops
- Garden tools
- Watering equipment
- Pictures of shading techniques
- Digital devices
- Shading materials
- Video clips

- Practical assessment during planting activities - Observation of crop care techniques - Project-based assessment of cover crop growth - Self and peer assessment of planting procedures

CONSERVATION OF RESOURCES

Water Conservation - Conserving water in farming by shading

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

- Practical assessment of shade construction - Observation of learners during construction activities - Group project evaluation - Peer assessment of shade structures

CONSERVATION OF RESOURCES

Water Conservation - Comparison between moisture conservation in mulched and unmulched crop
Water Conservation - Importance of conserving water for gardening activities

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

- Set up an experiment on mulching
- Predict the outcomes of the experiment
- Appreciate the scientific method in farming practices

- In groups, learners to experiment on mulching (mulch some crops and leave others unmulched)
- Learners to set up the experiment with control and experimental groups
- Learners to make predictions about the outcomes of the experiment

How can we compare moisture conservation in mulched and unmulched crops?

- Pictures of experimental setup
- Mentor Agriculture pg. 14
- Digital devices
- Mulching materials
- Garden tools
- Containers
- Pictures of water conservation benefits
- Mentor Agriculture pg. 15
- Chart papers
- Markers

- Assessment of experimental design - Evaluation of predictions and hypotheses - Observation of scientific procedure adherence - Documentation of experimental process

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

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

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
- Pictures of repellent application
- Mentor Agriculture pg. 21
- Repellent plants and substances
- Garden tools

- Identification tests of repellent plants - Oral presentations on smell repellents - Written assignments on repellent mechanisms - Mind maps of natural repellent methods

CONSERVATION OF RESOURCES

Conserving Wild Animals - Importance of living better with wild animals

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

- Explain why it's important to live harmoniously with wild animals
- Identify benefits of wild animals to the ecosystem
- Value the role of wild animals in biodiversity

- Learners to discuss the importance of wild animals in the ecosystem
- Learners to explore how wild animals contribute to biodiversity
- Learners to identify the benefits of coexisting with wildlife

Why is it important to live better with wild animals?

- Pictures of wildlife benefits
- Mentor Agriculture pg. 22
- Digital devices
- Video clips
- Charts

- Oral presentations on wildlife importance - Written essays on biodiversity - Group discussions with guided assessment - Concept mapping of ecosystem relationships

CONSERVATION OF RESOURCES
FOOD PRODUCTION PROCESSES

Conserving Wild Animals - Living better with wild animals in the community
Preservation of Cereals and Pulses - Methods of preserving

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
- Pictures of cereals and pulses
- Mentor Agriculture pg. 43
- Samples of cereals and pulses

- Problem-solution analysis assessment - Oral presentations on local wildlife challenges - Written proposals for conflict resolution - Community survey reports evaluation

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Methods of preserving
Preservation of Cereals and Pulses - Sun drying

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

- Describe methods of preserving cereals and pulses
- Explain why preservation is necessary
- Value preservation as a way of preventing food wastage

- Learners to brainstorm and share experiences on methods of preserving cereals and pulses
- Learners to discuss reasons for preserving cereals and pulses
- Learners to explore different preservation methods

What methods can we use to preserve cereals and pulses?

- Pictures of preservation methods
- Mentor Agriculture pg. 44
- Digital devices
- Video clips
- Charts
- Pictures of sun drying
- Mentor Agriculture pg. 45
- Samples of dried cereals and pulses

- Oral presentations on preservation methods - Written assignments on importance of preservation - Concept mapping of preservation techniques - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Use of ash

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

- Explain how ash is used to preserve cereals and pulses
- Describe the process of using ash as a preservative
- Value indigenous knowledge in food preservation

- Learners to discuss how ash helps in preserving cereals and pulses
- Learners to explore how ash kills weevils and absorbs moisture
- Learners to identify cereals and pulses that can be preserved using ash

How is ash used to preserve cereals and pulses?

- Pictures of ash preservation
- Mentor Agriculture pg. 45
- Digital devices
- Samples of ash
- Earthen pots
- Charts

- Oral presentations on ash preservation - Written assignments on how ash works - Observation of participation - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Use of airtight containers
Preservation of Cereals and Pulses - Preserving cereals and pulses

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

- Explain how airtight containers preserve cereals and pulses
- Identify suitable containers for storage
- Appreciate modern methods of food preservation

- Learners to discuss how airtight containers help preserve cereals and pulses
- Learners to identify different types of airtight containers
- Learners to explore the advantages of using airtight containers

How do airtight containers help preserve cereals and pulses?

- Pictures of airtight containers
- Mentor Agriculture pg. 46
- Digital devices
- Examples of airtight containers
- Hermetic bags
- Charts
- Pictures of safety equipment
- Protective gear

- Oral questioning on airtight storage - Identification tests of suitable containers - Written assignments comparing storage methods - Observation of participation

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Preserving cereals and pulses

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

- Preserve cereals using sun drying method
- Demonstrate proper drying techniques
- Show responsibility in ensuring food safety

- Learners to practice sun drying cereals and pulses
- Learners to identify suitable drying areas
- Learners to demonstrate turning of cereals for even drying
- Learners to store dried cereals properly

How do we preserve cereals and pulses using sun drying?

- Pictures of sun drying process
- Mentor Agriculture pg. 47
- Cereals for drying
- Mats
- Protective gear
- Storage containers
- Pictures of ash preservation
- Cereals and pulses
- Wood ash

- Practical assessment of drying techniques - Observation of hygiene practices - Group project evaluation - Self and peer assessment

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Importance of preservation

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

- Explain the importance of preserving cereals and pulses
- Identify benefits of food preservation
- Appreciate preservation in ensuring food security

- Learners to read a story about food preservation
- Learners to identify the importance of preserving cereals and pulses
- Learners to make presentations on benefits of preservation

Why is it important to preserve cereals and pulses?

- Pictures of preserved foods
- Mentor Agriculture pg. 48
- Digital devices
- Story charts
- Presentation materials

- Comprehension questions on the story - Oral presentations on preservation benefits - Written essays on food security - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Functions of food nutrients

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

- Identify different food nutrients
- Explain the functions of various nutrients in the body
- Appreciate the importance of balanced nutrition

- Learners to search and share information on food nutrients
- Learners to discuss the functions of carbohydrates, proteins, vitamins, and fats
- Learners to identify sources of different nutrients

Why is the knowledge of food nutrients important in food production?

- Pictures of food nutrients
- Mentor Agriculture pg. 53
- Digital devices
- Charts
- Flash cards
- Pictures of carbohydrate and protein-rich foods
- Mentor Agriculture pg. 54
- Food samples

- Oral presentations on food nutrients - Written assignments on nutrient functions - Concept mapping of nutrients and functions - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Functions of food nutrients
Food Nutrients - Categorizing foods based on nutrients

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

- Describe the specific functions of vitamins, minerals and fats
- Identify food sources rich in vitamins, minerals and fats
- Value the importance of protective and energy foods

- Learners to discuss the functions of vitamins, minerals and fats
- Learners to identify food sources rich in these nutrients
- Learners to explore how these nutrients benefit the body

What are the functions of vitamins, minerals and fats in the body?

- Pictures of vitamin, mineral and fat-rich foods
- Mentor Agriculture pg. 55
- Digital devices
- Charts
- Food samples
- Pictures of protein-rich foods
- Mentor Agriculture pg. 56
- Chart paper

- Oral presentations on nutrient functions - Identification tests of food sources - Written assignments on protective foods - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Categorizing foods based on nutrients

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

- Identify carbohydrate-rich foods
- Categorize foods based on carbohydrate content
- Appreciate local sources of carbohydrates

- Learners to identify carbohydrate-rich foods from pictures
- Learners to categorize foods based on carbohydrate content
- Learners to discuss local sources of carbohydrates

Which foods are rich in carbohydrates?

- Pictures of carbohydrate-rich foods
- Mentor Agriculture pg. 57
- Digital devices
- Food samples
- Chart paper

- Identification tests of carbohydrate sources - Classification activities assessment - Written assignments on local food sources - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Categorizing foods based on nutrients
Food Nutrients - Nutritional diseases

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

- Identify vitamin and mineral-rich foods
- Categorize foods based on vitamin and mineral content
- Value fruits and vegetables in the diet

- Learners to identify vitamin and mineral-rich foods from pictures
- Learners to categorize foods based on vitamin and mineral content
- Learners to discuss the importance of fruits and vegetables

Which foods are rich in vitamins and minerals?

- Pictures of vitamin and mineral-rich foods
- Mentor Agriculture pg. 57
- Digital devices
- Food samples
- Chart paper
- Pictures of nutritional diseases
- Mentor Agriculture pg. 58
- Charts
- Reference materials

- Identification tests of vitamin and mineral sources - Classification activities assessment - Written assignments on importance of fruits and vegetables - Observation of participation

FOOD PRODUCTION PROCESSES

Food Nutrients - Nutritional diseases

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

- Describe kwashiorkor as a nutritional disease
- Identify causes, symptoms and prevention of kwashiorkor
- Show empathy towards those affected by nutritional diseases

- Learners to study pictures of children with kwashiorkor
- Learners to discuss causes, signs and symptoms of kwashiorkor
- Learners to explore methods of preventing kwashiorkor

What causes kwashiorkor and how can it be prevented?

- Pictures of kwashiorkor
- Mentor Agriculture pg. 59
- Digital devices
- Charts
- Reference materials
- Pictures of marasmus
- Mentor Agriculture pg. 60

- Oral questioning on kwashiorkor - Written assignments on causes and symptoms - Role play assessment on prevention - Observation of participation

FOOD PRODUCTION PROCESSES

Food Nutrients - Nutritional diseases

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

- Describe goiter as a nutritional disorder
- Identify causes, symptoms and prevention of goiter
- Appreciate the importance of iodine in the diet

- Learners to study pictures of people with goiter
- Learners to discuss causes, signs and symptoms of goiter
- Learners to explore methods of preventing goiter

What causes goiter and how can it be prevented?

- Pictures of goiter
- Mentor Agriculture pg. 61
- Digital devices
- Charts
- Reference materials

- Oral questioning on goiter - Written assignments on causes and prevention - Concept mapping of iodine sources - Observation of participation

FOOD PRODUCTION PROCESSES

Food Nutrients - Nutritional diseases
Food Nutrients - Importance of nutrients

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

- Describe anaemia as a nutritional disorder
- Identify causes, symptoms and prevention of anaemia
- Value iron-rich foods in the diet

- Learners to study information on anaemia
- Learners to discuss causes, signs and symptoms of anaemia
- Learners to explore methods of preventing anaemia

What causes anaemia and how can it be prevented?

- Information on anaemia
- Mentor Agriculture pg. 61
- Digital devices
- Charts
- Reference materials
- Information on nutrients
- Mentor Agriculture pg. 62
- Presentation materials

- Oral presentations on anaemia - Written assignments on causes and prevention - Identification of iron-rich foods - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Cooking Food - Dry fat frying method

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

- Explain dry fat frying as a cooking method
- Identify foods that can be dry fat fried
- Appreciate different cooking methods

- Learners to watch video clip or demonstration on dry fat frying
- Learners to discuss what dry fat frying involves
- Learners to identify foods that can be cooked using dry fat frying

How can we cook foods using dry fat frying and deep frying methods?

- Pictures of dry fat frying
- Mentor Agriculture pg. 63
- Digital devices
- Video clips
- Charts
- Pictures of cooking safety
- Mentor Agriculture pg. 64
- Safety equipment

- Oral questioning on dry fat frying - Identification tests of suitable foods - Written assignments on cooking methods - Observation of participation

FOOD PRODUCTION PROCESSES

Cooking Food - Dry fat frying method

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

- Cook food using dry fat frying method
- Demonstrate proper cooking techniques
- Show responsibility in handling cooking equipment

- Learners to assemble requirements for dry fat frying
- Learners to prepare ingredients for dry fat frying
- Learners to cook fatty beef using dry fat frying method
- Learners to serve the cooked food appropriately

How do we cook food using dry fat frying method?

- Pictures of dry fat frying process
- Mentor Agriculture pg. 65
- Cooking equipment
- Ingredients for cooking
- Source of heat

- Practical assessment of cooking techniques - Observation of safety practices - Group project evaluation - Self and peer assessment

FOOD PRODUCTION PROCESSES

Cooking Food - Deep frying method

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

- Explain deep frying as a cooking method
- Identify foods that can be deep fried
- Appreciate different cooking methods

- Learners to watch video clip or demonstration on deep frying
- Learners to discuss what deep frying involves
- Learners to identify foods that can be cooked using deep frying

What is deep frying and which foods can be deep fried?

- Pictures of deep frying
- Mentor Agriculture pg. 66
- Digital devices
- Video clips
- Charts
- Pictures of deep frying safety
- Mentor Agriculture pg. 67
- Safety equipment

- Oral questioning on deep frying - Identification tests of suitable foods - Written assignments comparing cooking methods - Observation of participation

FOOD PRODUCTION PROCESSES

Cooking Food - Deep frying method

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

- Cook food using deep frying method
- Demonstrate proper cooking techniques
- Show responsibility in handling cooking equipment

- Learners to assemble requirements for deep frying
- Learners to prepare ingredients for deep frying
- Learners to cook chips (French fries) using deep frying method
- Learners to serve the cooked food appropriately

How do we cook food using deep frying method?

- Pictures of deep frying process
- Mentor Agriculture pg. 68
- Cooking equipment
- Ingredients for cooking
- Source of heat

- Practical assessment of cooking techniques - Observation of safety practices - Group project evaluation - Self and peer assessment

HYGIENE PRACTICES

Good Grooming Practices - Good grooming as a daily health habit
Good Grooming Practices - Dressing for different occasions

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

- Describe good grooming as a daily health habit
- Identify different aspects of good grooming
- Appreciate the importance of good grooming

- Learners to study pictures showing different grooming practices
- Learners to discuss what is happening in each picture
- Learners to identify good grooming practices shown in the pictures
- Learners to mention other good grooming practices

How does good grooming promote personal hygiene?

- Pictures showing grooming practices
- Mentor Agriculture pg. 72
- Digital devices
- Charts
- Video clips
- Pictures of different clothes
- Mentor Agriculture pg. 73
- Clothing items

- Observation of learners during discussions - Oral questioning on grooming practices - Written assignments on importance of grooming - Mind maps of grooming practices

HYGIENE PRACTICES

Good Grooming Practices - Dressing for different activities
Good Grooming Practices - Practicing good grooming

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

- Identify appropriate dressing for different activities
- Explain the importance of appropriate dressing for activities
- Show responsibility in choosing appropriate clothing

- Learners to study pictures showing different activities
- Learners to name appropriate dressing items for each activity
- Learners to record dressing items for different activities in a table
- Learners to discuss appropriate dressing for various activities

How should we dress for different activities?

- Pictures of different activities
- Mentor Agriculture pg. 75
- Digital devices
- Charts
- Clothing items
- Pictures of appropriate dressing
- Mentor Agriculture pg. 76
- Camera for documentation

- Observation of learners during discussions - Matching exercises for activities and clothes - Table completion assessment - Group presentation evaluation

HYGIENE PRACTICES

Good Grooming Practices - Importance of good grooming

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

- Explain the importance of good grooming
- Identify benefits of good grooming practices
- Appreciate good grooming for health and social acceptance

- Learners to study a poster on good grooming
- Learners to discuss points on the poster about good grooming
- Learners to discuss with parents/guardians about good grooming
- Learners to identify daily chores and practice good grooming

Why is good grooming important as a daily health habit?

- Poster on good grooming
- Mentor Agriculture pg. 77
- Digital devices
- Charts
- Reference materials

- Oral presentations on grooming importance - Written assignments on grooming benefits - Home activity reports - Self and peer assessment

HYGIENE PRACTICES

Home Hygiene - Surfaces made from different materials

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

- Identify surfaces made from different materials in the home
- Describe characteristics of different surfaces
- Value cleanliness of different home surfaces

- Learners to use digital or print resources to search for information on materials used for different surfaces
- Learners to discuss and share experiences on materials that different surfaces are made from
- Learners to study pictures showing different surfaces

How do you clean surfaces made from different materials?

- Pictures of different surfaces
- Mentor Agriculture pg. 79
- Digital devices
- Charts
- Reference materials
- Mentor Agriculture pg. 80
- Samples of surface materials

- Observation of learners during discussions - Identification tests of different surfaces - Written assignments on surface materials - Group discussion with guided assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning glass surfaces

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

- Identify glass surfaces in the home
- Explain how to clean glass surfaces
- Value cleanliness of glass surfaces

- Learners to identify glass surfaces shown in pictures
- Learners to discuss materials used to clean glass surfaces
- Learners to explore safety measures when cleaning glass surfaces
- Learners to identify tools for cleaning glass

How do we clean glass surfaces?

- Pictures of glass surfaces
- Mentor Agriculture pg. 81
- Digital devices
- Cleaning materials
- Glass items
- Pictures of glass cleaning process
- Mentor Agriculture pg. 83
- Protective gear

- Oral questioning on glass cleaning - Identification tests of cleaning materials - Written assignments on safety measures - Group discussion with guided assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning wooden surfaces

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

- Identify wooden surfaces in the home
- Explain how to clean wooden surfaces
- Value cleanliness of wooden surfaces

- Learners to identify wooden surfaces shown in pictures
- Learners to discuss materials used to clean wooden surfaces
- Learners to explore safety measures when cleaning wooden surfaces
- Learners to identify tools for cleaning wood

How do we clean wooden surfaces?

- Pictures of wooden surfaces
- Mentor Agriculture pg. 84
- Digital devices
- Cleaning materials
- Wooden items

- Oral questioning on wood cleaning - Identification tests of cleaning materials - Written assignments on safety measures - Group discussion with guided assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning wooden surfaces
Home Hygiene - Cleaning earthen floors

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

- Demonstrate cleaning of wooden surfaces
- Use appropriate materials for cleaning wood
- Show responsibility when cleaning wooden surfaces

- Learners to assemble materials for cleaning wooden surfaces
- Learners to follow steps for cleaning wooden surfaces
- Learners to practice cleaning wooden surfaces
- Learners to observe safety precautions

What materials and tools are used for cleaning wooden surfaces?

- Pictures of wood cleaning process
- Mentor Agriculture pg. 85
- Cleaning materials
- Wooden items
- Protective gear
- Pictures of earthen floors
- Mentor Agriculture pg. 86
- Digital devices
- Charts

- Practical assessment of cleaning techniques - Observation of safety practices - Group project evaluation - Self and peer assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning cemented surfaces
Home Hygiene - Cleaning tiled surfaces

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

- Identify cemented surfaces in the home
- Explain how to clean cemented surfaces
- Value cleanliness of cemented surfaces

- Learners to identify materials and tools for cleaning cemented surfaces
- Learners to discuss how each material is used in cleaning
- Learners to explore how to improvise cleaning tools
- Learners to identify safety precautions

How do we clean cemented surfaces?

- Pictures of cemented surfaces
- Mentor Agriculture pg. 88
- Digital devices
- Cleaning materials
- Charts
- Pictures of tiled surfaces
- Mentor Agriculture pg. 90

- Oral questioning on cemented surface cleaning - Identification tests of cleaning materials - Written assignments on improvised tools - Group discussion with guided assessment

HYGIENE PRACTICES

Home Hygiene - Importance of living in a clean home

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

- Explain the importance of living in a clean home
- Identify benefits of home hygiene
- Appreciate cleanliness for healthy living

- Learners to discuss the importance of living in a clean home
- Learners to prepare short notes on home cleanliness
- Learners to make class presentations on importance of clean home
- Learners to identify health benefits of clean home

Why is it important to live in a clean home?

- Pictures of clean homes
- Mentor Agriculture pg. 92
- Digital devices
- Charts
- Presentation materials

- Oral presentations on importance of cleanliness - Written assignments on hygiene benefits - Concept mapping of cleanliness and health - Group presentation evaluation