Conservation of Resources

Conserving Animal Feed: Hay - Intro to hay & its importance
Conserving Animal Feed: Hay - Methods of conserving forage

By the end of the lesson, the learner should be able to:
- Define the terms forage, fodder, pasture and hay.
- Identify types of livestock feed that farmers conserve to cope with drought.
- Appreciate the need to conserve animal feed as a food security measure.

In groups, learners are guided to:
- Discuss the meaning of forage, fodder, pasture and hay using print and digital resources.
- Read and discuss the Kajiado case study on the effects of drought on livestock.
- Share experiences on how conserving animal feed helps farmers cope during drought.

Why should farmers conserve animal feed during drought?

- Oxford Agriculture Today Grade 9 pg. 2
- Digital devices with internet access
- Reference books and agricultural articles
- Oxford Agriculture Today Grade 9 pg. 3
- Agricultural magazines and reference books

- Oral questions - Observation

Conservation of Resources

Conserving Animal Feed: Hay - Identifying different hay conservation methods
Conserving Animal Feed: Hay - Baled hay as a conservation method
Conserving Animal Feed: Hay - Standing forage as a conservation method
Conserving Animal Feed: Hay - Stacking as a conservation method
Conserving Animal Feed: Hay - Steps in making a haystack
Conserving Animal Feed: Hay - Practical hay stacking

By the end of the lesson, the learner should be able to:
- Describe the characteristics of good quality hay.
- Distinguish between baled hay, stacked hay and standing forage by their observable features.
- Appreciate the importance of selecting the most appropriate conservation method for a given locality.

In groups, learners are guided to:
- Observe and discuss photographs or samples of baled hay, stacked fodder and standing forage.
- Identify the conservation method depicted in given photographs and explain how it is carried out.
- Discuss factors that affect hay quality and record findings.

How can a farmer identify the method used to conserve forage?

- Oxford Agriculture Today Grade 9 pg. 3
- Charts showing forage conservation methods
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 4
- Agricultural magazines and reference books
- Relevant textbooks and reference books
- Oxford Agriculture Today Grade 9 pg. 5
- Reference books and agricultural articles
- Charts showing stacking procedure
- Oxford Agriculture Today Grade 9 pg. 6
- Maize stover, straw, wooden planks, ropes and gloves
- School demonstration plot

- Observation - Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Materials for baling hay
Conserving Animal Feed: Hay - Practical hay baling
Conserving Animal Feed: Hay - Conservation in local communities

By the end of the lesson, the learner should be able to:
- List the materials and tools needed for the hay baling activity.
- Use the assembled materials to demonstrate readiness for the baling practical.
- Show responsibility in ensuring all required materials are prepared before the activity.

In groups, learners are guided to:
- Discuss and list all requirements for making baled hay: sickle, rake, wooden box and sisal ropes.
- Explain the function of each material in the baling process.
- Assemble and arrange all materials in readiness for the baling practical.

What materials are needed for making baled hay and what is the role of each?

- Oxford Agriculture Today Grade 9 pg. 4
- Sickle, rake, wooden box, sisal ropes and grass
- Reference books
- Sickle, rake, wooden box, sisal ropes and dried grass
- School demonstration plot
- Oxford Agriculture Today Grade 9 pg. 7
- Writing materials and digital devices for photography
- Local farm environment

- Oral questions - Observation

Conservation of Resources

Conserving Animal Feed: Hay - Adopting conservation at household level
Conserving Leftover Foods - Meaning & importance
Conserving Leftover Foods - Methods of conserving

By the end of the lesson, the learner should be able to:
- Explain how households can adopt forage conservation practices to cope with drought.
- Design a simple plan for household forage conservation based on locally available resources.
- Develop a positive attitude towards adopting forage conservation practices in the community.

- Discuss how learners and their households can adopt practical forage conservation methods.
- Brainstorm and present solutions to the problem of livestock deaths and distress sales during drought.
- Make class presentations on how community-wide adoption of forage conservation reduces food insecurity.

How can households adopt forage conservation practices to cope with drought?

- Oxford Agriculture Today Grade 9 pg. 7
- Reference books and agricultural magazines
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 9
- Cookery magazines and relevant textbooks
- Relevant textbooks and cookery magazines

- Written assignments - Oral questions

Conservation of Resources

Conserving Leftover Foods - Handling at home
Conserving Leftover Foods - Storage methods
Conserving Leftover Foods - Safety precautions

By the end of the lesson, the learner should be able to:
- Describe the rules for handling leftover food at each stage from preparation to serving.
- Demonstrate correct handling of leftover food at the preparation and storage stages.
- Adopt proper food handling habits to prevent contamination and food poisoning at home.

In groups, learners are guided to:
- Share experiences on how leftover food is handled at different stages at home.
- List and discuss the rules for handling leftover food during preparation, storage and reuse.
- Use the handling rules table to record correct practices and share with the class.

How should leftover food be handled at home to prevent contamination?

- Oxford Agriculture Today Grade 9 pg. 10
- Cookery magazines and relevant textbooks
- Digital devices with internet access
- Relevant textbooks and cookery magazines
- Food containers and storage equipment
- Oxford Agriculture Today Grade 9 pg. 11
- Food samples for demonstration

- Oral questions - Written assignments

Conservation of Resources

Conserving Leftover Foods - Reheating as a preparation method
Conserving Leftover Foods - Improving taste & texture of reheated foods
Conserving Leftover Foods - Creating recipes

By the end of the lesson, the learner should be able to:
- Describe the rules for reheating leftover food correctly.
- Apply the correct reheating procedure to a given leftover food including covering and reheating only once.
- Appreciate the importance of following correct reheating procedures to prevent nutrient loss and food poisoning.

In groups, learners are guided to:
- Discuss the rules for reheating leftover food: cover during reheating, reheat only once and reheat within 24 hours.
- List foods suitable for reheating in their original form such as chapati, rice, boiled cassava and stews.
- Discuss how to serve reheated food and how to supplement it with fresh fruits or vegetables.

How should leftover food be correctly reheated to maintain safety and nutritional value?

- Oxford Agriculture Today Grade 9 pg. 12
- Relevant textbooks and cookery magazines
- Source of heat and cooking utensils
- Oxford Agriculture Today Grade 9 pg. 13
- Fresh vegetables, coriander and garnishing materials
- Oxford Agriculture Today Grade 9 pg. 14
- Cookery magazines and relevant textbooks
- Digital devices with internet access

- Oral questions - Observation

Conservation of Resources

Conserving Leftover Foods - Community methods of preparation
Conserving Leftover Foods - Preparing a recipe

By the end of the lesson, the learner should be able to:
- Identify recipes for leftover foods commonly prepared in the local community.
- Compare locally used recipes with those in the course book for similarities and differences.
- Value the diversity of community recipes as a resource for reducing food wastage.

In groups, learners are guided to:
- Share experiences on leftover food recipes used at home including ingredients and procedures.
- Discuss various community recipes for dishes prepared from leftover foods.
- Compare community recipes with course book recipes and note similarities and differences.

How do communities in Kenya prepare and use leftover foods to reduce wastage?

- Oxford Agriculture Today Grade 9 pg. 16
- Cookery magazines and relevant textbooks
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 17
- Leftover foods, cooking utensils and source of heat
- Reference recipes from cookery magazines

- Oral questions - Observation

Conservation of Resources

Conserving Leftover Foods - Practical: beef stew by reheating
Integrated Farming - Definition & concept
Integrated Farming - Importance in resource conservation

By the end of the lesson, the learner should be able to:
- Identify the safety rules and correct reheating procedure for beef stew.
- Carry out the practical activity of reheating beef stew and improving its taste with fresh ingredients.
- Collaborate with group members to safely reheat, garnish and serve the beef stew.

In groups, learners are guided to:
- Assemble ingredients: leftover beef stew, coriander, diced carrots, source of heat and utensils.
- Reheat the stew following the correct procedure: cover, reheat only once and serve hot.
- Garnish and serve with an appropriate accompaniment then evaluate the outcome as a group.

How is beef stew correctly reheated and presented for serving?

- Oxford Agriculture Today Grade 9 pg. 17
- Leftover beef stew, coriander, carrots and cooking utensils
- Source of heat and serving dishes
- Oxford Agriculture Today Grade 9 pg. 20
- Relevant textbooks and agricultural articles
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 26
- Integrated farming models and reference books

- Observation - Graded practical activity

Conservation of Resources

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

By the end of the lesson, the learner should be able to:
- Identify the components of an integrated farming system.
- Classify the components by their primary function in the integrated system.
- Appreciate the efficiency of combining multiple agricultural enterprises on one piece of land.

In groups, learners are guided to:
- Study pictures of integrated farms and identify the components: crops, livestock, poultry, fish, bees and trees.
- Discuss the role of each component in the integrated system.
- Classify components by their primary contribution such as food, income, manure, pollination and soil fertility.

What components make up an integrated farming system?

- Oxford Agriculture Today Grade 9 pg. 20
- Relevant textbooks and digital resources
- Charts showing integrated farm components
- Oxford Agriculture Today Grade 9 pg. 21
- Charts showing component interactions
- Drawing materials
- Relevant textbooks and reference books
- Digital devices with internet access

- Oral questions - Observation

Conservation of Resources

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

By the end of the lesson, the learner should be able to:
- Explain how crop production in an integrated system conserves soil fertility and reduces external inputs.
- Investigate locally available leguminous crops used to fix nitrogen in integrated farming.
- Develop a positive attitude towards growing diverse crops as a strategy for resource conservation.

In groups, learners are guided to:
- Discuss how intercropping and crop rotation reduce soil erosion and improve soil health.
- Identify and discuss locally available leguminous crops that fix nitrogen in the soil.
- Relate how flowering crops provide nectar for bees creating a beneficial link between crop and beekeeping components.

How does crop production in integrated farming help conserve soil and other resources?

- Oxford Agriculture Today Grade 9 pg. 21
- Relevant textbooks and reference books
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 22
- Relevant textbooks and agricultural magazines

- Written assignments - Oral questions

Conservation of Resources

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

By the end of the lesson, the learner should be able to:
- Describe fish rearing (aquaculture) as a component of integrated farming.
- Investigate fish rearing as a viable source of food and income in the local environment.
- Appreciate the contribution of fish rearing to food security and resource efficiency on the farm.

In groups, learners are guided to:
- Discuss the meaning of fish rearing and its alternative name aquaculture.
- Research fish rearing as a viable income and food source in the local area using print and digital resources.
- Explain the products of fish rearing including food, income and fishmeal for cattle.

What is fish rearing and what role does it play in integrated farming?

- Oxford Agriculture Today Grade 9 pg. 22
- Relevant textbooks and digital resources
- Digital devices with internet access
- Relevant textbooks and reference books
- Relevant textbooks and agricultural magazines

- Oral questions - Written assignments

Conservation of Resources

Integrated Farming - Agroforestry in resource conservation
Integrated Farming - Rabbit keeping component
Integrated Farming - Poultry keeping component

By the end of the lesson, the learner should be able to:
- Explain how agroforestry trees help conserve soil, water and the farm environment.
- Investigate the types of agroforestry trees found and used in the local area.
- Develop a positive attitude towards planting trees on farms as a resource conservation strategy.

In groups, learners are guided to:
- Discuss how trees act as windbreakers that reduce soil erosion and protect crops from wind damage.
- Explain how trees provide shade for livestock and reduce heat stress during hot weather.
- Visit the local environment to investigate types of agroforestry trees used and their conservation benefits.

How does agroforestry in integrated farming help conserve natural resources?

- Oxford Agriculture Today Grade 9 pg. 22
- Relevant textbooks and reference books
- Local farm environment
- Relevant textbooks and agricultural magazines
- Digital devices with internet access

- Written assignments - Oral questions

Conservation of Resources
Food Production Processes
Food Production Processes
Food Production Processes

Integrated Farming - Rabbit & poultry in resource conservation
Organic Gardening - Meaning & concept
Organic Gardening - Practices in crop production
Organic Gardening - Benefits & importance

By the end of the lesson, the learner should be able to:
- Explain how rabbit and poultry droppings and urine are recycled to conserve resources on an integrated farm.
- Design a sketch diagram showing how rabbit keeping and poultry integrate with crops and fish rearing.
- Collaborate with group members to complete and present the integrated farming model.

In groups, learners are guided to:
- Discuss how rabbit and poultry droppings serve as fish feed and crop manure reducing input costs.
- Explain how rabbit and poultry urine is used as organic foliar feed for crops.
- Design a sketch showing the integration of rabbit keeping, poultry, crop production and fish rearing and present to class.

How do rabbit and poultry waste contribute to resource conservation on an integrated farm?

- Oxford Agriculture Today Grade 9 pg. 22
- Relevant textbooks and reference books
- Chart papers and drawing materials
- Oxford Agriculture Today Grade 9 pg. 30
- Pictures and charts on organic gardening
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 32
- Agricultural magazines and relevant textbooks
- Oxford Agriculture Today Grade 9 pg. 43

- Observation - Activity journal

Food Production Processes

Organic Gardening - Use of organic manure
Organic Gardening - Practical: organic pesticide (garlic)
Organic Gardening - Practical: organic pesticide (hot peppers)
Organic Gardening - Practical: organic pesticide (rabbit urine)
Organic Gardening - Mechanical weed control
Organic Gardening - Practical: organic foliar feed (Mexican sunflower)

By the end of the lesson, the learner should be able to:
- Describe the three types of organic manure: farmyard, compost and green manure.
- Classify organic manure types by their source materials and preparation method.
- Value the use of organic manure as a safe and affordable alternative to inorganic fertilisers.

In groups, learners are guided to:
- Discuss how crops obtain nutrients and why organic manure is preferred over synthetic fertilisers.
- Describe farmyard manure, compost manure and green manure and explain how each is prepared.
- Classify each type by source and discuss which is most accessible in the local area.

What are the types of organic manure and how is each prepared?

- Oxford Agriculture Today Grade 9 pg. 32
- Relevant textbooks and agricultural magazines
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 33
- Garlic cloves, vegetable oil, clean water, mortar and pestle, jar and sprayer
- School demonstration garden
- Oxford Agriculture Today Grade 9 pg. 35
- Hot peppers, clean water, mortar and pestle, sieve and hand sprayer
- Rabbit urine, clean water, measuring cylinder, mixing container and hand sprayer
- Oxford Agriculture Today Grade 9 pg. 36
- Garden with growing crops, hoe or jembe, slasher and mulching materials
- Oxford Agriculture Today Grade 9 pg. 38
- Fresh Mexican sunflower leaves and twigs, 20-litre bucket, clean water, stick and cloth for straining

- Oral questions - Observation

Food Production Processes

Organic Gardening - Practical: organic foliar feed (rabbit urine)
Organic Gardening - Practical: organic pesticide (rosemary)
Organic Gardening - Selecting a crop

By the end of the lesson, the learner should be able to:
- Describe how organic foliar feed is prepared from cow dung and rabbit or cow urine.
- Carry out the practical activity of preparing organic foliar feed using animal waste.
- Appreciate the use of animal waste in producing nutrient-rich organic foliar feeds that reduce reliance on synthetic inputs.

In groups, learners are guided to:
- Discuss how foliar feeds are prepared from animal sources including cow dung and rabbit or cow urine.
- Prepare organic foliar feed: mix cow dung and urine in water, leave for 5 days under shade, strain into a container (Activity 7).
- Apply the foliar feed on crops and discuss correct dilution, timing and frequency of application.

How is organic foliar feed prepared from animal waste and applied on growing crops?

- Oxford Agriculture Today Grade 9 pg. 37
- 20-litre container, cow dung, rabbit or cow urine, clean water, stick and straining cloth
- School demonstration garden
- Oxford Agriculture Today Grade 9 pg. 35
- Selected plant material, clean water, mortar and pestle, straining cloth and hand sprayer
- Oxford Agriculture Today Grade 9 pg. 32
- Relevant textbooks and agricultural magazines
- Planting materials for selected short-season crops

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Preparing seedbed (Day 1)
Organic Gardening - Preparing seedbed (Day 2)

By the end of the lesson, the learner should be able to:
- Outline the steps for preparing a seedbed to a suitable tilth for the selected crop.
- Carry out the first stage of seedbed preparation: clearing, digging and breaking soil clods.
- Collaborate with group members to begin the seedbed preparation activity safely and effectively.

In groups, learners are guided to:
- Discuss what a suitable tilth is and why it is important for seed germination and root development.
- Begin seedbed preparation: clear vegetation, dig the soil to the appropriate depth and break large soil clods.
- Discuss the importance of removing stones and debris and ensuring even digging across the garden.

What steps are followed when preparing a seedbed for an organic demonstration garden?

- Oxford Agriculture Today Grade 9 pg. 32
- Jembe, fork jembe and rake
- School demonstration garden
- Rake, fork jembe and well-decomposed organic manure

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Planting & applying organic manure
Organic Gardening - Managing crops using organic practices (Day 1)
Organic Gardening - Managing crops using organic practices (Day 2)

By the end of the lesson, the learner should be able to:
- Identify the correct planting method for the selected crop: dibbling or drilling.
- Carry out the practical activity of planting the selected crop and applying organic manure in planting holes.
- Appreciate the importance of correct spacing, depth and organic manure application for healthy crop establishment.

In groups, learners are guided to:
- Discuss planting methods (dibbling and drilling) and select the appropriate one for the chosen crop.
- Make planting holes at the correct depth and spacing and add well-decomposed organic manure.
- Place seeds or seedlings, cover with soil, firm the base, mulch where necessary and water adequately.

How is a selected crop planted and organic manure applied in an organic demonstration garden?

- Oxford Agriculture Today Grade 9 pg. 33
- Selected planting materials, organic manure, gardening tools and watering can
- School demonstration garden
- Oxford Agriculture Today Grade 9 pg. 40
- Gardening tools and prepared organic pesticide
- Prepared organic foliar feed, hand or knapsack sprayer and protective clothing

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Importance in producing healthy foods
Storage of Crop Produce - Types of storage structures
Storage of Crop Produce - Matching crop produce to structures

By the end of the lesson, the learner should be able to:
- Explain the importance of organic gardening in producing healthy and chemical-free food.
- Analyse how organic gardening benefits the soil, the environment, biodiversity and the household economy.
- Develop a positive attitude towards encouraging community adoption of organic gardening practices.

In groups, learners are guided to:
- Discuss the importance of organic gardening in producing healthy foods using pictures, charts and digital resources.
- Explain how organic gardening ensures chemical-free produce, promotes soil conservation, lowers costs and prevents water pollution.
- Present findings on how local farmers can adopt organic gardening and share experiences with the class.

Why is organic gardening important in the production of healthy and safe food?

- Oxford Agriculture Today Grade 9 pg. 43
- Agricultural magazines, charts and digital devices
- Community farm environment
- Oxford Agriculture Today Grade 9 pg. 45
- Relevant textbooks and agricultural magazines
- Digital devices with internet access

- Oral questions - Written assignments

Food Production Processes

Storage of Crop Produce - Preparing storage structures
Storage of Crop Produce - Practical: preparing containers & airtight bags
Storage of Crop Produce - Practical: preparing storage rooms & granaries (Day 1)

By the end of the lesson, the learner should be able to:
- Describe the preparation steps for storage containers and storage bags.
- Apply knowledge of preparation steps to identify what needs to be done to a given storage structure.
- Show responsibility in following correct preparation procedures to prevent contamination and pest infestation.

In groups, learners are guided to:
- Discuss the preparation steps for storage containers: emptying, checking for cracks, cleaning and drying.
- Explain the preparation steps for storage bags: emptying, shaking, repairing holes, washing and dusting with pesticide.
- Discuss why each step is necessary and how skipping a step can lead to spoilage of stored produce.

How are storage containers and bags prepared before crop produce is stored in them?

- Oxford Agriculture Today Grade 9 pg. 47
- Relevant textbooks and agricultural magazines
- Storage containers and bags for demonstration
- Storage containers, hermetic bags, warm water, cleaning materials, sewing materials and pesticide
- Appropriate practical space
- Oxford Agriculture Today Grade 9 pg. 50
- Brooms, dustpans, sealing materials and protective clothing
- School food storeroom

- Oral questions - Observation

Food Production Processes

Storage of Crop Produce - Practical: preparing storage rooms & granaries (Day 2)
Storage of Crop Produce - Practical: controlling rodents
Storage of Crop Produce - Managing stored crop produce

By the end of the lesson, the learner should be able to:
- Identify the steps for preparing granaries in readiness for storing crop produce.
- Carry out the practical activity of preparing a granary: cleaning, dusting, checking and repairing rat deflectors.
- Show responsibility in completing all granary preparation steps including pest control and rodent prevention.

In groups, learners are guided to:
- Discuss the preparation steps for granaries: repairing roof and sides, installing mesh, cleaning inside and outside, dusting and checking/repairing rat deflectors.
- Visit a granary in the school or locality and carry out granary preparation under teacher guidance.
- Inspect the prepared granary and confirm it is ready for storing crop produce.

How is a granary prepared before crop produce is stored in it?

- Oxford Agriculture Today Grade 9 pg. 52
- Protective clothing, metallic or plastic plates, hammer, nails, appropriate cleaning and sealing materials
- School or local granary
- Oxford Agriculture Today Grade 9 pg. 46
- Protective clothing, metallic or plastic plates, hammer, nails and sealing materials
- School food storeroom or granary environment
- Oxford Agriculture Today Grade 9 pg. 53
- Agricultural magazines, relevant textbooks and digital devices
- School food store environment

- Observation - Graded practical activity

Food Production Processes

Storage of Crop Produce - Practical: checking moisture content in cereals
Storage of Crop Produce - Ensuring proper ventilation
Storage of Crop Produce - Turning stored crop produce

By the end of the lesson, the learner should be able to:
- Identify the requirements for checking moisture content in stored cereals and pulses.
- Carry out the glass bottle salt test to determine moisture content in stored cereals and pulses.
- Appreciate the dangers of high moisture content in stored grains including mould growth and aflatoxin production.

In groups, learners are guided to:
- Discuss why moisture content must be kept low and the consequences of high moisture including aflatoxin poisoning.
- Carry out the glass bottle salt test: sample grains, add dry salt, shake and observe whether salt sticks on the glass.
- Interpret the results and explain what action to take if grains have unfavourable moisture content.

How is moisture content checked in stored cereals and pulses?

- Oxford Agriculture Today Grade 9 pg. 54
- Clear glass bottle, dry salt and stored cereals or pulses
- School food store
- Oxford Agriculture Today Grade 9 pg. 55
- School food storeroom and protective clothing
- Relevant textbooks
- Stored crop produce in the school food store
- Protective clothing and appropriate tools

- Observation - Graded practical activity

Food Production Processes

Cooking: Using Flour Mixtures - Introduction
Cooking: Using Flour Mixtures - Types

By the end of the lesson, the learner should be able to:
- Define the term flour mixture and identify flour as the basic ingredient.
- Identify the liquids and other ingredients that are combined with flour to make flour mixtures.
- Appreciate the wide variety of products that can be made from flour mixtures at home.

In groups, learners are guided to:
- Discuss the meaning of flour and flour mixture and recall what was learnt about flour in Grade 6.
- Identify the liquids added to flour mixtures: water, milk and eggs and other ingredients: fat, sugar and salt.
- Explore examples of flour mixture products made in the local community and visit a hotel or restaurant resource person.

What is a flour mixture and what ingredients are used to make it?

- Oxford Agriculture Today Grade 9 pg. 57
- Relevant textbooks and cookery magazines
- Digital devices with internet access
- Samples or photographs of batters and doughs

- Oral questions - Written assignments

Food Production Processes

Cooking: Using Flour Mixtures - Gluten
Cooking: Using Flour Mixtures - Consistency
Cooking: Using Flour Mixtures - Batters & doughs

By the end of the lesson, the learner should be able to:
- Explain the role of gluten in flour mixtures and how it affects texture.
- Describe how kneading develops gluten in doughs to make them smooth and elastic.
- Appreciate how understanding gluten helps in achieving good quality flour mixture products.

In groups, learners are guided to:
- Discuss what gluten is and how it forms when flour is mixed with liquid and kneaded.
- Explain how gluten development differs between batters and doughs and how it affects product texture.
- Discuss how kneading time, flour type and liquid ratio influence gluten development.

What role does gluten play in the preparation of flour mixtures?

- Oxford Agriculture Today Grade 9 pg. 58
- Relevant textbooks and cookery magazines
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 57
- Flour, water and measuring equipment for demonstration
- Samples or photographs of batter and dough products

- Oral questions - Written assignments

Food Production Processes

Cooking: Using Flour Mixtures - Types of batters
Cooking: Using Flour Mixtures - Raising agents
Cooking: Using Flour Mixtures - Procedures: chapati dough

By the end of the lesson, the learner should be able to:
- Distinguish between thin batters and thick batters by their flour-to-liquid proportions and uses.
- Classify given flour mixture recipes as thin or thick batters based on ingredient proportions.
- Appreciate how the type of batter determines the texture and quality of the final product.

In groups, learners are guided to:
- Discuss the difference between thin and thick batters and the products made from each.
- Explain how the proportion of flour to liquid determines whether a batter is thin or thick.
- Classify given recipes as thin or thick batters and discuss how each type is used in food preparation.

What is the difference between thin and thick batters and when is each used?

- Oxford Agriculture Today Grade 9 pg. 59
- Relevant textbooks and cookery magazines
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 60
- Samples of raising agents for demonstration
- Oxford Agriculture Today Grade 9 pg. 61
- Wheat flour, salt, oil and warm water for demonstration

- Oral questions - Observation

Food Production Processes

Cooking: Using Flour Mixtures - Practical: preparing chapati dough
Cooking: Using Flour Mixtures - Practical: making chapati
Cooking: Using Flour Mixtures - Procedures: mandazi dough

By the end of the lesson, the learner should be able to:
- Identify the ingredients and equipment required before undertaking the chapati dough activity.
- Carry out the practical activity of preparing chapati dough following the correct procedure.
- Collaborate with group members to produce a smooth non-sticky dough ready for making chapati.

In groups, learners are guided to:
- Assemble all ingredients: wheat flour, salt, oil and warm water and all required equipment.
- Prepare chapati dough by mixing dry ingredients, adding liquid, kneading thoroughly and covering to rest for 30 minutes (Activity 7).
- Evaluate the finished dough against the characteristics of well-made chapati dough.

How is chapati dough correctly prepared for making chapati?

- Oxford Agriculture Today Grade 9 pg. 61
- Wheat flour, salt, vegetable oil, warm water, mixing bowl and clean damp cloth
- Appropriate kitchen or practical space
- Oxford Agriculture Today Grade 9 pg. 62
- Chapati dough, frying pan, rolling pin, spatula, cooking oil and source of heat
- Oxford Agriculture Today Grade 9 pg. 63
- Relevant textbooks and cookery magazines
- Wheat flour, sugar, baking powder, fat and liquid for demonstration

- Observation - Graded practical activity

Food Production Processes

Cooking: Using Flour Mixtures - Practical: preparing mandazi dough
Cooking: Using Flour Mixtures - Practical: making mandazi
Cooking: Using Flour Mixtures - Procedures: pancake batter

By the end of the lesson, the learner should be able to:
- Identify the ingredients and equipment required before undertaking the mandazi dough activity.
- Carry out the practical activity of preparing mandazi dough following the correct procedure.
- Collaborate with group members to produce a smooth mandazi dough ready for deep frying.

In groups, learners are guided to:
- Assemble all ingredients: wheat flour, sugar, baking powder, fat and liquid and all required equipment.
- Prepare mandazi dough by mixing, kneading and resting for 15 minutes (Activity 5).
- Evaluate the finished dough for correct consistency and surface smoothness before making mandazi.

How is mandazi dough correctly prepared for making mandazi?

- Oxford Agriculture Today Grade 9 pg. 63
- Wheat flour, sugar, baking powder, fat, liquid, mixing bowl and clean damp cloth
- Appropriate kitchen or practical space
- Oxford Agriculture Today Grade 9 pg. 64
- Mandazi dough, deep frying pan, oil, slotted spoon, greaseproof paper and source of heat
- Oxford Agriculture Today Grade 9 pg. 65
- Relevant textbooks and cookery magazines
- Wheat flour, egg, milk and salt for demonstration

- Observation - Graded practical activity

Food Production Processes
Hygiene Practices
Hygiene Practices

Cooking: Using Flour Mixtures - Practical: preparing pancake batter
Cooking: Using Flour Mixtures - Practical: making pancakes
Cleaning Waste Disposal Facilities - Importance of cleaning
Cleaning Waste Disposal Facilities - Waste bins, sinks & open drains

By the end of the lesson, the learner should be able to:
- Identify the ingredients and equipment required before undertaking the pancake batter activity.
- Carry out the practical activity of preparing pancake batter following the correct procedure.
- Collaborate with group members to produce a smooth thin batter ready for making pancakes.

In groups, learners are guided to:
- Assemble all ingredients: wheat flour, egg, milk and salt and all required equipment.
- Prepare pancake batter by sifting flour, adding egg and milk gradually, beating until smooth and resting for 30 minutes.
- Evaluate the finished batter for the correct flowing consistency before making pancakes.

How is pancake batter correctly prepared for making pancakes?

- Oxford Agriculture Today Grade 9 pg. 65
- Wheat flour, egg, milk, salt, mixing bowl, whisk and clean damp cloth
- Appropriate kitchen or practical space
- Oxford Agriculture Today Grade 9 pg. 66
- Pancake batter, frying pan, cooking oil, spatula and source of heat
- Oxford Agriculture Today Grade 9 pg. 69
- Relevant textbooks and digital devices
- Waste disposal facilities in the school compound
- Charts showing types of waste disposal facilities

- Observation - Graded practical activity

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning waste bins
Cleaning Waste Disposal Facilities - Importance of cleaning sinks
Cleaning Waste Disposal Facilities - Importance of cleaning open drains
Cleaning Waste Disposal Facilities - Practical: cleaning galvanized iron bin
Cleaning Waste Disposal Facilities - Practical: cleaning stainless steel sink

By the end of the lesson, the learner should be able to:
- Explain the specific reasons why waste bins must be cleaned and emptied regularly.
- Describe the safety precautions to observe when cleaning waste disposal facilities.
- Develop a habit of emptying and cleaning waste bins regularly to maintain a hygienic home environment.

In groups, learners are guided to:
- Discuss why waste bins must be kept clean: they attract pests, emit bad smells and harbour disease-causing microorganisms.
- Discuss the safety precautions when cleaning waste disposal facilities: wear gloves and aprons, handle hot water carefully, wash hands after and store cleaning materials safely.
- Share experiences on how waste bins are maintained at home.

Why must waste bins be emptied and cleaned regularly?

- Oxford Agriculture Today Grade 9 pg. 71
- Relevant textbooks and digital devices
- Protective gear: gloves and aprons
- Charts showing sink structure
- Charts showing open drain structure
- Waste bin, warm water, soap, soft brush, disinfectant and dry cloth
- School compound waste bin area
- Oxford Agriculture Today Grade 9 pg. 73
- Stainless steel sink, hot water, detergent, scouring pad, lemon, disinfectant and dry cloth
- School sink or hand washing facility

- Oral questions - Written assignments

Hygiene Practices

Cleaning Waste Disposal Facilities - Practical: cleaning ceramic sink
Cleaning Waste Disposal Facilities - Practical: cleaning open drain
Disinfecting Clothing and Household Articles - Meaning: laundering & disinfecting
Disinfecting Clothing and Household Articles - Methods overview

By the end of the lesson, the learner should be able to:
- Identify the differences between cleaning a ceramic sink and a stainless steel sink.
- Carry out the practical activity of cleaning a ceramic sink following the correct procedure.
- Appreciate the importance of selecting the correct cleaning method based on the material of the sink.

In groups, learners are guided to:
- Discuss the characteristics of ceramic sinks and how cleaning them differs from stainless steel sinks.
- Explain why abrasive scouring pads must be avoided on ceramic surfaces to prevent scratching.
- Carry out the cleaning activity on a ceramic sink or an equivalent ceramic surface following the correct procedure.

How is a ceramic sink correctly cleaned without damaging its surface?

- Oxford Agriculture Today Grade 9 pg. 73
- Ceramic sink or ceramic surface, warm water, mild detergent, soft cloth, disinfectant
- School bathroom or appropriate facility
- Oxford Agriculture Today Grade 9 pg. 75
- Broom, scrubbing brush, hot water, detergent, disinfectant and protective gear: gloves, gumboots and dust coat
- School open drain or wastewater channel
- Oxford Agriculture Today Grade 9 pg. 78
- Relevant textbooks and digital devices
- Sample clothing and household articles for reference
- Oxford Agriculture Today Grade 9 pg. 80
- Relevant textbooks, charts and digital devices
- Sample clothing labels showing fabric types

- Observation - Graded practical activity

Hygiene Practices

Disinfecting Clothing and Household Articles - Using sunlight
Disinfecting Clothing and Household Articles - Using salt
Disinfecting Clothing and Household Articles - Using boiling

By the end of the lesson, the learner should be able to:
- Explain how sunlight disinfects clothing and household articles through ultraviolet (UV) rays.
- Describe the procedure for disinfecting a white cotton shirt using sunlight.
- Show responsibility in following the correct drying procedure to ensure all sides of the article receive adequate sunlight.

In groups, learners are guided to:
- Discuss how UV rays in sunlight kill germs and which fabrics are suitable for sunlight disinfection: strong fabrics like cotton and linen.
- Explain why coloured articles may not be appropriate for sunlight disinfection due to fading.
- Describe the procedure: wash in hot soapy water, rinse, turn inside out, hang in direct sunlight, flip severally until completely dry (Activity 3).

How does sunlight disinfect clothing and what procedure is followed?

- Oxford Agriculture Today Grade 9 pg. 80
- Relevant textbooks, charts and digital devices
- White cotton clothing for reference
- Oxford Agriculture Today Grade 9 pg. 81
- Handkerchief, salt, basins and water for reference
- Oxford Agriculture Today Grade 9 pg. 82
- Tea towels, sufuria, source of heat and tongs for reference

- Oral questions - Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using disinfectants
Disinfecting Clothing and Household Articles - Using ironing

By the end of the lesson, the learner should be able to:
- Explain how chemical disinfectants kill or inactivate microorganisms on clothing and household articles.
- Describe the types of articles suitable for chemical disinfectants and the precautions when selecting them.
- Show responsibility in following the manufacturer's instructions when using chemical disinfectants.

In groups, learners are guided to:
- Discuss how chemical disinfectants kill microorganisms and when they are used instead of heat methods.
- Explain the types of disinfectants: antiseptics and bleaches, and why the correct disinfectant must be chosen to avoid bleaching or dissolving fibres.
- Describe the procedure for disinfecting woollen gloves with antiseptic: wash, final rinse with antiseptic, reshape and dry flat in shade (Activity 7).

How are chemical disinfectants used to disinfect clothing and household articles?

- Oxford Agriculture Today Grade 9 pg. 83
- Relevant textbooks, charts and digital devices
- Woollen gloves, antiseptic and basins for reference
- Oxford Agriculture Today Grade 9 pg. 84
- Cotton pillowcase, iron box and ironing board for reference

- Oral questions - Written assignments

Hygiene Practices

Disinfecting Clothing and Household Articles - Safety precautions
Disinfecting Clothing and Household Articles - Practical: aprons using sunlight
Disinfecting Clothing and Household Articles - Practical: gloves using disinfectants

By the end of the lesson, the learner should be able to:
- Identify the safety precautions to observe when disinfecting clothing and household articles.
- Apply the correct safety precaution relevant to each disinfection method.
- Develop a habit of observing safety precautions during all disinfection activities to prevent injury and contamination.

In groups, learners are guided to:
- Discuss safety precautions when using boiling: use tongs, keep away from heat source, handle hot water carefully.
- Discuss safety precautions when using disinfectants: follow manufacturer's instructions, avoid skin contact, store safely away from children and foodstuffs.
- Discuss safety precautions when using ironing: test iron temperature, avoid burns, ensure articles are dry before storing.

What safety precautions must be observed when disinfecting clothing and household articles?

- Oxford Agriculture Today Grade 9 pg. 80
- Relevant textbooks, charts and digital devices
- Protective gear for demonstration
- Aprons, basins, hot water, soap and pegs
- School open area with direct sunlight
- Oxford Agriculture Today Grade 9 pg. 83
- Woollen gloves, warm water, soap, basins, antiseptic and drying rack or towel
- Appropriate practical space

- Oral questions - Written assignments

Hygiene Practices

Disinfecting Clothing and Household Articles - Practical: white cotton towel by boiling
Disinfecting Clothing and Household Articles - Practical: dustcoat by ironing
Disinfecting Clothing and Household Articles - Practical: handkerchiefs using salt
Disinfecting Clothing and Household Articles - Practical: socks using disinfectant
Disinfecting Clothing and Household Articles - Importance of disinfecting clothing & articles

By the end of the lesson, the learner should be able to:
- Identify the requirements for disinfecting a white cotton towel by boiling.
- Carry out the practical activity of disinfecting a white cotton towel by boiling following the correct procedure.
- Appreciate the effectiveness of boiling as a disinfection method for white cotton items used by the sick or in the kitchen.

In groups, learners are guided to:
- Assemble requirements: white cotton towel or tea towel, sufuria, source of heat, tongs or wooden stick, basins, soap and pegs.
- Disinfect by boiling: wash, rinse, boil for at least 10 minutes turning occasionally, transfer to cold water, rinse, squeeze and dry in sun (Activity 6).
- Discuss why the boiling time of at least 10 minutes is important for effective disinfection.

How is a white cotton towel correctly disinfected by boiling?

- Oxford Agriculture Today Grade 9 pg. 82
- White cotton towel, sufuria, source of heat, tongs, basins, soap and pegs
- Appropriate practical space
- Oxford Agriculture Today Grade 9 pg. 84
- Cotton dustcoat, basins, hot water, soap, pegs, iron box and ironing board
- Oxford Agriculture Today Grade 9 pg. 81
- Handkerchief, basins, hot and cold water, soap, salt and pegs
- Oxford Agriculture Today Grade 9 pg. 83
- Socks, warm water, soap, basins, antiseptic and pegs
- Oxford Agriculture Today Grade 9 pg. 88
- Relevant textbooks, charts and digital devices
- Community environment

- Observation - Graded practical activity