Conservation of Resources.

Controlling Soil Pollution.
Controlling of Soil Pollution.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Soil Pollution.
Identify the causes of Soil pollution in the environment.
Discuss the causes of soil pollution in the environment.
Search the internet for clips on soil pollution.
Acknowledge the causes of soil pollution in the environment.
Visit the school farm/local farm and identify the causes of soil pollution.
Record their observation in a table.
Enjoy the exercusion.

In groups,learners are guided to:
study the pictures in learner's book and explain the meaning of soil pollution.
identify the causes of soil pollution in the farms.
discuss the causes of soil pollution of pollution in the farms.
use digital devices to search for clips on soil pollution and share experiences on causes of soil pollution.
In groups,learners are guided to;
visit the school farm or nearby farm.
observe and identify the causes of soil pollution in the farms.
record their findings on a table and discuss their recordings in class.

What is soil pollution? What are the causes of soil pollution in the environment?

Agriculture & Nutrition Spark  pg 1-3.
Pictures.
Digital devices; tablets, laptops.
School farm/Surrounding farm.
Agriculture & Nutrition Spark pg 2.
Tablets.

Oral questions. Oral discussions. Written tests. Assessment rubric.

Conservation of Resources.

Controlling of Soil Pollution.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the ways of controlling soil pollution in the environment.
Discuss the ways of controlling soil pollution in the environment.
Prepare posters showing the ways of controlling soil pollution in the environment.
Appreciate the ways of controlling soil pollution in the environment.

In groups,pairs,learners are guided to;
identify ways of controlling soil pollution in the environment.
discuss ways of controlling controlling soil pollution in the environment.
prepare posters showing ways of controlling soil pollution in the environment and display in class/noticeboard.

How can you control soil pollution in the environment?

Agriculture & Nutrition Spark  pg 4-5.
Posters.
Pictures.
Digital devices.

Oral questions. Oral discussions. Written tests. Portfolios.

Conservation of Resources.

Controlling of Soil Pollution.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify a garden where soil has been polluted in the locality.
Practice safe soil pollution control measures in the garden.
Demonstrate responsibility in using safe farming practices to conserve soil.

In groups,learners are guided to;
identify a garden where soil has been polluted in the locality.
collaborate in carrying out safe soil pollution control practices.
use digital devices to record themselves as they carry out the activities.

How can you practice safe soil pollution measures in a polluted garden?

Garden/environment. Agriculture & Nutrition Spark  pg 4-5.
Tablets.

Practical Activities. Portfolios. Journals. Observation schedule. Checklists. Assessment rubric.

Conservation of Resources.

Controlling Soil Pollution.
Controlling Soil Pollution. (Assessment)

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain the meaning of awareness messages.
Create awareness messages on safe farming practices in the farms.
Appreciate each other's effort in creating awareness messages on safe farming practices.
Attempt the questions in the Assessment Exercise 1.

In groups,pairs,learners are guided to;
discuss and create awareness messages on safe farming practices that will be shared with members of the community.
Individually,in pairs,learners are guided to;
answer all the questions on the sub-strand; Controlling Soil Pollution.

What methods can you use to create awareness messages on safe farming practices?

Manilla papers.
Empty cartons.
Pair of scissors.
Marker pens.
Glue.
Tablets
Laptops.
Assessment books. Agriculture & Nutrition Spark pg 7.

Observation checklists Portfolios. Assessment rubric.

Conservation of Resources.

Constructing Water Retention Structures.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the terms Water conservation and surface runoff.
State the importance of water conservation in the environment.
Discuss the importance of water conservation in the environment.
Acknowledge the need of conserving water in the environment.

In groups,learners are guided to;
search the meaning of surface runoff and water conservation from the internet.
brainstorm on the importance of conserving water in the environment.
discuss the importance of water conservation in the environment.

What is the important of water conservation in the environment?

Agriculture & Nutrition Spark  pg 9.
Tablets.
Internet.
Teacher's Notes.

Oral questions Oral discussion. Written tests. Assessment rubric.

Conservation of Resources.

Construction of Water Retention Structures.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the structures used in conservation of surface runoff.
Describe the ways of conserving surface runoff.
Draw the structures used in conservation of runoff on charts.
Appreciate the ways of conserving surface runoff.

In groups,pairs,learners are guided to;
identify the structures used in conservation of surface runoff from the pictures.
describe the different ways of conserving surface runoff.
state the advantages of constructing the structures.
draw the structures used in conservation of surface runoff and display in class.

How can surface run-off be conserved for gardening purposes?

Agriculture & Nutrition Spark  pg 10.
Manilla paper.
Drawing papers, Pencils.

written tests. Oral discussion. Assessment rubric. Oral questions.

Conservation of Resources.

Construction of Water Retention Structures.
Construction of Water Retention Structures.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify a site in the school environment that experiences the problem of runoff after a heavy rainfall
Discuss the most appropriate water retention structure for the area.
Design the structure to be constructed.
Adopt utilization of surface runoff in gardening.
Outline the procedure of constructing the most suitable water retention structure for the identified area.
Construct the chosen structure in the identified area.
Appreciate each other's effort in the construction of the water retention structure.

In groups,learners are guided to;
identify a site in the environment that experiences surface runoff after a heavy rainfall.
discuss on the most appropriate water retention structure for the identified area.
design the structure to be constructed depending on the size of the farm.
state the procedure for constructing the water retention structure.
take turns in constructing the water retention structure chosen.

How does construction of water retention structures conserve water? Which crops are suitable for establishment in water retention structures?

Agriculture & Nutrition Spark  pg 11.
Garden/Surrounding Environment.
Gardening tools (Jembe, Shovel, Slasher or Panga)
Mulching materials.
Meter rules.
Planting materials.

Observation. Activity journals. Oral questions. Oral discussion.

Conservation of Resources.

Conserving Food Nutrients.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the ways of conserving vitamins and minerals salts in vegetables.
Discuss the different ways of conserving vitamins and minerals salts in vegetables.
Search the internet for clips and information on the ways of conserving vitamins and minerals salts in vegetables.
Acknowledge the ways of conserving vitamins and minerals salts in vegetables.

In groups,pairs, learners are guided to:
search and watch video clips and pictures on the different ways of conserving vitamins and minerals salts in vegetables.
identify the ways of conserving vitamins and minerals salts in vegetables.
discuss ways of conserving vitamins and minerals salts in vegetables.
prepare posters showing the ways of conserving mineral salts and vitamins in vegetables.

How do we conserve vitamins and minerals salts in vegetables?

Video clips.
Pictures.
Digital devices.
MTP Agriculture & Nutrition pg 5-6.
Posters.
Manilla papers.
Marker Pens.

Oral questions Written tests. Oral discussion. Assessment rubric.

Conservation of Resources.

Conserving Food Nutrients.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe how washing should be done in order to conserve mineral salts and vitamins in salts.
Demonstrate proper washing of vegetables in order to preserve mineral salts and vitamins.
Acknowledge the need of conserving vitamins and mineral salts in vegetable.

In groups, pairs,learners are guided to;
outline how to wash vegetables in order to conserve mineral salts and vitamins.
demonstrate how to wash vegetables in order to conserve mineral salts and vitamins.
use digital devices to record as they demonstrate how to wash vegetables in order to conserve minerals salts and vitamins.

How do you wash vegetables in order to conserve mineral salts and vitamins in vegetables?

Cabbages.
MTP Agriculture & Nutrition  pg 5.
Digital devices.
Teacher's Notes.
School kitchen.

Activity journal. Portfolios. Practical Demonstration. Oral questions. Checklists.

Conservation of Resources.

Conserving Food Nutrients.
Conserving Food Nutrients.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe how cutting and peeling should be done in order to conserve mineral salts and vitamins.
Demonstrate how to cut and peel vegetables as ways of conserving vitamins and minerals salts.
Enjoy demonstrating peeling and cutting of vegetables as ways of conserving nutrients.
Describe how cooking time and covering should be done in order to conserve mineral salts and vitamins in vegetables.
Demonstrate how to conserve mineral salts and vitamins in vegetables using covering and cooking time.
Adopt conservation of vitamins and mineral salts in vegetables.

In groups, learners are guided to;
describe how peeling and cutting of vegetables should be done in order to conserve vitamins and minerals salts.
observe the teacher as he or she demonstrates how to peel and cut vegetables to conserve vitamins and minerals salts.
practice peeling and cutting of vegetables in order to conserve mineral salts and vitamins and record themselves.
explain how covering and cooking time should be done to conserve vitamins and mineral salts in vegetables.
observe the teacher keenly as he or she demonstrates covering and cooking time as ways of conserving vitamins and mineral salts in vegetables.
practice covering and cooking time as ways of conserving vitamins and mineral salts in vegetables.

How should peeling and cutting be done in order to conserve mineral salts and vitamins in vegetables?

Fruits.
Vegetables.
Potatoes
School kitchen.
MTP Agriculture & Nutrition pg 5-6.
video clips.
Knives.
Vegetables(cabbages).
Digital devices.

Practical demonstration. Portfolios. Assessment rubric. Checklists.

Conservation of Resources.

Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the importance of trees in conserving the environment.
Discuss the importance of trees in conserving the environment.
Prepare posters showing the importance of trees in conserving the environment.
Acknowledge the importance of trees in conservation of the environment.

In groups,pairs,learners are guided to;
brainstorm on the importance of trees in conserving the environment.
discuss the importance of trees in conserving the environment.
search the internet for more information on importance of trees in conservation of environment.
prepare posters showing the importance of trees in conserving the environment.

How can growing of trees conserve the environment?

Agriculture & Nutrition Spark pg 16-17.
Digital devices.
Posters.
Manilla papers.
Marker pens.

Oral questions. Oral discussion. Written tests. Assessment rubric.

Conservation of Resources.

Growing trees.
Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Differentiate between Afforestation,Re-afforestation and Deforestation.
State the roles of trees in soil and water conservation in the environment.
Discuss the roles of trees in soil and water conservation in the environment.
Prepare posters showing the roles of trees in soil and water conservation.
Appreciate the role of trees in soil and water conservation.
State management practices done in a tree nursery.
Discuss the management practices done in a tree nursery.
Prepare posters showing the management practices done in a tree nursery.
Develop desire to take care of trees in a nursery.

In groups,learners are guided to:
use dictionaries or internet to search the meaning of afforestation,reafforestation and deforestation.
discuss the roles of trees in soil and water conservation in the environment.
prepare posters showing the roles of trees in soil and water conservation.
identify the management practices done in a tree nursery.
discuss the management practices done in a tree nursery.
prepare posters showing the management practices done in a tree nursery.

What are the roles of trees in conservation of soil and water in the environment?

Agriculture & Nutrition Spark pg 18.
Teacher's Notes.
Internet.
Dictionary.
Digital device.
Teacher's Notes. Agriculture & Nutrition Spark pg 21.
Posters.
Manila papers and Marker pens.

Assessment rubric. Written tests. Oral questions

Conservation of Resources.

Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Obtain the planting materials for your chosen trees.
Establish the planting materials collected.
Adopt tree planting as a way of conserving the environment.

In groups,learners are guided to;
collect seeds, seedlings or vegetative materials depending on trees to establish.
collaborate in establishing the agroforestry tree selected.

How do you establish an agroforestry tree?

Agriculture & Nutrition Spark PG 20-21.
Environment.
Jembes.
Jerrycans.
Buckets or empty sacks.
Pangas.

Practical Activity. Project. Portfolios Activity journal.

Conservation of Resources.

Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the ways of managing the established trees.
Discuss the ways of managing the established trees.
Apply the management ways in taking care of the established trees.

In groups,learners are guided to;
brainstorm on the ways of managing the established trees in the environment.
discuss the ways of managing established trees.
take care of the established trees using the identified management ways.

How do you take care of the established trees?

Agriculture & Nutrition Spark pg 21.
Teacher's Notes.
Jerrycans.
Dry grass,sawdust.

Activity journal. Observation checklists. Assessment rubric.

Conservation of Resources.
Food Production Processes.

Assessment on Conserving Food Nutrients and Growing Trees
Cooking Methods.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt the assessment questions on the sub-strands; Growing trees and Conserving Food Nutrients.
List the factors that determine the choice of a cooking method.
Identify the methods of cooking different types of food.
Describe the methods of cooking different types of foods.
Search the internet for information on the cooking methods; Grilling, Roasting and Steaming.
Acknowledge the different methods of cooking food.

Individually,in pairs or groups,learners are guided to;
answer the questions on the assessment of the sub-strands; Conserving Food Nutrients and Growing Trees.
In groups or in pairs,learners are guided to:
brainstorm on the factors that determine the choice of a cooking method.
list the different cooking methods.
discuss the different methods of cooking food.
search the internet for more information on the cooking methods.

Assessment books.
Assessment questions. Agriculture & Nutrition Spark pg 21:
Teacher's Notes.
Digital devices.
MTP Agriculture & Nutrition  pg 46-47.
Photos.
Pictures.

Written tests. Assessment rubric.

Food Production Processes.

Cooking Methods: Grilling Method.

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

State the guidelines for cooking food by Grilling method.
Discuss the safety measures to observe during grilling of food.
Prepare posters showing the guidelines for cooking food by grilling method.
Appreciate the guidelines and safety measures to observe during grilling.

In groups,pairs,learners are guided to:
list the foods suitable for grilling.
outline the guidelines for grilling method.
discuss the importance of adhering to each of the guideline.
prepare posters showing the guidelines for grilling.
discuss the safety measures to be observed during grilling of food.

What guidelines should one observe during grilling? What is the importance of adhering to the guidelines during grilling?

MTP Agriculture & Nutrition pg 54.
Posters
Teacher's Notes.

Food Production Processes.

Cooking Methods: Grilling.

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

Identify the requirements and ingredients of a selected food to be cooked using grilling method
Prepare recipes of food to be grilled.
Discuss the advantages and disadvantages of grilling method of cooking.
Appreciate the use of grilling method in cooking.

In groups,learners are guided to:
select a suitable food to cook by grilling method.
list the necessary requirements and ingredients to use in cooking by grilling method.
prepare recipes of food to be grilled.
discuss the advantages and disadvantages of grilling food.
search the internet for recipes of grilled food.

What are the advantages and disadvantages of grilling food? Which equipment are used in grilling method?

MTP Agriculture & Nutrition Spark pg 57.
Digital devices.
Teacher's Notes.

Assessment rubric. Written text Checklists. Oral questions.

Food Production Processes.

Cooking Methods: Grilling Method.
Cooking Methods: Roasting

By the end of the lesson, the learner should be able to:
Prepare and cook the selected food using the grilling method.
Serve the food prepared using grilling method.
Enjoy grilling food .
Identify the equipment and tools used in roasting.
Outline the guidelines for cooking food by roasting.
Prepare posters showing the guidelines for cooking food by roasting.
Acknowledge the safety measures to observe during roasting.

In groups,learners are guided to:
gather the tools, equipment and materials to be used for grilling.
follow the recipes prepared to prepare and cook the selected food using grilling method.
record using digital devices as they cook.
observe safety when cooking.
serve the prepared food.
In groups,pairs,learners are guided to:
identify the tools and equipment used in roasting.
draw the equipment used in roasting.
discuss the guidelines for cooking food by roasting and their importance.
outline the safety measures to observe during roasting.

How did you observe safety when grilling? Why should we turn food when grilling?

Recipes.
School Kitchen.
Selected food for grilling.
Grilling Equipment and Tools.
Teacher's Note.
MTP Agriculture & Nutrition Spark pg 54 & 49.
Posters.
Pictures.

Observation schedule. Checklists. Assessment rubric.

Food Production Processes.

Cooking Methods.

By the end of the lesson, the learner should be able to:
lesson, be able to;
List the requirements and ingredients for roasting a selected food.
Prepare recipes of food to be roasted.
Discuss the advantages and disadvantages of roasting food.
Appreciate the use of roasting in cooking food.

In groups,learners are guided to:
list the requirements and ingredients for roasting selected food.
compile and write down recipes of food to be roasted.
discuss some of the advantages and disadvantages of roasting.
search the internet for clips on roasting method.

How do you prepare food to be cooked by roasting method?

Teacher's Method.
MTP Agriculture & Nutrition  pg 60.
Digital devices.
Video clips.

Checklists. Observation schedule. Journal. Written test. Oral questions.

Food Production Processes.

Cooking Methods

By the end of the lesson, the learner should be able to:
lesson, be able to;
Prepare and cook the selected food using the roasting method.
Serve the food prepared by roasting method.
Enjoy roasting and eating the roasted food.

In groups,learners are guided to:
gather the equipment required for preparing and roasting the selected food.
follow the prepared recipe to prepare and cook the selected food by roasting method.
record using digital devices as they cook.
serve the roasted food.

How did you observe safety and hygiene when roasting? why should we wrap potatoes with aluminum foil or suitable traditional leaves?

School Kitchen.
Selected food to cook.
Equipment for roasting.
MTP Agriculture & Nutrition pg 60-61.
Teacher's Notes.

Assessment rubric. Observation schedule. Checklists.

Food Production Processes.

Cooking Methods: Steaming.
Cooking Methods.

By the end of the lesson, the learner should be able to:
lesson,
Outline the guidelines for steaming.
Discuss the importance of the guidelines for steaming.
Prepare posters showing the guidelines for steaming.
Adhere to the guidelines for steaming food.
List the requirements and ingredients to use in steaming of selected food.
Prepare recipes for steaming the selected food.
Search the internet for recipes and clips on steaming.
Appreciate the use of steaming method.

In groups,learners are guided to:
state the guidelines for steaming food.
discuss the importance of guidelines for steaming.
outline the safety precautions to observe when steaming.
select a suitable food to prepare and cook using the steaming method.
list and note down the requirements and ingredients to use in steaming the selected food.
prepare recipes for steaming the selected food.
search the internet for recipes and clips on steaming.

What types of food can be prepared by steaming? Which equipment are used in steaming of food?

Teacher's Notes.
MTP Agriculture & Nutrition  pg 54.
Pictures.
Photos of steaming equipment.
Digital devices.
MTP Agriculture & Nutrition  pg 55.
Video clips.

Oral questions. Written tests. Assessment rubric. checklists.

Food Production Processes.

Cooking Method: Steaming.

By the end of the lesson, the learner should be able to:
lesson,
Prepare and cook selected food using the steaming method.
Serve the steamed food.
Enjoy steaming and eating the steamed food.

In groups,learners are guided to:
gather the tools, equipment and materials required for preparing and cooking steamed cabbage.
follow the recipe to prepare and cook the cabbage by steaming method.
observe safety and hygiene when steaming.
record using digital devices as they cook.

How do you prepare for steaming a food?

School kitchen.
Cabbage.
Steaming equipment.
Recipes.
Digital devices.

Assessment rubric. Checklists. Observation schedule. .

Hygiene Practices.

Hygiene in Rearing Animals.
Hygiene in Rearing Animals.

By the end of the lesson, the learner should be able to:
lesson,
Identify the hygiene practices in rearing of domestic animals at home/school.
Discuss the hygiene practices in rearing of domestic animals at home/school.
Prepare posters showing the hygiene practices in rearing of domestic animals.
Acknowledge the need for practicing hygiene practices in rearing domestic animals.
State the importance of hygiene practices in rearing domestic animals.
Discuss the importance of hygiene practices in rearing domestic animals.
Search the internet for information on the importance of hygiene practices in rearing domestic animals.
Appreciate importance of hygiene practices in rearing domestic animals.

In groups,pairs,learners are guided to:
brainstorm on the hygiene practices in rearing of domestic animals.
discuss the hygiene practices in rearing of domestic animals
search for additional information on the internet or relevant textbook on hygienic practices in rearing domestic animals.
prepare posters showing the hygienic practices in rearing domestic animals.
brainstorm on the importance of hygiene practices in rearing of domestic animals.
discuss the importance of hygiene practices in rearing of domestic animals.
search the internet for more information on the importance of hygiene practices in rearing of domestic animals and note down.
make a class presentation on the importance of hygiene in rearing domestic animals.

Which domestic animals do you keep at home? what is the importance of maintaining hygiene when rearing animals?

Agriculture & Nutrition Spark pg 61-62.
Pictures.
Digital devices.
Teacher's Notes.
Pictures.
Video clips.
Internet.
Teacher's Notes. Agriculture & Nutrition Spark pg 62.

Oral questions. Written tests. Assessment rubric.

Hygiene Practices.

Hygiene in Rearing Animals.

By the end of the lesson, the learner should be able to:
lesson,
carry out hygiene practices in rearing domestic animals at home or school.
Prepare a journal/report showing the hygiene practices carried out to domestic animals.
Enjoy practicing hygiene practices to the domestic animals.

Individually,in pairs, groups,learners are guided to:
carry out appropriate hygiene practices in rearing domestic animals at school or home.
prepare a journal or report showing the hygiene practices carried out on the domestic animals at home or school.

How can you maintain hygiene while rearing animals at home or school?

Reared domestic animals. Agriculture & Nutrition Spark pg 61-62.

Assessment rubric. Journals. Written Reports. Observation schedule.

Hygiene Practices.

Laundry:Loose Coloured Items.

By the end of the lesson, the learner should be able to:
lesson,
List the materials used for laundering loose coloured clothes.
Describe how to launder a loose coloured article for hygiene purposes.
Search the internet for a clip or demonstration on how to launder a loose coloured article.
Embrace laundering of loose coloured articles for hygienic purposes.

In groups,pairs,learners are guided to:
search and watch a video clip or demonstration on how to launder a loose coloured article.
list the requirements for laundering a loose coloured article.
outline the procedure for laundering a loose coloured article.
discuss how to launder a loose coloured article and make a presentation.

How do you launder a loose coloured article for hygiene purposes?

Teacher's Notes.
Video Clips.
Digital devices: Laptop, Projector, tablets.
MTP Agriculture & Nutrition  154.

Observation. Written tests. Assessment rubric. Oral questions.

Hygiene Practices.

Laundry:Loose Coloured Items.
Laundry:Loose Coloured Items.

By the end of the lesson, the learner should be able to:
lesson,
State the measures to be observed when laundering coloured clothes.
Discuss the measures to be observed when laundering coloured clothes.
Prepare posters showing measures to adhere to when laundering coloured clothes.
Acknowledge the measures to observe when laundering coloured clothes.
Select a loose coloured article for laundering.
Launder a loose coloured article for hygiene purposes.
Embrace laundering of loose coloured article for hygienic purposes.

In groups,pairs,learners are guided to:
brainstorm on the measures to observe when laundering coloured clothes.
discuss the measures to observe when laundering coloured clothes.
search the internet for information on measures to observe when laundering coloured clothes.
prepare posters showing the measures to observe when laundering coloured clothes.
Individually,in pairs or groups,learners are guided to:
select a loose coloured article for laundering.
follow the procedure to launder a loose coloured article.
record using a digital device.

What measures should we observe when laundering coloured clothes?

Teacher's Notes.
Digital devices.
Posters.
Internet.
Selected loose coloured article.
Basins.
Warm and cold water.
Soap or mild detergent.
Salt, Vinegar or lemon.
pegs.

Oral questions. Oral presentations. Assessment rubric. Written tests.

Production Techniques.

Sewing Skills: Knitting.

By the end of the lesson, the learner should be able to:
lesson,
Define the term knitting.
List tools used in knitting.
Describe the basic knitting stitches used in making household articles.
Demonstrate the basic knitting stitches used in making household articles.
Appreciate the basic knitting stitches used in making household articles.

In groups,pairs,learners are guided to:
search from the dictionary or textbook the meaning of knitting.
list the tools used in knitting.
identify the basic knitting stitches (Knit stitch and Purl stitch)
describe the two basic knitting stitches used in making household articles.
observe the teacher as he/she demonstrates the two basic knitting stitches.

What is knitting? what tools are used in knitting?

Teacher's Notes.
Pictures.
Digital devices.
Knitting tools.
MTP Agriculture & Nutrition  pg 94.

Written tests. Observation. Oral questions. Assessment rubric.

Production Techniques.

Sewing Skills: Knitting.

By the end of the lesson, the learner should be able to:
lesson,
List items that can be knitted at home.
State the safety precautions to observe when knitting.
Discuss the ways of taking care and storing knitting tools and materials.
Prepare posters showing ways of taking care of knitting tools and materials.
Acknowledge the safety precautions to observe when knitting.

In groups,pairs,learners are guided to:
list the items that can be knitted at home.
identify the safety precautions that one should observe when knitting a household article.
discuss the ways of taking care and storing knitting tools and materials.
prepare posters showing safety precautions to observe when knitting and display in class.

What items can you knit at home? what are the safety precautions that one should adhere to when knitting?

Teacher's Notes.
Posters
Digital devices.
MTP Agriculture & Nutrition .

Oral questions. Oral discussions. Written tests. Assessment rubric.

Production Techniques.

Sewing Skills: Knitting.
Sewing Skills: Knitting.

By the end of the lesson, the learner should be able to:
lesson,
Outline the steps for knitting an article using the knit stitch.
Knit a selected household article using the knit stitch.
Enjoy knitting household articles using the knit stitch.
Outline the steps and procedure for knitting articles using the purl stitch.
Knit a household article using the purl stitch.
Enjoy knitting household articles using the purl stitch.

In pairs,individually,learners are guided to:
outline the steps and procedure for knitting using the knit stitch.
watch a clip or a resource person knitting a household using the knit stitch.
practice knitting a household article using the knit stitch.
In pairs, individually or in groups,learners are guided to:
watch a clip or observe a resource person knitting a household article using the purl stitch.
outline the steps and procedure to follow when knitting using purl stitch.
practice knitting household items using the purl stitch.

How do you knit an article using the knit stitch?

Knitting tools and materials.
Video clips.
Resource person.
Household articles knitted by knit stitches.
Teacher's Notes.
MTP Agriculture & Nutrition .
Household article knitted by purl stitch.
Knitting tools.

Observation. Demonstrations. Portfolios. Oral questions. Checklists. Assessment rubric.

Production Techniques.

Constructing Framed Suspended Gardens.

By the end of the lesson, the learner should be able to:
lesson,
Define the term Framed Suspended Gardens.
Identify the off-season crops suitable for framed suspended gardens.
Discuss the features of the off-season crops suitable for framed suspended gardens.
Search the internet for information on the crops suitable for framed suspended gardens.
Appreciate the crops suitable for the framed suspended gardens.

In groups,pairs,learners are guided to:
brainstorm on the meaning of framed suspended gardens.
observe pictures of the framed suspended gardens and identify materials used to construct the framed suspended gardens.
outline the factors considered when identifying off-season crops for suspended gardening.
List some of the crops suitable for framed suspended gardening.
discuss the features of the off-season crops suitable for suspended gardening.
search the internet for more information on the framed suspended gardens.

What is Framed Suspended Garden? What types of crops are suitable for framed suspended gardening?

Pictures. Agriculture & Nutrition Spark pg 80-81.
Teacher's Notes.
Internet.
Digital devices.

Oral questions. Oral discussions. Written tests. Assessment rubric.

Production Techniques.

Constructing Framed Suspended Gardens.

By the end of the lesson, the learner should be able to:
lesson,
Identify the suitable sites to prepare Framed Structures for suspended gardens.
Discuss the factors to consider when selecting a site for the Framed Suspended Gardens.
Search the internet for information and clips on the suitable sites for Framed Suspended Gardens.
Acknowledge the factors to consider when selecting a suitable site for suspended gardens.

In groups, pairs,learners are guided to:
walk around the school and identify sites that are suitable for framed suspended gardens.
identify the factors to consider when selecting the site for setting a framed suspended garden.
discuss the factors to consider when selecting the site for setting up a framed suspended garden.
take photos of the selected sites and do a presentation.

What areas in your school compound can framed suspended gardens be prepared?

Agriculture & Nutrition Spark pg 81-82.
Digital devices.
Photos.
Teacher's Notes

Observation. Assessment rubric. Checklists. Oral questions. Oral discussions Oral presentations.

Production Techniques.

Constructing Framed Suspended Gardens.
Constructing Framed Suspended Gardens.

By the end of the lesson, the learner should be able to:
lesson,
Outline factors to consider when designing framed structures for suspended gardens.
Describe framed suspended garden for growing crops.
Search the internet for photos, videos and illustrations on framed suspended gardens.
Embrace the use of framed suspended garden in growing crops.
Identify the type of framed suspended garden to construct.
Outline the procedure for constructing framed suspended gardens.
Discuss the procedure for constructing the selected framed suspended garden.
Search the internet for video clips on the procedure of constructing the framed suspended gardens.
Embrace the use of framed suspended garden for growing crops.

In groups,pairs,learners are guided to:
Identify the types of framed suspended gardens used in growing crops.
identify the factors to consider when designing framed structures for suspended gardens.
discuss the characteristics of materials for construction of the framed suspended gardens.
search the internet for videos, photos and illustrations on framed suspended gardens to describe how they are constructed.
In groups,learners are guided to:
identify the type of framed suspended garden to construct.
list the suitable materials to use in constructing the framed suspended garden.
discuss the procedure for constructing the selected framed suspended garden.
watch clips on the procedure for constructing framed suspended gardens.

What types of framed suspended gardens do you know?

Digital devices. Agriculture & Nutrition Spark pg 82-83.
Pictures.
Agriculture & Nutrition Spark pg 82-83.
Photos.
Video clips.
Digital devices.
Teacher's Notes.

Assessment rubric. Written tests. Oral questions. Oral discussion.

Production Techniques.

Constructing Framed Suspended Gardens.

By the end of the lesson, the learner should be able to:
lesson,
Gather the appropriate materials for construction of selected framed suspended garden.
Construct a framed structure for suspended crops.

In groups, learners are guided to:
Gather their selected materials for constructing the selected framed suspended garden.
Innovate and construct a framed suspended gardens using the locally available materials.
Use digital devices to record videos as they construct.

How do you construct a framed suspended garden?

Locally available materials for construction. Agriculture & Nutrition Spark pg 84-85.
Digital devices.

Assessment rubric. Checklists. Observation schedule. Project.

Production Techniques.

Constructing Framed Suspended Gardens.

By the end of the lesson, the learner should be able to:
lesson,
Gather the appropriate materials for construction of selected framed suspended garden.
Construct a framed structure for suspended crops.

In groups, learners are guided to:
Gather their selected materials for constructing the selected framed suspended garden.
Innovate and construct a framed suspended gardens using the locally available materials.
Use digital devices to record videos as they construct.

How do you construct a framed suspended garden?

Locally available materials for construction. Agriculture & Nutrition Spark pg 84-85.
Digital devices.

Assessment rubric. Checklists. Observation schedule. Project.

Production Techniques.

Constructing Framed Suspended Garden.

By the end of the lesson, the learner should be able to:
lesson,
Outline the steps for establishing an off-season crop in the constructed framed suspended garden.
Establish a crop on the constructed framed suspended garden.
Embrace the use of framed suspended garden for growing crops.

In groups,learners are guided to:
outline the steps for establishing a selected crop on the constructed framed suspended garden.
establish the selected crop on the constructed framed suspended garden.

How do you establish a crop on the constructed framed suspended garden?

Selected crop.
Teacher's Notes. Agriculture & Nutrition Spark pg 85-86.
Digital devices.

Assessment rubric. Observation schedule. Checklists. Journals. Project.

Production Techniques.

Construction of Framed Suspended Garden.

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

Identify the management practices carried out on crops established on the constructed framed suspended crops.
Discuss the management practices carried out on the established crops on the framed suspended garden.
Carry out the management practices to the established crops in the framed suspenders garden.
Acknowledge the need for managing the established crops.

In groups,learners are guided to:
mention the management practices for the established crops in the framed suspended gardens.
discuss the management practices and their importance to the established crops.
collaborate in carrying out the management practices to the established crops.

What management practices should be carried out to the established crops in framed suspended garden?

Agriculture & Nutrition Spark pg 86.
Teacher's Notes.
Environment where the crops have been established.

Checklists. Journal. Written report. Assessment rubric.

Production Techniques.

Construction of Framed Suspended Garden.
Construction of Framed Suspended Gardens: Assessment.

By the end of the lesson, the learner should be able to:
Identify the methods of disseminating educative messages on Framed Suspended Gardens.
Create educative messages on the Framed Suspended Gardens.
Desire to educate the community on the Framed Suspended Gardens through educative messages.
Attempt the assessment questions on the sub-strand; Construction of suspended gardens.

In groups,learners are guided to:
identify the various methods of passing out the educative messages on framed suspended gardens.
discuss and create educative messages that can be used to educate the community about framed suspended gardens.
compile messages and create posters using marker pens and manilla papers.
post the messages on the community notice boards or display during community events and gatherings.
In pairs, individually,learners are guided to:
answer the questions on the sub-strand: Construction of Framed Suspended Gardens.

How can you educate the community on the Framed Suspended Gardens?

Agriculture & Nutrition Spark pg 86-87.
Marker Pens.
Manilla papers.
Posters.
Digital devices.
Assessment books.
Spark Agriculture pg 87.

Portfolios. Assessment rubric. Checklists. Written tests. Oral questions.

Production Techniques.

Adding Value to Crop Produce.

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

Define the term Value addition.
Identify ways of adding value to crop produce.
Discuss the various ways of adding value to crop produce.
Search the internet for videos on value addition.
Appreciate the ways of adding value to crop produce.

In groups,pairs,learners are guided to:
search the internet for meaning of value addition to crop produce and examples of value addition in crop produce and note their findings.
search the internet for videos on value addition and watch them.
discuss their findings and present in class.

What is value addition? Why do we add value to crop produce?

Agriculture & Nutrition Spark pg 89.
Digital devices.
Internet.
Teacher's Notes.

Assessment rubric. Oral questions. Written tests. Oral discussions.

Production Techniques.

Adding Value to Crop Produce.

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

Identify the methods of adding value to crop produce.
Describe the methods of adding value to different crop produce.
Prepare posters showing the methods of adding value to crop produce.
Acknowledge the methods of processing crop produce to add value.

In groups,in pairs,learners are guided to:
discuss the different methods of processing crop produce to add value.
examine the ways of adding value to the different crop produce.
prepare posters showing the different methods of adding value to crop produce.

Which methods can you use to add value to crop produce? Which crops can you process to add value?

Agriculture & Nutrition Spark pg 90-92.
Pictures.
Teacher's Notes.

Oral questions. Oral discussion. Written tests Assessment rubric.

Production Techniques.

Adding Value to Crop Produce.

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

Outline the procedure for adding value to tomatoes using the drying method.
Add value to tomatoes following the procedure.
Search the internet for clips on adding value to tomatoes by drying method.
Enjoy adding value to the tomatoes.

In groups,learners are guided to:
watch clips on crop produce e.g tomatoes being added value.
outline the steps for adding value to tomatoes by drying method.
gather the required materials for adding value to tomatoes.
follow the outlined steps to add value to tomatoes and record themselves using digital devices.

How can you add value to tomatoes?

Agriculture & Nutrition Spark pg 93.
Ripe Tomatoes.
Knives,Water,Basin,Tray and Tins.
Digital devices

Assessment rubric. Project. Portfolios. Checklists.

Production Techniques.

Adding Value to Crop Produce.

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

Outline the steps for adding value to different crop produce.
Describe the method of adding value to different crop produce.
Search the internet for clips on the methods used in adding value to different crop produce. Embrace value addition practice to different crop produce.

In groups,learners are guided to:
outline the steps for preparing potatoes crisps,dried mangoes, dried vegetables, cassava flour, roasted groundnuts, pumpkin flour and simsim balls.
describe the methods used to add value to the above crops.
search the internet for the methods of adding value to groundnuts, vegetables,simsim, pumpkin etc.
watch clips on the preparation and methods of adding value to the different crops.

Why do we add value to crop produce?

Teacher's Notes.
Digital devices.
Video clips.
Internet.

Assessment rubric. Oral discussion. Oral questions.

Production Technique.

Adding value to Crop Produce.

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

Outline the steps to make a sugarcane squash.
Discuss the steps used to add value to the sugarcane.
Add value to the sugarcane following the steps.
Desire to add value to the sugarcane.

In groups, learners are guided to:
outline the steps of making sugarcane squash.
discuss the steps followed in making sugarcane squash.
gather the resources to use in making of sugarcane squash.
follow the steps to make a sugarcane squash.

How can you add value to sugarcane?

Agriculture & Nutrition Spark pg 94.
Fresh sugarcane.
Ginger, Lemon juice.
Blender.
Clean light cloth for straining.

Assessment rubric. Checklists. Observation.

Production Technique.
Production Techniques.

Adding Value to Crop Produce.
Adding Value to Crop Produce.

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

Compare the processed crop produce to raw crop produce.
Prepare a PowerPoint presentation to showcase the comparison between raw crop produce and processed product.
State the importance of value addition in crop produce.
Discuss the importance of value addition in crop produce.
Appreciate the importance of value addition on crop produce.

In groups,learners are guided to:
examine the comparison between the raw crop produce and the processed product in terms of monetary value and storage life.
prepare a PowerPoint presentation to show the comparison between the raw crop produce and the processed product.
identify the importance of value addition on crop produce.
discuss the importance of value addition on crop produce.
make a presentation on the importance of value addition on crop produce.
search the internet for information on the importance of value addition on crop produce.

What is the comparison between the raw crop produce and the processed product?

Digital devices. Agriculture & Nutrition Spark pg 95.
Agriculture & Nutrition Spark pg 95.
Teacher's Notes
Digital devices
Internet

Assessment rubric. Oral presentation. Oral discussion. Written tests.

Production Techniques.

Adding Value to Crop Produce: Assessment.

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

Attempt questions on the sub-strand:Value addition on crop produce.

In pairs,or individually,learners are guided to:
answer the questions on the sub:strand: Adding Value on crop produce.

Assessment books. Agriculture & Nutrition Spark pg 95-96.

Written tests Assessment rubric. Checklists.