Conservation of Resources.

Controlling 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.

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.

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.

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;
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;
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.

How can household practices cause soil pollution?

Agriculture & Nutrition Spark pg 2.
Tablets.
Agriculture & Nutrition Spark  pg 4-5.
Posters.
Pictures.
Digital devices.

Portfolios. observation schedule. Oral questions. Exercusion.

Conservation of Resources.

Controlling of Soil Pollution.
Controlling 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.
Manilla papers.
Empty cartons.
Pair of scissors.
Marker pens.
Glue.
Tablets
Laptops.

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

Conservation of Resources.

Controlling Soil Pollution. (Assessment)
Constructing Water Retention Structures.
Construction of Water Retention Structures.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt the questions in the Assessment Exercise 1.

Individually,in pairs,learners are guided to;
answer all the questions on the sub-strand; Controlling Soil Pollution.

Assessment books. Agriculture & Nutrition Spark pg 7.
Agriculture & Nutrition Spark  pg 9.
Tablets.
Internet.
Teacher's Notes.
Agriculture & Nutrition Spark  pg 10.
Manilla paper.
Drawing papers, Pencils.

Assessment rubric. Written tests.

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 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.

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.

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

Oral questions Written tests. Oral discussion. Assessment rubric.

Conservation of Resources.

Conserving Food Nutrients.
Growing trees.

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.

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.

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

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;
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.

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.

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

Practical Activity. Project. Portfolios Activity journal.

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

Assessment on Conserving Food Nutrients and Growing Trees
Preparing Planting Sites and Establishing Crops.
Preparing Planting Sites and Establishing Crops.

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.

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.

Assessment books.
Assessment questions. Agriculture & Nutrition Spark pg 21:
Agriculture & Nutrition Spark pg 24-26.
Pictures.
Digital devices.
School garden.
Agriculture & Nutrition Spark pg 23-24.
Photographs.
Teacher's Notes.

Written tests. Assessment rubric.

Food Production Processes.

Preparing Planting Sites and Establishing Crops.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the suitable planting site for crop establishment.
Prepare a planting site using a suitable tilth for establishing selected planting materials.
Enjoy preparing a planting site using a suitable soil tilth.

In groups,learners are guided to;
identify the most suitable planting site for establishing a selected planting material.
collaborate in preparing a planting site using a suitable tilth for establishing the selected planting material.

How do you prepare a planting site?

Panga,jembe,slasher , compost manure.
Planting materials for a crop of choice.
Containers.
Sacks. Agriculture & Nutrition Spark pg 28-29

Activity journal. Portfolios Projects.

Food Production Processes.

Selected Crop Management Practices.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Crop management.
Identify the different crop management practices carried on crops.
Discuss the crop management practices carried on crops.
Search the internet for video clips on the crop management practices carried on crops.
Acknowledge the need for crop management practices on established crops.

In groups,learners are guided to;
brainstorm on the meaning of crop management and share in class.
mention some of the crop management practices carried out on crops.
discuss the crop management practices carried out on crops.
watch clips on the different crop management practices done on established crops.

How can we carry out management practices in crop production?

Agriculture & Nutrition Spark pg 43.
Digital devices;
Tablets.
Pictures.
Agriculture & Nutrition Spark pg 47-48.
Jembes,Pangas.
Digital devices.
Agriculture & Nutrition Spark pg 49.
Planting sites.
School/Home garden.

Oral questions Oral discussions. Written tests. Assessment rubric.

Food Production Processes.

Selected Crop Management Practices.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how earthing up is done in a crop field.
Demonstrate earthing up in a planting site or farm.
Appreciate the need for earthing up in a crop field.

In groups, pairs,learners are guided to;
describe how earthing up is done on crops.
state the importance of earthing up on crops.
carry out earthing up to crops in planting sites or a garden and record using digital devices.

How is earthing up done on crops in a farm? What are importance of earthing up on crops?

Agriculture & Nutrition Spark pg 48.
Jembes/Pangas.
Digital devices.
Planting sites
School/Home garden.
Agriculture & Nutrition Spark pg 49.
Video clips.
Teacher's Notes.

Activity journal. Assessment rubric. Observation schedule. Checklists. Practical demonstration.

Food Production Processes.

Selected Crop Management Practices.
Selected Crop Management Practices (Assessment)

By the end of the lesson, the learner should be able to:
;
State the importance of management practices in crop production.
Discuss the importance of management practices in crop production.
Search the internet for more information on importance of management practices in crop production.
Appreciate the importance of various management practices in crop production.

In groups,pairs,learners are guided to;
brainstorm on the importance of management practices in crop production.
discuss the importance of management practices in crop production.
search the internet for more information on the importance of management practices in crop production.

What is the importance of management practices in crop production?

Teacher's Notes.
Digital devices.
internet. Agriculture & Nutrition Spark pg 47-49.
Assessment books. Agriculture & Nutrition Spark pg 49-50.

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

Food Production Processes.

Preparing Animal Products;Eggs and Honey.
Preparing Animal Products:Eggs and Honey.

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

Differentiate between Sorting and Grading as used in preparation of animal products.
Identify factors to consider when sorting and grading eggs.
Discuss the factors to consider when sorting and grading eggs.
Prepare flashcards/posters on the factors to consider when sorting and grading eggs.
Appreciate the need for sorting and grading of eggs.

In groups,pairs,learners are guided to;
use internet or dictionary to search the meaning of sorting and grading.
share experiences on how to prepare eggs for use and storage.
discuss the factors to consider when sorting and grading eggs.
prepare posters/flashcards showing the factors to consider when sorting and grading eggs.

What are the reasons for sorting and grading eggs? How do you prepare eggs for storage and use?

Agriculture & Nutrition Spark pg 64-65.
Pictures.
Digital devices
Eggs.
Weighing machine. Agriculture & Nutrition Spark pg 65.
Trays.
digital devices.
Teacher's Notes
Internet.

Oral questions Oral discussion. Written tests. Assessment rubric.

Food Production Processes.

Preparing Animal Products: Eggs and Honey.
Preparing Animal Products; Eggs and Honey.

By the end of the lesson, the learner should be able to:
;
Define the term Honey processing.
Outline the steps followed when processing honey.
Discuss the honey processing process.
Search the internet for clips on how honey is processed from Combs using crushing and straining method.
Acknowledge the process of honey processing from the combs.

In groups,pairs,learners are guided to:
search for and watch clips on how honey is processed using crushing and straining methods.
outline the steps followed during honey processing.
discuss the steps followed in honey processing.
prepare posters to show the steps followed in honey processing.

How is honey processed using the crushing and straining method?

Agriculture & Nutrition Spark pg 66-67.
Video clips.
Digital devices.
Teacher's Notes.
Posters.
Agriculture & Nutrition  pg 68.
Pictures.
Resource person.

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

Food Production Processes.

Preparing Animal Products; Eggs and Honey.

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

State the importance of processing raw honey.
Discuss the importance of processing raw honey.
Search internet for information on importance of processing raw honey.
Acknowledge the importance of processing raw honey.

In groups,learners are guided to;
brainstorm on the importance of processing raw honey.
discuss the importance of processing raw honey.
search the internet or listen to a resource person for information on the importance of processing raw honey.

Why is it important to process raw honey?

Teacher's Notes.
Internet.
Digital devices.
Resource persons.

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

Food Production Processes.
Hygiene Practices.

Preparing Animal Products: Eggs and Honey.
Preparing Animal Products:Eggs and Honey. (Assessment)
Hygiene in Rearing Animals.

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

Visit a nearby farm to observe how honey is processed.
Carry out honey processing and package the processed honey.
Embrace preparation of animal products for various purposes.

As a class , in groups,learners are guided to:
visit a nearby farm to observe how honey is processed and packed.
use digital devices to record conversation with the farmer.
carry out the honey processing process and package it.

How can we prepare animal products?

Nearby Farm.
Digital devices. Agriculture & Nutrition  pg 66-68.
Agriculture & Nutrition  pg 69-70.
Assessment books.
Agriculture & Nutrition Spark pg 61-62.
Pictures.
Digital devices.
Teacher's Notes.
Pictures.
Video clips.

Exercusion. Observation.

Hygiene Practices.

Hygiene in Rearing Animals.

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

What is the importance of practicing hygiene when rearing domestic animals?

Internet.
Digital devices.
Teacher's Notes. Agriculture & Nutrition Spark pg 62.
Reared domestic animals. Agriculture & Nutrition Spark pg 61-62.

Oral questions. Oral presentation. Written tests. Assessment rubric.

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.
Digital devices.
Posters.
Internet.

Observation. Written tests. Assessment rubric. Oral questions.

Hygiene Practices.
Production Techniques.
Production Techniques.

Laundry:Loose Coloured Items.
Sewing Skills: Knitting.
Sewing Skills: Knitting.

By the end of the lesson, the learner should be able to:
lesson,
Select a loose coloured article for laundering.
Launder a loose coloured article for hygiene purposes.
Embrace laundering of loose coloured article for hygienic purposes.

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.

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

Selected loose coloured article.
Basins.
Warm and cold water.
Soap or mild detergent.
Salt, Vinegar or lemon.
pegs.
Teacher's Notes.
Pictures.
Digital devices.
Knitting tools.
MTP Agriculture & Nutrition  pg 94.
Posters
MTP Agriculture & Nutrition .

Assessment rubric. Checklists. Observation schedule. Oral questions.

Production Techniques.

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.

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.

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

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,
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.

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.

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

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

Production Techniques.

Construction of Framed Suspended Garden.
Construction of Framed Suspended Gardens: Assessment.
Adding Value to Crop Produce.

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.

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.

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

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:

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

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 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.
Production Techniques.

Adding value to Crop Produce.
Adding Value to Crop Produce.
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.
Digital devices. Agriculture & Nutrition Spark pg 95.
Agriculture & Nutrition Spark pg 95.
Teacher's Notes
Digital devices
Internet

Assessment rubric. Checklists. Observation.

Production Techniques.

Adding Value to Crop Produce: Assessment.
Sewing Skills: Knitting.

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.
Teacher's Notes.
Pictures.
Digital devices.
Knitting tools. Agriculture & Nutrition Spark

Written tests Assessment rubric. Checklists.

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.Agriculture & Nutrition Spark
Knitting tools and materials.
Video clips.
Resource person.
Household articles knitted by knit stitches. Agriculture & Nutrition Spark
Household article knitted by purl stitch.
Knitting tools. Agriculture & Nutrition Spark

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

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,
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.

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.

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.
Constructing Framed Suspended Garden.
Construction of Framed Suspended Garden.

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.
Selected crop.
Teacher's Notes. Agriculture & Nutrition Sparkpg 85-86.
Agriculture & Nutrition Spark pg 86.
Teacher's Notes.
Environment where the crops have been established.

Assessment rubric. Checklists. Observation schedule. Project.

Production Techniques.

Construction of Framed Suspended Garden.
Adding Value to Crop Produce.

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.

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.

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

Agriculture & Nutrition Spark pg 86-87.
Marker Pens.
Manilla papers.
Posters.
Digital devices.
Agriculture & Nutrition Spark pg 89.
Internet.
Teacher's Notes.

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:

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

Oral questions. Oral discussion. Written tests Assessment rubric.

Production Techniques.
Production Technique.
Production Technique.

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

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.
Spark Agriculture pg 94.
Fresh sugarcane.
Ginger, Lemon juice.
Blender.
Clean light cloth for straining.
Spark Agriculture pg 95.

Assessment rubric. Oral discussion. Oral questions.

Production Techniques.

Adding Value to Crop Produce.
Making Homemade Soap.

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

State the importance of value addition in crop produce.
Discuss the importance of value addition in crop produce.
Use digital resources to search for information on importance of value addition on crop produce.
Appreciate the importance of value addition on crop produce.

In groups,learners are guided to:
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 importance of value addition to crop produce?

Spark Agriculture pg 95.
Teacher's Notes
Digital devices
Internet
MTP Home science pg 136-138.
Pictures.
Digital devices.
Samples of different forms of soap.

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

Production Techniques.

Making Homemade Soap.
Making Homemade soap.
Making Homemade Soap.

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

Identify the natural ingredients that one may use to make homemade soap.
Explore the internet and books for natural ingredients to use to make homemade soap.
Appreciate the natural ingredients used in making homemade soap.

In groups,learners are guided to:
brainstorm and present on some of the natural ingredients that one can use to make homemade soap.
collaborate in researching on the internet and books on some of the natural ingredients that can be used to make homemade soap , their uses and note down.
discuss the uses of the identified natural ingredients and present their findings in class.

Which natural ingredients can we use to make homemade soaps?

MTP Home science pg 138-139.
Digital devices.
Lesson notes.
MTP Home Science pg 143-144.
Video clips.
MTP Agriculture & Nutrition  pg 143.
Natural ingredients e.g ashes, water,salt, animal fats or plant oils.
School environment.
Home made soaps.
Water.
Washing basins.
Ties, handkerchiefs,dirty cups and dishes.
Digital devices

Oral questions. Checklists. Peer assessment. Written tests.