CONSERVATION OF RESOURCES.

Conserving Animal Feed:Hay.

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

-State the meaning of forage as a method of conserving animal feed.
-Discuss the types of materials used in making forage in the environment.
-Search for information on the materials used in making forage in the environment.
-Appreciate the materials used in making forage in the environment.

In groups or pairs,learners are guided to:
-brainstorm and present the meaning of forage.
-identify the materials in the environment that can be used in making forage.
-use digital or print resources for information on materials used in making forage in the environment.
-discuss the materials used in preparing forage for animals in the environment and present in class.

What is forage? Which materials are used in making forage in the environment?

Lesson notes.
Digital devices.
Agriculture & Nutrition Learner's Textbook.
Pictures.

Assessment rubrics. Oral questions. Written questions. Checklists.

CONSERVATION OF RESOURCES.

Conserving Animal Feed:Hay.
Conserving Animal Feed: Hay.

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

-Outline the effects of drought on livestock feed resources
-Discuss the effects of drought on livestock feed resources.
-Search for information on the effects of drought on livestock feed resources.
-Acknowledge the effects of drought on livestock feed resources.

-Identify the methods of conserving forage in coping with drought.
-Describe baled haymaking as a method of conserving forage in coping with drought.
-Search the internet or textbook for information on process of preparing the baled haymaking as a method of conserving forage.
-Acknowledge the process of preparing baled haymaking as a method of conserving forage.

In groups,learners are guided to:
-brainstorm and present the effects of drought on livestock feed resources.
-use digital or print resources to search for information on the effects of drought on livestock feed resources.
-discuss the effects of drought on livestock feed resources and present in class.
In groups or pairs,learners are guided to:
-identify the methods of conserving forage in coping with drought.
-use digital and print resources to search for information on baled haymaking as a method of conserving forage.
-identify the plant materials used in making baled haymaking.
-outline and discuss the process of making or preparing the baled haymaking.

What are the effects of drought on livestock feed resources?
How can hay conservation contribute to coping with drought?

Digital devices.
Lesson notes.
Agriculture and Nutrition Learner's Textbook.

Digital devices.
Lesson notes
Agriculture and Nutrition Learner's Textbook.
Video clips.

Assessment rubrics. Checklists. Oral questions. Oral discussion.
Assessment rubrics. Checklists. Oral questions. Written questions. Oral discussion.

CONSERVATION OF RESOURCES.

Conserving Animal Feed:Hay.

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

-Identify the types of bales used in baled haymaking.
-Discuss the storage methods of the baled haymaking in coping with drought.
-Search for clips and information on the storage methods of the baled hay.
-Acknowledge the need for proper storage of the baled hay in coping with drought.

In groups,learners are guided to:
-study pictures and identify the types of bales used in baled haymaking.
-discuss the different types of bales used in baled haymaking.
-use digital or print resources to search for information and clips on the proper storage of bales of hay
-discuss the different storage methods of baled hays in coping with drought.

Why is it important to store the baled hay properly? How is the baled hay stored in order to cope with drought?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Pictures.
Video clips.

Assessment rubrics. Oral questions.. Written questions. Checklists.

CONSERVATION OF RESOURCES.

Conserving Animal Feeds.

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

-State the meaning of standing forage as a method of conserving forage.
-Describe the preparation and management of the standing forage in coping with drought.
-Use digital or print resources to search for information on standing forage as a method of conserving animal feeds.
-Acknowledge the benefits of standing forage as a method of conserving animal feeds.

In groups or pairs,learners are guided to:
-brainstorm the meaning of standing forage as a method of conserving animal feed.
-use digital and print resources to search for information on standing forage as a method of conserving animal feed.
-share experiences on standing forage.
-discuss how standing forage is prepared and managed effectively in order to cope with drought.

What are the benefits of leaving forage standing in the field?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Pictures.

Assessment rubrics. Oral questions. Written questions. Checklists. Oral discussion.

CONSERVATION OF RESOURCES.

Conserving Animal Feeds
Conserving Animal Feeds: Hay.

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

-Outline the techniques for managing standing forage in coping with drought.
-Discuss the techniques for managing standing forage in coping with drought.
-Search the internet for information on the ways of managing standing forage inorder to cope with drought.
-Acknowledge the ways of managing standing forage.

-State the meaning of Stacking as a method of conserving forage.
-Describe stacking as a method of conserving forage.
-Search the internet or textbook for information on stacking as a method of conserving forage.
-Adopt conservation of forage in coping with drought.

In groups, learners are guided to:
-brainstorm on ways in which standing forage can be managed in order to cope with drought.
-use digital devices to search for information on ways/techniques of managing standing forage.
-discuss the ways/techniques of managing standing forage in order to cope with drought.
In groups or pairs,learners ate guided to:
-explain the meaning of stacking as a method of conserving forage.
-use digital or print resources to search for information on how stacking is done as a method of conserving forage.
-discuss how stacking is done as a method of conserving forage.

How can we manage standing forage in order to cope with drought?
What is stacking? How is forage prepared by stacking stored?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Video clips.
Pictures.

Assessment rubrics. Oral questions. Written questions. Oral discussion. Checklists.
Assessment rubrics. Checklists. Oral questions. Written questions.

CONSERVATION OF RESOURCES : HAY

Conserving Animal Feeds.

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

-State the meaning of box-bailing as a method of conserving forage.
-Describe how box-bailing is done as a method of conserving forage.
-Use digital devices to search for information and clips on box-bailing as a method of conserving forage.
-Adopt box-bailing as conservation method of forage in coping with drought.

In groups or pairs,learners are guided to:
-brainstorm and present the meaning of box-bailing as a method of conserving forage.
-use digital and print resources to search for information and clips on box-bailing as a method of conserving forage.
-discuss how box-bailing is done in order to conserve forage.

What are the benefits of box-bailing as a method of conserving forage? How is box-bailing done as a method of conserving forage?

Lesson notes.
Digital devices.
Internet.
Video clips.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Checklists. Oral questions. Written questions. Oral discussion.

CONSERVATION OF RESOURCES : HAY.

Conserving Animal Feeds.

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

-Conserve forage through the stacking method using locally available materials.
-Enjoy preparing and conserving forage using the stacking method.

In groups,learners are guided to:
-collaborate in collecting locally available materials such as grass and maize stovers for making hay for drought season.
-conserve forage through stacking using the collected grass and maize stovers to make hay for drought season.
-store their made hay using the stacking method in a safe place.

How can hay conservation contribute to coping with drought?

Environment.
Grass and maize stovers.
School farm.
Digital devices.

Project. Observation schedule. Assessment rubrics. Checklists.

CONSERVATION OF RESOURCES.

Conserving Animal Feeds .
Conserving Animal Feeds.

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

-Conserve forage through box-bailing method using locally available materials to make hay for drought season.
-Enjoy preparing and conserving forage using the box-bailing method.


-Outline the strategies households can adopt in conservation of forage in coping with drought.
-Discuss the strategies households can adopt in conservation of forage in coping with drought.
-Adopt conservation of forage in coping with drought.

In groups,learners are guided to;
-collect grass and maize stovers in the environment.
-construct a wooden box using locally available materials.
-collaborate in preparing forage using the box-bailing methods to make hay for drought season.
-store their prepared hay in a safe place.

In groups,learners are guided to;
-use digital resources to search for information on how households can adopt conservation of forage in coping with drought.
-identify strategies or ways in which households can adopt in conservation of forage in coping with drought.
-discuss and make a class presentation on how households can adopt conservation of forage in coping with drought.

How can we prepare hay using the box-bailing method?
How can households adopt conservation of forage in coping with drought?

Strings.
Wooden boxes.
Environment.
Grass and maize stovers.
Digital devices.
Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Class project. Observation schedule. Checklists.
Assessment rubrics. Oral presentation. Oral discussions. Checklists. Written questions.

CONSERVATION OF RESOURCES.

Conserving Animal Feeds.

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

-State the benefits of hay as method of conserving animal feeds.
-Discuss the benefits of hay as a method of conserving animal feeds in coping with drought.
-Create posters showing the benefits of hay as a method of conserving animal feeds.
-Acknowledge the benefits of hay as a method of conserving animal feeds.

In groups,learners are guided to:
-brainstorm and present the benefits of hay as methods of conserving animal feeds.
-discuss the benefits of hay as a method of conserving animal feeds.
-prepare posters showing the benefits of hay as a method of conserving animal feeds.
-display their posters in class.

What are the benefits of hay as a method of conserving animal feeds?

Lesson notes.
Digital devices.
Posters.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Written questions. Oral questions. Checklists.

CONSERVATION OF RESOURCES.

Conserving Leftover Food.

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

-State the importance of conserving leftover food at home.
-Explain the importance of conserving leftover food at home.
-Search the internet or print resources for information on importance of conserving leftover food at home.
-Acknowledge the benefits of conserving leftover food at home.

In groups or pairs,learners are guided to:
-brainstorm and present the meaning of leftover food.
-share experiences on importance of conserving leftover food at home.
-use digital or print resources to search for information on importance of conserving leftover food at home.
-discuss the importance of conserving leftover food at home and present in class.

What is leftover food? What is the importance of conserving leftover food at home?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Posters or charts.

Assessment rubrics. Written questions. Oral questions. Checklists. Peer assessment.

CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Identify the methods of conserving leftover food to avoid wastage.
-Describe the methods of conserving leftover food at home to avoid wastage.
-Search the internet or print resources for methods of conserving leftover food at home to avoid wastage.
-Embrace methods of conserving leftover food to minimize wastage.

-select at least one method of conserving leftover food to avoid wastage.
-Use the selected method to conserve leftover food to avoid wastage.
-Embrace the methods of conserving leftover food at home to avoid wastage.

In groups or pairs,learners are guided to;
-brainstorm on the methods of conserving leftover food at home to avoid wastage.
-use digital or print resources to search for information on methods of conserving leftover food at home to avoid wastage.
-identify and discuss the methods of conserving leftover food at home to avoid wastage.
-prepare posters showing the methods of conserving leftover food at home to avoid wastage.
In groups,pairs or individually,learners are guided to:
-identify and choose at least one method of conserving leftover food at home to avoid wastage.
-use the identified method to conserve leftover food to avoid wastage.
-write a report on the method used and how the leftover food was after conserving it.
-present their reports in class.

Which methods do you use to conserve leftover food at home to avoid wastage?
How can you conserve leftover food to avoid wastage?

Lesson notes.
Digital devices.
Posters or charts.
Agriculture and Nutrition Learner's Textbook.
Leftover food.
Digital devices.
Lesson notes.

Assessment rubrics. Written questions. Checklists. Oral questions. Oral discussion.
Assessment rubrics. Checklists. Portfolio. Class Project. Report writing.

CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Identify the methods of preparing leftover food for consumption to avoid wastage.
-Discuss reheating as a method of preparing leftover food for consumption to avoid wastage.
-Embrace reheating as a method of preparing leftover food for consumption.

In groups or pairs,learners are guided to:
-brainstorm and present on methods one can use to prepare leftover food for consumption.
-use digital or print resources to search for information on reheating as a method of preparing leftover food for consumption.
-discuss reheating as method of preparing leftover food for consumption.
-outline the benefits of proper heating of the leftover food.

How is leftover food prepared for use to prevent food wastage?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Written questions. Oral questions. Checklists.

CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Prepare leftover food for consumption using the reheating method to avoid wastage.
-Embrace reheating of leftover food for consumption at home to avoid wastage.

In groups,pairs or individually,learners are guided to:
-use the reheating method to prepare leftover food for consumption to avoid wastage.
-record themselves as they prepare the leftover for consumption using the reheating method.
-write a report on their experience with the leftover food prepared by reheating and present in class.

Why is proper reheating of leftover food important?

Kitchen.
Leftover Food.
Digital devices.

Report writing and presentation. Checklist. Portfolio. Assessment rubrics.

CONSERVING OF RESOURCES.
CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Define the term recipe.
-Describe preparing another recipe as a method of preparing leftover food for consumption to avoid wastage.
-Embrace preparation of another recipe as a method of preparing leftover food for consumption.

-Outline recipes that can be adopted from leftover food to avoid food wastage.
-Create recipes that makes use of common leftover food.
-Search the internet for recipes that can be adopted from leftover food to avoid food wastage.
-Embrace different recipes that can be adopted from leftover food to avoid food wastage.

In groups or pairs,learners are guided to:
-brainstorm and present the meaning of recipe.
-use digital or print resources to search for information on preparation of another recipe as a method of preparing leftover for consumption.
-discuss preparing another recipe as a method of preparing leftover food for consumption.
-state the benefits of preparing another recipe in preparation of leftover food for consumption.
In groups or pairs,learners are guided to:
-list some of the recipes that can be adopted from leftover food to avoid food wastage.
-collaborate in creating recipes that makes use of the common leftover food in the locality.
-use digital devices to search for information on different recipes that can be adopted from leftover food to avoid food wastage.
-make presentations on various recipes adopted from leftover food to avoid wastage.
-display their recipes in class.

What are the benefits of preparing another recipe as a method of preparing leftover food for consumption?
Which recipes can you adopt from leftover food to avoid food wastage?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Agriculture and Nutrition Learner's Textbook
Recipes.
Digital devices.
lesson notes.

Assessment rubrics. Written questions. Oral questions. Oral discussion.
Activity journals. writing recipes. Assessment rubrics. Checklists. Oral presentation.

CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Select a recipe that can be adopted from common leftover food at home.
-Prepare leftover food for consumption through preparing another recipe method to avoid wastage.
-Enjoy preparing leftover food for consumption using the repurposing method.

In groups, or individually,learners are guided to:
-identify a recipe to use in preparation of common leftover food for consumption
-collaborate or individually prepare leftover food for consumption through preparing another recipe method.

How is leftover food prepared for use to prevent food wastage?

Cooking tools and equipment.
Recipes.
Leftover food.
Digital devices.

Assessment rubrics. Activity journal. Class project. Portfolio. Checklists.

CONSERVATION OF RESOURCES.

Conserving Leftover Food.

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

-State the importance of food safety when handling and storing leftover food.
-Discuss the importance of food safety when handling and storing leftover food.
-Acknowledge the benefits of food safety when handling and storing leftover food.

In groups or pairs, learners are guided to:
-brainstorm and present the importance of food safety when handling and storing leftover food.
-use digital resources to search for information on the importance of food safety when handling and storing leftover food.
-discuss the benefits of food safety when handling and storing leftover food.

What is the importance of food safety when handling and storing leftover food?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Flashcards and posters.

Assessment rubrics. Checklists. Oral questions. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-State the meaning of Integrated farming.
-Discuss the importance of integrated farming in the conservation of resources.
-Search the internet or textbook for information on the importance of integrated farming in the conservation of resources..
-Appreciate the importance of integrated farming in the conservation of resources.

-Identify the components of integrated farming in conserving resources.
-Describe crop production ss a component of integrated farming and it's contribution to resource conservation .
-Acknowledge the importance of crop production as a component of integrated farming in resource conservation.

In groups or pairs,learners are. guided to:
-search the internet or textbook for the meaning of integrated farming.
-use digital or print resources to search for information on the importance of integrated farming in the conservation of resources.
-discuss the importance of integrated farming in the conservation of resources.
In groups or pairs,learners are guided to:
-use digital or print resources to search for information on the components or practices of integrated farming in conserving resources.
-identify the components of integrated farming.
-discuss crop production as one of the component of integrated farming and outline its contribution to resource conservation.

What is Integrated Farming? What is the importance of integrated farming in conserving resources?
What are the components of Integrated Farming in conserving resources?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Agriculture and Nutrition Learner's Textbook.
Lesson notes
Digital devices.
Resource person.

Assessment rubrics. Written questions. Checklists. Oral questions.
Assessment rubrics. Oral questions. Checklists. Written questions. Oral discussion.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Outline the contribution of livestock farming in conservation of resources as a component of integrated farming.
-Describe livestock farming as a component of integrated farming.
-Appreciate livestock farming as a component of integrated farming in conserving resources.

In groups or pairs,learners are guided to:
-identify examples of animals that can be reared alongside crops in an integrated farm.
-use digital or print resources to search for information on livestock farming as a component of integrated farming.
-outline and discuss how livestock farming as a component of integrated farming contributes in conservation of resources.

How does livestock farming help in conserving resources in an integrated farm?

Lesson notes.
Digital resources.
Resource person
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Oral questions. Checklists. Oral discussion. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Outline the contribution of fish farming as a component of integrated farming in conserving resources.
-Describe fish farming (aquaculture) as a component of integrated farming in conserving resources.
-Acknowledge the benefits of aquaculture in conservation of resources.

In groups or pairs,learners are guided to:
-use digital or print resources to search for information on fish farming as a component of integrated farming and its contribution in conserving resources.
-identify and discuss how fish farming as a component of integrated farming help in conserving resources.
-present their findings in class.

How does fish farming help in conserving resources?

Lesson notes.
Digital resources.
Resource person.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Oral questions. Written questions. Checklists. Oral discussion.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-State the contribution of agroforestry in conserving resources in the environment.
-Describe agroforestry as a component of integrated farming in conserving resources.
-Acknowledge the importance of agroforestry in conserving of resources in the environment.

-State the contribution of rabbit and poultry keeping as components of integrated farming in conserving resources.
-Describe rabbit and poultry keeping as components of integrated farming.
-Embrace poultry and rabbit keeping as components of integrated farming in conserving resources.

In groups or pairs,learners are guided to:
-define the term Agroforestry.
-Give examples of trees in agroforestry.
-use digital or print resources to search for information on Agroforestry as a component of integrated farming and how it contributes in conservation of resources.
-discuss the contribution of Agroforestry in conserving resources in the environment and present in class.
In groups or pairs,learners are guided to;
-describe rabbit and poultry keeping as components of integrated farming.
-use digital or print resources to search for information on how poultry and rabbit keeping helps in conserving resources.
-discuss the contribution of poultry and rabbit keeping in conservation of resources in the farm or environment.

What is Agroforestry? How does Agroforestry contribute in conserving resources in the environment?
What are the contribution of rabbit and poultry keeping in conserving resources?

Lesson notes.
Digital resources.
Agriculture and Nutrition Learner's Textbook.

Lesson notes.
Digital resources
Agriculture and Nutrition Learner's Textbook.
Resource person.

Assessment rubrics. Oral questions. Written questions. Checklists. Oral discussion.
Assessment rubrics. Written questions. Oral questions. Checklists.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Identify the vegetables that can be grown in an integrated farm.
-Discuss the contribution of vegetable production in conserving resources in an integrated farm.
-Embrace vegetable production as a component of integrated farming in conserving resources.

In groups or pairs,learners are guided to;
-list examples of vegetables that can be grown in an integrated farm.
-use digital or print resources to search for information on how vegetable production help in conserving resources.
-discuss the contribution of vegetable production in conserving resources in an integrated farm.
-Present their findings in class.

How does vegetable production help in conserving resources in an integrated farm?

Lesson notes.
Agriculture and Nutrition Learner's Textbook.
Digital resources
Resource person.

Checklists. Oral questions. Assessment rubrics. Oral discussion. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Outline the relational benefits of vegetable production, poultry and rabbit keeping in conserving resources.
-Discuss the relational benefits of vegetable production, rabbit and poultry keeping in conserving resources.
-Acknowledge the relational benefits of vegetable production, rabbit and poultry keeping in an integrated farm.

In groups or pairs, learners are guided to:
-identify the relational benefits of vegetable production, poultry and rabbit keeping in conserving resources in an integrated farm.
-use digital or print resources for information on relational benefits of vegetable production, rabbit and poultry keeping in conserving resources.
-discuss the relational benefits of vegetable production, rabbit and poultry keeping in conserving resources.

How does vegetable production, poultry and rabbit keeping work together in conserving resources in an integrated farm?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Oral presentation. Checklists. Oral discussion. Written questions. Oral questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Outline the benefits of organic waste management and water management systems as components of integrated farming in conserving resources.
-Discuss the contribution of organic waste management and water management systems in conserving resources in an integrated farm.
-Embrace organic waste management and water management systems in conserving resources in an integrated farm.

-Create a layout of their own integrated farm design on manila papers to illustrate integrated farming components.
-Enjoy creating layout of their integrated farm design.

In groups or pairs,learners are guided to!
-describe organic waste management and water management systems as components of integrated farming.
-use digital or print resources to search for information on the contribution of organic waste and water management systems in conserving resources.
-discuss how organic waste management and water management system help in conserving resources in an integrated farm.
In groups and individually,learners are guided to:
-creatively design or sketch a layout of their own integrated farm design incorporating the different components of integrated farming.
-share their drawn layouts with peers for assessment and feedback.

How does organic waste management and water management system contribute to conservation of resources in an integrated farm?
where can you draw a layout of the integrated farm design?

Lesson notes.
Digital resources.
Agriculture and Nutrition Learner's Textbook.
Resource person.
Manilla papers.
Pencils and erasers.
Drawing papers.

Assessment rubrics. Oral discussion. Checklists. Oral questions. Written questions.
Drawing. Portfolios. Peer assessment. Checklists. Assessment rubrics.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Make a model to illustrate integrated farming components using locally available materials.
-Value self and each other's effort in constructing a model of integrated farm.

Individually or in pairs or groups ,learners are guided to:
-identify and collect locally available materials to make a model of the integrated farm.
-creatively use the collected materials to make or construct a model of an integrated farm and illustrate the components of integrated farming.
-make class presentations on the models of integrated farming.

Which locally available materials can you use to make a model of integrated farm?

Cardboards.
Papers.
Manilla papers.
Sticking glues.
Cartons.

Class project. Portfolios. Activity journals. Checklists. Assessment rubrics.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Define the term organic gardening in crop production.
-Discuss the importance of organic gardening in production of healthy foods.
-Search for information on the importance of organic gardening in production of healthy foods.
-Acknowledge the benefits of organic gardening in production of healthy foods.

In groups or pairs,learners are guided to:
-brainstorm and present the meaning of organic gardening.
-use digital or print resources to search for information on importance of organic gardening in production of healthy foods.
-discuss the importance of organic gardening in the production of healthy foods.
-present their findings in class.

What is organic gardening? Why should we practice organic gardening?

Lesson notes.
Digital resources.
Resource person.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Checklists. Oral questions. Written questions.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Identify the organic gardening practices in crop production.
-Discuss use of organic manure as an organic gardening practices.
-Prepare organic manure from plant matter and animal waste.
-Acknowledge the benefits of organic manure in production of healthy foods.

-Explain use organic pesticides as an organic gardening practice in crop production.
-Search for information on how to prepare an organic pesticide using locally available materials.
-Use locally available materials to prepare an organic pesticide.
-Acknowledge the benefits of organic pesticides in crop production.

In groups or pairs,learners are guided to;.
-identify the organic gardening practices used in crop production.
-use digital or print resources for information on use of organic manure and its benefits as an organic gardening practice.
-outline the steps for preparing organic manure from plant waste and animal waste.
-prepare organic manure from animal and plant waste.
In groups or pairs,learners are guided to:
-use digital or print resources to search for information on organic pesticides and its benefits in crop production.
-discuss organic pesticides and their benefits in crop production.
-search the internet and identify natural substances that can used in making organic pesticides.
-use the identified natural resources to make an organic pesticide for use in crop production.

Which organic gardening practices do you know? What are the benefits of organic manure in crop production?
What are the benefits of organic pesticides in crop production?

Lesson notes.
Digital resources.
Resource person.
Video clips.
Agriculture and Nutrition Learner's Textbook.
Lesson notes.
Digital resources.
Agriculture and Nutrition learner's Textbook.
Resource person.

Assessment rubrics. Class project. Activity journals. Written questions. Checklists. Oral questions.
Assessment rubric. Class project. Checklists. Oral questions. Written questions. oral discussion.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Identify the mechanical methods of weed control.
-Discuss mechanical weed control and use of organic foliar feed made from animal wastes and plants as organic gardening practices.
-Search the internet for the benefits of mechanical weed control and use of organic foliar feed in crop production.
-Embrace mechanical weed control and use of organic foliar feed in crop production.

In groups or pairs,learners are guided to:
-identify the mechanical methods of controlling weeds.
-use digital or print resources to search for information on mechanical weed control and use of organic foliar feed made from animal wastes and plants.
-discuss the benefits of the mechanical weed control and use of organic foliar feed in crop production.
-prepare an organic foliar feed from animal wastes and plants.

What are the benefits of mechanical weed control? What are the benefits of organic foliar feed in crop production?

Agriculture and Nutrition Learner's Textbook.
Lesson notes.
Digital resources.
Animal wastes and plants.

Class project. Assessment rubrics. Checklists. Written questions. Oral questions.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Outline the maintenance practices of crops grown using the organic gardening.
-Discuss the maintenance practices of crops grown using the organic gardening.
-Appreciate the maintenance practices of crops grown using organic gardening.

In groups or pairs,learners are guided to:
-brainstorm and present the maintenance practices of crops grown using organic gardening.
-use digital or print resources to search for information on the maintenance practices of crops grown using organic gardening.
-discuss the maintenance practices of crops grown using organic gardening and present in class.

What are the maintenance practices of crops grown using organic gardening?

Lesson notes.
Agriculture and Nutrition Learner's Textbook.
Posters.
Digital resources.

Assessment rubrics. Oral discussion. Written questions. Oral questions. Checklists.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Select a short season crop for growing using organic gardening practices.
-Prepare a section of the school farm for growing the selected short-season crop.
-Embrace teamwork as they select the short season crop and prepare a section of school farm for growing the crop.

-Grow the selected short-season crop using the organic gardening practices.
-Carry out the maintenance practices on the grown crops using organic gardening.

In groups,learners are guided to:
-collaborate in identifying and selecting the most appropriate short season crop for growing using the organic practices.
-collaborate and share responsibilities as they prepare a section of school farm for growing the selected short season crop.
In groups or pairs,learners are guided to:
-share responsibilities as they grow/plant the selected short-season crop such as vegetable or legume using organic gardening practices.
-carry out maintenance practices on the grown or planted crop.

What should you consider in identifying a short season crop for growing using organic gardening practices?
How can we produce food crops through organic gardening?

Digital resources
School farm.
Project books.

School farm.
Short-Season crops; vegetables, legumes.
Digital devices.
Watering cans.

Class project. Checklists. Observation schedule. Assessment rubrics.
Class project. Portfolios. Checklists.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

By the end of the lesson, the learner should be able to:
-Grow
the selected short-season crop using the organic gardening practices.

-Carry out the maintenance practices on the grown
crops using organic gardening.

In groups or pairs,learners are guided to:

-share responsibilities as they grow/plant
the selected short-season crop such as vegetable or legume using organic
gardening practices.

-carry out maintenance practices on the grown or
planted crop.

How can we produce food crops through organic gardening?

Short-Season
crops; vegetables, legumes.   Watering cans.

Class project   Portfolios.    Checklists.