Conservation of Resources

Conserving Animal Feed: Hay - Introduction to hay and forage
Conserving Animal Feed: Hay - Methods of conserving forage

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

-Define the term hay.
-Explain the importance of hay as animal feed.
-Appreciate the role of hay in animal feeding.

In groups or pairs, learners are guided to:
-Brainstorm and present the meaning of hay.
-Discuss the importance of hay as animal feed.
-Share personal experiences with hay as animal feed.

What is hay and why is it important as animal feed?

MENTOR Agriculture Learner's Book p. 1
-Digital devices
-Charts
-Resource person

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Identifying different hay conservation methods
Conserving Animal Feed: Hay - Baled hay as a conservation method

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

-Identify different methods of hay conservation from pictures.
-Describe each method of hay conservation.
-Appreciate different methods of hay conservation.

In groups or pairs, learners are guided to:
-Identify methods of conserving hay from given pictures.
-Describe how each method is used to conserve hay.
-Share findings in class.

What are the different methods of hay conservation?

MENTOR Agriculture Learner's Book p. 2
-Digital devices
-Charts of hay conservation methods
-Pictures
-Charts
-Drawing materials

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Standing forage as a conservation method
Conserving Animal Feed: Hay - Stacking as a conservation method

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

-Explain standing forage as a method of hay conservation.
-Describe the process of conserving standing forage.
-Value standing forage as a method of hay conservation.

In groups or pairs, learners are guided to:
-Discuss standing forage as a method of hay conservation.
-Use digital or print resources to search for information on conserving standing forage.
-Share findings in class.

What is standing forage and how is it used to conserve hay?

MENTOR Agriculture Learner's Book p. 2
-Digital devices
-Charts
-Resource person
MENTOR Agriculture Learner's Book p. 2-3

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Steps in making a hay stack
Conserving Animal Feed: Hay - Practical hay stacking

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

-Outline steps in making a hay stack.
-Identify materials needed for making a hay stack.
-Embrace stacking as a method of hay conservation.

In groups, learners are guided to:
-Outline steps in making a hay stack.
-Identify materials needed for hay stacking.
-Draw diagrams to show hay stacking.

What are the steps in making a hay stack?

MENTOR Agriculture Learner's Book p. 3
-Digital devices
-Charts
-Drawing materials
-Maize stovers or straws
-Posts, rafters, nails
-Hammer, wood saw, crowbar
-Tape measure and panga

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Materials for baling hay
Conserving Animal Feed: Hay - Practical hay baling

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

-Identify materials needed for baling hay.
-Make a baling box.
-Value baling as a method of hay conservation.

In groups, learners are guided to:
-Identify materials needed for baling hay.
-Make a box with dimensions 40cm x 50cm x 75cm.
-Discuss how the baling box is used in hay conservation.

What materials are needed for baling hay?

MENTOR Agriculture Learner's Book p. 4
-Wood for making box
-Nails and hammer
-Measuring tape
-Saw
MENTOR Agriculture Learner's Book p. 4-5
-Grass
-Baling box
-Sisal twine
-Sickle
-Rake

Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

Conserving Animal Feed: Hay - Hay conservation in local communities
Conserving Animal Feed: Hay - Adopting hay conservation at household level

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

-Discuss methods of forage conservation adopted in the locality.
-Explain factors affecting choice of hay conservation method.
-Appreciate local knowledge in hay conservation.

In groups, learners are guided to:
-Discuss methods of forage conservation adopted in their locality.
-Explain factors affecting choice of hay conservation method.
-Present their work in class.

What hay conservation methods are used in your locality?

MENTOR Agriculture Learner's Book p. 5
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Presentations

Conservation of Resources

Conserving Leftover Foods - Meaning and importance
Conserving Leftover Foods - Methods of conserving leftover foods

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

-Define the term leftover foods.
-Explain the importance of conserving leftover foods.
-Embrace the practice of conserving leftover foods.

In groups or pairs, learners are guided to:
-Brainstorm and present the meaning of leftover foods.
-Discuss the importance of conserving leftover foods.
-Share findings with other groups.

What are leftover foods and why should they be conserved?

MENTOR Agriculture Learner's Book p. 7
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Leftover Foods - Handling of leftover foods at home
Conserving Leftover Foods - Storage methods for leftover foods

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

-Discuss what happens to leftover foods in homes.
-Suggest reasons why it is important to conserve leftover foods.
-Appreciate the importance of conserving leftover foods at home.

In pairs, learners are guided to:
-Discuss what happens to leftover foods in their homes.
-Suggest reasons why it is important to conserve leftover foods.
-Write down ideas in notebooks.
-Present ideas to classmates.

What happens to leftover foods in your home?

MENTOR Agriculture Learner's Book p. 7
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 8

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Safety precautions in handling leftover foods
Conserving Leftover Foods - Reheating as a method of preparing leftover foods

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

-Identify safety precautions when handling leftover foods.
-Discuss consequences of not following safety procedures.
-Practice food safety when handling leftover foods.

In groups, learners are guided to:
-Identify safety precautions when handling leftover foods.
-Discuss consequences of not following appropriate safety procedures when handling leftover foods.
-Share ideas with other groups.

What safety precautions should be observed when handling leftover foods?

MENTOR Agriculture Learner's Book p. 8-9
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 9

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Improving taste and texture of reheated foods
Conserving Leftover Foods - Creating recipes for leftover foods

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

-Suggest ways to improve taste, color and texture of reheated foods.
-Explain challenges in reheating foods and their solutions.
-Appreciate techniques for improving reheated foods.

In groups, learners are guided to:
-Suggest ways to improve taste, color and texture of reheated foods.
-Explain challenges in reheating foods and their solutions.
-Share ideas with other groups.

How can we improve taste, color and texture of reheated foods?

MENTOR Agriculture Learner's Book p. 10
-Digital devices
-Resource person
-Recipe books

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Community methods of preparing leftover foods
Conserving Leftover Foods - Preparing a recipe for leftover foods

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

-Discuss how leftover foods are prepared in the community.
-Appreciate various community methods of preparing leftover foods.
-Embrace preparation of leftover foods to avoid wastage.

In groups, learners are guided to:
-Discuss how leftover foods are prepared in their community to avoid wastage.
-Share experiences on community methods of preparing leftover foods.
-Display findings in classroom display area.

How are leftover foods prepared in your community to avoid wastage?

MENTOR Agriculture Learner's Book p. 10
-Digital devices
-Display boards
-Recipe books

Assessment rubrics -Oral discussion -Observation -Display work

Conservation of Resources

Conserving Leftover Foods - Practical preparation of beef stew by reheating
Integrated Farming - Definition and concept

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

-Outline steps in preparing beef stew by reheating.
-Prepare beef stew by reheating.
-Enjoy preparing leftover foods by reheating.

In groups, learners are guided to:
-Prepare working surface.
-Assemble required tools, equipment and ingredients.
-Wear protective clothing and wash hands.
-Transfer leftover stew into a pot.
-Add water if stew is dry.
-Cover pot with a lid.
-Stir stew regularly and heat until bubbling.
-Reduce heat and simmer before serving.

How is beef stew prepared by reheating?

MENTOR Agriculture Learner's Book p. 11
-Jiko or heat source
-Wooden spoon, service plates
-Sufuria or pot, clean water
-Beef stew to be reheated
MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Conservation of Resources

Integrated Farming - Importance in resource conservation
Integrated Farming - Components in a farm

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

-Discuss the importance of integrated farming in conservation of resources.
-Explain benefits of integrated farming.
-Appreciate the importance of integrated farming in conservation of resources.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on the importance of integrated farming in conservation of resources.
-Discuss the importance of integrated farming in conservation of resources.

What is the importance of integrated farming in conserving resources?

MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 17
-Charts on integrated farming

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Relational benefits between components
Integrated Farming - Crop production component

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

-Identify relational benefits between components of integrated farming.
-Explain how different components complement each other.
-Value the relational benefits in integrated farming.

In groups, learners are guided to:
-Identify relational benefits between components of integrated farming shown in a chart.
-Explain how different components complement each other.
-Share findings with other learners in class.

What are the relational benefits between components of integrated farming?

MENTOR Agriculture Learner's Book p. 17
-Charts on integrated farming
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 17-18

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

-Explain contribution of crop production to resource conservation.
-Outline specific ways crop production conserves resources.
-Acknowledge the importance of crop production in resource conservation.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on contribution of crop production to resource conservation.
-Outline specific ways crop production conserves resources in an integrated farm.
-Discuss crop production's contribution to resource conservation.

How does crop production contribute to resource conservation in integrated farming?

MENTOR Agriculture Learner's Book p. 17-18
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 18

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

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

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

-Outline the contribution of livestock farming in conservation of resources.
-Explain specific ways livestock conserves resources.
-Appreciate livestock farming in conserving resources.

In groups or pairs, learners are guided to:
-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 to conservation of resources.

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

MENTOR Agriculture Learner's Book p. 18
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 19

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

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

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

-Outline the contribution of fish farming in conserving resources.
-Explain specific ways fish farming conserves 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 helps in conserving resources.
-Present findings in class.

How does fish farming help in conserving resources?

MENTOR Agriculture Learner's Book p. 19
-Digital devices
-Resource person

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

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

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

-State the contribution of agroforestry in conserving resources.
-Explain specific ways agroforestry conserves resources.
-Acknowledge the importance of agroforestry in conserving resources.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on agroforestry as a component of integrated farming and how it contributes to conservation of resources.
-Discuss the contribution of agroforestry in conserving resources in the environment and present in class.

How does agroforestry contribute in conserving resources in the environment?

MENTOR Agriculture Learner's Book p. 19
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 20

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Poultry keeping component
Integrated Farming - Rabbit and poultry keeping in resource conservation

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

-Describe poultry keeping as a component of integrated farming.
-Explain the role of poultry keeping in an integrated system.
-Embrace poultry keeping in integrated farming systems.

In groups or pairs, learners are guided to:
-Describe poultry keeping as a component of integrated farming.
-Explain the role of poultry keeping in an integrated farm.
-Discuss poultry types suitable for integrated farming.

What is the role of poultry keeping in an integrated farm?

MENTOR Agriculture Learner's Book p. 20
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Meaning and concept

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

-Define the term organic gardening.
-Explain the concept of organic gardening.
-Embrace organic gardening practices.

In pairs, learners are guided to:
-Use digital devices and print media to search for information on the meaning of organic gardening.
-Explain the concept of organic gardening.
-Share the information in class.

What is organic gardening?

MENTOR Agriculture Learner's Book p. 23
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions

Food Production Processes

Organic Gardening - Practices in crop production
Organic Gardening - Benefits and importance

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

-Identify organic gardening practices in crop production.
-Explain different organic gardening practices.
-Value organic gardening practices.

In pairs, learners are guided to:
-Use digital devices and print media to search for information on organic gardening practices in crop production.
-Identify and explain different organic gardening practices.
-Share the information in class.

What are the organic gardening practices in crop production?

MENTOR Agriculture Learner's Book p. 23
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 23-24

Assessment rubrics -Written questions -Oral questions

Food Production Processes

Organic Gardening - Use of organic manure
Organic Gardening - Making organic pesticide using garlic

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

-Explain the use of organic manure in organic gardening.
-Identify types of organic manure.
-Appreciate the use of organic manure.

In groups, learners are guided to:
-Explain the use of organic manure in organic gardening.
-Identify types of organic manure (compost, farmyard, green manure).
-Discuss benefits of organic manure in crop production.

What is organic manure and how is it used in organic gardening?

MENTOR Agriculture Learner's Book p. 24
-Digital devices
-Resource person
-Garlic cloves
-Blender
-Warm water
-Containers
-Sieve

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Making organic pesticide using hot peppers
Organic Gardening - Making organic pesticide using rabbit urine

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

-Describe how to make organic pesticide using hot peppers.
-Make organic pesticide using hot peppers.
-Appreciate the use of organic pesticides.

In groups, learners are guided to:
-Follow steps to make organic pesticide using hot peppers:
-a) Blend or crush hot peppers.
-b) Mix with enough water and let sit overnight.
-c) Sieve out solids carefully to avoid skin burns.
-d) Pour filtrate into spray bottle for use.

How can we make organic pesticide using hot peppers?

MENTOR Agriculture Learner's Book p. 24
-Hot peppers
-Blender
-Water
-Containers
-Sieve
-Spray bottle
-Rabbit urine
-Measuring containers
-Spray equipment

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Mechanical weed control methods
Organic Gardening - Making organic foliar feed using Mexican sunflower

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

-Explain mechanical weed control in organic gardening.
-Identify methods of mechanical weed control.
-Value mechanical weed control in organic gardening.

In groups, learners are guided to:
-Explain mechanical weed control in organic gardening.
-Identify methods of mechanical weed control (uprooting, slashing, digging).
-Discuss benefits of mechanical weed control in organic gardening.

What is mechanical weed control and how is it used in organic gardening?

MENTOR Agriculture Learner's Book p. 24
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 25
-Mexican sunflower leaves
-Large plastic container
-Water
-Stirring implement

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Making organic foliar feed using rabbit urine
Organic Gardening - Making organic pesticide using rosemary

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

-Describe how to make organic foliar feed using rabbit urine.
-Make organic foliar feed using rabbit urine.
-Value the use of organic foliar feed.

In groups, learners are guided to:
-Follow steps to make organic foliar feed using rabbit urine:
-a) Collect rabbit urine.
-b) Mix one liter of rabbit urine with five liters of water.
-c) Use the mixture as foliar feed.

How can we make organic foliar feed using rabbit urine?

MENTOR Agriculture Learner's Book p. 25
-Rabbit urine
-Water
-Measuring containers
-Spray equipment
MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Print resources
-Rosemary

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Selecting a crop for organic gardening
Organic Gardening - Preparing seedbed for organic gardening

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

-Select a crop for growing using organic gardening practices.
-Identify factors to consider when selecting a crop.
-Value careful crop selection in organic gardening.

In groups, learners are guided to:
-Discuss factors to consider when selecting a crop for organic gardening.
-Select a suitable crop for growing using organic gardening practices.
-Justify their crop selection.

What factors should be considered when selecting a crop for organic gardening?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Resource person
-Garden tools
-Prepared plot
-Measuring tape

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Planting and applying organic manure
Organic Gardening - Managing crops using organic practices

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

-Explain how to apply organic manure to crops.
-Apply organic manure in planting holes.
-Value the use of organic manure in crop production.

In groups, learners are guided to:
-Explain how to apply organic manure to crops.
-Mix organic manure with soil in planting holes.
-Plant seedlings or seeds at appropriate depth.

How is organic manure applied when planting crops?

MENTOR Agriculture Learner's Book p. 26
-Organic manure
-Seedlings or seeds
-Garden tools
-Watering can
-Organic pesticides
-Organic foliar feed
-Knapsack sprayer
-Safety gear

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes
Hygiene Practices

Organic Gardening - Importance in producing healthy foods
Cleaning Waste Disposal Facilities - Importance of cleaning waste disposal facilities

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

-Discuss the importance of organic gardening in production of healthy foods.
-List the benefits of organic gardening practices.
-Value the importance of organic gardening in production of healthy foods.

In groups, learners are guided to:
-Discuss the importance of organic gardening in production of healthy foods.
-List the benefits of organic gardening practices.
-Write findings in notebook.
-Make a class presentation.

What is the importance of organic gardening in production of healthy foods?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 52
-Pictures of waste disposal facilities

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Waste bins, sinks, and open drains
Cleaning Waste Disposal Facilities - Importance of cleaning waste bins

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

-Define waste bins, sinks, and open drains.
-Identify types of waste disposal facilities at home.
-Appreciate different waste disposal facilities.

In groups, learners are guided to:
-Use digital or print resources to find out the meaning of waste bins, sinks, and open drains.
-Share experiences on types of waste disposal facilities available at home.
-Write down points and share with classmates.

What are the different types of waste disposal facilities?

MENTOR Agriculture Learner's Book p. 53
-Digital devices
-Print resources
-Resource person
MENTOR Agriculture Learner's Book p. 53-54

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning sinks
Cleaning Waste Disposal Facilities - Importance of cleaning open drains

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

-Explain the importance of cleaning sinks.
-Describe types of sinks.
-Value cleaning of sinks.

In groups, learners are guided to:
-Discuss the importance of cleaning sinks.
-Describe different types of sinks.
-Share findings with classmates.

Why is it important to clean sinks?

MENTOR Agriculture Learner's Book p. 54
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 54-55

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning a galvanized iron waste bin
Cleaning Waste Disposal Facilities - Cleaning a stainless steel sink

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

-Outline materials needed for cleaning a galvanized iron waste bin.
-Clean a galvanized iron waste bin.
-Appreciate a clean waste bin.

In groups, learners are guided to:
-Identify materials needed for cleaning a galvanized iron waste bin.
-Clean a galvanized iron waste bin following these steps:
-a) Tie the liner at the top and empty the bin.
-b) Check for maggots or molds.
-c) Scrub with a brush dipped in warm soapy water.
-d) Dry with a soft cloth immediately.

How do we clean a galvanized iron waste bin?

MENTOR Agriculture Learner's Book p. 56
-Warm soapy water
-Soft brush
-Cold water
-Disinfectant
-Soft cloth
-Galvanized iron waste bin
MENTOR Agriculture Learner's Book p. 57
-Vinegar
-Baking soda
-Stainless steel sink

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning a ceramic sink
Cleaning Waste Disposal Facilities - Cleaning an open drain

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

-Outline materials needed for cleaning a ceramic sink.
-Clean a ceramic sink.
-Appreciate a clean sink.

In groups, learners are guided to:
-Identify materials needed for cleaning a ceramic sink.
-Clean a ceramic sink following these steps:
-a) Remove all utensils and debris.
-b) Clean with a nylon sponge using circular movements.
-c) Rinse with warm water with disinfectant.
-d) Dry with a soft non-fluffy cloth.
-e) Pour a mixture of vinegar and baking soda into the drain occasionally.

How do we clean a ceramic sink?

MENTOR Agriculture Learner's Book p. 58
-Soap
-Nylon sponge or soft rag
-Warm water
-Disinfectant
-Ceramic sink
MENTOR Agriculture Learner's Book p. 59
-Warm soapy water
-Broom
-Baking soda

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Meaning of laundering and disinfecting
Disinfecting Clothing and Household Articles - Methods of disinfecting clothing and household articles

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

-Define the terms laundering and disinfecting.
-Explain the difference between laundering and disinfecting.
-Appreciate the importance of laundering and disinfecting.

In pairs, learners are guided to:
-Use digital or print resources to find out the meaning of laundering and disinfecting.
-Discuss how the processes are carried out in their homes.
-Write down discussion points and share with classmates.

What is the difference between laundering and disinfecting?

MENTOR Agriculture Learner's Book p. 62
-Digital devices
-Print resources
-Resource person
MENTOR Agriculture Learner's Book p. 63

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using sunlight for disinfection
Disinfecting Clothing and Household Articles - Using salt for disinfection

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

-Explain how sunlight is used for disinfection.
-Identify clothing and household articles suitable for sun disinfection.
-Value disinfection using sunlight.

In groups, learners are guided to:
-Explain how sunlight is used for disinfection.
-Identify clothing and household articles suitable for sun disinfection.
-Discuss advantages and disadvantages of using sunlight for disinfection.
-Share findings with classmates.

How is sunlight used for disinfection of clothing and household articles?

MENTOR Agriculture Learner's Book p. 64
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using boiling for disinfection
Disinfecting Clothing and Household Articles - Using disinfectants

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

-Explain how boiling is used for disinfection.
-Identify clothing and household articles suitable for boiling disinfection.
-Value disinfection using boiling.

In groups, learners are guided to:
-Explain how boiling is used for disinfection.
-Identify clothing and household articles suitable for boiling disinfection.
-Discuss advantages and disadvantages of using boiling for disinfection.
-Share findings with classmates.

How is boiling used for disinfection of clothing and household articles?

MENTOR Agriculture Learner's Book p. 65
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using ironing for disinfection
Disinfecting Clothing and Household Articles - Safety precautions during disinfection

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

-Explain how ironing is used for disinfection.
-Identify clothing and household articles suitable for ironing disinfection.
-Value disinfection using ironing.

In groups, learners are guided to:
-Explain how ironing is used for disinfection.
-Identify clothing and household articles suitable for ironing disinfection.
-Discuss advantages and disadvantages of using ironing for disinfection.
-Share findings with classmates.

How is ironing used for disinfection of clothing and household articles?

MENTOR Agriculture Learner's Book p. 65
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 66

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting aprons using sunlight
Disinfecting Clothing and Household Articles - Disinfecting gloves using commercial disinfectants

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

-Outline steps for disinfecting aprons using sunlight.
-Disinfect aprons using sunlight.
-Appreciate sunlight as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting aprons using sunlight.
-Disinfect aprons following these steps:
-a) Sort the aprons.
-b) Wash using correct method and detergents.
-c) Rinse in warm then cold water.
-d) Dry in direct sunlight until totally dry.

How do we disinfect aprons using sunlight?

MENTOR Agriculture Learner's Book p. 67
-Warm water
-Soap
-Clothes line
-Aprons
-Commercial disinfectant
-Gloves

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting white cotton towel using boiling
Disinfecting Clothing and Household Articles - Disinfecting a dustcoat by ironing

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

-Outline steps for disinfecting a white cotton towel using boiling.
-Disinfect a white cotton towel using boiling.
-Appreciate boiling as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting a white cotton towel using boiling.
-Disinfect a white cotton towel following these steps:
-a) Wear protective clothing.
-b) Wash the towel in warm soapy water.
-c) Heat water until it boils.
-d) Put towel in boiling water for 2-5 minutes.
-e) Allow water to cool with towel inside.
-f) Remove towel and rinse in warm then cold water.
-g) Hang to dry in direct sunlight.

How do we disinfect a white cotton towel using boiling?

MENTOR Agriculture Learner's Book p. 68
-White cotton towel
-Warm soapy water
-Clean water
-Plastic buckets with lids
-Wooden stick
-Jiko or stove
-Sufuria
-Pot holder
-Protective clothing
MENTOR Agriculture Learner's Book p. 69
-Warm water
-Soap
-Basin
-Iron box
-Ironing board
-Dustcoat

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting handkerchiefs using salt
Disinfecting Clothing and Household Articles - Disinfecting socks using commercial disinfectant

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

-Outline steps for disinfecting handkerchiefs using salt.
-Disinfect handkerchiefs using salt.
-Appreciate salt as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting handkerchiefs using salt.
-Disinfect handkerchiefs following these steps:
-a) Sort the handkerchiefs.
-b) Prepare salt solution.
-c) Soak handkerchief in salt water for 5 minutes.
-d) Wash using correct laundry method.
-e) Rinse in warm then cold water.
-f) Dry correctly.

How do we disinfect handkerchiefs using salt?

MENTOR Agriculture Learner's Book p. 70
-Salt
-Cold water
-Warm water
-Soap
-Handkerchiefs
MENTOR Agriculture Learner's Book p. 71
-Water
-Disinfectant
-Basin
-Socks

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Importance of disinfecting clothing and household articles

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

-Explain the importance of disinfecting clothing and household articles.
-Appreciate the importance of disinfecting for hygiene purposes.
-Value disinfection as a hygiene practice.

In groups, learners are guided to:
-Use digital or printed resources to search for the importance of disinfecting clothing and household articles for hygiene purposes.
-Make presentations to classmates on the findings.

Why is it important to disinfect clothing and household articles?

MENTOR Agriculture Learner's Book p. 71
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Presentations