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.

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.

How does organic waste management and water management system contribute to conservation of resources in an integrated farm?

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.

CONSERVATION OF RESOURCES.
FOOD PRODUCTION PROCESSES.

Integrated Farming.
Organic Gardening.

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.

-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.

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.
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.

Which locally available materials can you use to make a model of integrated farm?
Which organic gardening practices do you know? What are the benefits of organic manure in crop production?

Cardboards.
Papers.
Manilla papers.
Sticking glues.
Cartons.
Lesson notes.
Digital resources.
Resource person.
Agriculture and Nutrition Learner's Textbook.
Lesson notes.
Digital resources.
Resource person.
Video clips.
Agriculture and Nutrition Learner's Textbook.

Class project. Portfolios. Activity journals. Checklists. Assessment rubrics.
Assessment rubrics. Class project. Activity journals. Written questions. Checklists. Oral questions.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-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:
-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.

What are the benefits of organic pesticides in crop production?

Lesson notes.
Digital resources.
Agriculture and Nutrition learner's Textbook.
Resource person.
Animal wastes and plants.

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:

-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.
FOOD PRODUCTION PROCESSES.
Food production processes

Organic Gardening.
Organic Gardening.
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.
Short-Season crops; vegetables, legumes.
Digital devices.
Watering cans.
Short-Season
crops; vegetables, legumes.   Watering cans.
Agriculture and nutrition learner’s book grade 9.
Curriculum design.
Gardening tools.
General environment.
Planting material.

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

Food production processes

Preparing green manure.

By the end of the lesson, the learner should be able to:
-   Elaborate how to prepare green manure.
Prepare green manure.
Appreciate use of green manure in producing healthy foods.

- In groups, learners are guided how to prepare green manure.

- Why is green manure important while growing crops? How do we prepare green manure?

- Curriculum design.
General environment.
Gardening tools.

- Written test. Project.

Food production processes

Preparing green manure.
Use of organic pesticides.

By the end of the lesson, the learner should be able to:
- Gather materials necessary for green manure preparation.
Prepare green manure.
Appreciate using green manure to grow crops.

- Gather appropriate materials to make green manure in groups.
Learners are guided to prepare green manure.

- How do we prepare green manure?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Graded observation. Assignments. Project. Activity journals.

Food production processes.

Use of organic pesticides.
Mechanical weed control.
Use of organic foliar feed.

By the end of the lesson, the learner should be able to:
- Make some of the natural pesticides used in gardening.
To use same of the organic pesticides to control crop pests and diseases.
Appreciate the use of organic pesticides to control pests and diseases.
- Identify some of the mechanical weed control methods.
Apply some of the mechanical weed control method to control the weed in the farm.
Appreciate mechanical weed control methods.

- In groups, learners are guided how to make natural pesticides used in gardening.
In groups, learners to be guided on how to use organic pesticide to control crop pests and diseases.
- Identify some the mechanical weed control methods used in farming.
Apply the methods of mechanical weed control while farming.

- What are the organic pesticides?
- Which are the mechanical weed control methods?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Assignments. Activity journals.
- Written test. Project. Assignment.

Food production processes.

Importance of organic gardening in crop production.
Storage of crop produce.

By the end of the lesson, the learner should be able to:
-  Recognize the importance of organic crop production.
Discuss the importance.
Appreciate the methods of organic gardening in crop production.

- In groups or individually, the learners are guided to use the importance of organic gardening in crop production.
Discuss the importance of organic gardening in crop production.

- What are the importance of organic gardening in crop production?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Assignment. Written test.

Food production processes.

Storage of crop produce.

By the end of the lesson, the learner should be able to:
- Find out ways of preparing storage structures in readiness for crop produce.
Identify materials used to prepare the storage structure in readiness for storage of crop produce.
Appreciate different storage structures used to store crop produce.

- In groups, learners to be guided to find out ways of preparing storage structure in readiness for storage of crop produce.
Collect materials used to prepare the storage structure for storage of crop produce.

- How do we prepare storage structure for crop produce?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Project. Activity journals. Assignment.

Food production processes.

Storage of crop produce.
Preparing a storage structure in readiness for storage by repairing.

By the end of the lesson, the learner should be able to:
- Explain ways of preparing storage structure in readiness for storage of crop produce.
Prepare at least one structure for storing crop produce.
Enjoy preparing storage structure in readiness for storage of crop produce.
- Repair a storage structure.
Identify a storage structure that requires repairing.
Appreciate repairing a storage structure in readiness for storage of crop produce.

- In groups, learners to be guided to explain ways of preparing storage structures in readiness for storage of crop produce.
Guided to prepare a storage structure in readiness for storage of crop produce.
- Repair an existing storage structure in readiness for storage of crop produce.

- How do we prepare a storage structure in readiness for storage of crop produce?
- How do we repair a storage structure?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Assignment.

Food production processes.

Preparing a storage structure in readiness for storage by repairing.
Managing crop produce during storage.

By the end of the lesson, the learner should be able to:
- Identify a storage structure that needs to be repaired.
Follow the correct procedure to repair the storage structure.
Enjoy repairing the storage structure.

- Identify the storage structures that requires repairing.
To repair the storage structure.

- How do you identify a storage structure that needs repairing?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written test. Assignment.

Food production processes.

Managing crop produce during storage.
Describing ways of managing crop produce during storage.

By the end of the lesson, the learner should be able to:
- Visit a nearby crop produce store to find out how to manage crop produce during storage.
Identify various practices carried out when managing crop produce in store.
Appreciate managing crop produce during storage.

- Visit in groups a nearby crop produce store to find out how to manage crop produce during storage.

- How do we manage crop produce during storage?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Managing crop produce during storage to reduce spoilage.
Cooking using flour mixtures.

By the end of the lesson, the learner should be able to:
- Recognize ways of managing crop produce during storage to reduce spoilage.
Prepare a storage structure for managing crop produce to reduce spoilage.
Appreciate reducing spoilage while storing crop produce.
- Recognize types of flour mixtures used in food production.
To name products made from flour mixtures.
Appreciate cooking using different flour mixtures.

- Recognize ways of managing crop produce to reduce spoilage.
Make a storage structure for managing crop produce to reduce spoilage.
- Recognize types of flour mixtures used in food production.
mention products made from flour mixtures.

- How do we reduce crop produce spoiling during storage?
- Which flour mixtures are used in food production?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Cooking using flour mixtures.

By the end of the lesson, the learner should be able to:
- Identify kitchen tools & equipments used when preparing food made from flour mixtures i.e. batter & doughs.
Explain the uses of various kitchen tools & equipments used to make food from flour mixtures.
Appreciate cooking using flour mixtures.

- Identify kitchen tools and equipments used when preparing food made from flour mixtures.
Explain the uses of various kitchen tools and equipments used when preparing food made from flour mixtures.

- What are the foods made from flour mixtures? What are the uses of different kitchen tools and equipments used to make food from flour mixtures?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Cooking using flour mixtures.
Preparing flour mixtures.

By the end of the lesson, the learner should be able to:
- Identify tools & equipments used when preparing food made from flour mixtures.
Draw and name kitchen tools & equipments used to make food made from flour mixtures.
Appreciate food made from flour mixtures.

- Identify kitchen tools used to make food made from flour mixtures.
Learners draw and name kitchen tools & equipments used to make food made from flour mixtures.

- What are the tools & equipments used to make food from flour mixtures?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Food production processes.

Preparing flour mixtures.
Preparing dough.
Making products from mixtures.

By the end of the lesson, the learner should be able to:
- Highlight the steps followed while preparing a batter for pancake.
Discuss the steps to make a batter for pancake.
Appreciate cooking using flour mixtures.
- Make products from flour mixtures.
Discuss how to make products from flour mixtures.

- Highlight the steps to prepare a batter for pancake.
Learners discuss the steps to make a batter for pancake.
- Make products from flour mixtures.
Discuss how to make products from flour mixtures.
Present their findings.

- What are the procedures to make a batter for pancake?
- How can we make products from flour mixtures?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.
- Written tests. Assignment. Activity journal.

Food production processes.

Preparing mandazi.
Preparing chapati.

By the end of the lesson, the learner should be able to:
- Describe the steps to follow while preparing mandazi.
Prepare mandazi.
Enjoy cooking using flour mixtures.

- In groups, learners to be guided to prepare mandazi.
Learners prepare mandazi.

- How do we prepare mandazi?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.

Food production processes.

Preparing chapati.

By the end of the lesson, the learner should be able to:
- Prepare chapati from flour mixtures.
Follow the correct procedure to make chapati.
Appreciate food made from flour mixtures.

- Prepare chapati.

- How do we prepare chapati?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.

Food production processes.
Hygiene practices.

Preparing chapati.
Cleaning waste disposal facilities.

By the end of the lesson, the learner should be able to:
- Clean the tools and equipments used to make chapati.
Appreciate preparing products from flour mixtures.
- Identify the waste disposal facilities.
Draw the waste disposal facilities.
Appreciate cleaning waste disposal facilities.

- Clean the tools and equipments used to make chapati.
- Identify the waste disposal facilities.

- How do we clean the tools & equipments used to make flour mixtures?
- Which are the waste disposal facilities?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.

Hygiene practices.

Importance of cleaning waste disposal facility.

By the end of the lesson, the learner should be able to:
- Mention various waste disposal facilities.
Discuss the importance of cleaning waste disposal facilities.
Appreciate cleaning waste disposal facilities.

- Mention various waste disposal facilities.
Discuss the importance of cleaning waste disposal facilities.

- Why should we clean the waste disposal facility?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Hygiene practices.

Importance of cleaning waste disposal facility.

By the end of the lesson, the learner should be able to:
- Mention the types of wastes found at home or school.
Discuss whether the waste is useful or unsafe.
Appreciate the cleaning of waste disposal facilities.

- Mention the types of wastes found at home or school.
To discuss whether the waste is useful or unsafe.

- What is the importance of cleaning waste disposal facilities?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Hygiene practices.

Cleaning waste disposal facilities at household level.

By the end of the lesson, the learner should be able to:
- Procedure for cleaning a waste bin.
Identify materials for cleaning a waste bin.
Appreciate cleaning waste disposal facilities at household level.

- Search for procedure for cleaning a waste bin.
Identify materials for cleaning a waste bin.

- What are the procedures for cleaning waste bins?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.

Hygiene practices.

Cleaning a plastic or metallic waste bin.
Cleaning a sink.

By the end of the lesson, the learner should be able to:
- Clean a plastic or metallic waste bin.
Use the right procedures to clean a waste bin.
Appreciate cleaning a waste bin.
- Identify the procedure for cleaning a sink.
Discuss about the materials tools & equipment for cleaning a sink.
Appreciate cleaning a sink.

- How to clean a plastic or metallic waste bin.
To use the correct procedures to clean a waste bin.
- Identify the procedure for cleaning a sink.
Discuss the materials tools & equipment for cleaning a sink.
In groups or individually, learners to be guided to follow the correct steps to clean a sink.S

- How do we clean a plastic or metallic waste bin?
- How do we clean a sink?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment.
- Written tests. Assignment. Activity journal.

Hygiene practices.

Cleaning an open drain.

By the end of the lesson, the learner should be able to:
- Identify the procedures to clean open drain.
Discuss about the materials tools and equipments for cleaning an open drain.
Appreciate cleaning an open drain.

- Identify the procedures to clean open drain.
Discuss the materials tools and equipments for cleaning an open drain.

- Which material do we use to clean an open drain?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.

Hygiene practices.

Cleaning an open drain.
Disinfecting clothing and household articles.

By the end of the lesson, the learner should be able to:
- Clean an open drain.
Use the materials, tools & equipment appropriate while cleaning.
Appreciate cleaning an open drain.

- Clean an open drain.
Use the materials, tools & equipment appropriately.

- How do we clean an open drain?

- Curriculum design.
Agriculture and nutrition learner’s book grade 9.
General environment.

- Written tests. Assignment. Activity journal.

Hygiene practices.

Methods of disinfecting clothing and household articles.

By the end of the lesson, the learner should be able to:
- Describe the methods of disinfecting clothing and household articles.
Search for the clothing and household articles which can be disinfected using each method.
Appreciate various method of disinfecting clothing and household articles.
- Describe be the methods of disinfecting clothing and household articles using sunlight.
Search for the methods of disinfecting clothes and household articles using sunlight.
Desire using sunlight as a method of disinfecting clothes and other household articles.

- Describe the methods od disinfecting clothing and household articles.
To search for the clothing and household articles which can be disinfected using each method.
- Describe sunlight as a method of disinfecting clothes and other household articles.
To search for clothing and household articles which can be disinfected using sunlight.

What are the methods of disinfecting clothing & other household articles?
How do we disinfect clothes by using sunlight?

- Curriculum design.
Print media.
Disinfectants.

- Written test. Assignment.
- Written test. Assignment. Activity journals.

Hygiene practices.

Methods of disinfecting clothing and household articles.

By the end of the lesson, the learner should be able to:
- Describe the boiling methods of disinfecting clothes and household articles.
Search online about boiling as a methods of disinfecting clothes and household articles.
Desire using sunlight as a method of disinfecting clothes and other household articles.
Appreciate boiling as a method of disinfecting clothing and other household articles.

- Describe how boiling method is a suitable method of disinfecting clothing and other household articles.

How do we disinfect clothing by boiling?

- Curriculum design.
Print media.
Disinfectants.

- Written test. Assignment.

Hygiene practices.

Methods of disinfecting clothing and household articles.

By the end of the lesson, the learner should be able to:
- Realize the appropriate items or fabric to disinfect using ironing method.
Able to disinfect clothing using ironing method.
Desire ironing clothes as a method of disinfecting clothing.

- Identify fabric which is suitable for ironing method.

Which fabric are appropriate for ironing?

- Curriculum design.
Print media.

- Written test. Assignment.

Hygiene practices.

Carrying out disinfection of clothing and household articles.
Carrying out disinfection of clothing and household articles (Towel)
Carrying out disinfection of clothing and household articles Handkerchief).
Carrying out disinfection of clothing and household articles (a pair of socks)

By the end of the lesson, the learner should be able to:
- Examine the procedure for disinfecting hand gloves.
Note the precautions that should be taken while disinfecting hand gloves.
Appreciate the importance of disinfecting hand gloves.
- Examine the procedure for disinfecting a handkerchief.
Mention the materials, tools and equipment that are required for disinfecting a handkerchief.
Appreciate the importance of disinfecting a handkerchief.

- Examine the procedure for disinfecting hand gloves.
Note the precautions measures that should be taken while disinfecting hand gloves.
- Outline the procedures for disinfecting a handkerchief.
To highlight the materials, tools and equipment for disinfecting a handkerchief.

How do we disinfect hand gloves?
How do we disinfect a handkerchief?

- Curriculum design.
Print media.
Disinfectant.
Hand gloves.
Clothing.
- Curriculum design.
Print media.
Disinfectant.
Handkerchief clothing.
Pair of socks.

- Written test. Assignment. Activity journals. Oral assessment.
- Observation of learning activities. Written tests and procedures.

Hygiene practices.

Carrying out disinfection of clothing and household articles.

By the end of the lesson, the learner should be able to:
- Discuss the importance of disinfecting clothing and household articles.
Find out the clothing and household articles that are disinfected daily, weekly and monthly.
Appreciate the importance of disinfecting clothing and household articles.

- Discuss the importance of disinfecting clothing and household articles.
Find out clothing the are disinfected daily, weekly or occasionally.

Why do we disinfect clothing and other household articles?

- Curriculum design.
Print media.
Disinfectant.

- Written test and assignments. Oral assessment.