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.
Video clips.

Assessment rubrics. Checklists. Oral questions. Written 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.

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.
Posters.

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:

-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.

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.

What should you consider in identifying a short season crop for growing using organic gardening practices?

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

Class project. Checklists. Observation schedule. Assessment rubrics.

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.

Food production processes

Organic gardening.
Preparing green manure.

By the end of the lesson, the learner should be able to:
-  Explain organic gardening practices in crop production.
Practice growing crops using organic gardening practices such as use of animal waste.
Appreciate the importance of organic gardening in the production of foods.

- Explain organic gardening practices in crop production.
Individual learner grow crop using organic gardening practices using animal wastes.

- Why should we practice organic gardening?

Agriculture and nutrition learner’s book grade 9.
Curriculum design.
Gardening tools.
General environment.
Planting material.
- Curriculum design.

- Written test. Project.

Food production processes

Preparing green manure.

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
Food production processes.

Use of organic pesticides.

By the end of the lesson, the learner should be able to:
- Explain the use of organic pesticides.
Name same organic pesticides used to control crop pests & diseases.
Appreciate the use of organic pesticides in controlling crop pests & diseases.

- In groups learners are guided to identify some of the organic pesticides used to control pests & diseases in crops.

- What are some of organic pesticides used to control crop pests & diseases?

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

- Written test.

Food production processes.

Mechanical weed control.

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

- Identify some the mechanical weed control methods used in farming.
Apply the methods of mechanical weed control while farming.

- Which are the mechanical weed control methods?

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

- Written test. Project. Assignment.

Food production processes.

Use of organic foliar feed.
Importance of organic gardening in crop production.

By the end of the lesson, the learner should be able to:
- Prepare organic foliar feed.
Use the organic foliar feed.
Appreciate the use of organic foliar feed in farming.

- Prepare organic foliar feed.
Use organic foliar feed in farming.

- How do we prepare organic foliar feed?

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

- Activity journals. Assignment. Project.

Food production processes.

Storage of crop produce.

By the end of the lesson, the learner should be able to:
- Identify the storage structures for storing crop produce.
Draw the storage structure for storing crop produce.
Appreciate storing crop produce in various storage structures.

- In groups or individually, the learner should be guided to identify the storage structures for storing crop produce.

- Where do we store crop produce?

- 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:
- Prepare a storage structure in readiness for storage by cleaning and dusting.
Able to clean and dust the storage structure.
Appreciate cleaning & dusting storage structures.

- In groups, learners to be guided how to clean and dust storage structure in readiness for storage of crop produce.

- How do we clean & dust storage structures?

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

- Written test. Activity journals. Assignment.

Food production processes.

Preparing a storage structure in readiness for storage by repairing.

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.

By the end of the lesson, the learner should be able to:
- Manage crop produce during storage.
Apply various practices when managing crop produce in store.
Appreciate proper managing of crop produce during storage.

- In groups, discuss various practices carried out when managing crop produce in store.

- What are the practices carried out when managing crop produce in store?

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

- Written tests. Assignment.

Food production processes.

Describing ways of managing crop produce during storage.

By the end of the lesson, the learner should be able to:
- Describe ways of managing crop produce during storage.
Practice ways of managing crop produce during storage.
Appreciate ways of managing crop produce during storage.

- Describe ways of managing crop produce during storage.
Discuss ways of managing 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 ways of managing crop produce to reduce spoilage.
Make a storage structure for managing crop produce to reduce spoilage.

- How do we reduce crop produce spoiling during storage?

- 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:
- Describe food production processes e.g. kneading, sifting, whisking.
Name the foods cooked using different production processes.

- Describe food production processes.
Name the foods cooked using different production processes.

- Which are the food production processes?

- 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.

Preparing flour mixtures.

By the end of the lesson, the learner should be able to:
- Identify recipes or ingredients used to prepare flour mixtures.
Discuss the recipes used to prepare flour mixtures i.e. batter for pancake.
Appreciate food made of flour mixtures.

- Identify recipes or ingredients used to prepare flour mixtures.
Discuss the recipes used to prepare flour mixtures.

-   What are the recipes used to prepare flour mixtures (batter for pancake)?

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

- Written tests. Assignment.

Food production processes.

Preparing flour mixtures.
Preparing dough.

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.

- Highlight the steps to prepare a batter for pancake.
Learners discuss the steps to make a batter for pancake.

- What are the procedures to make a batter for pancake?

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

- Written tests. Assignment.

Food production processes.

Making products from mixtures.
Preparing mandazi.

By the end of the lesson, the learner should be able to:
- Make products from flour mixtures.
Discuss how to make products from flour mixtures.

- Make products from flour mixtures.
Discuss how to make products from flour mixtures.
Present their findings.

- How can we make products from flour mixtures?

- 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:
- Mention the ingredients used to cook chapati.
Highlight the steps followed to prepare chapati.
Enjoy cooking using flour mixtures.

- Mention the ingredients used to cook chapati.
To highlight the steps followed to 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.

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.

Preparing chapati.

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.

- Clean the tools and equipments used to make chapati.

- How do we clean the tools & equipments used to make flour mixtures?

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

- Written tests. Assignment. Activity journal.

Hygiene practices.

Cleaning waste disposal facilities.

By the end of the lesson, the learner should be able to:
- Identify the waste disposal facilities.
Draw the waste disposal facilities.
Appreciate cleaning waste disposal facilities.

- Identify the waste disposal facilities.

- Which are the waste disposal facilities?

- 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 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.

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.

- How to clean a plastic or metallic waste bin.
To use the correct procedures to clean a waste bin.

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

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

- Written tests. Assignment.

Hygiene practices.

Cleaning a sink.

By the end of the lesson, the learner should be able to:
- Identify the procedure for cleaning a sink.
Discuss about the materials tools & equipment for cleaning a sink.
Appreciate cleaning a sink.

- 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 sink?

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

- 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 the methods od disinfecting clothing and household articles.
To search for the clothing and household articles which can be disinfected using each method.

What are the methods of disinfecting clothing & other household articles?

- 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:
- Describe be the methods of disinfecting clothing and household articles which can be disinfected using each method (Use of salt)
Desire using various methods of disinfecting clothing and household articles.

- Describe the methods of disinfecting clothing and household articles using salt.
To search for the clothing and household articles which can be disinfected using each method.

How can we disinfect clothes and other household articles?

- 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:
- 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:
- Describe how to use disinfectants as a method of disinfecting clothing and other household articles.
Disinfect clothing and other household articles.
Desire using disinfectants as a method of disinfecting clothing and other household articles.

- Describe how to disinfect clothing and other household articles using disinfectants.

How do we disinfect using disinfectants?

- Curriculum design.
Print media.

- Written test. Assignments.

Hygiene practices.

Carrying out disinfection of clothing and household articles.

By the end of the lesson, the learner should be able to:
- Disinfect an apron.
Examining the procedure for disinfecting an apron.
Desire carrying out disinfection of clothing.

- Identify or examine the procedure for disinfecting an apron.

How can we disinfect an apron?

- Curriculum design.
Print media.
Disinfectant.
Hand gloves.

- Written test. Assignment. Activity journals. Oral assessment.

Hygiene practices.

Carrying out disinfection of clothing and household articles (Towel)

By the end of the lesson, the learner should be able to:
- Examine the procedure for disinfecting a towel.
Discuss the materials, tools and equipment that are required for disinfecting a towel.
Desire using a disinfected towel.

- Examine the procedures for disinfecting a towel.
To note the materials, tools and equipment for disinfecting a towel.

How do we disinfect a towel?

- Curriculum design.
Print media.
Disinfectant.
Clothing.

- Assignment. Written test. Activity journals.

Hygiene practices.

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 a handkerchief.
Mention the materials, tools and equipment that are required for disinfecting a handkerchief.
Appreciate the importance of disinfecting a handkerchief.

- Outline the procedures for disinfecting a handkerchief.
To highlight the materials, tools and equipment for disinfecting a handkerchief.

How do we disinfect a handkerchief?

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

- 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.