Conservation of Resources.

Controlling Soil Pollution.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Soil Pollution.
Identify the causes of Soil pollution in the environment.
Discuss the causes of soil pollution in the environment.
Search the internet for clips on soil pollution.
Acknowledge the causes of soil pollution in the environment.

In groups,learners are guided to:
study the pictures in learner's book and explain the meaning of soil pollution.
identify the causes of soil pollution in the farms.
discuss the causes of soil pollution of pollution in the farms.
use digital devices to search for clips on soil pollution and share experiences on causes of soil pollution.

What is soil pollution? What are the causes of soil pollution in the environment?

Agriculture & Nutrition Spark  pg 1-3.
Pictures.
Digital devices; tablets, laptops.
School farm/Surrounding farm.

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

Conservation of Resources.

Controlling of Soil Pollution.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Visit the school farm/local farm and identify the causes of soil pollution.
Record their observation in a table.
Enjoy the exercusion.

In groups,learners are guided to;
visit the school farm or nearby farm.
observe and identify the causes of soil pollution in the farms.
record their findings on a table and discuss their recordings in class.

How can household practices cause soil pollution?

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

Portfolios. observation schedule. Oral questions. Exercusion.

Conservation of Resources.

Controlling of Soil Pollution.
Controlling Soil Pollution.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify a garden where soil has been polluted in the locality.
Practice safe soil pollution control measures in the garden.
Demonstrate responsibility in using safe farming practices to conserve soil.

In groups,learners are guided to;
identify a garden where soil has been polluted in the locality.
collaborate in carrying out safe soil pollution control practices.
use digital devices to record themselves as they carry out the activities.

How can you practice safe soil pollution measures in a polluted garden?

Garden/environment. Agriculture & Nutrition Spark  pg 4-5.
Tablets.
Manilla papers.
Empty cartons.
Pair of scissors.
Marker pens.
Glue.
Tablets
Laptops.

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

Conservation of Resources.

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

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

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

Assessment books. Agriculture & Nutrition Spark pg 7.
Agriculture & Nutrition Spark  pg 9.
Tablets.
Internet.
Teacher's Notes.

Assessment rubric. Written tests.

Conservation of Resources.

Construction of Water Retention Structures.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the structures used in conservation of surface runoff.
Describe the ways of conserving surface runoff.
Draw the structures used in conservation of runoff on charts.
Appreciate the ways of conserving surface runoff.

In groups,pairs,learners are guided to;
identify the structures used in conservation of surface runoff from the pictures.
describe the different ways of conserving surface runoff.
state the advantages of constructing the structures.
draw the structures used in conservation of surface runoff and display in class.

How can surface run-off be conserved for gardening purposes?

Agriculture & Nutrition Spark  pg 10.
Manilla paper.
Drawing papers, Pencils.
Agriculture & Nutrition Spark  pg 11.
Garden/Surrounding Environment.

written tests. Oral discussion. Assessment rubric. Oral questions.

Conservation of Resources.

Construction of Water Retention Structures.
Conserving Food Nutrients.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the procedure of constructing the most suitable water retention structure for the identified area.
Construct the chosen structure in the identified area.
Appreciate each other's effort in the construction of the water retention structure.

In groups,learners are guided to;
state the procedure for constructing the water retention structure.
take turns in constructing the water retention structure chosen.

How do you construct the selected water retention structure?

Gardening tools (Jembe, Shovel, Slasher or Panga)
Mulching materials.
Meter rules.
Planting materials.
Video clips.
Pictures.
Digital devices.
MTP Agriculture & Nutrition pg 5-6.
Posters.
Manilla papers.
Marker Pens.

Projects. Activity journals.

Conservation of Resources.

Conserving Food Nutrients.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe how washing should be done in order to conserve mineral salts and vitamins in salts.
Demonstrate proper washing of vegetables in order to preserve mineral salts and vitamins.
Acknowledge the need of conserving vitamins and mineral salts in vegetable.

In groups, pairs,learners are guided to;
outline how to wash vegetables in order to conserve mineral salts and vitamins.
demonstrate how to wash vegetables in order to conserve mineral salts and vitamins.
use digital devices to record as they demonstrate how to wash vegetables in order to conserve minerals salts and vitamins.

How do you wash vegetables in order to conserve mineral salts and vitamins in vegetables?

Cabbages.
MTP Agriculture & Nutrition  pg 5.
Digital devices.
Teacher's Notes.
School kitchen.
Fruits.
Vegetables.
Potatoes
MTP Agriculture & Nutrition pg 5-6.
video clips.
Knives.

Activity journal. Portfolios. Practical Demonstration. Oral questions. Checklists.

Conservation of Resources.

Conserving Food Nutrients.
Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe how cooking time and covering should be done in order to conserve mineral salts and vitamins in vegetables.
Demonstrate how to conserve mineral salts and vitamins in vegetables using covering and cooking time.
Adopt conservation of vitamins and mineral salts in vegetables.

In groups, learners are guided to;
explain how covering and cooking time should be done to conserve vitamins and mineral salts in vegetables.
observe the teacher keenly as he or she demonstrates covering and cooking time as ways of conserving vitamins and mineral salts in vegetables.
practice covering and cooking time as ways of conserving vitamins and mineral salts in vegetables.

How should covering and cooking time be done in order to conserve mineral salts and vitamins in vegetables?

Vegetables(cabbages).
Digital devices.
School kitchen.
Agriculture & Nutrition Spark pg 16-17.
Posters.
Manilla papers.
Marker pens.

Portfolios. Practical demonstration. Observation checklists. Assessment rubric.

Conservation of Resources.

Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Differentiate between Afforestation,Re-afforestation and Deforestation.
State the roles of trees in soil and water conservation in the environment.
Discuss the roles of trees in soil and water conservation in the environment.
Prepare posters showing the roles of trees in soil and water conservation.
Appreciate the role of trees in soil and water conservation.

In groups,learners are guided to:
use dictionaries or internet to search the meaning of afforestation,reafforestation and deforestation.
discuss the roles of trees in soil and water conservation in the environment.
prepare posters showing the roles of trees in soil and water conservation.

What are the roles of trees in conservation of soil and water in the environment?

Agriculture & Nutrition Spark pg 18.
Teacher's Notes.
Internet.
Dictionary.
Digital device.
Teacher's Notes. Agriculture & Nutrition Spark pg 21.
Posters.
Manila papers and Marker pens.

Assessment rubric. Written tests. Oral questions

Conservation of Resources.

Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Obtain the planting materials for your chosen trees.
Establish the planting materials collected.
Adopt tree planting as a way of conserving the environment.

In groups,learners are guided to;
collect seeds, seedlings or vegetative materials depending on trees to establish.
collaborate in establishing the agroforestry tree selected.

How do you establish an agroforestry tree?

Agriculture & Nutrition Spark PG 20-21.
Environment.
Jembes.
Jerrycans.
Buckets or empty sacks.
Pangas.
Agriculture & Nutrition Spark pg 21.
Teacher's Notes.
Dry grass,sawdust.

Practical Activity. Project. Portfolios Activity journal.

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

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

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt the assessment questions on the sub-strands; Growing trees and Conserving Food Nutrients.

Individually,in pairs or groups,learners are guided to;
answer the questions on the assessment of the sub-strands; Conserving Food Nutrients and Growing Trees.

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

Written tests. Assessment rubric.

Food Production Processes.

Preparing Planting Sites and Establishing Crops.

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

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

How do you prepare a planting site?

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

Activity journal. Portfolios Projects.

Food Production Processes.

Selected Crop Management Practices.

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

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

How can we carry out management practices in crop production?

Agriculture & Nutrition Spark pg 43.
Digital devices;
Tablets.
Pictures.
Agriculture & Nutrition Spark pg 47-48.
Jembes,Pangas.
Digital devices.

Oral questions Oral discussions. Written tests. Assessment rubric.

Food Production Processes.

Selected Crop Management Practices.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how thinning and gapping is done in a crop fields or planting sites.
Demonstrate how thinning and gapping are done in a crop field.
Acknowledge the need for thinning and gapping in a crop field.

In groups,pairs or individually,learners are guided to;
describe how thinning and gapping is done in a crop field.
carry out thinning and gapping in a farm or planting site and record using digital devices.

How is gapping and thinning done in a crop field?

Agriculture & Nutrition Spark pg 49.
Planting sites.
School/Home garden.
Digital devices.
Agriculture & Nutrition Spark pg 48.
Jembes/Pangas.
Planting sites

Activity journal. Observation schedule. Checklists. Oral discussions. Written tests.

Food Production Processes.

Selected Crop Management Practices.

By the end of the lesson, the learner should be able to:
;
Explain how hardening is done in crop management.
Search the internet for clips and information on hardening of crops as a way of management.
Acknowledge the need for hardening in crop management.

In groups,pairs,learners are guided to;
describe how hardening is done on crops.
search the internet for information and clips on hardening of crops.
carry out hardening on the different types of crops;maize, beans

How is hardening done on crops? What is the importance of hardening crops?

Agriculture & Nutrition Spark pg 49.
Video clips.
Digital devices.
Teacher's Notes.
internet. Agriculture & Nutrition Spark pg 47-49.

Assessment rubric. Observation. Checklists Oral questions. Oral discussion.

Food Production Processes.

Selected Crop Management Practices (Assessment)
Preparing Animal Products;Eggs and Honey.

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

Attempt questions on the Assessment Exercise 6 .

In pairs, individually,learners are guided to;
answer the questions on the sub-strand: Selected Crop Management Practices.

Assessment books. Agriculture & Nutrition Spark pg 49-50.
Agriculture & Nutrition Spark pg 64-65.
Pictures.
Digital devices

Written tests. Assessment rubric. Checklists.

Food Production Processes.

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

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

Sort and grade eggs for various purposes.
Acknowledge the need for sorting and grading of eggs.

In groups,learners are guided to;
prepare eggs (sorting, grading and packing) for various purposes.
display the prepared eggs and adopt the practice at home.

How do you sort and grade eggs for various purposes?

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

Activity journal. Observation checklists. Practical demonstration.

Food Production Processes.

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

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

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

How is honey processed using the crushing and straining method?

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

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

Food Production Processes.

Preparing Animal Products; Eggs and Honey.

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

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

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

Why is it important to process raw honey?

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

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

Food Production Processes.

Preparing Animal Products: Eggs and Honey.
Preparing Animal Products:Eggs and Honey. (Assessment)

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

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

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

How can we prepare animal products?

Nearby Farm.
Digital devices. Agriculture & Nutrition  pg 66-68.
Agriculture & Nutrition  pg 69-70.
Assessment books.

Exercusion. Observation.