FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Methods of preserving

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

- Identify common cereals and pulses in the locality
- Distinguish between cereals and pulses
- Appreciate the importance of cereals and pulses as food

- Learners to identify cereals and pulses from pictures
- Learners to categorize foods as either cereals or pulses
- Learners to discuss which cereals and pulses are found in their locality

How can we preserve cereals and pulses for food security?

- Pictures of cereals and pulses
- Mentor Agriculture pg. 43
- Digital devices
- Samples of cereals and pulses
- Charts

- Identification tests of cereals and pulses - Classification activities assessment - Oral questioning on local varieties - Observation of participation

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Methods of preserving

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

- Describe methods of preserving cereals and pulses
- Explain why preservation is necessary
- Value preservation as a way of preventing food wastage

- Learners to brainstorm and share experiences on methods of preserving cereals and pulses
- Learners to discuss reasons for preserving cereals and pulses
- Learners to explore different preservation methods

What methods can we use to preserve cereals and pulses?

- Pictures of preservation methods
- Mentor Agriculture pg. 44
- Digital devices
- Video clips
- Charts

- Oral presentations on preservation methods - Written assignments on importance of preservation - Concept mapping of preservation techniques - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Use of airtight containers

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

- Explain how airtight containers preserve cereals and pulses
- Identify suitable containers for storage
- Appreciate modern methods of food preservation

- Learners to discuss how airtight containers help preserve cereals and pulses
- Learners to identify different types of airtight containers
- Learners to explore the advantages of using airtight containers

How do airtight containers help preserve cereals and pulses?

- Pictures of airtight containers
- Mentor Agriculture pg. 46
- Digital devices
- Examples of airtight containers
- Hermetic bags
- Charts

- Oral questioning on airtight storage - Identification tests of suitable containers - Written assignments comparing storage methods - Observation of participation

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Preserving cereals and pulses

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

- Describe safety precautions when preserving cereals and pulses
- Demonstrate understanding of the preservation process
- Value safety in food preservation

- Learners to discuss safety precautions to observe when preserving cereals and pulses
- Learners to explore potential hazards in preservation
- Learners to practice safety measures in preservation

What safety precautions should we observe when preserving cereals and pulses?

- Pictures of safety equipment
- Mentor Agriculture pg. 46
- Digital devices
- Protective gear
- Charts

- Oral presentations on safety precautions - Role play assessment of safety procedures - Written assignments on hazard prevention - Observation of safety awareness

FOOD PRODUCTION PROCESSES

Preservation of Cereals and Pulses - Importance of preservation

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

- Explain the importance of preserving cereals and pulses
- Identify benefits of food preservation
- Appreciate preservation in ensuring food security

- Learners to read a story about food preservation
- Learners to identify the importance of preserving cereals and pulses
- Learners to make presentations on benefits of preservation

Why is it important to preserve cereals and pulses?

- Pictures of preserved foods
- Mentor Agriculture pg. 48
- Digital devices
- Story charts
- Presentation materials

- Comprehension questions on the story - Oral presentations on preservation benefits - Written essays on food security - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Functions of food nutrients

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

- Identify different food nutrients
- Explain the functions of various nutrients in the body
- Appreciate the importance of balanced nutrition

- Learners to search and share information on food nutrients
- Learners to discuss the functions of carbohydrates, proteins, vitamins, and fats
- Learners to identify sources of different nutrients

Why is the knowledge of food nutrients important in food production?

- Pictures of food nutrients
- Mentor Agriculture pg. 53
- Digital devices
- Charts
- Flash cards

- Oral presentations on food nutrients - Written assignments on nutrient functions - Concept mapping of nutrients and functions - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Categorizing foods based on nutrients

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

- Categorize foods based on their major nutrients
- Identify protein-rich foods
- Value diversity in food choices

- Learners to use real food materials or photographs to categorize foods
- Learners to identify protein-rich foods from animal and plant sources
- Learners to create charts showing protein-rich foods

How can we categorize foods based on their major nutrients?

- Pictures of protein-rich foods
- Mentor Agriculture pg. 56
- Digital devices
- Food samples
- Chart paper

- Classification activities assessment - Oral presentations on protein sources - Portfolio assessment of food charts - Observation of classification skills

FOOD PRODUCTION PROCESSES

Food Nutrients - Categorizing foods based on nutrients

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

- Identify carbohydrate-rich foods
- Categorize foods based on carbohydrate content
- Appreciate local sources of carbohydrates

- Learners to identify carbohydrate-rich foods from pictures
- Learners to categorize foods based on carbohydrate content
- Learners to discuss local sources of carbohydrates

Which foods are rich in carbohydrates?

- Pictures of carbohydrate-rich foods
- Mentor Agriculture pg. 57
- Digital devices
- Food samples
- Chart paper

- Identification tests of carbohydrate sources - Classification activities assessment - Written assignments on local food sources - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Nutritional diseases

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

- Identify nutritional diseases and disorders
- Explain causes of nutritional diseases
- Value proper nutrition in preventing diseases

- Learners to use digital devices or print resources to search for information on nutritional diseases
- Learners to discuss causes of nutritional deficiency diseases
- Learners to explore how poor eating habits lead to nutritional disorders

What nutritional diseases are associated with poor eating habits?

- Pictures of nutritional diseases
- Mentor Agriculture pg. 58
- Digital devices
- Charts
- Reference materials

- Oral presentations on nutritional diseases - Written assignments on disease causes - Concept mapping of poor nutrition and diseases - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Nutritional diseases

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

- Describe kwashiorkor as a nutritional disease
- Identify causes, symptoms and prevention of kwashiorkor
- Show empathy towards those affected by nutritional diseases

- Learners to study pictures of children with kwashiorkor
- Learners to discuss causes, signs and symptoms of kwashiorkor
- Learners to explore methods of preventing kwashiorkor

What causes kwashiorkor and how can it be prevented?

- Pictures of kwashiorkor
- Mentor Agriculture pg. 59
- Digital devices
- Charts
- Reference materials

- Oral questioning on kwashiorkor - Written assignments on causes and symptoms - Role play assessment on prevention - Observation of participation

FOOD PRODUCTION PROCESSES

Food Nutrients - Nutritional diseases

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

- Describe kwashiorkor as a nutritional disease
- Identify causes, symptoms and prevention of kwashiorkor
- Show empathy towards those affected by nutritional diseases

- Learners to study pictures of children with kwashiorkor
- Learners to discuss causes, signs and symptoms of kwashiorkor
- Learners to explore methods of preventing kwashiorkor

What causes kwashiorkor and how can it be prevented?

- Pictures of kwashiorkor
- Mentor Agriculture pg. 59
- Digital devices
- Charts
- Reference materials

- Oral questioning on kwashiorkor - Written assignments on causes and symptoms - Role play assessment on prevention - Observation of participation

FOOD PRODUCTION PROCESSES

Food Nutrients - Nutritional diseases

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

- Describe marasmus as a nutritional disease
- Identify causes, symptoms and prevention of marasmus
- Value balanced nutrition in preventing malnutrition

- Learners to study pictures of children with marasmus
- Learners to discuss causes, signs and symptoms of marasmus
- Learners to explore methods of preventing marasmus

What causes marasmus and how can it be prevented?

- Pictures of marasmus
- Mentor Agriculture pg. 60
- Digital devices
- Charts
- Reference materials

- Oral presentations on marasmus - Written assignments on causes and symptoms - Comparison charts of kwashiorkor and marasmus - Group discussion with guided assessment

FOOD PRODUCTION PROCESSES

Food Nutrients - Importance of nutrients

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

- Explain the importance of various nutrients in the body
- Identify the benefits of balanced nutrition
- Appreciate the role of nutrition in health

- Learners to discuss the importance of various food nutrients in the body
- Learners to make class presentations on importance of nutrients
- Learners to write essays on importance of nutrients

Why are various nutrients important for the body?

- Information on nutrients
- Mentor Agriculture pg. 62
- Digital devices
- Presentation materials
- Charts

- Oral presentations on nutrient importance - Written essays on balanced nutrition - Concept mapping of nutrients and benefits - Self-reflection journals

FOOD PRODUCTION PROCESSES

Cooking Food - Dry fat frying method

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

- Explain dry fat frying as a cooking method
- Identify foods that can be dry fat fried
- Appreciate different cooking methods

- Learners to watch video clip or demonstration on dry fat frying
- Learners to discuss what dry fat frying involves
- Learners to identify foods that can be cooked using dry fat frying

How can we cook foods using dry fat frying and deep frying methods?

- Pictures of dry fat frying
- Mentor Agriculture pg. 63
- Digital devices
- Video clips
- Charts

- Oral questioning on dry fat frying - Identification tests of suitable foods - Written assignments on cooking methods - Observation of participation

FOOD PRODUCTION PROCESSES

Cooking Food - Dry fat frying method

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

- Describe safety precautions for dry fat frying
- Explain the steps in dry fat frying
- Value safety in cooking

- Learners to discuss safety precautions observed when dry fat frying foods
- Learners to explore potential hazards in cooking
- Learners to identify equipment needed for dry fat frying

What safety precautions should we observe when dry fat frying?

- Pictures of cooking safety
- Mentor Agriculture pg. 64
- Digital devices
- Charts
- Safety equipment

- Oral presentations on safety precautions - Role play assessment of safety procedures - Written assignments on cooking hazards - Observation of safety awareness

FOOD PRODUCTION PROCESSES

Cooking Food - Deep frying method

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

- Describe safety precautions for deep frying
- Explain the steps in deep frying
- Value safety in cooking

- Learners to discuss safety precautions observed when deep frying foods
- Learners to explore potential hazards in deep frying
- Learners to identify equipment needed for deep frying

What safety precautions should we observe when deep frying?

- Pictures of deep frying safety
- Mentor Agriculture pg. 67
- Digital devices
- Charts
- Safety equipment

- Oral presentations on safety precautions - Role play assessment of safety procedures - Written assignments on cooking hazards - Observation of safety awareness

FOOD PRODUCTION PROCESSES

Cooking Food - Deep frying method

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

- Cook food using deep frying method
- Demonstrate proper cooking techniques
- Show responsibility in handling cooking equipment

- Learners to assemble requirements for deep frying
- Learners to prepare ingredients for deep frying
- Learners to cook chips (French fries) using deep frying method
- Learners to serve the cooked food appropriately

How do we cook food using deep frying method?

- Pictures of deep frying process
- Mentor Agriculture pg. 68
- Cooking equipment
- Ingredients for cooking
- Source of heat

- Practical assessment of cooking techniques - Observation of safety practices - Group project evaluation - Self and peer assessment

HYGIENE PRACTICES

Good Grooming Practices - Good grooming as a daily health habit

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

- Describe good grooming as a daily health habit
- Identify different aspects of good grooming
- Appreciate the importance of good grooming

- Learners to study pictures showing different grooming practices
- Learners to discuss what is happening in each picture
- Learners to identify good grooming practices shown in the pictures
- Learners to mention other good grooming practices

How does good grooming promote personal hygiene?

- Pictures showing grooming practices
- Mentor Agriculture pg. 72
- Digital devices
- Charts
- Video clips

- Observation of learners during discussions - Oral questioning on grooming practices - Written assignments on importance of grooming - Mind maps of grooming practices

HYGIENE PRACTICES

Good Grooming Practices - Dressing for different occasions

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

- Identify appropriate dressing for different occasions
- Explain factors to consider when dressing for occasions
- Value decent dressing for different occasions

- Learners to study pictures of different types of clothes
- Learners to suggest occasions when the clothes can be worn
- Learners to discuss reasons for appropriate dressing
- Learners to identify occasions held in their locality

How should we dress for different occasions?

- Pictures of different clothes
- Mentor Agriculture pg. 73
- Digital devices
- Charts
- Clothing items

- Oral presentations on appropriate dressing - Matching exercises for clothes and occasions - Written assignments on dressing factors - Group discussion with guided assessment

HYGIENE PRACTICES

Good Grooming Practices - Dressing for different activities

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

- Identify appropriate dressing for different activities
- Explain the importance of appropriate dressing for activities
- Show responsibility in choosing appropriate clothing

- Learners to study pictures showing different activities
- Learners to name appropriate dressing items for each activity
- Learners to record dressing items for different activities in a table
- Learners to discuss appropriate dressing for various activities

How should we dress for different activities?

- Pictures of different activities
- Mentor Agriculture pg. 75
- Digital devices
- Charts
- Clothing items

- Observation of learners during discussions - Matching exercises for activities and clothes - Table completion assessment - Group presentation evaluation

HYGIENE PRACTICES

Good Grooming Practices - Importance of good grooming

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

- Explain the importance of good grooming
- Identify benefits of good grooming practices
- Appreciate good grooming for health and social acceptance

- Learners to study a poster on good grooming
- Learners to discuss points on the poster about good grooming
- Learners to discuss with parents/guardians about good grooming
- Learners to identify daily chores and practice good grooming

Why is good grooming important as a daily health habit?

- Poster on good grooming
- Mentor Agriculture pg. 77
- Digital devices
- Charts
- Reference materials

- Oral presentations on grooming importance - Written assignments on grooming benefits - Home activity reports - Self and peer assessment

HYGIENE PRACTICES

Home Hygiene - Surfaces made from different materials

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

- Categorize surfaces based on their materials
- Identify the materials used to make different surfaces
- Appreciate variety of materials used in home surfaces

- Learners to identify surfaces shown in pictures
- Learners to identify materials used to make these surfaces
- Learners to name other surfaces found in their locality
- Learners to share ideas about different surfaces

What materials are used to make different surfaces in the home?

- Pictures of different surfaces
- Mentor Agriculture pg. 80
- Digital devices
- Charts
- Samples of surface materials

- Classification activities assessment - Oral questioning on surface materials - Written assignments on local surfaces - Observation of participation

HYGIENE PRACTICES

Home Hygiene - Cleaning glass surfaces

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

- Identify glass surfaces in the home
- Explain how to clean glass surfaces
- Value cleanliness of glass surfaces

- Learners to identify glass surfaces shown in pictures
- Learners to discuss materials used to clean glass surfaces
- Learners to explore safety measures when cleaning glass surfaces
- Learners to identify tools for cleaning glass

How do we clean glass surfaces?

- Pictures of glass surfaces
- Mentor Agriculture pg. 81
- Digital devices
- Cleaning materials
- Glass items

- Oral questioning on glass cleaning - Identification tests of cleaning materials - Written assignments on safety measures - Group discussion with guided assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning glass surfaces

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

- Demonstrate cleaning of glass surfaces
- Use appropriate materials for cleaning glass
- Show responsibility when cleaning glass

- Learners to assemble materials for cleaning glass surfaces
- Learners to follow steps for cleaning glass surfaces
- Learners to practice cleaning glass surfaces
- Learners to observe safety precautions

What materials and tools are used for cleaning glass surfaces?

- Pictures of glass cleaning process
- Mentor Agriculture pg. 83
- Cleaning materials
- Glass items
- Protective gear

- Practical assessment of cleaning techniques - Observation of safety practices - Group project evaluation - Self and peer assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning wooden surfaces

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

- Demonstrate cleaning of wooden surfaces
- Use appropriate materials for cleaning wood
- Show responsibility when cleaning wooden surfaces

- Learners to assemble materials for cleaning wooden surfaces
- Learners to follow steps for cleaning wooden surfaces
- Learners to practice cleaning wooden surfaces
- Learners to observe safety precautions

What materials and tools are used for cleaning wooden surfaces?

- Pictures of wood cleaning process
- Mentor Agriculture pg. 85
- Cleaning materials
- Wooden items
- Protective gear

- Practical assessment of cleaning techniques - Observation of safety practices - Group project evaluation - Self and peer assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning earthen floors

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

- Identify earthen floors in the home environment
- Explain how to clean earthen floors
- Value cleanliness of earthen surfaces

- Learners to study pictures of earthen floors
- Learners to identify materials for cleaning earthen floors
- Learners to discuss how to clean earthen floors
- Learners to identify safety precautions

How do we clean earthen floors?

- Pictures of earthen floors
- Mentor Agriculture pg. 86
- Digital devices
- Cleaning materials
- Charts

- Oral questioning on earthen floor cleaning - Identification tests of cleaning materials - Written assignments on safety measures - Group discussion with guided assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning cemented surfaces

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

- Identify cemented surfaces in the home
- Explain how to clean cemented surfaces
- Value cleanliness of cemented surfaces

- Learners to identify materials and tools for cleaning cemented surfaces
- Learners to discuss how each material is used in cleaning
- Learners to explore how to improvise cleaning tools
- Learners to identify safety precautions

How do we clean cemented surfaces?

- Pictures of cemented surfaces
- Mentor Agriculture pg. 88
- Digital devices
- Cleaning materials
- Charts

- Oral questioning on cemented surface cleaning - Identification tests of cleaning materials - Written assignments on improvised tools - Group discussion with guided assessment

HYGIENE PRACTICES

Home Hygiene - Cleaning tiled surfaces

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

- Identify tiled surfaces in the home
- Explain how to clean tiled surfaces
- Value cleanliness of tiled surfaces

- Learners to identify tiled surfaces from pictures
- Learners to discuss how tiled surfaces can be cleaned
- Learners to identify safety precautions when cleaning tiles
- Learners to identify materials for cleaning tiles

How do we clean tiled surfaces?

- Pictures of tiled surfaces
- Mentor Agriculture pg. 90
- Digital devices
- Cleaning materials
- Charts

- Oral questioning on tiled surface cleaning - Identification tests of cleaning materials - Written assignments on safety measures - Group discussion with guided assessment

HYGIENE PRACTICES

Home Hygiene - Importance of living in a clean home

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

- Explain the importance of living in a clean home
- Identify benefits of home hygiene
- Appreciate cleanliness for healthy living

- Learners to discuss the importance of living in a clean home
- Learners to prepare short notes on home cleanliness
- Learners to make class presentations on importance of clean home
- Learners to identify health benefits of clean home

Why is it important to live in a clean home?

- Pictures of clean homes
- Mentor Agriculture pg. 92
- Digital devices
- Charts
- Presentation materials

- Oral presentations on importance of cleanliness - Written assignments on hygiene benefits - Concept mapping of cleanliness and health - Group presentation evaluation

HYGIENE PRACTICES

Laundering Cotton Item - Laundering a fast colored cotton item

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

- Explain how to launder a fast colored cotton item
- Identify differences in laundering white and colored items
- Value proper care of colored clothing

- Learners to use digital devices or print resources to find out steps for laundering fast colored cotton items
- Learners to discuss steps for laundering fast colored items
- Learners to identify special care for colored items

How do we launder a fast colored cotton item?

- Pictures of laundering colored cotton
- Mentor Agriculture pg. 97
- Digital devices
- Colored cotton items
- Charts

- Oral questioning on colored item laundering - Written assignments on special care requirements - Comparison charts of white and colored laundering - Group discussion with guided assessment

HYGIENE PRACTICES

Laundering Cotton Item - Laundering a fast colored cotton item

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

- Explain how to launder a fast colored cotton item
- Identify differences in laundering white and colored items
- Value proper care of colored clothing

- Learners to use digital devices or print resources to find out steps for laundering fast colored cotton items
- Learners to discuss steps for laundering fast colored items
- Learners to identify special care for colored items

How do we launder a fast colored cotton item?

- Pictures of laundering colored cotton
- Mentor Agriculture pg. 97
- Digital devices
- Colored cotton items
- Charts

- Oral questioning on colored item laundering - Written assignments on special care requirements - Comparison charts of white and colored laundering - Group discussion with guided assessment

HYGIENE PRACTICES

Laundering Cotton Item - Laundering a fast colored cotton item

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

- Demonstrate laundering of a fast colored cotton item
- Use appropriate materials for laundering colored items
- Show responsibility in color preservation

- Learners to assemble materials for laundering fast colored cotton items
- Learners to follow steps for laundering fast colored items
- Learners to practice laundering fast colored cotton items
- Learners to observe safety precautions

What special precautions should we take when laundering fast colored cotton items?

- Pictures of laundering colored cotton
- Mentor Agriculture pg. 98
- Laundering equipment
- Colored cotton items
- Detergents
- Vinegar or lemon

- Practical assessment of laundering techniques - Observation of color preservation practices - Group project evaluation - Self and peer assessment

PRODUCTION TECHNIQUES

Repairing Garments - Making a backstitch

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

- Describe how to make a backstitch
- Identify materials needed for making a backstitch
- Value neatness in stitching

- Learners to observe a demonstration of making a backstitch
- Learners to identify materials needed for the backstitch
- Learners to practice the steps of making a backstitch
- Learners to examine samples of backstitch

How do we make a backstitch?

- Pictures of backstitch
- Mentor Agriculture pg. 102
- Sewing materials (needles, thread)
- Fabric samples
- Charts showing steps

- Practical assessment of backstitch technique - Observation of sewing practices - Portfolio assessment of stitch samples - Self and peer assessment

PRODUCTION TECHNIQUES

Repairing Garments - Making a running stitch

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

- Describe how to make a running stitch
- Identify materials needed for making a running stitch
- Value neatness in stitching

- Learners to observe a demonstration of making a running stitch
- Learners to identify materials needed for the running stitch
- Learners to practice the steps of making a running stitch
- Learners to examine samples of running stitch

How do we make a running stitch?

- Pictures of running stitch
- Mentor Agriculture pg. 104
- Sewing materials (needles, thread)
- Fabric samples
- Charts showing steps

- Practical assessment of running stitch technique - Observation of sewing practices - Portfolio assessment of stitch samples - Self and peer assessment

PRODUCTION TECHNIQUES

Repairing Garments - Repairing a gapping seam

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

- Repair a gapping seam using backstitch
- Demonstrate proper repair techniques
- Show responsibility in clothing maintenance

- Learners to collect materials for repairing gapping seams
- Learners to repair gapping seams using backstitch
- Learners to compare their work with examples
- Learners to evaluate their repair technique

How do we repair a gapping seam using backstitch?

- Garments with gapping seams
- Mentor Agriculture pg. 107
- Sewing materials (needles, thread)
- Scissors
- Examples of repaired seams

- Practical assessment of repair techniques - Product evaluation based on criteria - Portfolio documentation of repairs - Self and peer assessment

PRODUCTION TECHNIQUES

Repairing Garments - Repairing a gapping seam

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

- Repair a gapping seam using running stitch
- Demonstrate proper repair techniques
- Show responsibility in clothing maintenance

- Learners to collect materials for repairing gapping seams
- Learners to repair gapping seams using running stitch
- Learners to compare their work with examples
- Learners to evaluate their repair technique

How do we repair a gapping seam using running stitch?

- Garments with gapping seams
- Mentor Agriculture pg. 107
- Sewing materials (needles, thread)
- Scissors
- Examples of repaired seams

- Practical assessment of repair techniques - Product evaluation based on criteria - Portfolio documentation of repairs - Self and peer assessment

PRODUCTION TECHNIQUES

Constructing Vertical and Horizontal Garden - Distinguishing between gardens

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

- Explain benefits of vertical and horizontal gardens
- Identify materials used in innovative gardening
- Value efficient use of space in gardening

- Learners to discuss benefits of vertical and horizontal gardens
- Learners to identify materials used in innovative gardening
- Learners to explore how limited space can be maximized
- Learners to plan innovative garden designs

What are the benefits of vertical and horizontal gardens?

- Pictures of garden benefits
- Mentor Agriculture pg. 110
- Digital devices
- Charts
- Garden design materials

- Oral presentations on garden benefits - Written assignments on space utilization - Garden design sketches assessment - Group discussion with guided assessment

PRODUCTION TECHNIQUES

Constructing Vertical and Horizontal Garden - Constructing a bottle garden

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

- Construct a vertical bottle garden
- Demonstrate proper garden construction techniques
- Show creativity in garden design

- Learners to collect plastic bottles for garden construction
- Learners to prepare bottles for planting
- Learners to construct vertical bottle gardens
- Learners to evaluate their garden construction

How do we construct a vertical bottle garden?

- Pictures of bottle gardens
- Mentor Agriculture pg. 113
- Plastic bottles
- Soil and manure
- Garden tools
- Wire or string

- Practical assessment of garden construction - Observation of construction techniques - Group project evaluation - Self and peer assessment

PRODUCTION TECHNIQUES

Constructing Vertical and Horizontal Garden - Materials for horizontal gardens

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

- Identify materials for constructing horizontal gardens
- Explain the use of different materials in horizontal gardening
- Value recycling of materials for gardening

- Learners to identify materials for horizontal gardens
- Learners to discuss how to use containers and raised beds
- Learners to collect materials for horizontal gardening
- Learners to plan horizontal garden construction

What materials can we use to construct horizontal gardens?

- Pictures of horizontal garden materials
- Mentor Agriculture pg. 115
- Containers, wooden frames
- Garden tools
- Charts

- Identification tests of suitable materials - Oral presentations on material uses - Written plans for garden construction - Material collection assessment

PRODUCTION TECHNIQUES

Constructing Vertical and Horizontal Garden - Growing crops in innovative gardens

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

- Select appropriate crops for innovative gardens
- Demonstrate proper planting techniques
- Show responsibility in crop care

- Learners to identify suitable crops for innovative gardens
- Learners to prepare seeds or seedlings for planting
- Learners to plant crops in their innovative gardens
- Learners to develop a crop care plan

Which crops are suitable for innovative gardens?

- Pictures of crops in innovative gardens
- Mentor Agriculture pg. 118
- Seeds or seedlings
- Watering equipment
- Garden tools

- Practical assessment of crop selection - Observation of planting techniques - Written crop care plans - Group project evaluation