Conservation of Resources

Conserving Animal Feed: Hay - Introduction to hay and forage

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

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

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

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

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

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Methods of conserving forage
Conserving Animal Feed: Hay - Identifying different hay conservation methods
Conserving Animal Feed: Hay - Baled hay as a conservation method
Conserving Animal Feed: Hay - Standing forage as a conservation method
Conserving Animal Feed: Hay - Stacking as a conservation method

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

-Identify methods of conserving forage in coping with drought.
-Describe each method of conserving forage.
-Embrace the importance of forage conservation.

-Explain baling as a method of hay conservation.
-Describe the process of making baled hay.
-Appreciate baling as a method of hay conservation.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on methods of conserving forage in coping with drought.
-Discuss methods of conserving forage in coping with drought.
In groups or pairs, learners are guided to:
-Discuss baling as a method of hay conservation.
-Use digital or print resources to search for information on the process of making baled hay.
-Draw diagrams to show the process of making baled hay.

What are the methods of conserving forage in coping with drought?
What is baling and how is it used to conserve hay?

MENTOR Agriculture Learner's Book p. 1
-Digital devices
-Charts
-Resource person
MENTOR Agriculture Learner's Book p. 2
-Charts of hay conservation methods
-Pictures
MENTOR Agriculture Learner's Book p. 2
-Digital devices
-Charts
-Drawing materials
-Resource person
MENTOR Agriculture Learner's Book p. 2-3

Assessment rubrics -Written questions -Oral questions
Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

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

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

What are the steps in making a hay stack?

MENTOR Agriculture Learner's Book p. 3
-Digital devices
-Charts
-Drawing materials
-Maize stovers or straws
-Posts, rafters, nails
-Hammer, wood saw, crowbar
-Tape measure and panga
MENTOR Agriculture Learner's Book p. 4
-Wood for making box
-Nails and hammer
-Measuring tape
-Saw

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Practical hay baling
Conserving Animal Feed: Hay - Hay conservation in local communities

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

-Cut grass for hay baling.
-Bale hay using a baling box.
-Enjoy baling hay as a method of conservation.

In groups, learners are guided to:
-Cut grass at flowering stage using a sickle.
-Spread the grass to dry for 2-3 days using a rake.
-Put 2 lengths of sisal twine in the box.
-Put hay into the box and press it down.
-Tie hay in the box securely.
-Remove baled hay from the box.

How is hay baled in practice?

MENTOR Agriculture Learner's Book p. 4-5
-Grass
-Baling box
-Sisal twine
-Sickle
-Rake
MENTOR Agriculture Learner's Book p. 5
-Digital devices
-Resource person

Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

Conserving Animal Feed: Hay - Adopting hay conservation at household level
Conserving Leftover Foods - Meaning and importance
Conserving Leftover Foods - Methods of conserving leftover foods
Conserving Leftover Foods - Handling of leftover foods at home
Conserving Leftover Foods - Storage methods for leftover foods

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

-Explain how households can adopt conservation of forage in coping with drought.
-Discuss challenges in hay conservation at household level.
-Appreciate conservation of hay in coping with drought.

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

In groups, learners are guided to:
-Explain how households can adopt conservation of forage in coping with drought.
-Discuss challenges in hay conservation at household level and solutions.
-Present their work in class.
In pairs, learners are guided to:
-Discuss what happens to leftover foods in their homes.
-Suggest reasons why it is important to conserve leftover foods.
-Write down ideas in notebooks.
-Present ideas to classmates.

How can households adopt conservation of forage in coping with drought?
What happens to leftover foods in your home?

MENTOR Agriculture Learner's Book p. 5
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 7
MENTOR Agriculture Learner's Book p. 7
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 8

Assessment rubrics -Written questions -Oral questions -Presentations
Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Safety precautions in handling leftover foods
Conserving Leftover Foods - Reheating as a method of preparing leftover foods
Conserving Leftover Foods - Improving taste and texture of reheated foods

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

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

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

What safety precautions should be observed when handling leftover foods?

MENTOR Agriculture Learner's Book p. 8-9
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 9
MENTOR Agriculture Learner's Book p. 10

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

-Create recipes for preparing leftover foods.
-Identify ingredients needed for different leftover food recipes.
-Value creativity in using leftover foods.

In groups, learners are guided to:
-Create recipes using locally available leftover foods.
-Identify ingredients needed for different leftover food recipes.
-Write down recipes.
-Present recipes to other groups for feedback.

What recipes can be created using leftover foods?

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

Assessment rubrics -Written questions -Portfolio -Recipe creation

Conservation of Resources

Conserving Leftover Foods - Practical preparation of beef stew by reheating
Integrated Farming - Definition and concept
Integrated Farming - Importance in resource conservation
Integrated Farming - Components in a farm
Integrated Farming - Relational benefits between components

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

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

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

In groups, learners are guided to:
-Prepare working surface.
-Assemble required tools, equipment and ingredients.
-Wear protective clothing and wash hands.
-Transfer leftover stew into a pot.
-Add water if stew is dry.
-Cover pot with a lid.
-Stir stew regularly and heat until bubbling.
-Reduce heat and simmer before serving.
In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on the importance of integrated farming in conservation of resources.
-Discuss the importance of integrated farming in conservation of resources.

How is beef stew prepared by reheating?
What is the importance of integrated farming in conserving resources?

MENTOR Agriculture Learner's Book p. 11
-Jiko or heat source
-Wooden spoon, service plates
-Sufuria or pot, clean water
-Beef stew to be reheated
MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 17
-Charts on integrated farming

Assessment rubrics -Activity journal -Observation -Practical assessment
Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

-Describe crop production as a component of integrated farming.
-Explain the role of crop production in an integrated farm.
-Appreciate crop production in integrated farming.

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

What is the role of crop production in an integrated farm?

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

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

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

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

-Describe livestock farming as a component of integrated farming.
-Identify animals suitable for integrated farming.
-Appreciate livestock farming in integrated systems.

In groups or pairs, learners are guided to:
-Describe livestock farming as a component of integrated farming.
-Identify examples of animals that can be reared alongside crops in an integrated farm.
-Discuss types of livestock suitable for integrated farming.

What is the role of livestock farming in an integrated farm?

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

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Fish farming in resource conservation
Integrated Farming - Agroforestry component
Integrated Farming - Agroforestry in resource conservation
Integrated Farming - Rabbit keeping component
Integrated Farming - Poultry keeping component

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

-Outline the contribution of fish farming in conserving resources.
-Explain specific ways fish farming conserves resources.
-Acknowledge the benefits of aquaculture in conservation of resources.

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

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on fish farming as a component of integrated farming and its contribution in conserving resources.
-Identify and discuss how fish farming as a component of integrated farming helps in conserving resources.
-Present findings in class.
In groups or pairs, learners are guided to:
-Describe rabbit keeping as a component of integrated farming.
-Explain the role of rabbit keeping in an integrated farm.
-Discuss rabbit breeds suitable for integrated farming.

How does fish farming help in conserving resources?
What is the role of rabbit keeping in an integrated farm?

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

Assessment rubrics -Oral questions -Written questions -Observation
Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources
Food Production Processes
Food Production Processes

Integrated Farming - Rabbit and poultry keeping in resource conservation
Organic Gardening - Meaning and concept
Organic Gardening - Practices in crop production

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

-State the contribution of rabbit and poultry keeping in conserving resources.
-Explain specific ways rabbit and poultry conserve resources.
-Appreciate rabbit and poultry keeping in conserving resources.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on how poultry and rabbit keeping helps in conserving resources.
-Discuss the contribution of poultry and rabbit keeping in conservation of resources in the farm or environment.

What are the contributions of rabbit and poultry keeping in conserving resources?

MENTOR Agriculture Learner's Book p. 20
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 23

Assessment rubrics -Written questions -Oral questions -Checklists

Food Production Processes

Organic Gardening - Benefits and importance
Organic Gardening - Use of organic manure

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

-Identify the benefits of organic gardening.
-Explain the importance of organic gardening.
-Value organic gardening practices.

In groups, learners are guided to:
-Read a story about organic gardening.
-Identify the benefits of organic gardening mentioned in the story.
-Discuss the importance of organic gardening.
-Share findings with classmates.

What are the benefits of organic gardening?

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Making organic pesticide using garlic
Organic Gardening - Making organic pesticide using hot peppers
Organic Gardening - Making organic pesticide using rabbit urine
Organic Gardening - Mechanical weed control methods
Organic Gardening - Making organic foliar feed using Mexican sunflower
Organic Gardening - Making organic foliar feed using rabbit urine

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

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

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

In groups, learners are guided to:
-Follow steps to make organic pesticide using garlic:
-a) Chop garlic cloves and put in blender.
-b) Blend to form a thick paste.
-c) Add warm water and mix thoroughly.
-d) Let solution sit for 24 hours in a warm place.
-e) Sieve solution into another container to create pesticide.
In groups, learners are guided to:
-Explain mechanical weed control in organic gardening.
-Identify methods of mechanical weed control (uprooting, slashing, digging).
-Discuss benefits of mechanical weed control in organic gardening.

How can we make organic pesticide using garlic?
What is mechanical weed control and how is it used in organic gardening?

MENTOR Agriculture Learner's Book p. 24
-Garlic cloves
-Blender
-Warm water
-Containers
-Sieve
-Hot peppers
-Water
-Spray bottle
-Rabbit urine
-Measuring containers
-Spray equipment
MENTOR Agriculture Learner's Book p. 24
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 25
-Mexican sunflower leaves
-Large plastic container
-Water
-Stirring implement
-Rabbit urine
-Measuring containers
-Spray equipment

Assessment rubrics -Activity journal -Observation -Practical assessment
Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Making organic pesticide using rosemary
Organic Gardening - Selecting a crop for organic gardening

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

-Search for information on how to make organic pesticide using rosemary.
-Make organic pesticide using rosemary.
-Appreciate the use of organic pesticides.

In groups, learners are guided to:
-Use digital devices and print resources to find information on how to make organic pesticide using rosemary.
-Write down findings in notebooks.
-Share findings with teacher.

How can we make organic pesticide using rosemary?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Print resources
-Rosemary
-Resource person

Assessment rubrics -Written assignment -Observation

Food Production Processes

Organic Gardening - Preparing seedbed for organic gardening
Organic Gardening - Planting and applying organic manure
Organic Gardening - Managing crops using organic practices

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

-Explain how to prepare a seedbed for organic gardening.
-Prepare a seedbed for growing crops organically.
-Appreciate proper seedbed preparation.

In groups, learners are guided to:
-Explain steps in preparing a seedbed for organic gardening.
-Prepare a seedbed to the correct soil tilth for chosen crop.
-Make planting holes at appropriate spacing and depth.

How is a seedbed prepared for organic gardening?

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Importance in producing healthy foods
Storage of Crop Produce - Types of storage structures
Storage of Crop Produce - Matching crop produce to storage structures
Storage of Crop Produce - Ways of preparing storage structures
Storage of Crop Produce - Preparing containers and airtight bags

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

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

-Suggest crop produce that can be stored in each structure.
-Match crop produce to appropriate storage structures.
-Value proper selection of storage structures.

In groups, learners are guided to:
-Discuss the importance of organic gardening in production of healthy foods.
-List the benefits of organic gardening practices.
-Write findings in notebook.
-Make a class presentation.
In pairs, learners are guided to:
-Suggest types of crop produce that can be stored in each structure.
-Match crop produce to appropriate storage structures.
-Share findings with classmates.

What is the importance of organic gardening in production of healthy foods?
Which crop produce can be stored in different storage structures?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 29
-Pictures of storage structures
MENTOR Agriculture Learner's Book p. 29
-Pictures of storage structures
-Digital devices
MENTOR Agriculture Learner's Book p. 30-31
-Print media
MENTOR Agriculture Learner's Book p. 31
-Containers (metallic, plastic, wooden, glass)
-Airtight bags
-Warm water
-Soap
-Repair materials

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Storage of Crop Produce - Preparing storage rooms and granaries
Storage of Crop Produce - Controlling rodents in storage facilities
Storage of Crop Produce - Managing stored crop produce

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

-Prepare a storage room or granary for storing crop produce.
-Clean and repair a storage room.
-Value properly prepared storage rooms.

In groups, learners are guided to:
-Empty the store if there was previous crop produce.
-Clear vegetation from around the store or granary.
-Clean the storage room or granary and let it dry.
-Repair damaged areas like roof leaks, floors, or walls.
-Dust with appropriate chemicals to prevent pests.
-Seal cracks.

How do we prepare a storage room or granary for storing crop produce?

MENTOR Agriculture Learner's Book p. 31
-Slasher or panga
-Disinfectant, soap
-Duster, jembe, gloves
-Hammer, nails, timber
-Safe traps
-Slasher
-Rodent guards
-Used engine oil
MENTOR Agriculture Learner's Book p. 32-33
-Digital devices
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Storage of Crop Produce - Checking moisture content in cereals
Storage of Crop Produce - Ensuring proper ventilation

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

-Explain how to check moisture content in cereals and pulses.
-Check moisture content in cereals using salt method.
-Value proper moisture content checking in stored crop produce.

In groups, learners are guided to:
-Dry salt for two days during hottest sun hours.
-Wash and dry glass bottle.
-Fill one-third of bottle with grains.
-Add three tablespoons of dry salt.
-Close bottle and shake vigorously for 1 minute.
-Let rest for 15 minutes and shake again.
-Observe whether salt sticks to bottle sides to determine moisture content.

How can we check moisture content in cereals and pulses?

MENTOR Agriculture Learner's Book p. 33
-Glass bottle (750 ml)
-Salt
-Cereals or pulses
MENTOR Agriculture Learner's Book p. 34
-Improvised broom
-Storage facility (granary)

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Storage of Crop Produce - Turning stored crop produce
Cooking: Using Flour Mixtures - Introduction to flour mixtures
Cooking: Using Flour Mixtures - Types of flour mixtures
Cooking: Using Flour Mixtures - Gluten in flour mixtures
Cooking: Using Flour Mixtures - Consistency of flour mixtures

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

-Explain how to turn stored crop produce.
-Turn stored crop produce to allow air circulation.
-Dispose of spoilt produce appropriately.
-Value turning stored crop produce.

-Explain the role of gluten in flour mixtures.
-Describe how gluten affects flour mixtures.
-Appreciate the role of gluten in flour mixtures.

In groups, learners are guided to:
-Explain how to turn stored crop produce.
-Use shovel or rake to turn cereals or pulses gently.
-Dispose of any spoilt cereals appropriately.
In groups, learners are guided to:
-Use digital devices or printed resources to find out about gluten in flour.
-Explain the role of gluten in flour mixtures.
-Describe how gluten affects flour mixtures.
-Share findings with classmates.

How can we turn stored crop produce to maintain quality?
What is the role of gluten in flour mixtures?

MENTOR Agriculture Learner's Book p. 35
-Shovel or rake
-Stored cereals or pulses
MENTOR Agriculture Learner's Book p. 39
-Digital devices
-Resource person
-Pictures of flour mixtures
MENTOR Agriculture Learner's Book p. 40
-Digital devices
-Printed resources

Assessment rubrics -Activity journal -Observation -Practical assessment
Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Cooking: Using Flour Mixtures - Batters and doughs
Cooking: Using Flour Mixtures - Types of batters
Cooking: Using Flour Mixtures - Raising agents in flour mixtures

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

-Describe batters and doughs as types of flour mixtures.
-Differentiate between batters and doughs.
-Appreciate different types of flour mixtures.

In groups, learners are guided to:
-Describe batters and doughs as types of flour mixtures.
-Compare and contrast batters and doughs.
-Search and discuss the difference between batters and doughs.
-Write findings in notebooks.
-Share findings with classmates.

What is the difference between batters and doughs?

MENTOR Agriculture Learner's Book p. 40
-Digital devices
-Printed resources
-Samples of flour mixtures
-Samples of batters
-Samples of raising agents

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Cooking: Using Flour Mixtures - Procedures for preparing chapati dough
Cooking: Using Flour Mixtures - Preparing chapati dough
Cooking: Using Flour Mixtures - Making chapati from dough

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

-Describe procedures for preparing dough for chapati.
-Identify ingredients needed for chapati dough.
-Appreciate the process of preparing chapati dough.

In groups, learners are guided to:
-Use print or digital resources to search for information on procedures for preparing dough for chapati.
-Identify ingredients needed for chapati dough.
-Discuss the consistency of chapati dough.
-Write procedures in exercise books.

What is the procedure for preparing dough for chapati?

MENTOR Agriculture Learner's Book p. 41
-Digital devices
-Print resources
-Flour mixtures
MENTOR Agriculture Learner's Book p. 41-42
-All-purpose flour
-Salt, sugar, oil
-Mixing bowl, wooden spoon
-Chapati dough
-Rolling pin and board
-Frying pan
-Source of heat
-Serving platter

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Cooking: Using Flour Mixtures - Procedures for preparing mandazi dough
Cooking: Using Flour Mixtures - Preparing mandazi dough
Cooking: Using Flour Mixtures - Making mandazi from dough
Cooking: Using Flour Mixtures - Procedures for preparing pancake batter
Cooking: Using Flour Mixtures - Preparing pancake batter

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

-Describe procedures for preparing dough for mandazi.
-Identify ingredients needed for mandazi dough.
-Appreciate the process of preparing mandazi dough.

-Roll out mandazi dough and cut into shapes.
-Cook mandazi properly.
-Embrace making mandazi from dough.

In groups, learners are guided to:
-Use print or digital resources to search for information on procedures for preparing dough for mandazi.
-Identify ingredients needed for mandazi dough.
-Discuss the consistency of mandazi dough.
-Write procedures in exercise books.
In groups, learners are guided to:
-Roll out portions of dough into circles about 5mm thick.
-Cut into desired shapes and sizes.
-Heat oil and fry mandazi until golden brown.
-Remove and place in bowl.

What is the procedure for preparing dough for mandazi?
How is mandazi made from dough?

MENTOR Agriculture Learner's Book p. 43
-Digital devices
-Print resources
-Flour mixtures
MENTOR Agriculture Learner's Book p. 43-44
-All-purpose flour
-Baking powder, sugar, salt
-Water, vegetable oil, egg
-Mixing bowl, wooden spoon
MENTOR Agriculture Learner's Book p. 43-44
-Mandazi dough
-Rolling pin and board
-Frying pan
-Source of heat
-Serving bowl
MENTOR Agriculture Learner's Book p. 45
-Digital devices
-Print resources
-Flour mixtures
-All-purpose flour
-Salt, sugar
-Eggs, milk or water
-Mixing bowl, wooden spoon

Assessment rubrics -Written questions -Oral questions -Observation
Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes
Hygiene Practices

Cooking: Using Flour Mixtures - Making pancakes from batter
Cleaning Waste Disposal Facilities - Importance of cleaning waste disposal facilities

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

-Cook pancakes from batter.
-Serve pancakes appropriately.
-Embrace making pancakes from batter.

In groups, learners are guided to:
-Heat oil in frying pan.
-Pour batter to cover pan base thinly.
-Cook until bubbles show on top surface.
-Turn pancake and cook other side.
-Place pancakes on plate.
-Serve with lemon juice, roll, garnish as desired.

How are pancakes made from batter?

MENTOR Agriculture Learner's Book p. 45-46
-Pancake batter
-Oil
-Frying pan
-Source of heat
-Serving plate
-Lemon for garnish
MENTOR Agriculture Learner's Book p. 52
-Digital devices
-Pictures of waste disposal facilities
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

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

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

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

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

What are the different types of waste disposal facilities?

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

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning open drains
Cleaning Waste Disposal Facilities - Cleaning a galvanized iron waste bin
Cleaning Waste Disposal Facilities - Cleaning a stainless steel sink
Cleaning Waste Disposal Facilities - Cleaning a ceramic sink
Cleaning Waste Disposal Facilities - Cleaning an open drain

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

-Explain the importance of cleaning open drains.
-Identify problems caused by uncleaned open drains.
-Value cleaning of open drains.

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

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

Why is it important to clean open drains?
How do we clean a ceramic sink?

MENTOR Agriculture Learner's Book p. 54-55
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 56
-Warm soapy water
-Soft brush
-Cold water
-Disinfectant
-Soft cloth
-Galvanized iron waste bin
MENTOR Agriculture Learner's Book p. 57
-Vinegar
-Baking soda
-Stainless steel sink
MENTOR Agriculture Learner's Book p. 58
-Soap
-Nylon sponge or soft rag
-Warm water
-Disinfectant
-Ceramic sink
MENTOR Agriculture Learner's Book p. 59
-Warm soapy water
-Broom
-Baking soda

Assessment rubrics -Written questions -Oral questions -Observation
Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Meaning of laundering and disinfecting
Disinfecting Clothing and Household Articles - Methods of disinfecting clothing and household articles
Disinfecting Clothing and Household Articles - Using sunlight for disinfection

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

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

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

What is the difference between laundering and disinfecting?

MENTOR Agriculture Learner's Book p. 62
-Digital devices
-Print resources
-Resource person
MENTOR Agriculture Learner's Book p. 63
MENTOR Agriculture Learner's Book p. 64

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

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

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

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

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

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

MENTOR Agriculture Learner's Book p. 64
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 65

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using disinfectants
Disinfecting Clothing and Household Articles - Using ironing for disinfection
Disinfecting Clothing and Household Articles - Safety precautions during disinfection
Disinfecting Clothing and Household Articles - Disinfecting aprons using sunlight
Disinfecting Clothing and Household Articles - Disinfecting gloves using commercial disinfectants
Disinfecting Clothing and Household Articles - Disinfecting white cotton towel using boiling

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

-Explain how disinfectants are used for disinfection.
-Identify clothing and household articles suitable for disinfectant use.
-Value disinfection using disinfectants.

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

In groups, learners are guided to:
-Explain how disinfectants are used for disinfection.
-Identify different types of disinfectants (white vinegar, borax, hydrogen peroxide, pine oil, sodium hypochlorite).
-Identify clothing and household articles suitable for disinfectant use.
-Share findings with classmates.
In groups, learners are guided to:
-Outline steps for disinfecting aprons using sunlight.
-Disinfect aprons following these steps:
-a) Sort the aprons.
-b) Wash using correct method and detergents.
-c) Rinse in warm then cold water.
-d) Dry in direct sunlight until totally dry.

How are disinfectants used for disinfection of clothing and household articles?
How do we disinfect aprons using sunlight?

MENTOR Agriculture Learner's Book p. 65
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 66
MENTOR Agriculture Learner's Book p. 67
-Warm water
-Soap
-Clothes line
-Aprons
-Commercial disinfectant
-Gloves
MENTOR Agriculture Learner's Book p. 68
-White cotton towel
-Warm soapy water
-Clean water
-Plastic buckets with lids
-Wooden stick
-Jiko or stove
-Sufuria
-Pot holder
-Protective clothing

Assessment rubrics -Written questions -Oral questions -Observation
Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting a dustcoat by ironing
Disinfecting Clothing and Household Articles - Disinfecting handkerchiefs using salt
Disinfecting Clothing and Household Articles - Disinfecting socks using commercial disinfectant
Disinfecting Clothing and Household Articles - Importance of disinfecting clothing and household articles

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

-Outline steps for disinfecting a dustcoat by ironing.
-Disinfect a dustcoat by ironing.
-Appreciate ironing as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting a dustcoat by ironing.
-Disinfect a dustcoat following these steps:
-a) Sort dustcoats according to fiber.
-b) Wash using correct laundry method.
-c) Rinse and dry appropriately, but leave slightly damp.
-d) Set iron box to correct temperature.
-e) Iron with high heat to complete dryness.

How do we disinfect a dustcoat by ironing?

MENTOR Agriculture Learner's Book p. 69
-Warm water
-Soap
-Basin
-Iron box
-Ironing board
-Dustcoat
MENTOR Agriculture Learner's Book p. 70
-Salt
-Cold water
-Handkerchiefs
MENTOR Agriculture Learner's Book p. 71
-Water
-Disinfectant
-Socks
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment