Food Production Processes

Organic Gardening - Meaning and concept
Organic Gardening - Practices in crop production

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

-Define the term organic gardening.
-Explain the concept of organic gardening.
-Embrace organic gardening practices.

In pairs, learners are guided to:
-Use digital devices and print media to search for information on the meaning of organic gardening.
-Explain the concept of organic gardening.
-Share the information in class.

What is organic gardening?

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

Assessment rubrics -Written questions -Oral questions

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

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.

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.

How can we make organic pesticide using garlic?

MENTOR Agriculture Learner's Book p. 24
-Garlic cloves
-Blender
-Warm water
-Containers
-Sieve

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Making organic pesticide using hot peppers
Organic Gardening - Making organic pesticide using rabbit urine

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

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

In groups, learners are guided to:
-Follow steps to make organic pesticide using hot peppers:
-a) Blend or crush hot peppers.
-b) Mix with enough water and let sit overnight.
-c) Sieve out solids carefully to avoid skin burns.
-d) Pour filtrate into spray bottle for use.

How can we make organic pesticide using hot peppers?

MENTOR Agriculture Learner's Book p. 24
-Hot peppers
-Blender
-Water
-Containers
-Sieve
-Spray bottle
-Rabbit urine
-Measuring containers
-Spray equipment

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Mechanical weed control methods
Organic Gardening - Making organic foliar feed using Mexican sunflower

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

-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:
-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.

What is mechanical weed control and how is it used in organic gardening?

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

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 foliar feed using rabbit urine.
-Make organic foliar feed using rabbit urine.
-Value the use of organic foliar feed.

In groups, learners are guided to:
-Follow steps to make organic foliar feed using rabbit urine:
-a) Collect rabbit urine.
-b) Mix one liter of rabbit urine with five liters of water.
-c) Use the mixture as foliar feed.

How can we make organic foliar feed using rabbit urine?

MENTOR Agriculture Learner's Book p. 25
-Rabbit urine
-Water
-Measuring containers
-Spray equipment

Assessment rubrics -Activity journal -Observation -Practical assessment

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

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Managing crops using organic practices

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

-Explain how to manage crops using organic practices.
-Apply organic practices in crop management.
-Appreciate organic crop management practices.

In groups, learners are guided to:
-Explain how to manage crops using organic practices.
-Water and mulch crops.
-Control weeds by uprooting.
-Control pests using organic pesticide.
-Spray crops with organic foliar feed.

How are crops managed using organic practices?

MENTOR Agriculture Learner's Book p. 26
-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

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.

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.

What is the importance of organic gardening in production of healthy foods?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 29
-Pictures of storage structures

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Storage of Crop Produce - Matching crop produce to storage structures

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

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

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.

Which crop produce can be stored in different storage structures?

MENTOR Agriculture Learner's Book p. 29
-Pictures of storage structures
-Digital devices

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

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:

-Explain ways of preparing storage structures for crop produce storage.
-Identify steps in preparing storage structures.
-Value proper preparation of storage structures.

In pairs, learners are guided to:
-Use digital devices and print media to search for information on ways of preparing storage structures in readiness for storage of crop produce.
-Identify steps in preparing storage structures.
-Share findings in plenary.

How are storage structures prepared before storing crop produce?

MENTOR Agriculture Learner's Book p. 30-31
-Digital devices
-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

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Storage of Crop Produce - Managing stored crop produce

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

-Explain ways of managing stored crop produce to reduce spoilage.
-Outline methods for maintaining crop produce quality.
-Value proper management of stored crop produce.

In groups, learners are guided to:
-Read a story about managing stored crop produce.
-Identify methods used to manage stored crop produce.
-Discuss why it is necessary to manage stored crop produce.
-Share findings during class presentation.

How can stored crop produce be managed to reduce spoilage?

MENTOR Agriculture Learner's Book p. 32-33
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

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

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.

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.

How can we turn stored crop produce to maintain quality?

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Cooking: Using Flour Mixtures - Types of flour mixtures

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

-Identify types of flour mixtures used in food production.
-Suggest food items made from different flour mixtures.
-Appreciate different types of flour mixtures.

In pairs, learners are guided to:
-Study pictures of flour mixtures.
-Identify types of flour mixtures used in food production.
-Identify food items in their locality made from the flour mixtures shown.
-Share ideas with classmates.

What are the types of flour mixtures used in food production?

MENTOR Agriculture Learner's Book p. 39
-Pictures of flour mixtures
-Digital devices

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

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 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:
-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.

What is the role of gluten in flour mixtures?

MENTOR Agriculture Learner's Book p. 40
-Digital devices
-Printed resources

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Cooking: Using Flour Mixtures - Batters and doughs
Cooking: Using Flour Mixtures - Types of batters

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Cooking: Using Flour Mixtures - Raising agents in flour mixtures

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

-Define the term raising agent.
-Identify raising agents used in flour mixtures.
-Value the use of raising agents in flour mixtures.

In groups, learners are guided to:
-Define the term raising agent.
-Identify raising agents used in flour mixtures (air, carbon dioxide, steam).
-Identify substances that introduce raising agents (yeast, baking powder, sodium bicarbonate).
-Share findings with classmates.

What are raising agents and how are they used in flour mixtures?

MENTOR Agriculture Learner's Book p. 40
-Digital devices
-Printed resources
-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

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

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

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

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

-Roll out chapati dough into circles.
-Cook chapati properly.
-Embrace making chapati from dough.

In groups, learners are guided to:
-Divide dough into pieces and let rest.
-Roll out dough into circles.
-Heat oil in frying pan.
-Fry chapati until golden on both sides.
-Serve as appropriate.

How is chapati made from dough?

MENTOR Agriculture Learner's Book p. 41-42
-Chapati dough
-Rolling pin and board
-Frying pan
-Source of heat
-Serving platter
MENTOR Agriculture Learner's Book p. 43
-Digital devices
-Print resources
-Flour mixtures

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Cooking: Using Flour Mixtures - Preparing mandazi dough

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

-Prepare ingredients for mandazi dough.
-Mix ingredients to form mandazi dough.
-Value the proper preparation of mandazi dough.

In groups, learners are guided to:
-Prepare ingredients for mandazi dough.
-Sift dry ingredients together.
-Mix water, oil, and egg.
-Add this mixture to flour while kneading into dough.
-Knead for 15-20 minutes until smooth and elastic.
-Let dough rest for 10 minutes covered with damp cloth.

How is mandazi dough prepared?

MENTOR Agriculture Learner's Book p. 43-44
-All-purpose flour
-Baking powder, sugar, salt
-Water, vegetable oil, egg
-Mixing bowl, wooden spoon

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

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

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

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

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.

How is mandazi made from dough?

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Cooking: Using Flour Mixtures - Preparing pancake batter
Cooking: Using Flour Mixtures - Making pancakes from batter

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

-Prepare ingredients for pancake batter.
-Mix ingredients to form pancake batter.
-Value the proper preparation of pancake batter.

In groups, learners are guided to:
-Prepare ingredients for pancake batter.
-Sift flour, salt, and sugar into a bowl.
-Make a well in center and break egg into it.
-Add a little liquid and mix well.
-Add remaining liquid and mix well.
-Cover bowl and leave to stand for at least half hour.

How is pancake batter prepared?

MENTOR Agriculture Learner's Book p. 45
-All-purpose flour
-Salt, sugar
-Eggs, milk or water
-Mixing bowl, wooden spoon
MENTOR Agriculture Learner's Book p. 45-46
-Pancake batter
-Oil
-Frying pan
-Source of heat
-Serving plate
-Lemon for garnish

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning waste disposal facilities

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

-Explain the importance of cleaning waste disposal facilities.
-Identify different waste disposal facilities.
-Value cleanliness of waste disposal facilities.

In groups, learners are guided to:
-Study pictures of different waste disposal facilities.
-Identify the facilities shown in the pictures.
-Discuss ways in which each facility should be cleaned.
-Share ideas with other groups.

How does cleaning waste disposal facilities promote hygiene?

MENTOR Agriculture Learner's Book p. 52
-Digital devices
-Pictures of waste disposal facilities
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

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

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

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning sinks
Cleaning Waste Disposal Facilities - Importance of cleaning open drains

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

-Explain the importance of cleaning sinks.
-Describe types of sinks.
-Value cleaning of sinks.

In groups, learners are guided to:
-Discuss the importance of cleaning sinks.
-Describe different types of sinks.
-Share findings with classmates.

Why is it important to clean sinks?

MENTOR Agriculture Learner's Book p. 54
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 54-55

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning a galvanized iron waste bin

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

-Outline materials needed for cleaning a galvanized iron waste bin.
-Clean a galvanized iron waste bin.
-Appreciate a clean waste bin.

In groups, learners are guided to:
-Identify materials needed for cleaning a galvanized iron waste bin.
-Clean a galvanized iron waste bin following these steps:
-a) Tie the liner at the top and empty the bin.
-b) Check for maggots or molds.
-c) Scrub with a brush dipped in warm soapy water.
-d) Dry with a soft cloth immediately.

How do we clean a galvanized iron waste bin?

MENTOR Agriculture Learner's Book p. 56
-Warm soapy water
-Soft brush
-Cold water
-Disinfectant
-Soft cloth
-Galvanized iron waste bin

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning a stainless steel sink
Cleaning Waste Disposal Facilities - Cleaning a ceramic sink

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

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

In groups, learners are guided to:
-Identify materials needed for cleaning a stainless steel sink.
-Clean a stainless steel sink following these steps:
-a) Clean with warm soapy water.
-b) Rinse with clean water.
-c) Pour a mixture of vinegar and baking soda down the sink occasionally.
-d) Flash with hot water and dry the sink.

How do we clean a stainless steel sink?

MENTOR Agriculture Learner's Book p. 57
-Warm soapy water
-Soft cloth
-Vinegar
-Baking soda
-Stainless steel sink
MENTOR Agriculture Learner's Book p. 58
-Soap
-Nylon sponge or soft rag
-Warm water
-Disinfectant
-Ceramic sink

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning an open drain

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

-Outline materials needed for cleaning an open drain.
-Clean an open drain.
-Appreciate a clean open drain.

In groups, learners are guided to:
-Identify materials needed for cleaning an open drain.
-Clean an open drain following these steps:
-a) Pick any litter or leaves.
-b) Scrub with warm soapy water or sweep it.
-c) Rinse with clean water with disinfectant.
-d) Occasionally use baking soda when cleaning.

How do we clean an open drain?

MENTOR Agriculture Learner's Book p. 59
-Warm soapy water
-Broom
-Disinfectant
-Baking soda

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

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

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

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

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

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

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

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

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

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Using boiling for disinfection

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

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

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

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

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

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

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.

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.

How are disinfectants used for disinfection of clothing and household articles?

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

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Safety precautions during disinfection
Disinfecting Clothing and Household Articles - Disinfecting aprons using sunlight

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

-Identify safety precautions during disinfection.
-Explain the importance of safety precautions.
-Value safety during disinfection.

In groups, learners are guided to:
-Brainstorm safety precautions that one should consider when using different disinfection methods.
-Explain the importance of each safety precaution.
-Share findings with classmates.

What safety precautions should be observed during disinfection?

MENTOR Agriculture Learner's Book p. 66
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 67
-Warm water
-Soap
-Clothes line
-Aprons

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting gloves using commercial disinfectants

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

-Outline steps for disinfecting gloves using commercial disinfectants.
-Disinfect gloves using commercial disinfectants.
-Appreciate commercial disinfectants.

In groups, learners are guided to:
-Outline steps for disinfecting gloves using commercial disinfectants.
-Disinfect gloves following these steps:
-a) Sort the gloves.
-b) Wash using correct laundry method.
-c) Rinse in warm water.
-d) Prepare disinfectant as per instructions.
-e) Soak gloves in solution for 2-5 minutes.
-f) Rinse and dry appropriately.

How do we disinfect gloves using commercial disinfectants?

MENTOR Agriculture Learner's Book p. 67
-Warm water
-Soap
-Commercial disinfectant
-Gloves

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting white cotton towel using boiling
Disinfecting Clothing and Household Articles - Disinfecting a dustcoat by ironing

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

-Outline steps for disinfecting a white cotton towel using boiling.
-Disinfect a white cotton towel using boiling.
-Appreciate boiling as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting a white cotton towel using boiling.
-Disinfect a white cotton towel following these steps:
-a) Wear protective clothing.
-b) Wash the towel in warm soapy water.
-c) Heat water until it boils.
-d) Put towel in boiling water for 2-5 minutes.
-e) Allow water to cool with towel inside.
-f) Remove towel and rinse in warm then cold water.
-g) Hang to dry in direct sunlight.

How do we disinfect a white cotton towel using boiling?

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
MENTOR Agriculture Learner's Book p. 69
-Warm water
-Soap
-Basin
-Iron box
-Ironing board
-Dustcoat

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Disinfecting handkerchiefs using salt
Disinfecting Clothing and Household Articles - Disinfecting socks using commercial disinfectant

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

-Outline steps for disinfecting handkerchiefs using salt.
-Disinfect handkerchiefs using salt.
-Appreciate salt as a disinfection method.

In groups, learners are guided to:
-Outline steps for disinfecting handkerchiefs using salt.
-Disinfect handkerchiefs following these steps:
-a) Sort the handkerchiefs.
-b) Prepare salt solution.
-c) Soak handkerchief in salt water for 5 minutes.
-d) Wash using correct laundry method.
-e) Rinse in warm then cold water.
-f) Dry correctly.

How do we disinfect handkerchiefs using salt?

MENTOR Agriculture Learner's Book p. 70
-Salt
-Cold water
-Warm water
-Soap
-Handkerchiefs
MENTOR Agriculture Learner's Book p. 71
-Water
-Disinfectant
-Basin
-Socks

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Importance of disinfecting clothing and household articles

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

-Explain the importance of disinfecting clothing and household articles.
-Appreciate the importance of disinfecting for hygiene purposes.
-Value disinfection as a hygiene practice.

In groups, learners are guided to:
-Use digital or printed resources to search for the importance of disinfecting clothing and household articles for hygiene purposes.
-Make presentations to classmates on the findings.

Why is it important to disinfect clothing and household articles?

MENTOR Agriculture Learner's Book p. 71
-Digital devices
-Print resources
-Resource person

Assessment rubrics -Written questions -Oral questions -Presentations