CONSERVATION OF RESOURCES.

Conserving Leftovers Food.

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

-Outline recipes that can be adopted from leftover food to avoid food wastage.
-Create recipes that makes use of common leftover food.
-Search the internet for recipes that can be adopted from leftover food to avoid food wastage.
-Embrace different recipes that can be adopted from leftover food to avoid food wastage.

In groups or pairs,learners are guided to:
-list some of the recipes that can be adopted from leftover food to avoid food wastage.
-collaborate in creating recipes that makes use of the common leftover food in the locality.
-use digital devices to search for information on different recipes that can be adopted from leftover food to avoid food wastage.
-make presentations on various recipes adopted from leftover food to avoid wastage.
-display their recipes in class.

Which recipes can you adopt from leftover food to avoid food wastage?

Agriculture and Nutrition Learner's Textbook
Recipes.
Digital devices.
lesson notes.
Cooking tools and equipment.
Leftover food.

Activity journals. writing recipes. Assessment rubrics. Checklists. Oral presentation.

CONSERVATION OF RESOURCES.

Conserving Leftover Food.

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

-State the importance of food safety when handling and storing leftover food.
-Discuss the importance of food safety when handling and storing leftover food.
-Acknowledge the benefits of food safety when handling and storing leftover food.

In groups or pairs, learners are guided to:
-brainstorm and present the importance of food safety when handling and storing leftover food.
-use digital resources to search for information on the importance of food safety when handling and storing leftover food.
-discuss the benefits of food safety when handling and storing leftover food.

What is the importance of food safety when handling and storing leftover food?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Flashcards and posters.

Assessment rubrics. Checklists. Oral questions. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-State the meaning of Integrated farming.
-Discuss the importance of integrated farming in the conservation of resources.
-Search the internet or textbook for information on the importance of integrated farming in the conservation of resources..
-Appreciate the importance of integrated farming in the conservation of resources.

In groups or pairs,learners are. guided to:
-search the internet or textbook for the meaning of integrated farming.
-use digital or print resources to search for information on the importance of integrated farming in the conservation of resources.
-discuss the importance of integrated farming in the conservation of resources.

What is Integrated Farming? What is the importance of integrated farming in conserving resources?

Lesson notes.
Digital devices.
Agriculture and Nutrition Learner's Textbook.
Lesson notes
Resource person.

Assessment rubrics. Written questions. Checklists. Oral questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Outline the contribution of livestock farming in conservation of resources as a component of integrated farming.
-Describe livestock farming as a component of integrated farming.
-Appreciate livestock farming as a component of integrated farming in conserving resources.

In groups or pairs,learners are guided to:
-identify examples of animals that can be reared alongside crops in an integrated farm.
-use digital or print resources to search for information on livestock farming as a component of integrated farming.
-outline and discuss how livestock farming as a component of integrated farming contributes in conservation of resources.

How does livestock farming help in conserving resources in an integrated farm?

Lesson notes.
Digital resources.
Resource person
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Oral questions. Checklists. Oral discussion. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Outline the contribution of fish farming as a component of integrated farming in conserving resources.
-Describe fish farming (aquaculture) as a component of integrated farming in conserving resources.
-Acknowledge the benefits of aquaculture in conservation of resources.

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 help in conserving resources.
-present their findings in class.

How does fish farming help in conserving resources?

Lesson notes.
Digital resources.
Resource person.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Oral questions. Written questions. Checklists. Oral discussion.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-State the contribution of rabbit and poultry keeping as components of integrated farming in conserving resources.
-Describe rabbit and poultry keeping as components of integrated farming.
-Embrace poultry and rabbit keeping as components of integrated farming in conserving resources.

In groups or pairs,learners are guided to;
-describe rabbit and poultry keeping as components of integrated farming.
-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 contribution of rabbit and poultry keeping in conserving resources?

Lesson notes.
Digital resources
Agriculture and Nutrition Learner's Textbook.
Resource person.

Assessment rubrics. Written questions. Oral questions. Checklists.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Identify the vegetables that can be grown in an integrated farm.
-Discuss the contribution of vegetable production in conserving resources in an integrated farm.
-Embrace vegetable production as a component of integrated farming in conserving resources.

In groups or pairs,learners are guided to;
-list examples of vegetables that can be grown in an integrated farm.
-use digital or print resources to search for information on how vegetable production help in conserving resources.
-discuss the contribution of vegetable production in conserving resources in an integrated farm.
-Present their findings in class.

How does vegetable production help in conserving resources in an integrated farm?

Lesson notes.
Agriculture and Nutrition Learner's Textbook.
Digital resources
Resource person.
Digital devices.

Checklists. Oral questions. Assessment rubrics. Oral discussion. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Outline the benefits of organic waste management and water management systems as components of integrated farming in conserving resources.
-Discuss the contribution of organic waste management and water management systems in conserving resources in an integrated farm.
-Embrace organic waste management and water management systems in conserving resources in an integrated farm.

In groups or pairs,learners are guided to!
-describe organic waste management and water management systems as components of integrated farming.
-use digital or print resources to search for information on the contribution of organic waste and water management systems in conserving resources.
-discuss how organic waste management and water management system help in conserving resources in an integrated farm.

How does organic waste management and water management system contribute to conservation of resources in an integrated farm?

Lesson notes.
Digital resources.
Agriculture and Nutrition Learner's Textbook.
Resource person.

Assessment rubrics. Oral discussion. Checklists. Oral questions. Written questions.

CONSERVATION OF RESOURCES.

Integrated Farming.

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

-Create a layout of their own integrated farm design on manila papers to illustrate integrated farming components.
-Enjoy creating layout of their integrated farm design.

In groups and individually,learners are guided to:
-creatively design or sketch a layout of their own integrated farm design incorporating the different components of integrated farming.
-share their drawn layouts with peers for assessment and feedback.

where can you draw a layout of the integrated farm design?

Manilla papers.
Pencils and erasers.
Drawing papers.
Cardboards.
Papers.
Sticking glues.
Cartons.

Drawing. Portfolios. Peer assessment. Checklists. Assessment rubrics.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Define the term organic gardening in crop production.
-Discuss the importance of organic gardening in production of healthy foods.
-Search for information on the importance of organic gardening in production of healthy foods.
-Acknowledge the benefits of organic gardening in production of healthy foods.

In groups or pairs,learners are guided to:
-brainstorm and present the meaning of organic gardening.
-use digital or print resources to search for information on importance of organic gardening in production of healthy foods.
-discuss the importance of organic gardening in the production of healthy foods.
-present their findings in class.

What is organic gardening? Why should we practice organic gardening?

Lesson notes.
Digital resources.
Resource person.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Checklists. Oral questions. Written questions.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Identify the organic gardening practices in crop production.
-Discuss use of organic manure as an organic gardening practices.
-Prepare organic manure from plant matter and animal waste.
-Acknowledge the benefits of organic manure in production of healthy foods.

In groups or pairs,learners are guided to;.
-identify the organic gardening practices used in crop production.
-use digital or print resources for information on use of organic manure and its benefits as an organic gardening practice.
-outline the steps for preparing organic manure from plant waste and animal waste.
-prepare organic manure from animal and plant waste.

Which organic gardening practices do you know? What are the benefits of organic manure in crop production?

Lesson notes.
Digital resources.
Resource person.
Video clips.
Agriculture and Nutrition Learner's Textbook.

Assessment rubrics. Class project. Activity journals. Written questions. Checklists. Oral questions.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Identify the mechanical methods of weed control.
-Discuss mechanical weed control and use of organic foliar feed made from animal wastes and plants as organic gardening practices.
-Search the internet for the benefits of mechanical weed control and use of organic foliar feed in crop production.
-Embrace mechanical weed control and use of organic foliar feed in crop production.

In groups or pairs,learners are guided to:
-identify the mechanical methods of controlling weeds.
-use digital or print resources to search for information on mechanical weed control and use of organic foliar feed made from animal wastes and plants.
-discuss the benefits of the mechanical weed control and use of organic foliar feed in crop production.
-prepare an organic foliar feed from animal wastes and plants.

What are the benefits of mechanical weed control? What are the benefits of organic foliar feed in crop production?

Agriculture and Nutrition Learner's Textbook.
Lesson notes.
Digital resources.
Animal wastes and plants.

Class project. Assessment rubrics. Checklists. Written questions. Oral questions.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Outline the maintenance practices of crops grown using the organic gardening.
-Discuss the maintenance practices of crops grown using the organic gardening.
-Appreciate the maintenance practices of crops grown using organic gardening.

In groups or pairs,learners are guided to:
-brainstorm and present the maintenance practices of crops grown using organic gardening.
-use digital or print resources to search for information on the maintenance practices of crops grown using organic gardening.
-discuss the maintenance practices of crops grown using organic gardening and present in class.

What are the maintenance practices of crops grown using organic gardening?

Lesson notes.
Agriculture and Nutrition Learner's Textbook.
Posters.
Digital resources.
Digital resources
School farm.
Project books.

Assessment rubrics. Oral discussion. Written questions. Oral questions. Checklists.

FOOD PRODUCTION PROCESSES.

Organic Gardening.

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

-Grow the selected short-season crop using the organic gardening practices.
-Carry out the maintenance practices on the grown crops using organic gardening.

In groups or pairs,learners are guided to:
-share responsibilities as they grow/plant the selected short-season crop such as vegetable or legume using organic gardening practices.
-carry out maintenance practices on the grown or planted crop.

How can we produce food crops through organic gardening?

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

Class project. Portfolios. Checklists.

FOOD PRODUCTION PROCESSES.
Food production processes

Organic Gardening.
Organic gardening.

By the end of the lesson, the learner should be able to:
-Grow
the selected short-season crop using the organic gardening practices.

-Carry out the maintenance practices on the grown
crops using organic gardening.

In groups or pairs,learners are guided to:

-share responsibilities as they grow/plant
the selected short-season crop such as vegetable or legume using organic
gardening practices.

-carry out maintenance practices on the grown or
planted crop.

How can we produce food crops through organic gardening?

Short-Season
crops; vegetables, legumes.   Watering cans.
Agriculture and nutrition learner’s book grade 9.
Curriculum design.
Gardening tools.
General environment.
Planting material.

Class project   Portfolios.    Checklists.

Food production processes

Preparing green manure.

By the end of the lesson, the learner should be able to:
-   Elaborate how to prepare green manure.
Prepare green manure.
Appreciate use of green manure in producing healthy foods.

- In groups, learners are guided how to prepare green manure.

- Why is green manure important while growing crops? How do we prepare green manure?

- Curriculum design.
General environment.
Gardening tools.

- Written test. Project.

Food production processes

Preparing green manure.
Use of organic pesticides.

By the end of the lesson, the learner should be able to:
- Gather materials necessary for green manure preparation.
Prepare green manure.
Appreciate using green manure to grow crops.

- Gather appropriate materials to make green manure in groups.
Learners are guided to prepare green manure.

- How do we prepare green manure?

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

- Written test. Graded observation. Assignments. Project. Activity journals.

Food production processes.

Use of organic pesticides.

By the end of the lesson, the learner should be able to:
- Make some of the natural pesticides used in gardening.
To use same of the organic pesticides to control crop pests and diseases.
Appreciate the use of organic pesticides to control pests and diseases.

- In groups, learners are guided how to make natural pesticides used in gardening.
In groups, learners to be guided on how to use organic pesticide to control crop pests and diseases.

- What are the organic pesticides?

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

- Written test. Assignments. Activity journals.

Food production processes.

Mechanical weed control.
Use of organic foliar feed.

By the end of the lesson, the learner should be able to:
- Identify some of the mechanical weed control methods.
Apply some of the mechanical weed control method to control the weed in the farm.
Appreciate mechanical weed control methods.

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

- Which are the mechanical weed control methods?

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

- Written test. Project. Assignment.

Food production processes.

Importance of organic gardening in crop production.

By the end of the lesson, the learner should be able to:
-  Recognize the importance of organic crop production.
Discuss the importance.
Appreciate the methods of organic gardening in crop production.

- In groups or individually, the learners are guided to use the importance of organic gardening in crop production.
Discuss the importance of organic gardening in crop production.

- What are the importance of organic gardening in crop production?

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

- Assignment. Written test.

Food production processes.

Storage of crop produce.

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

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

- Where do we store crop produce?

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

- Assignment. Written test.

Food production processes.

Storage of crop produce.

By the end of the lesson, the learner should be able to:
- Explain ways of preparing storage structure in readiness for storage of crop produce.
Prepare at least one structure for storing crop produce.
Enjoy preparing storage structure in readiness for storage of crop produce.

- In groups, learners to be guided to explain ways of preparing storage structures in readiness for storage of crop produce.
Guided to prepare a storage structure in readiness for storage of crop produce.

- How do we prepare a storage structure in readiness for storage of crop produce?

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

- Written test. Assignment.

Food production processes.

Storage of crop produce.
Preparing a storage structure in readiness for storage by repairing.

By the end of the lesson, the learner should be able to:
- Prepare a storage structure in readiness for storage by cleaning and dusting.
Able to clean and dust the storage structure.
Appreciate cleaning & dusting storage structures.

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

- How do we clean & dust storage structures?

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

- Written test. Activity journals. Assignment.

Food production processes.

Preparing a storage structure in readiness for storage by repairing.

By the end of the lesson, the learner should be able to:
- Identify a storage structure that needs to be repaired.
Follow the correct procedure to repair the storage structure.
Enjoy repairing the storage structure.

- Identify the storage structures that requires repairing.
To repair the storage structure.

- How do you identify a storage structure that needs repairing?

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

- Written test. Assignment.

Food production processes.

Managing crop produce during storage.

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

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

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

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

- Written tests. Assignment.

Food production processes.

Describing ways of managing crop produce during storage.

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

- Describe ways of managing crop produce during storage.
Discuss ways of managing crop produce during storage.

- How do we manage crop produce during storage?

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

- Written tests. Assignment.

Food production processes.

Managing crop produce during storage to reduce spoilage.
Cooking using flour mixtures.

By the end of the lesson, the learner should be able to:
- Recognize ways of managing crop produce during storage to reduce spoilage.
Prepare a storage structure for managing crop produce to reduce spoilage.
Appreciate reducing spoilage while storing crop produce.

- Recognize ways of managing crop produce to reduce spoilage.
Make a storage structure for managing crop produce to reduce spoilage.

- How do we reduce crop produce spoiling during storage?

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

- Written tests. Assignment.

Food production processes.

Cooking using flour mixtures.

By the end of the lesson, the learner should be able to:
- Describe food production processes e.g. kneading, sifting, whisking.
Name the foods cooked using different production processes.

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

- Which are the food production processes?

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

- Written tests. Assignment.

Food production processes.

Cooking using flour mixtures.

By the end of the lesson, the learner should be able to:
- Identify kitchen tools & equipments used when preparing food made from flour mixtures i.e. batter & doughs.
Explain the uses of various kitchen tools & equipments used to make food from flour mixtures.
Appreciate cooking using flour mixtures.

- Identify kitchen tools and equipments used when preparing food made from flour mixtures.
Explain the uses of various kitchen tools and equipments used when preparing food made from flour mixtures.

- What are the foods made from flour mixtures? What are the uses of different kitchen tools and equipments used to make food from flour mixtures?

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

- Written tests. Assignment.

Food production processes.

Preparing flour mixtures.

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

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

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

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

- Written tests. Assignment.

Food production processes.

Preparing flour mixtures.
Preparing dough.

By the end of the lesson, the learner should be able to:
- Highlight the steps followed while preparing a batter for pancake.
Discuss the steps to make a batter for pancake.
Appreciate cooking using flour mixtures.

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

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

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

- Written tests. Assignment.

Food production processes.

Making products from mixtures.

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

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

- How can we make products from flour mixtures?

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

- Written tests. Assignment. Activity journal.

Food production processes.

Preparing mandazi.
Preparing chapati.

By the end of the lesson, the learner should be able to:
- Describe the steps to follow while preparing mandazi.
Prepare mandazi.
Enjoy cooking using flour mixtures.

- In groups, learners to be guided to prepare mandazi.
Learners prepare mandazi.

- How do we prepare mandazi?

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

- Written tests. Assignment. Activity journal.

Food production processes.

Preparing chapati.

By the end of the lesson, the learner should be able to:
- Prepare chapati from flour mixtures.
Follow the correct procedure to make chapati.
Appreciate food made from flour mixtures.

- Prepare chapati.

- How do we prepare chapati?

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

- Written tests. Assignment. Activity journal.

Food production processes.

Preparing chapati.

By the end of the lesson, the learner should be able to:
- Observe hygiene when making products from flour mixtures.
Make chapati.
Enjoy cooking using flour mixtures.

- Observe hygiene when making chapati.
Make chapati.

- How do we maintain hygiene when making chapati?

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

- Written tests. Assignment. Activity journal.

Hygiene practices.

Cleaning waste disposal facilities.

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

- Identify the waste disposal facilities.

- Which are the waste disposal facilities?

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

- Written tests. Assignment.

Hygiene practices.

Cleaning waste disposal facilities.
Importance of cleaning waste disposal facility.

By the end of the lesson, the learner should be able to:
- Define the term waste disposal facility.
Discuss various waste disposal facilities.
Appreciate waste disposal facilities.

- Define the term waste disposal facility.
Discuss various waste disposal facilities.

- What is a waste disposal facility?

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

- Written tests. Assignment.

Hygiene practices.

Importance of cleaning waste disposal facility.

By the end of the lesson, the learner should be able to:
- Mention the types of wastes found at home or school.
Discuss whether the waste is useful or unsafe.
Appreciate the cleaning of waste disposal facilities.

- Mention the types of wastes found at home or school.
To discuss whether the waste is useful or unsafe.

- What is the importance of cleaning waste disposal facilities?

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

- Written tests. Assignment.

Hygiene practices.

Importance of cleaning waste disposal facility.
Cleaning waste disposal facilities at household level.

By the end of the lesson, the learner should be able to:
- Highlight the importance of cleaning waste disposal facilities.
Discuss the types of waste that are suitable for each waste disposal facilities.
Appreciate cleaning waste disposal facilities.

- Highlight the importance of cleaning waste disposal facilities.

- What is the importance of cleaning waste disposal facilities?

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

- Written tests. Assignment.

Hygiene practices.

Cleaning waste disposal facilities at household level.

By the end of the lesson, the learner should be able to:
- Mention materials, tools and equipment for cleaning a waste bin.
Cleaning the waste bin.
Appreciate cleaning a waste bin.

- Mention materials, tools and equipment for cleaning a waste bin.
Cleaning the waste bin.

- Which are the tools materials & equipment for cleaning a waste bin?

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

- Written tests. Assignment.

Hygiene practices.

Cleaning a plastic or metallic waste bin.
Cleaning a sink.

By the end of the lesson, the learner should be able to:
- Clean a plastic or metallic waste bin.
Use the right procedures to clean a waste bin.
Appreciate cleaning a waste bin.

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

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

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

- Written tests. Assignment.

Hygiene practices.

Cleaning a sink.

By the end of the lesson, the learner should be able to:
- Clean the sink.
To follow the correct steps while cleaning the sink.
Appreciate cleaning the sink.

- Individually or in groups, follow the correct steps to cleaning the sink.

- How do we clean a sink?

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

- Written tests. Assignment. Activity journal.

Hygiene practices.

Cleaning an open drain.

By the end of the lesson, the learner should be able to:
- Identify the procedures to clean open drain.
Discuss about the materials tools and equipments for cleaning an open drain.
Appreciate cleaning an open drain.

- Identify the procedures to clean open drain.
Discuss the materials tools and equipments for cleaning an open drain.

- Which material do we use to clean an open drain?

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

- Written tests. Assignment. Activity journal.

Hygiene practices.

Disinfecting clothing and household articles.

By the end of the lesson, the learner should be able to:
- Realize how to disinfect clothing and household articles for a cleaner and safe environment.
Discuss methods of disinfecting clothing and household articles.

- Realize how to disinfect clothing and household articles for a cleaner and safe environment.

- How do we disinfect clothing & household articles for a cleaner and safe environment.

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

- Written tests. Assignment.