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

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.

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.

What are the methods of conserving forage in coping with drought?

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

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

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:

-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:
-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 is baling and how is it used to conserve hay?

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 -Observation

Conservation of Resources

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

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Materials for baling hay
Conserving Animal Feed: Hay - Practical hay baling

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

-Identify materials needed for baling hay.
-Make a baling box.
-Value baling as a method of hay conservation.

In groups, learners are guided to:
-Identify materials needed for baling hay.
-Make a box with dimensions 40cm x 50cm x 75cm.
-Discuss how the baling box is used in hay conservation.

What materials are needed for baling hay?

MENTOR Agriculture Learner's Book p. 4
-Wood for making box
-Nails and hammer
-Measuring tape
-Saw
MENTOR Agriculture Learner's Book p. 4-5
-Grass
-Baling box
-Sisal twine
-Sickle
-Rake

Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

Conserving Animal Feed: Hay - Hay conservation in local communities
Conserving Animal Feed: Hay - Adopting hay conservation at household level
Conserving Leftover Foods - Meaning and importance

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

-Discuss methods of forage conservation adopted in the locality.
-Explain factors affecting choice of hay conservation method.
-Appreciate local knowledge in hay conservation.

In groups, learners are guided to:
-Discuss methods of forage conservation adopted in their locality.
-Explain factors affecting choice of hay conservation method.
-Present their work in class.

What hay conservation methods are used in your locality?

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

Assessment rubrics -Written questions -Oral questions -Presentations

Conservation of Resources

Conserving Leftover Foods - Methods of conserving leftover foods
Conserving Leftover Foods - Handling of leftover foods at home

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

-Identify methods of conserving leftover foods.
-Explain how leftover foods can be conserved.
-Value methods of conserving leftover foods.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on how leftover foods can be conserved.
-Identify methods of conserving leftover foods.
-Share findings with other groups.

How can leftover foods be conserved?

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

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Leftover Foods - Storage methods for leftover foods
Conserving Leftover Foods - Safety precautions in handling leftover foods
Conserving Leftover Foods - Reheating as a method of preparing leftover foods

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

-List ways in which leftover foods can be stored.
-Discuss how leftover foods are conserved through storage.
-Value proper storage of leftover foods.

In groups, learners are guided to:
-List ways in which leftover foods can be stored.
-Discuss how leftover foods are conserved through storage.
-Share ideas with other groups.

How can leftover foods be stored properly?

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Improving taste and texture of reheated foods
Conserving Leftover Foods - Creating recipes for leftover foods

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

-Suggest ways to improve taste, color and texture of reheated foods.
-Explain challenges in reheating foods and their solutions.
-Appreciate techniques for improving reheated foods.

In groups, learners are guided to:
-Suggest ways to improve taste, color and texture of reheated foods.
-Explain challenges in reheating foods and their solutions.
-Share ideas with other groups.

How can we improve taste, color and texture of reheated foods?

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

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Community methods of preparing leftover foods
Conserving Leftover Foods - Preparing a recipe for leftover foods
Conserving Leftover Foods - Practical preparation of beef stew by reheating

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

-Discuss how leftover foods are prepared in the community.
-Appreciate various community methods of preparing leftover foods.
-Embrace preparation of leftover foods to avoid wastage.

In groups, learners are guided to:
-Discuss how leftover foods are prepared in their community to avoid wastage.
-Share experiences on community methods of preparing leftover foods.
-Display findings in classroom display area.

How are leftover foods prepared in your community to avoid wastage?

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

Assessment rubrics -Oral discussion -Observation -Display work

Conservation of Resources

Integrated Farming - Definition and concept
Integrated Farming - Importance in resource conservation

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

-Define the term integrated farming.
-Explain the concept of integrated farming.
-Appreciate the concept of integrated farming.

In groups or pairs, learners are guided to:
-Search the internet or textbook for the meaning of integrated farming.
-Explain the concept of integrated farming.
-Share findings with classmates.

What is integrated farming?

MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Components in a farm
Integrated Farming - Relational benefits between components
Integrated Farming - Crop production component

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

-Identify components of integrated farming.
-Describe the relationship between components of integrated farming.
-Appreciate integration of components in a farm.

In groups, learners are guided to:
-Identify components of integrated farming from a chart or diagram.
-Describe the relationship between different components of integrated farming.
-Share findings with other learners in class.

What are the components of integrated farming?

MENTOR Agriculture Learner's Book p. 17
-Charts on integrated farming
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 17-18

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

-Explain contribution of crop production to resource conservation.
-Outline specific ways crop production conserves resources.
-Acknowledge the importance of crop production in resource conservation.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on contribution of crop production to resource conservation.
-Outline specific ways crop production conserves resources in an integrated farm.
-Discuss crop production's contribution to resource conservation.

How does crop production contribute to resource conservation in integrated farming?

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

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

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

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

-Outline the contribution of livestock farming in conservation of resources.
-Explain specific ways livestock conserves resources.
-Appreciate livestock farming in conserving resources.

In groups or pairs, learners are guided to:
-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 to conservation of resources.

How does livestock farming help in conserving resources 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

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.

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.

How does fish farming help in conserving resources?

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

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Rabbit keeping component
Integrated Farming - Poultry keeping component

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

-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:
-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.

What is the role of rabbit keeping in an integrated farm?

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

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

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
-Hot peppers
-Water
-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
Organic Gardening - Making organic pesticide using rosemary

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Selecting a crop for organic gardening
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:

-Select a crop for growing using organic gardening practices.
-Identify factors to consider when selecting a crop.
-Value careful crop selection in organic gardening.

In groups, learners are guided to:
-Discuss factors to consider when selecting a crop for organic gardening.
-Select a suitable crop for growing using organic gardening practices.
-Justify their crop selection.

What factors should be considered when selecting a crop for organic gardening?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Resource person
-Garden tools
-Prepared plot
-Measuring tape
-Organic manure
-Seedlings or seeds

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Managing crops using organic practices
Organic Gardening - Importance in producing healthy foods

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
-Digital devices
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Importance of cleaning waste disposal facilities
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:

-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
MENTOR Agriculture Learner's Book p. 53
-Print resources
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
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 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
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
-Ceramic sink

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Cleaning Waste Disposal Facilities - Cleaning an open drain
Disinfecting Clothing and Household Articles - Meaning of laundering and disinfecting

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

Assessment rubrics -Activity journal -Observation -Practical assessment

Hygiene Practices

Disinfecting Clothing and Household Articles - Methods of disinfecting clothing and household articles
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:

-Identify methods of disinfecting clothing and household articles.
-Explain different methods of disinfecting.
-Appreciate various methods of disinfecting.

In groups, learners are guided to:
-Use printed or digital resources to search for information on methods of disinfecting clothing and household articles (sunlight, salt, boiling, disinfectants, ironing).
-Watch video clips on various ways of disinfecting.
-Make a list of clothing or household articles that can be disinfected using each method.
-Share findings with other groups.

What are the methods of disinfecting clothing and household articles?

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

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

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

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 ironing for disinfection
Disinfecting Clothing and Household Articles - Safety precautions during disinfection

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

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

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

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

MENTOR Agriculture Learner's Book p. 65
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 66

Assessment rubrics -Written questions -Oral questions -Observation

Hygiene Practices

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:

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

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 do we disinfect aprons using sunlight?

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 -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