Conservation of Resources.

Controlling Soil Pollution.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Soil Pollution.
Identify the causes of Soil pollution in the environment.
Discuss the causes of soil pollution in the environment.
Search the internet for clips on soil pollution.
Acknowledge the causes of soil pollution in the environment.

In groups,learners are guided to:
study the pictures in learner's book and explain the meaning of soil pollution.
identify the causes of soil pollution in the farms.
discuss the causes of soil pollution of pollution in the farms.
use digital devices to search for clips on soil pollution and share experiences on causes of soil pollution.

What is soil pollution? What are the causes of soil pollution in the environment?

Agriculture & Nutrition Spark  pg 1-3.
Pictures.
Digital devices; tablets, laptops.
School farm/Surrounding farm.

Oral questions. Oral discussions. Written tests. Assessment rubric.

Conservation of Resources.

Controlling of Soil Pollution.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Visit the school farm/local farm and identify the causes of soil pollution.
Record their observation in a table.
Enjoy the exercusion.

In groups,learners are guided to;
visit the school farm or nearby farm.
observe and identify the causes of soil pollution in the farms.
record their findings on a table and discuss their recordings in class.

How can household practices cause soil pollution?

Agriculture & Nutrition Spark pg 2.
Tablets.
Agriculture & Nutrition Spark  pg 4-5.
Posters.
Pictures.
Digital devices.

Portfolios. observation schedule. Oral questions. Exercusion.

Conservation of Resources.

Controlling of Soil Pollution.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify a garden where soil has been polluted in the locality.
Practice safe soil pollution control measures in the garden.
Demonstrate responsibility in using safe farming practices to conserve soil.

In groups,learners are guided to;
identify a garden where soil has been polluted in the locality.
collaborate in carrying out safe soil pollution control practices.
use digital devices to record themselves as they carry out the activities.

How can you practice safe soil pollution measures in a polluted garden?

Garden/environment. Agriculture & Nutrition Spark  pg 4-5.
Tablets.

Practical Activities. Portfolios. Journals. Observation schedule. Checklists. Assessment rubric.

Conservation of Resources.

Controlling Soil Pollution.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain the meaning of awareness messages.
Create awareness messages on safe farming practices in the farms.
Appreciate each other's effort in creating awareness messages on safe farming practices.

In groups,pairs,learners are guided to;
discuss and create awareness messages on safe farming practices that will be shared with members of the community.

What methods can you use to create awareness messages on safe farming practices?

Manilla papers.
Empty cartons.
Pair of scissors.
Marker pens.
Glue.
Tablets
Laptops.

Observation checklists Portfolios. Assessment rubric.

Conservation of Resources.

Controlling Soil Pollution. (Assessment)
Constructing Water Retention Structures.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt the questions in the Assessment Exercise 1.

Individually,in pairs,learners are guided to;
answer all the questions on the sub-strand; Controlling Soil Pollution.

Assessment books. Agriculture & Nutrition Spark pg 7.
Agriculture & Nutrition Spark  pg 9.
Tablets.
Internet.
Teacher's Notes.

Assessment rubric. Written tests.

Conservation of Resources.

Construction of Water Retention Structures.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the structures used in conservation of surface runoff.
Describe the ways of conserving surface runoff.
Draw the structures used in conservation of runoff on charts.
Appreciate the ways of conserving surface runoff.

In groups,pairs,learners are guided to;
identify the structures used in conservation of surface runoff from the pictures.
describe the different ways of conserving surface runoff.
state the advantages of constructing the structures.
draw the structures used in conservation of surface runoff and display in class.

How can surface run-off be conserved for gardening purposes?

Agriculture & Nutrition Spark  pg 10.
Manilla paper.
Drawing papers, Pencils.

written tests. Oral discussion. Assessment rubric. Oral questions.

Conservation of Resources.

Construction of Water Retention Structures.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify a site in the school environment that experiences the problem of runoff after a heavy rainfall
Discuss the most appropriate water retention structure for the area.
Design the structure to be constructed.
Adopt utilization of surface runoff in gardening.

In groups,learners are guided to;
identify a site in the environment that experiences surface runoff after a heavy rainfall.
discuss on the most appropriate water retention structure for the identified area.
design the structure to be constructed depending on the size of the farm.

How does construction of water retention structures conserve water? Which crops are suitable for establishment in water retention structures?

Agriculture & Nutrition Spark  pg 11.
Garden/Surrounding Environment.

Observation. Activity journals. Oral questions. Oral discussion.

Conservation of Resources.

Construction of Water Retention Structures.
Conserving Food Nutrients.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the procedure of constructing the most suitable water retention structure for the identified area.
Construct the chosen structure in the identified area.
Appreciate each other's effort in the construction of the water retention structure.

In groups,learners are guided to;
state the procedure for constructing the water retention structure.
take turns in constructing the water retention structure chosen.

How do you construct the selected water retention structure?

Gardening tools (Jembe, Shovel, Slasher or Panga)
Mulching materials.
Meter rules.
Planting materials.
Video clips.
Pictures.
Digital devices.
MTP Agriculture & Nutrition pg 5-6.
Posters.
Manilla papers.
Marker Pens.

Projects. Activity journals.

Conservation of Resources.

Conserving Food Nutrients.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe how washing should be done in order to conserve mineral salts and vitamins in salts.
Demonstrate proper washing of vegetables in order to preserve mineral salts and vitamins.
Acknowledge the need of conserving vitamins and mineral salts in vegetable.

In groups, pairs,learners are guided to;
outline how to wash vegetables in order to conserve mineral salts and vitamins.
demonstrate how to wash vegetables in order to conserve mineral salts and vitamins.
use digital devices to record as they demonstrate how to wash vegetables in order to conserve minerals salts and vitamins.

How do you wash vegetables in order to conserve mineral salts and vitamins in vegetables?

Cabbages.
MTP Agriculture & Nutrition  pg 5.
Digital devices.
Teacher's Notes.
School kitchen.

Activity journal. Portfolios. Practical Demonstration. Oral questions. Checklists.

Conservation of Resources.

Conserving Food Nutrients.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe how cutting and peeling should be done in order to conserve mineral salts and vitamins.
Demonstrate how to cut and peel vegetables as ways of conserving vitamins and minerals salts.
Enjoy demonstrating peeling and cutting of vegetables as ways of conserving nutrients.

In groups, learners are guided to;
describe how peeling and cutting of vegetables should be done in order to conserve vitamins and minerals salts.
observe the teacher as he or she demonstrates how to peel and cut vegetables to conserve vitamins and minerals salts.
practice peeling and cutting of vegetables in order to conserve mineral salts and vitamins and record themselves.

How should peeling and cutting be done in order to conserve mineral salts and vitamins in vegetables?

Fruits.
Vegetables.
Potatoes
School kitchen.
MTP Agriculture & Nutrition pg 5-6.
video clips.
Knives.

Practical demonstration. Portfolios. Assessment rubric. Checklists.

Conservation of Resources.

Conserving Food Nutrients.
Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe how cooking time and covering should be done in order to conserve mineral salts and vitamins in vegetables.
Demonstrate how to conserve mineral salts and vitamins in vegetables using covering and cooking time.
Adopt conservation of vitamins and mineral salts in vegetables.

In groups, learners are guided to;
explain how covering and cooking time should be done to conserve vitamins and mineral salts in vegetables.
observe the teacher keenly as he or she demonstrates covering and cooking time as ways of conserving vitamins and mineral salts in vegetables.
practice covering and cooking time as ways of conserving vitamins and mineral salts in vegetables.

How should covering and cooking time be done in order to conserve mineral salts and vitamins in vegetables?

Vegetables(cabbages).
Digital devices.
School kitchen.
Agriculture & Nutrition Spark pg 16-17.
Posters.
Manilla papers.
Marker pens.

Portfolios. Practical demonstration. Observation checklists. Assessment rubric.

Conservation of Resources.

Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Differentiate between Afforestation,Re-afforestation and Deforestation.
State the roles of trees in soil and water conservation in the environment.
Discuss the roles of trees in soil and water conservation in the environment.
Prepare posters showing the roles of trees in soil and water conservation.
Appreciate the role of trees in soil and water conservation.

In groups,learners are guided to:
use dictionaries or internet to search the meaning of afforestation,reafforestation and deforestation.
discuss the roles of trees in soil and water conservation in the environment.
prepare posters showing the roles of trees in soil and water conservation.

What are the roles of trees in conservation of soil and water in the environment?

Agriculture & Nutrition Spark pg 18.
Teacher's Notes.
Internet.
Dictionary.
Digital device.

Assessment rubric. Written tests. Oral questions

Conservation of Resources.

Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State management practices done in a tree nursery.
Discuss the management practices done in a tree nursery.
Prepare posters showing the management practices done in a tree nursery.
Develop desire to take care of trees in a nursery.

In groups,learners are guided to:
identify the management practices done in a tree nursery.
discuss the management practices done in a tree nursery.
prepare posters showing the management practices done in a tree nursery.

What are the management practices done in a tree nursery?

Teacher's Notes. Agriculture & Nutrition Spark pg 21.
Posters.
Manila papers and Marker pens.

Oral questions. Oral discussion. Written tests. Assessment rubric.

Conservation of Resources.

Growing trees.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Obtain the planting materials for your chosen trees.
Establish the planting materials collected.
Adopt tree planting as a way of conserving the environment.

In groups,learners are guided to;
collect seeds, seedlings or vegetative materials depending on trees to establish.
collaborate in establishing the agroforestry tree selected.

How do you establish an agroforestry tree?

Agriculture & Nutrition Spark PG 20-21.
Environment.
Jembes.
Jerrycans.
Buckets or empty sacks.
Pangas.
Agriculture & Nutrition Spark pg 21.
Teacher's Notes.
Dry grass,sawdust.

Practical Activity. Project. Portfolios Activity journal.

Conservation of Resources.

Assessment on Conserving Food Nutrients and Growing Trees

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt the assessment questions on the sub-strands; Growing trees and Conserving Food Nutrients.

Individually,in pairs or groups,learners are guided to;
answer the questions on the assessment of the sub-strands; Conserving Food Nutrients and Growing Trees.

Assessment books.
Assessment questions. Agriculture & Nutrition Spark pg 21:

Written tests. Assessment rubric.

Production Techniques.

Adding Value to Crop Produce.

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

State the importance of value addition in crop produce.
Discuss the importance of value addition in crop produce.
Appreciate the importance of value addition on crop produce.

In groups,learners are guided to:
identify the importance of value addition on crop produce.
discuss the importance of value addition on crop produce.
make a presentation on the importance of value addition on crop produce.
search the internet for information on the importance of value addition on crop produce.

What is the importance of value addition to crop produce?

Agriculture & Nutrition Spark pg 95.
Teacher's Notes
Digital devices
Internet

Oral discussion. Oral presentation. Assessment rubric. Written tests. Checklists.

Production Techniques.

Adding Value to Crop Produce: Assessment.
Constructing Framed Suspended Gardens.

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

Attempt questions on the sub-strand:Value addition on crop produce.

In pairs,or individually,learners are guided to:
answer the questions on the sub:strand: Adding Value on crop produce.

Assessment books. Agriculture & Nutrition Spark pg 95-96.
Pictures.
Teacher's Notes.
Internet.
Digital devices. Agriculture & Nutrition Spark

Written tests Assessment rubric. Checklists.

Production Techniques.

Constructing Framed Suspended Gardens.

By the end of the lesson, the learner should be able to:
lesson,
Identify the suitable sites to prepare Framed Structures for suspended gardens.
Discuss the factors to consider when selecting a site for the Framed Suspended Gardens.
Search the internet for information and clips on the suitable sites for Framed Suspended Gardens.
Acknowledge the factors to consider when selecting a suitable site for suspended gardens.

In groups, pairs,learners are guided to:
walk around the school and identify sites that are suitable for framed suspended gardens.
identify the factors to consider when selecting the site for setting a framed suspended garden.
discuss the factors to consider when selecting the site for setting up a framed suspended garden.
take photos of the selected sites and do a presentation.

What areas in your school compound can framed suspended gardens be prepared?

Agriculture & Nutrition Spark pg 81-82.
Digital devices.
Photos.
Teacher's Notes

Observation. Assessment rubric. Checklists. Oral questions. Oral discussions Oral presentations.

Production Techniques.

Constructing Framed Suspended Gardens.

By the end of the lesson, the learner should be able to:
lesson,
Outline factors to consider when designing framed structures for suspended gardens.
Describe framed suspended garden for growing crops.
Search the internet for photos, videos and illustrations on framed suspended gardens.
Embrace the use of framed suspended garden in growing crops.

In groups,pairs,learners are guided to:
Identify the types of framed suspended gardens used in growing crops.
identify the factors to consider when designing framed structures for suspended gardens.
discuss the characteristics of materials for construction of the framed suspended gardens.
search the internet for videos, photos and illustrations on framed suspended gardens to describe how they are constructed.

What types of framed suspended gardens do you know?

Digital devices. Agriculture & Nutrition Spark pg 82-83.
Pictures.

Assessment rubric. Written tests. Oral questions. Oral discussion.

Production Techniques.

Constructing Framed Suspended Gardens.

By the end of the lesson, the learner should be able to:
lesson,
Identify the type of framed suspended garden to construct.
Outline the procedure for constructing framed suspended gardens.
Discuss the procedure for constructing the selected framed suspended garden.
Search the internet for video clips on the procedure of constructing the framed suspended gardens.
Embrace the use of framed suspended garden for growing crops.

In groups,learners are guided to:
identify the type of framed suspended garden to construct.
list the suitable materials to use in constructing the framed suspended garden.
discuss the procedure for constructing the selected framed suspended garden.
watch clips on the procedure for constructing framed suspended gardens.

How are framed suspended gardens constructed?

Agriculture & Nutrition Spark pg 82-83.
Photos.
Video clips.
Digital devices.
Teacher's Notes.
Locally available materials for construction. Agriculture & Nutrition Spark pg 84-85.

Assessment rubric. Written tests. Oral discussions. Oral questions.

Production Techniques.

Constructing Framed Suspended Garden.

By the end of the lesson, the learner should be able to:
lesson,
Outline the steps for establishing an off-season crop in the constructed framed suspended garden.
Establish a crop on the constructed framed suspended garden.
Embrace the use of framed suspended garden for growing crops.

In groups,learners are guided to:
outline the steps for establishing a selected crop on the constructed framed suspended garden.
establish the selected crop on the constructed framed suspended garden.

How do you establish a crop on the constructed framed suspended garden?

Selected crop.
Teacher's Notes. Agriculture & Nutrition Sparkpg 85-86.
Digital devices.

Assessment rubric. Observation schedule. Checklists. Journals. Project.

Production Techniques.

Construction of Framed Suspended Garden.

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

Identify the management practices carried out on crops established on the constructed framed suspended crops.
Carry out the management practices to the established crops in the framed suspenders garden.
Acknowledge the need for managing the established crops.

In groups,learners are guided to:
mention the management practices for the established crops in the framed suspended gardens.
discuss the management practices and their importance to the established crops.
collaborate in carrying out the management practices to the established crops.

What management practices should be carried out to the established crops in framed suspended garden?

Agriculture & Nutrition Spark pg 86.
Teacher's Notes.
Environment where the crops have been established.

Checklists. Journal. Written report. Assessment rubric.

Production Techniques.

Construction of Framed Suspended Garden.
Adding Value to Crop Produce.

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

Identify the methods of disseminating educative messages on Framed Suspended Gardens.
Create educative messages on the Framed Suspended Gardens.
Desire to educate the community on the Framed Suspended Gardens through educative messages.

In groups,learners are guided to:
identify the various methods of passing out the educative messages on framed suspended gardens.
discuss and create educative messages that can be used to educate the community about framed suspended gardens.
compile messages and create posters using marker pens and manilla papers.
post the messages on the community notice boards or display during community events and gatherings.

How can you educate the community on the Framed Suspended Gardens?

Agriculture & Nutrition Spark pg 86-87.
Marker Pens.
Manilla papers.
Posters.
Digital devices.
Agriculture & Nutrition Spark pg 89.
Internet.
Teacher's Notes.

Portfolios. Assessment rubric. Checklists. Written tests. Oral questions.

Production Techniques.

Adding Value to Crop Produce.

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

Identify the methods of adding value to crop produce.
Describe the methods of adding value to different crop produce.
Prepare posters showing the methods of adding value to crop produce.
Acknowledge the methods of processing crop produce to add value.

In groups,in pairs,learners are guided to:
discuss the different methods of processing crop produce to add value.
examine the ways of adding value to the different crop produce.
prepare posters showing the different methods of adding value to crop produce.

Which methods can you use to add value to crop produce? Which crops can you process to add value?

Agriculture & Nutrition Spark pg 90-92.
Pictures.
Teacher's Notes.

Oral questions. Oral discussion. Written tests Assessment rubric.

Production Techniques.

Adding Value to Crop Produce.

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

Outline the procedure for adding value to tomatoes using the drying method.
Add value to tomatoes following the procedure.
Search the internet for clips on adding value to tomatoes by drying method.
Enjoy adding value to the tomatoes.

In groups,learners are guided to:
watch clips on crop produce e.g tomatoes being added value.
outline the steps for adding value to tomatoes by drying method.
gather the required materials for adding value to tomatoes.
follow the outlined steps to add value to tomatoes and record themselves using digital devices.

How can you add value to tomatoes?

Agriculture & Nutrition Spark pg 93.
Ripe Tomatoes.
Knives,Water,Basin,Tray and Tins.
Digital devices

Assessment rubric. Project. Portfolios. Checklists.

Production Techniques.
Production Technique.

Adding Value to Crop Produce.
Adding value to Crop Produce.

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

Outline the steps for adding value to different crop produce.
Describe the method of adding value to different crop produce.
Search the internet for clips on the methods used in adding value to different crop produce.

In groups,learners are guided to:
outline the steps for preparing potatoes crisps,dried mangoes, dried vegetables, cassava flour, roasted groundnuts, pumpkin flour and simsim balls.
describe the methods used to add value to the above crops.
search the internet for the methods of adding value to groundnuts, vegetables,simsim, pumpkin etc.
watch clips on the preparation and methods of adding value to the different crops.

Why do we add value to crop produce?

Teacher's Notes.
Digital devices.
Video clips.
Internet.
Spark Agriculture pg 94.
Fresh sugarcane.
Ginger, Lemon juice.
Blender.
Clean light cloth for straining.

Assessment rubric. Oral discussion. Oral questions.

Production Technique.

Adding Value to Crop Produce.

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

Compare the processed crop produce to raw crop produce.
Prepare a PowerPoint presentation to showcase the comparison between raw crop produce and processed product.

In groups,learners are guided to:
examine the comparison between the raw crop produce and the processed product in terms of monetary value and storage life.
prepare a PowerPoint presentation to show the comparison between the raw crop produce and the processed product.

What is the comparison between the raw crop produce and the processed product?

Digital devices.
Spark Agriculture pg 95.

Assessment rubric. Oral presentation. Oral discussion. Written tests.

Production Techniques.

Adding Value to Crop Produce.

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

State the importance of value addition in crop produce.
Discuss the importance of value addition in crop produce.
Use digital resources to search for information on importance of value addition on crop produce.
Appreciate the importance of value addition on crop produce.

In groups,learners are guided to:
identify the importance of value addition on crop produce.
discuss the importance of value addition on crop produce.
make a presentation on the importance of value addition on crop produce.
search the internet for information on the importance of value addition on crop produce.

What is the importance of value addition to crop produce?

Spark Agriculture pg 95.
Teacher's Notes
Digital devices
Internet

Oral discussion. Oral presentation. Assessment rubric. Written tests. Checklists.