Conservation of Resources.

Controlling Soil Pollution.
Controlling of Soil Pollution.
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.
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:
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.
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.

What is soil pollution? What are the causes of soil pollution in the environment?
How can household practices cause soil pollution?

Agriculture & Nutrition Spark  pg 1-3.
Pictures.
Digital devices; tablets, laptops.
School farm/Surrounding farm.
Agriculture & Nutrition Spark pg 2.
Tablets.
Agriculture & Nutrition Spark  pg 4-5.
Posters.
Pictures.
Digital devices.
Garden/environment. Agriculture & Nutrition Spark  pg 4-5.
Manilla papers.
Empty cartons.
Pair of scissors.
Marker pens.
Glue.
Tablets
Laptops.

Oral questions. Oral discussions. Written tests. Assessment rubric.
Portfolios. observation schedule. Oral questions. Exercusion.

Conservation of Resources.

Controlling Soil Pollution. (Assessment)
Constructing Water Retention Structures.
Construction of Water Retention Structures.
Construction of 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.
Agriculture & Nutrition Spark  pg 10.
Manilla paper.
Drawing papers, Pencils.
Agriculture & Nutrition Spark  pg 11.
Garden/Surrounding Environment.

Assessment rubric. Written tests.

Conservation of Resources.

Construction of Water Retention Structures.
Conserving Food Nutrients.
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.
Cabbages.
MTP Agriculture & Nutrition  pg 5.
Teacher's Notes.
School kitchen.

Projects. Activity journals.

Conservation of Resources.

Conserving Food Nutrients.
Growing trees.
Growing trees.
Growing trees.
Assessment on Conserving Food Nutrients and Growing Trees

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.
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;
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.
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.

How should peeling and cutting be done in order to conserve mineral salts and vitamins in vegetables?
What are the management practices done in a tree nursery?

Fruits.
Vegetables.
Potatoes
School kitchen.
MTP Agriculture & Nutrition pg 5-6.
video clips.
Knives.
Vegetables(cabbages).
Digital devices.
Agriculture & Nutrition Spark pg 16-17.
Posters.
Manilla papers.
Marker pens.
Agriculture & Nutrition Spark pg 18.
Teacher's Notes.
Internet.
Dictionary.
Digital device.
Teacher's Notes. Agriculture & Nutrition Spark pg 21.
Posters.
Manila papers and Marker pens.
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.
Assessment books.
Assessment questions. Agriculture & Nutrition Spark pg 21:

Practical demonstration. Portfolios. Assessment rubric. Checklists.
Oral questions. Oral discussion. Written tests. Assessment rubric.

Food Production Processes.

Preparing Planting Sites and Establishing Crops.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Soil tilth.
Identify the types of soil tilths used for selected planting materials
Discuss the types of soil tilths and give examples of appropriate crops for each tilth.
Search the internet for more information on the types of soil tilth.
Acknowledge the different types of soil tilth for planting materials.

In groups,learners are guided to;
search the internet or books for the meaning of soil tilth and types of soil tilth.
discuss the types of soil tilth used in planting of different crops.
give examples of crops that requires the different types of soil tilth.
demonstrate the different types of soil tilth in a garden.

What is soil tilth? What are the types of soil tilth used in farming?

Agriculture & Nutrition Spark pg 24-26.
Pictures.
Digital devices.
School garden.
Agriculture & Nutrition Spark pg 23-24.
Photographs.
Teacher's Notes.
Panga,jembe,slasher , compost manure.
Planting materials for a crop of choice.
Containers.
Sacks. Agriculture & Nutrition Spark pg 28-29

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

Food Production Processes.

Selected Crop Management Practices.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Crop management.
Identify the different crop management practices carried on crops.
Discuss the crop management practices carried on crops.
Search the internet for video clips on the crop management practices carried on crops.
Acknowledge the need for crop management practices on established crops.

In groups,learners are guided to;
brainstorm on the meaning of crop management and share in class.
mention some of the crop management practices carried out on crops.
discuss the crop management practices carried out on crops.
watch clips on the different crop management practices done on established crops.

How can we carry out management practices in crop production?

Agriculture & Nutrition Spark pg 43.
Digital devices;
Tablets.
Pictures.
Agriculture & Nutrition Spark pg 47-48.
Jembes,Pangas.
Digital devices.
Agriculture & Nutrition Spark pg 49.
Planting sites.
School/Home garden.

Oral questions Oral discussions. Written tests. Assessment rubric.

Food Production Processes.

Selected Crop Management Practices.
Selected Crop Management Practices (Assessment)
Preparing Animal Products;Eggs and Honey.
Preparing Animal Products:Eggs and Honey.
Preparing Animal Products: Eggs and Honey.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how earthing up is done in a crop field.
Demonstrate earthing up in a planting site or farm.
Appreciate the need for earthing up in a crop field.

Differentiate between Sorting and Grading as used in preparation of animal products.
Identify factors to consider when sorting and grading eggs.
Discuss the factors to consider when sorting and grading eggs.
Prepare flashcards/posters on the factors to consider when sorting and grading eggs.
Appreciate the need for sorting and grading of eggs.

In groups, pairs,learners are guided to;
describe how earthing up is done on crops.
state the importance of earthing up on crops.
carry out earthing up to crops in planting sites or a garden and record using digital devices.
In groups,pairs,learners are guided to;
use internet or dictionary to search the meaning of sorting and grading.
share experiences on how to prepare eggs for use and storage.
discuss the factors to consider when sorting and grading eggs.
prepare posters/flashcards showing the factors to consider when sorting and grading eggs.

How is earthing up done on crops in a farm? What are importance of earthing up on crops?
What are the reasons for sorting and grading eggs? How do you prepare eggs for storage and use?

Agriculture & Nutrition Spark pg 48.
Jembes/Pangas.
Digital devices.
Planting sites
School/Home garden.
Agriculture & Nutrition Spark pg 49.
Video clips.
Teacher's Notes.
internet. Agriculture & Nutrition Spark pg 47-49.
Assessment books. Agriculture & Nutrition Spark pg 49-50.
Agriculture & Nutrition Spark pg 64-65.
Pictures.
Digital devices
Eggs.
Weighing machine. Agriculture & Nutrition Spark pg 65.
Trays.
digital devices.
Teacher's Notes
Internet.
Agriculture & Nutrition Spark pg 66-67.
Video clips.
Teacher's Notes.
Posters.

Activity journal. Assessment rubric. Observation schedule. Checklists. Practical demonstration.
Oral questions Oral discussion. Written tests. Assessment rubric.

Food Production Processes.

Preparing Animal Products; Eggs and Honey.

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

Explain how honey is packed.
Discuss how honey is packed after processing.
Search the internet for more information on how honey is packed.
Appreciate the need for packing honey after processing.

In groups,learners are guided to;
discuss how honey is packed after its processing process and present in class.
search the internet for more information on packing of honey.

How is honey packed after processing process?

Agriculture & Nutrition  pg 68.
Pictures.
Teacher's Notes.
Digital devices.
Resource person.
Internet.
Resource persons.

Oral discussion. Oral questions Written tests.

Food Production Processes.

Preparing Animal Products: Eggs and Honey.
Preparing Animal Products:Eggs and Honey. (Assessment)
Cooking Methods.
Cooking Methods: Grilling Method.

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

Visit a nearby farm to observe how honey is processed.
Carry out honey processing and package the processed honey.
Embrace preparation of animal products for various purposes.

As a class , in groups,learners are guided to:
visit a nearby farm to observe how honey is processed and packed.
use digital devices to record conversation with the farmer.
carry out the honey processing process and package it.

How can we prepare animal products?

Nearby Farm.
Digital devices. Agriculture & Nutrition  pg 66-68.
Agriculture & Nutrition  pg 69-70.
Assessment books.
Teacher's Notes.
Digital devices.
MTP Agriculture & Nutrition  pg 46-47.
Photos.
Pictures.
MTP Agriculture & Nutrition pg 54.
Posters

Exercusion. Observation.

Food Production Processes.

Cooking Methods: Grilling.
Cooking Methods: Grilling Method.
Cooking Methods: Roasting
Cooking Methods.
Cooking Methods
Cooking Methods: Steaming.
Cooking Methods.
Cooking Method: Steaming.

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

Identify the requirements and ingredients of a selected food to be cooked using grilling method
Prepare recipes of food to be grilled.
Discuss the advantages and disadvantages of grilling method of cooking.
Appreciate the use of grilling method in cooking.

lesson, be able to;
Prepare and cook the selected food using the roasting method.
Serve the food prepared by roasting method.
Enjoy roasting and eating the roasted food.

In groups,learners are guided to:
select a suitable food to cook by grilling method.
list the necessary requirements and ingredients to use in cooking by grilling method.
prepare recipes of food to be grilled.
discuss the advantages and disadvantages of grilling food.
search the internet for recipes of grilled food.

In groups,learners are guided to:
gather the equipment required for preparing and roasting the selected food.
follow the prepared recipe to prepare and cook the selected food by roasting method.
record using digital devices as they cook.
serve the roasted food.

What are the advantages and disadvantages of grilling food? Which equipment are used in grilling method?
How did you observe safety and hygiene when roasting? why should we wrap potatoes with aluminum foil or suitable traditional leaves?

MTP Agriculture & Nutrition Spark pg 57.
Digital devices.
Teacher's Notes.
Recipes.
School Kitchen.
Selected food for grilling.
Grilling Equipment and Tools.
Teacher's Note.
MTP Agriculture & Nutrition Spark pg 54 & 49.
Posters.
Pictures.
Teacher's Method.
MTP Agriculture & Nutrition  pg 60.
Video clips.
School Kitchen.
Selected food to cook.
Equipment for roasting.
MTP Agriculture & Nutrition pg 60-61.
Teacher's Notes.
MTP Agriculture & Nutrition  pg 54.
Pictures.
Photos of steaming equipment.
Digital devices.
MTP Agriculture & Nutrition  pg 55.
Video clips.
Cabbage.
Steaming equipment.
Recipes.

Assessment rubric. Written text Checklists. Oral questions.
Assessment rubric. Observation schedule. Checklists.

Hygiene Practices.

Hygiene in Rearing Animals.

By the end of the lesson, the learner should be able to:
lesson,
Identify the hygiene practices in rearing of domestic animals at home/school.
Discuss the hygiene practices in rearing of domestic animals at home/school.
Prepare posters showing the hygiene practices in rearing of domestic animals.
Acknowledge the need for practicing hygiene practices in rearing domestic animals.

In groups,pairs,learners are guided to:
brainstorm on the hygiene practices in rearing of domestic animals.
discuss the hygiene practices in rearing of domestic animals
search for additional information on the internet or relevant textbook on hygienic practices in rearing domestic animals.
prepare posters showing the hygienic practices in rearing domestic animals.

Which domestic animals do you keep at home? what is the importance of maintaining hygiene when rearing animals?

Agriculture & Nutrition Spark pg 61-62.
Pictures.
Digital devices.
Teacher's Notes.
Pictures.
Video clips.
Internet.
Teacher's Notes. Agriculture & Nutrition Spark pg 62.
Reared domestic animals. Agriculture & Nutrition Spark pg 61-62.

Oral questions. Written tests. Assessment rubric.

Hygiene Practices.
Production Techniques.

Laundry:Loose Coloured Items.
Sewing Skills: Knitting.

By the end of the lesson, the learner should be able to:
lesson,
List the materials used for laundering loose coloured clothes.
Describe how to launder a loose coloured article for hygiene purposes.
Search the internet for a clip or demonstration on how to launder a loose coloured article.
Embrace laundering of loose coloured articles for hygienic purposes.

In groups,pairs,learners are guided to:
search and watch a video clip or demonstration on how to launder a loose coloured article.
list the requirements for laundering a loose coloured article.
outline the procedure for laundering a loose coloured article.
discuss how to launder a loose coloured article and make a presentation.

How do you launder a loose coloured article for hygiene purposes?

Teacher's Notes.
Video Clips.
Digital devices: Laptop, Projector, tablets.
MTP Agriculture & Nutrition  154.
Digital devices.
Posters.
Internet.
Selected loose coloured article.
Basins.
Warm and cold water.
Soap or mild detergent.
Salt, Vinegar or lemon.
pegs.
Pictures.
Knitting tools.
MTP Agriculture & Nutrition  pg 94.

Observation. Written tests. Assessment rubric. Oral questions.

Production Techniques.

Sewing Skills: Knitting.
Constructing Framed Suspended Gardens.

By the end of the lesson, the learner should be able to:
lesson,
List items that can be knitted at home.
State the safety precautions to observe when knitting.
Discuss the ways of taking care and storing knitting tools and materials.
Prepare posters showing ways of taking care of knitting tools and materials.
Acknowledge the safety precautions to observe when knitting.

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:
list the items that can be knitted at home.
identify the safety precautions that one should observe when knitting a household article.
discuss the ways of taking care and storing knitting tools and materials.
prepare posters showing safety precautions to observe when knitting and display in class.
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 items can you knit at home? what are the safety precautions that one should adhere to when knitting?
What areas in your school compound can framed suspended gardens be prepared?

Teacher's Notes.
Posters
Digital devices.
MTP Agriculture & Nutrition .
Knitting tools and materials.
Video clips.
Resource person.
Household articles knitted by knit stitches.
Household article knitted by purl stitch.
Knitting tools.
Pictures. Agriculture & Nutrition Spark pg 80-81.
Internet.
Agriculture & Nutrition Spark pg 81-82.
Digital devices.
Photos.
Teacher's Notes
Digital devices. Agriculture & Nutrition Spark pg 82-83.
Pictures.
Agriculture & Nutrition Spark pg 82-83.
Video clips.
Teacher's Notes.

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

Production Techniques.

Constructing Framed Suspended Gardens.
Constructing Framed Suspended Garden.

By the end of the lesson, the learner should be able to:
lesson,
Gather the appropriate materials for construction of selected framed suspended garden.
Construct a framed structure for suspended crops.

In groups, learners are guided to:
Gather their selected materials for constructing the selected framed suspended garden.
Innovate and construct a framed suspended gardens using the locally available materials.
Use digital devices to record videos as they construct.

How do you construct a framed suspended garden?

Locally available materials for construction. Agriculture & Nutrition Spark pg 84-85.
Digital devices.
Selected crop.
Teacher's Notes. Agriculture & Nutrition Spark pg 85-86.

Assessment rubric. Checklists. Observation schedule. Project.

Production Techniques.

Construction of Framed Suspended Garden.
Construction of Framed Suspended Gardens: Assessment.
Adding Value to Crop Produce.

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.
Discuss the management practices carried out on the established crops on the framed suspended garden.
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.
Agriculture & Nutrition Spark pg 86-87.
Marker Pens.
Manilla papers.
Posters.
Digital devices.
Assessment books.
Spark Agriculture pg 87.
Agriculture & Nutrition Spark pg 89.
Internet.

Checklists. Journal. Written report. Assessment rubric.

Production Techniques.
Production Technique.
Production Techniques.

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

Outline the steps to make a sugarcane squash.
Discuss the steps used to add value to the sugarcane.
Add value to the sugarcane following the steps.
Desire to add value to the sugarcane.

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.
In groups, learners are guided to:
outline the steps of making sugarcane squash.
discuss the steps followed in making sugarcane squash.
gather the resources to use in making of sugarcane squash.
follow the steps to make a sugarcane squash.

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

Agriculture & Nutrition Spark pg 90-92.
Pictures.
Teacher's Notes.
Agriculture & Nutrition Spark pg 93.
Ripe Tomatoes.
Knives,Water,Basin,Tray and Tins.
Digital devices
Digital devices.
Video clips.
Internet.
Agriculture & Nutrition Spark pg 94.
Fresh sugarcane.
Ginger, Lemon juice.
Blender.
Clean light cloth for straining.
Digital devices. Agriculture & Nutrition Spark pg 95.
Agriculture & Nutrition Spark pg 95.
Teacher's Notes
Digital devices
Internet

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

Production Techniques.

Adding Value to Crop Produce: Assessment.
Sewing Skills: Knitting.
Sewing Skills: Knitting.
Sewing Skills: Knitting.

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.
Teacher's Notes.
Pictures.
Digital devices.
Knitting tools. Agriculture & Nutrition Spark
Posters
Digital devices.Agriculture & Nutrition Spark
Knitting tools and materials.
Video clips.
Resource person.
Household articles knitted by knit stitches. Agriculture & Nutrition Spark

Written tests Assessment rubric. Checklists.

Production Techniques.

Sewing Skills: Knitting.
Constructing Framed Suspended Gardens.
Constructing Framed Suspended Gardens.
Constructing Framed Suspended Gardens.

By the end of the lesson, the learner should be able to:
lesson,
Outline the steps and procedure for knitting articles using the purl stitch.
Knit a household article using the purl stitch.
Enjoy knitting household articles using the purl stitch.

In pairs, individually or in groups,learners are guided to:
watch a clip or observe a resource person knitting a household article using the purl stitch.
outline the steps and procedure to follow when knitting using purl stitch.
practice knitting household items using the purl stitch.

How do you knit a household article using the purl stitch?

Resource person.
Video clips.
Teacher's Notes.
Household article knitted by purl stitch.
Knitting tools. Agriculture & Nutrition Spark
Pictures.
Internet.
Digital devices. Agriculture & Nutrition Spark
Agriculture & Nutrition Spark pg 81-82.
Digital devices.
Photos.
Teacher's Notes
Digital devices. Agriculture & Nutrition Spark pg 82-83.

Observation. Oral questions. Demonstration. Portfolios. Checklists.

Production Techniques.

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

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.

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:
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.
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.

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

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.
Selected crop.
Teacher's Notes. Agriculture & Nutrition Sparkpg 85-86.
Agriculture & Nutrition Spark pg 86.
Teacher's Notes.
Environment where the crops have been established.
Agriculture & Nutrition Spark pg 86-87.
Marker Pens.
Manilla papers.
Posters.
Digital devices.
Agriculture & Nutrition Spark pg 89.
Internet.
Agriculture & Nutrition Spark pg 90-92.
Pictures.

Assessment rubric. Written tests. Oral discussions. Oral questions.
Checklists. Journal. Written report. Assessment rubric.

Production Techniques.
Production Technique.
Production Technique.

Adding Value to Crop Produce.
Adding value to Crop Produce.
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
Teacher's Notes.
Digital devices.
Video clips.
Internet.
Spark Agriculture pg 94.
Fresh sugarcane.
Ginger, Lemon juice.
Blender.
Clean light cloth for straining.
Spark Agriculture pg 95.

Assessment rubric. Project. Portfolios. Checklists.

Production Techniques.

Adding Value to Crop Produce.
Making Homemade Soap.
Making Homemade Soap.
Making Homemade Soap.
Making Homemade soap.
Making Homemade Soap.

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
MTP Home science pg 136-138.
Pictures.
Digital devices.
Samples of different forms of soap.
MTP Home science pg 138-139.
Lesson notes.
MTP Home Science pg 143-144.
Video clips.
MTP Agriculture & Nutrition  pg 143.
Natural ingredients e.g ashes, water,salt, animal fats or plant oils.
School environment.
Home made soaps.
Water.
Washing basins.
Ties, handkerchiefs,dirty cups and dishes.

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