Food Production Processes.

Preparing Planting Sites and Establishing Crops.
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.
Identify the different types of planting sites from pictures.
Describe the different types of planting sites for crop establishment.
Prepare a suitable planting site for crop establishment.
Appreciate the different types of planting sites for crop establishment.

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.
In groups,pairs,learners are guided to;
observe pictures/photographs showing the different types of planting sites.
identify the different types of planting sites from the photographs.
explain the meaning of a planting sites.
describe the different types of planting sites for establishment of crops.

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

Spark Agriculture pg 24-26.
Pictures.
Digital devices.
School garden.
Spark Agriculture pg 23-24.
Photographs.
Teacher's Notes.

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

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;
Identify the suitable planting site for crop establishment.
Prepare a planting site using a suitable tilth for establishing selected planting materials.
Enjoy preparing a planting site using a suitable soil tilth.

In groups,learners are guided to;
identify the most suitable planting site for establishing a selected planting material.
collaborate in preparing a planting site using a suitable tilth for establishing the selected planting material.

How do you prepare a planting site?

Panga,jembe,slasher , compost manure.
Planting materials for a crop of choice.
Containers.
Sacks.
Spark Agriculture pg 28-29

Activity journal. Portfolios Projects.

Food Production Processes.

Selected Crop Management Practices.
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.
Identify the methods used to control weeds in the farm.
Discuss the methods used to control weeds in the farm.
Demonstrate the different methods of weeding on established crops.
Enjoy weeding on the established crops in a planting site.

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.
In groups,pairs,learners are guided to;
brainstorm on the methods used in controlling weeds in a farm or planting site.
discuss the different methods used in controlling weeds in a farm or planting site.
carry out weeding on the crops in planting sites or farm using the different methods.

How can we carry out management practices in crop production?

Spark Agriculture pg 43.
Digital devices;
Tablets.
Pictures.
Spark Agriculture pg 47-48.
Jembes,Pangas.
Digital devices.

Oral questions Oral discussions. Written tests. Assessment rubric.

Food Production Processes.

Selected Crop Management Practices.
Selected Crop Management Practices.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how thinning and gapping is done in a crop fields or planting sites.
Demonstrate how thinning and gapping are done in a crop field.
Acknowledge the need for thinning and gapping in a crop field.
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.

In groups,pairs or individually,learners are guided to;
describe how thinning and gapping is done in a crop field.
carry out thinning and gapping in a farm or planting site and record using digital devices.
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.

How is gapping and thinning done in a crop field?

Spark Agriculture pg 49.
Planting sites.
School/Home garden.
Digital devices.
Spark Agriculture pg 48.
Jembes/Pangas.
Planting sites

Activity journal. Observation schedule. Checklists. Oral discussions. Written tests.

Food Production Processes.

Selected Crop Management Practices.
Selected Crop Management Practices.

By the end of the lesson, the learner should be able to:
;
Explain how hardening is done in crop management.
Search the internet for clips and information on hardening of crops as a way of management.
Acknowledge the need for hardening in crop management.
State the importance of management practices in crop production.
Discuss the importance of management practices in crop production.
Search the internet for more information on importance of management practices in crop production.
Appreciate the importance of various management practices in crop production.

In groups,pairs,learners are guided to;
describe how hardening is done on crops.
search the internet for information and clips on hardening of crops.
carry out hardening on the different types of crops;maize, beans
brainstorm on the importance of management practices in crop production.
discuss the importance of management practices in crop production.
search the internet for more information on the importance of management practices in crop production.

How is hardening done on crops? What is the importance of hardening crops?

Spark Agriculture pg 49.
Video clips.
Digital devices.
Teacher's Notes.
internet.
Spark Agriculture pg 47-49.

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

Food Production Processes.

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

By the end of the lesson, the learner should be able to:
Attempt questions on the Assessment Exercise 6 .
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 pairs, individually,learners are guided to;
answer the questions on the sub-strand: Selected Crop Management Practices.
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.

Assessment books.
Spark Agriculture pg 49-50.
Spark Agriculture pg 64-65.
Pictures.
Digital devices

Written tests. Assessment rubric. Checklists.

Food Production Processes.

Preparing Animal Products;Eggs and Honey.
Preparing Animal Products:Eggs and Honey.

By the end of the lesson, the learner should be able to:
Sort and grade eggs for various purposes.
Acknowledge the need for sorting and grading of eggs.
State the importance grading and sorting eggs.
Discuss the importance of sorting and grading eggs.
Search the internet for more information on the importance of sorting and grading eggs.
Embrace the preparation of animal products for various purposes.

In groups,learners are guided to;
prepare eggs (sorting, grading and packing) for various purposes.
display the prepared eggs and adopt the practice at home.
In groups,pairs,learners are guided to:
brainstorm on the importance of sorting and grading eggs.
discuss the importance of sorting and grading the eggs for various purposes.
use digital devices connected to internet to search for more information on importance of grading and sorting eggs.

How do you sort and grade eggs for various purposes?

Eggs.
Weighing machine.
Spark Agriculture pg 65.
Trays.
digital devices.
Spark Agriculture pg 64-65.
Teacher's Notes
Internet.

Activity journal. Observation checklists. Practical demonstration.

Food Production Processes.

Preparing Animal Products: Eggs and Honey.
Preparing Animal Products; Eggs and Honey.

By the end of the lesson, the learner should be able to:
;
Define the term Honey processing.
Outline the steps followed when processing honey.
Discuss the honey processing process.
Search the internet for clips on how honey is processed from Combs using crushing and straining method.
Acknowledge the process of honey processing from the combs.
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,pairs,learners are guided to:
search for and watch clips on how honey is processed using crushing and straining methods.
outline the steps followed during honey processing.
discuss the steps followed in honey processing.
prepare posters to show the steps followed in honey 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 processed using the crushing and straining method?

Spark Agriculture pg 66-67.
Video clips.
Digital devices.
Teacher's Notes.
Posters.
Spark Agriculture pg 68.
Pictures.
Resource person.

Oral questions. Oral discussions. 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:

State the importance of processing raw honey.
Discuss the importance of processing raw honey.
Search internet for information on importance of processing raw honey.
Acknowledge the importance of processing raw honey.

In groups,learners are guided to;
brainstorm on the importance of processing raw honey.
discuss the importance of processing raw honey.
search the internet or listen to a resource person for information on the importance of processing raw honey.

Why is it important to process raw honey?

Teacher's Notes.
Internet.
Digital devices.
Resource persons.

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

Food Production Processes.

Preparing Animal Products: Eggs and Honey.
Preparing Animal Products:Eggs and Honey. (Assessment)

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.
Attempt questions on the Assessment Exercise 9 in learner's book.

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.
Individually,in pairs,learners are guided to:
answer all the questions on the assessment exercise.

How can we prepare animal products?

Nearby Farm.
Digital devices.
Spark Agriculture pg 66-68.
Spark Agriculture pg 69-70.
Assessment books.

Exercusion. Observation.

Food Production Processes.

Cooking Methods.
Cooking Methods: Grilling Method.

By the end of the lesson, the learner should be able to:
List the factors that determine the choice of a cooking method.
Identify the methods of cooking different types of food.
Describe the methods of cooking different types of foods.
Search the internet for information on the cooking methods; Grilling, Roasting and Steaming.
Acknowledge the different methods of cooking food.
State the guidelines for cooking food by Grilling method.
Discuss the safety measures to observe during grilling of food.
Prepare posters showing the guidelines for cooking food by grilling method.
Appreciate the guidelines and safety measures to observe during grilling.

In groups or in pairs,learners are guided to:
brainstorm on the factors that determine the choice of a cooking method.
list the different cooking methods.
discuss the different methods of cooking food.
search the internet for more information on the cooking methods.
In groups,pairs,learners are guided to:
list the foods suitable for grilling.
outline the guidelines for grilling method.
discuss the importance of adhering to each of the guideline.
prepare posters showing the guidelines for grilling.
discuss the safety measures to be observed during grilling of food.

What types of cooking methods do you know? what factors should you consider when choosing a cooking method?

Teacher's Notes.
Digital devices.
MTP Home Science pg 46-47.
Photos.
Pictures.
MTP Home Science pg 54.
Posters

Oral questions. Assessment rubric. Written tests.

Food Production Processes.

Cooking Methods: Grilling.
Cooking Methods: Grilling Method.

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.
Prepare and cook the selected food using the grilling method.
Serve the food prepared using grilling method.
Enjoy grilling 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.
gather the tools, equipment and materials to be used for grilling.
follow the recipes prepared to prepare and cook the selected food using grilling method.
record using digital devices as they cook.
observe safety when cooking.
serve the prepared food.

What are the advantages and disadvantages of grilling food? Which equipment are used in grilling method?

MTP Home Science pg 57.
Digital devices.
Teacher's Notes.
Recipes.
School Kitchen.
Selected food for grilling.
Grilling Equipment and Tools.

Assessment rubric. Written text Checklists. Oral questions.

Food Production Processes.

Cooking Methods: Roasting
Cooking Methods.

By the end of the lesson, the learner should be able to:
Identify the equipment and tools used in roasting.
Outline the guidelines for cooking food by roasting.
Prepare posters showing the guidelines for cooking food by roasting.
Acknowledge the safety measures to observe during roasting.
lesson, be able to;
List the requirements and ingredients for roasting a selected food.
Prepare recipes of food to be roasted.
Discuss the advantages and disadvantages of roasting food.
Appreciate the use of roasting in cooking food.

In groups,pairs,learners are guided to:
identify the tools and equipment used in roasting.
draw the equipment used in roasting.
discuss the guidelines for cooking food by roasting and their importance.
outline the safety measures to observe during roasting.
In groups,learners are guided to:
list the requirements and ingredients for roasting selected food.
compile and write down recipes of food to be roasted.
discuss some of the advantages and disadvantages of roasting.
search the internet for clips on roasting method.

What types of food are prepared using the roasting method?

Teacher's Note.
MTP Home Science pg 54 & 49.
Posters.
Pictures.
Teacher's Method.
MTP Home Science pg 60.
Digital devices.
Video clips.

Oral questions. Written tests. Assessment rubric.

Food Production Processes.

Cooking Methods
Cooking Methods: Steaming.

By the end of the lesson, the learner should be able to:
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.
lesson,
Outline the guidelines for steaming.
Discuss the importance of the guidelines for steaming.
Prepare posters showing the guidelines for steaming.
Adhere to the guidelines for steaming 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.
state the guidelines for steaming food.
discuss the importance of guidelines for steaming.
outline the safety precautions to observe when steaming.

How did you observe safety and hygiene when roasting? why should we wrap potatoes with aluminum foil or suitable traditional leaves?

School Kitchen.
Selected food to cook.
Equipment for roasting.
MTP Home Science pg 60-61.
Teacher's Notes.
MTP Home Science pg 54.
Pictures.
Photos of steaming equipment.

Assessment rubric. Observation schedule. Checklists.

Food Production Processes.

Cooking Methods.

By the end of the lesson, the learner should be able to:
lesson,
List the requirements and ingredients to use in steaming of selected food.
Prepare recipes for steaming the selected food.
Search the internet for recipes and clips on steaming.
Appreciate the use of steaming method.

In groups,learners are guided to:
select a suitable food to prepare and cook using the steaming method.
list and note down the requirements and ingredients to use in steaming the selected food.
prepare recipes for steaming the selected food.
search the internet for recipes and clips on steaming.

How do you prepare food for steaming?

Teacher's Notes.
Digital devices.
MTP Home Science pg 55.
Video clips.

Written tests. Oral questions. Assessment rubrics. Checklists.

Food Production Processes.
Hygiene Practices.

Cooking Method: Steaming.
Hygiene in Rearing Animals.

By the end of the lesson, the learner should be able to:
lesson,
Prepare and cook selected food using the steaming method.
Serve the steamed food.
Enjoy steaming and eating the steamed food.
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,learners are guided to:
gather the tools, equipment and materials required for preparing and cooking steamed cabbage.
follow the recipe to prepare and cook the cabbage by steaming method.
observe safety and hygiene when steaming.
record using digital devices as they cook.
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.

How do you prepare for steaming a food?

School kitchen.
Cabbage.
Steaming equipment.
Recipes.
Digital devices.
Spark Agriculture pg 61-62.
Pictures.
Teacher's Notes.
Pictures.
Video clips.

Assessment rubric. Checklists. Observation schedule. .

Hygiene Practices.

Hygiene in Rearing Animals.
Hygiene in Rearing Animals.

By the end of the lesson, the learner should be able to:
lesson,
State the importance of hygiene practices in rearing domestic animals.
Discuss the importance of hygiene practices in rearing domestic animals.
Search the internet for information on the importance of hygiene practices in rearing domestic animals.
Appreciate importance of hygiene practices in rearing domestic animals.
carry out hygiene practices in rearing domestic animals at home or school.
Prepare a journal/report showing the hygiene practices carried out to domestic animals.
Enjoy practicing hygiene practices to the domestic animals.

In groups,pairs,learners are guided to:
brainstorm on the importance of hygiene practices in rearing of domestic animals.
discuss the importance of hygiene practices in rearing of domestic animals.
search the internet for more information on the importance of hygiene practices in rearing of domestic animals and note down.
make a class presentation on the importance of hygiene in rearing domestic animals.
Individually,in pairs, groups,learners are guided to:
carry out appropriate hygiene practices in rearing domestic animals at school or home.
prepare a journal or report showing the hygiene practices carried out on the domestic animals at home or school.

What is the importance of practicing hygiene when rearing domestic animals?

Internet.
Digital devices.
Teacher's Notes.
Spark Agriculture pg 62.
Reared domestic animals.
Spark Agriculture pg 61-62.

Oral questions. Oral presentation. Written tests. Assessment rubric.

Hygiene Practices.

Laundry:Loose Coloured Items.
Laundry:Loose Coloured Items.

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.
State the measures to be observed when laundering coloured clothes.
Discuss the measures to be observed when laundering coloured clothes.
Prepare posters showing measures to adhere to when laundering coloured clothes.
Acknowledge the measures to observe when laundering coloured clothes.

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.
brainstorm on the measures to observe when laundering coloured clothes.
discuss the measures to observe when laundering coloured clothes.
search the internet for information on measures to observe when laundering coloured clothes.
prepare posters showing the measures to observe when laundering coloured clothes.

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

Teacher's Notes.
Video Clips.
Digital devices: Laptop, Projector, tablets.
MTP Home Science 154.
Digital devices.
Posters.
Internet.

Observation. Written tests. Assessment rubric. Oral questions.

Hygiene Practices.
Production Technique.

Laundry:Loose Coloured Items.
Adding value to Crop Produce.

By the end of the lesson, the learner should be able to:
lesson,
Select a loose coloured article for laundering.
Launder a loose coloured article for hygiene purposes.
Embrace laundering of loose coloured article for hygienic purposes.
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.

Individually,in pairs or groups,learners are guided to:
select a loose coloured article for laundering.
follow the procedure to launder a loose coloured article.
record using a digital device.
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.

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

Selected loose coloured article.
Basins.
Warm and cold water.
Soap or mild detergent.
Salt, Vinegar or lemon.
pegs.
Spark Agriculture pg 94.
Fresh sugarcane.
Ginger, Lemon juice.
Blender.
Clean light cloth for straining.

Assessment rubric. Checklists. Observation schedule. Oral questions.

Production Technique.
Production Techniques.

Adding Value to Crop Produce.
Sewing Skills: Knitting.

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.
lesson,
Define the term knitting.
List tools used in knitting.
Describe the basic knitting stitches used in making household articles.
Demonstrate the basic knitting stitches used in making household articles.
Appreciate the basic knitting stitches used in making household articles.

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.
In groups,pairs,learners are guided to:
search from the dictionary or textbook the meaning of knitting.
list the tools used in knitting.
identify the basic knitting stitches (Knit stitch and Purl stitch)
describe the two basic knitting stitches used in making household articles.
observe the teacher as he/she demonstrates the two basic knitting stitches.

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

Digital devices.
Spark Agriculture pg 95.
Teacher's Notes.
Pictures.
Knitting tools.
Spark Agriculture

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

Production Techniques.

Sewing Skills: Knitting.
Sewing Skills: Knitting.

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.
Outline the steps for knitting an article using the knit stitch.
Knit a selected household article using the knit stitch.
Enjoy knitting household articles using the knit stitch.

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 pairs,individually,learners are guided to:
outline the steps and procedure for knitting using the knit stitch.
watch a clip or a resource person knitting a household using the knit stitch.
practice knitting a household article using the knit stitch.

What items can you knit at home? what are the safety precautions that one should adhere to when knitting?

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

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

Production Techniques.

Sewing Skills: Knitting.
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.
Define the term Framed Suspended Gardens.
Identify the off-season crops suitable for framed suspended gardens.
Discuss the features of the off-season crops suitable for framed suspended gardens.
Search the internet for information on the crops suitable for framed suspended gardens.
Appreciate the crops suitable for the framed suspended gardens.

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.
In groups,pairs,learners are guided to:
brainstorm on the meaning of framed suspended gardens.
observe pictures of the framed suspended gardens and identify materials used to construct the framed suspended gardens.
outline the factors considered when identifying off-season crops for suspended gardening.
List some of the crops suitable for framed suspended gardening.
discuss the features of the off-season crops suitable for suspended gardening.
search the internet for more information on the framed suspended gardens.

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.
Spark Agriculture
Pictures.
Internet.
Digital devices.

Observation. Oral questions. Demonstration. Portfolios. Checklists.

Production Techniques.

Constructing Framed Suspended Gardens.
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.
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:
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.
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 areas in your school compound can framed suspended gardens be prepared?

Spark Agriculture pg 81-82.
Digital devices.
Photos.
Teacher's Notes
Spark Agriculture pg 82-83.
Pictures.

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

Production Techniques.

Constructing Framed Suspended Gardens.
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.
Gather the appropriate materials for construction of selected framed suspended garden.
Construct a framed structure for suspended 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:
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 are framed suspended gardens constructed?

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

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

Production Techniques.

Constructing Framed Suspended Garden.
Construction of 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.
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:
outline the steps for establishing a selected crop on the constructed framed suspended garden.
establish the selected crop on the constructed framed suspended garden.
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 do you establish a crop on the constructed framed suspended garden?

Selected crop.
Teacher's Notes.
Spark Agriculture pg 85-86.
Digital devices.
Spark Agriculture pg 86.
Environment where the crops have been established.

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

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.
Define the term Value addition.
Identify ways of adding value to crop produce.
Discuss the various ways of adding value to crop produce.
Search the internet for videos on value addition.
Appreciate the ways of adding value to crop produce.

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.
In groups,pairs,learners are guided to:
search the internet for meaning of value addition to crop produce and examples of value addition in crop produce and note their findings.
search the internet for videos on value addition and watch them.
discuss their findings and present in class.

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

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

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

Production Techniques.

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 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,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:
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.

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

Spark Agriculture pg 90-92.
Pictures.
Teacher's Notes.
Spark Agriculture pg 93.
Ripe Tomatoes.
Knives,Water,Basin,Tray and Tins.
Digital devices

Oral questions. Oral discussion. Written tests Assessment rubric.

Production Techniques.

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.
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:
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.
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.

Why do we add value to crop produce?

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

Assessment rubric. Oral discussion. Oral questions.

Production Techniques.

Making Homemade Soap.
Making Homemade Soap.

By the end of the lesson, the learner should be able to:
Identify the forms of soap used at household level.
Use digital resources to search for information on forms of soap used at household level.
Appreciate the different forms of soap used at home.
Identify the natural ingredients that one may use to make homemade soap.
Explore the internet and books for natural ingredients to use to make homemade soap.
Appreciate the natural ingredients used in making homemade soap.

In pairs,or individually,learners are guided to:
observe and identify the different forms of soap presented in class by teacher.
brainstorm and share experiences on forms of soap used at household level.
search the internet for information and pictures of different forms of soap used at household level.
In groups,learners are guided to:
brainstorm and present on some of the natural ingredients that one can use to make homemade soap.
collaborate in researching on the internet and books on some of the natural ingredients that can be used to make homemade soap , their uses and note down.
discuss the uses of the identified natural ingredients and present their findings in class.

Which forms of soap do you use at household level?

MTP Home science pg 136-138.
Pictures.
Digital devices.
Samples of different forms of soap.
MTP Home science pg 138-139.
Lesson notes.

Written tests Assessment rubric. Checklists. Oral questions.

Production Techniques.

Making Homemade Soap.
Making Homemade soap.

By the end of the lesson, the learner should be able to:
Outline the steps for making a homemade soap using the identified natural ingredients.
Search the internet for information and video clips on the process of making homemade soap using natural ingredients.
Desire to apply the process in making homemade soaps using natural ingredients.
;
Make homemade soap using natural ingredients.
Enjoy making the homemade soap using natural resources.

In groups,learners are guided to;
use digital and print resources to search for information and video clips on steps/procedure for making homemade soaps using natural ingredients .
outline their steps, discuss the procedure and share with peers.
In groups,learners are guided to:
collaborate in using their identified and collected natural ingredients such as ash, water etc to make soaps.
use digital devices to record as they make the homemade soap.

How can we make homemade soap using natural ingredients?

MTP Home Science pg 143-144.
Digital devices.
Video clips.
MTP Home Science pg 143.
Natural ingredients e.g ashes, water,salt, animal fats or plant oils.

Oral questions. Observation. Checklists. Assessment rubrics.

Production Techniques.

Making Homemade Soap.

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

Use the homemade soaps to maintain cleanliness at household level.
Embrace homemade soap for household use.

In groups,pairs or individually,learners are guided in;
using the made homemade soaps to maintain cleanliness at household level e.g washing ties, handkerchiefs, plates, dishes and cups.
record themselves using digital devices as they carry out the washing.
share their experiences on the washing using the homemade soaps.

How can you improve the homemade soaps?

School environment.
Home made soaps.
Water.
Washing basins.
Ties, handkerchiefs,dirty cups and dishes.
Digital devices

Practical work. Oral questions. Observation schedule.