Conservation of Resources

Conserving Animal Feed: Hay - Intro to hay & its importance

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

- Define the terms forage, fodder, pasture and hay.
- Identify types of livestock feed that farmers conserve to cope with drought.
- Appreciate the need to conserve animal feed as a food security measure.

In groups, learners are guided to:
- Discuss the meaning of forage, fodder, pasture and hay using print and digital resources.
- Read and discuss the Kajiado case study on the effects of drought on livestock.
- Share experiences on how conserving animal feed helps farmers cope during drought.

Why should farmers conserve animal feed during drought?

- Oxford Agriculture Today Grade 9 pg. 2
- Digital devices with internet access
- Reference books and agricultural articles

- Oral questions - Observation

Conservation of Resources

Conserving Animal Feed: Hay - Methods of conserving forage
Conserving Animal Feed: Hay - Identifying different hay conservation methods
Conserving Animal Feed: Hay - Baled hay as a conservation method
Conserving Animal Feed: Hay - Standing forage as a conservation method

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

- Identify the three major methods of conserving forage to cope with drought.
- Compare standing forage, baled hay and stacked hay as forage conservation methods.
- Value the role of forage conservation in ensuring livestock feed security.

In groups, learners are guided to:
- Use digital and print resources to research methods of conserving forage.
- Discuss in groups the differences between standing forage, baled hay and stacked hay.
- Record findings and share with the class.

What are the methods of conserving forage to cope with drought?

- Oxford Agriculture Today Grade 9 pg. 3
- Agricultural magazines and reference books
- Digital devices with internet access
- Charts showing forage conservation methods
- Oxford Agriculture Today Grade 9 pg. 4
- Relevant textbooks and reference books

- Oral questions - Written assignments

Conservation of Resources

Conserving Animal Feed: Hay - Stacking as a conservation method
Conserving Animal Feed: Hay - Steps in making a haystack
Conserving Animal Feed: Hay - Practical hay stacking

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

- Describe stacking as a method of conserving fodder.
- Construct a properly arranged pyramidal fodder stack using the correct procedure.
- Value the use of stacking as a low-cost and accessible method of conserving animal feed.

In groups, learners are guided to:
- Discuss the meaning of stacking and why fodder is arranged in pyramidal heaps.
- Explain why the base must be raised above the ground and the conditions needed for proper stacking.
- Discuss how to protect stacked fodder from pests and adverse weather conditions.

Why is fodder stacked in pyramidal heaps for conservation?

- Oxford Agriculture Today Grade 9 pg. 5
- Reference books and agricultural articles
- Digital devices with internet access
- Charts showing stacking procedure
- Oxford Agriculture Today Grade 9 pg. 6
- Maize stover, straw, wooden planks, ropes and gloves
- School demonstration plot

- Oral questions - Written assignments

Conservation of Resources

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

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

- List the materials and tools needed for the hay baling activity.
- Use the assembled materials to demonstrate readiness for the baling practical.
- Show responsibility in ensuring all required materials are prepared before the activity.

In groups, learners are guided to:
- Discuss and list all requirements for making baled hay: sickle, rake, wooden box and sisal ropes.
- Explain the function of each material in the baling process.
- Assemble and arrange all materials in readiness for the baling practical.

What materials are needed for making baled hay and what is the role of each?

- Oxford Agriculture Today Grade 9 pg. 4
- Sickle, rake, wooden box, sisal ropes and grass
- Reference books
- Sickle, rake, wooden box, sisal ropes and dried grass
- School demonstration plot

- Oral questions - Observation

Conservation of Resources

Conserving Animal Feed: Hay - Conservation in local communities
Conserving Animal Feed: Hay - Adopting conservation at household level

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

- Identify methods of forage conservation practised by farmers in the local community.
- Classify fodder crops in the locality according to the conservation method they are suited for.
- Value the contribution of local farmers in addressing feed shortages during drought.

In groups, learners are guided to:
- Visit a nearby farm and observe methods of animal feed conservation practised by local farmers.
- Discuss with the farm owner how feed shortages during drought are managed in the community.
- Record findings, take photographs for portfolios and share observations in class.

How do local farmers conserve animal feed to cope with drought?

- Oxford Agriculture Today Grade 9 pg. 7
- Writing materials and digital devices for photography
- Local farm environment
- Reference books and agricultural magazines
- Digital devices with internet access

- Observation - Oral questions

Conservation of Resources

Conserving Leftover Foods - Meaning & importance
Conserving Leftover Foods - Methods of conserving

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

- Define the term Réchauffé cookery and explain its relevance at home.
- Identify the benefits of conserving leftover foods such as minimising wastage, saving money and reducing labour.
- Appreciate the value of reusing leftover food as a household food conservation strategy.

In groups, learners are guided to:
- Discuss the meaning of Réchauffé cookery and why leftover food should be conserved rather than discarded.
- Carry out a class debate on the advantages of reusing leftover foods at home.
- List and discuss the benefits of leftover food conservation and share with the class.

Why should leftover food be conserved rather than thrown away?

- Oxford Agriculture Today Grade 9 pg. 9
- Cookery magazines and relevant textbooks
- Digital devices with internet access
- Relevant textbooks and cookery magazines

- Oral questions - Written assignments

Conservation of Resources

Conserving Leftover Foods - Handling at home

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

- Describe the rules for handling leftover food at each stage from preparation to serving.
- Demonstrate correct handling of leftover food at the preparation and storage stages.
- Adopt proper food handling habits to prevent contamination and food poisoning at home.

In groups, learners are guided to:
- Share experiences on how leftover food is handled at different stages at home.
- List and discuss the rules for handling leftover food during preparation, storage and reuse.
- Use the handling rules table to record correct practices and share with the class.

How should leftover food be handled at home to prevent contamination?

- Oxford Agriculture Today Grade 9 pg. 10
- Cookery magazines and relevant textbooks
- Digital devices with internet access

- Oral questions - Written assignments

Conservation of Resources

Conserving Leftover Foods - Storage methods
Conserving Leftover Foods - Safety precautions

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

- Explain appropriate storage methods for different types of leftover food.
- Demonstrate correct storage of at least two types of leftover food using available containers.
- Value the use of correct storage methods in maintaining food safety and preventing wastage.

In groups, learners are guided to:
- Discuss how different types of leftover food such as bread, cakes, stews and cooked grains should be stored.
- Explain the use of clean covered containers, cool airy cupboards and refrigerators for different foods.
- Demonstrate how to wrap bread and store cakes and biscuits using available materials.

What are the correct storage methods for different types of leftover food?

- Oxford Agriculture Today Grade 9 pg. 10
- Relevant textbooks and cookery magazines
- Food containers and storage equipment
- Oxford Agriculture Today Grade 9 pg. 11
- Food samples for demonstration

- Observation - Oral questions

Conservation of Resources

Conserving Leftover Foods - Reheating as a preparation method
Conserving Leftover Foods - Improving taste & texture of reheated foods

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

- Describe the rules for reheating leftover food correctly.
- Apply the correct reheating procedure to a given leftover food including covering and reheating only once.
- Appreciate the importance of following correct reheating procedures to prevent nutrient loss and food poisoning.

In groups, learners are guided to:
- Discuss the rules for reheating leftover food: cover during reheating, reheat only once and reheat within 24 hours.
- List foods suitable for reheating in their original form such as chapati, rice, boiled cassava and stews.
- Discuss how to serve reheated food and how to supplement it with fresh fruits or vegetables.

How should leftover food be correctly reheated to maintain safety and nutritional value?

- Oxford Agriculture Today Grade 9 pg. 12
- Relevant textbooks and cookery magazines
- Source of heat and cooking utensils
- Oxford Agriculture Today Grade 9 pg. 13
- Fresh vegetables, coriander and garnishing materials

- Oral questions - Observation

Conservation of Resources

Conserving Leftover Foods - Creating recipes
Conserving Leftover Foods - Community methods of preparation

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

- Identify common dishes that can be prepared from leftover foods.
- Prepare a step-by-step recipe for a selected dish using leftover food as the main ingredient.
- Show creativity in developing recipes that minimise food wastage at home.

In groups, learners are guided to:
- Research and discuss recipes that can be prepared from leftover foods including meat, fish, carbohydrate and bread dishes.
- Identify and describe dishes such as beef sandwich, beef curry, ugali cubes and cassava wedges.
- Compile and discuss selected recipes including ingredients and procedures.

What dishes can be prepared from leftover foods at home?

- Oxford Agriculture Today Grade 9 pg. 14
- Cookery magazines and relevant textbooks
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 16

- Written assignments - Oral questions

Conservation of Resources

Conserving Leftover Foods - Preparing a recipe

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

- Identify a suitable recipe for preparing a dish from a given leftover food.
- Plan and assemble the ingredients, utensils and equipment needed for the selected recipe.
- Demonstrate responsibility by preparing and presenting the leftover food dish hygienically.

In groups, learners are guided to:
- Select a leftover food dish from the Agriculture and Nutrition club options.
- Plan the preparation process, list ingredients and assemble all required materials.
- Prepare the dish and present it to club members then write a brief report on the procedure.

How do you plan and prepare a hygienic dish from leftover food using a recipe?

- Oxford Agriculture Today Grade 9 pg. 17
- Leftover foods, cooking utensils and source of heat
- Reference recipes from cookery magazines

- Observation - Activity journal

Conservation of Resources

Conserving Leftover Foods - Practical: beef stew by reheating
Integrated Farming - Definition & concept

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

- Identify the safety rules and correct reheating procedure for beef stew.
- Carry out the practical activity of reheating beef stew and improving its taste with fresh ingredients.
- Collaborate with group members to safely reheat, garnish and serve the beef stew.

In groups, learners are guided to:
- Assemble ingredients: leftover beef stew, coriander, diced carrots, source of heat and utensils.
- Reheat the stew following the correct procedure: cover, reheat only once and serve hot.
- Garnish and serve with an appropriate accompaniment then evaluate the outcome as a group.

How is beef stew correctly reheated and presented for serving?

- Oxford Agriculture Today Grade 9 pg. 17
- Leftover beef stew, coriander, carrots and cooking utensils
- Source of heat and serving dishes
- Oxford Agriculture Today Grade 9 pg. 20
- Relevant textbooks and agricultural articles
- Digital devices with internet access

- Observation - Graded practical activity

Conservation of Resources

Integrated Farming - Importance in resource conservation
Integrated Farming - Components in a farm

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

- Explain the importance of integrated farming in conserving resources and improving the environment.
- Analyse how integrated farming reduces production costs and improves food security on a farm.
- Value integrated farming as a practical solution to food insecurity and environmental degradation.

In groups, learners are guided to:
- Research and discuss the importance of integrated farming using print and digital resources.
- Identify benefits: improved soil fertility, diversified income, reduced external inputs and improved food security.
- Make class presentations explaining how integrated farming conserves resources and reduces production costs.

How does integrated farming contribute to resource conservation and food security?

- Oxford Agriculture Today Grade 9 pg. 26
- Integrated farming models and reference books
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 20
- Relevant textbooks and digital resources
- Charts showing integrated farm components

- Oral questions - Written assignments

Conservation of Resources

Integrated Farming - Relational benefits between components
Integrated Farming - Crop production component

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

- Explain how different components of an integrated farm benefit each other.
- Draw a sketch diagram showing the relational benefits between at least three farm components.
- Appreciate the efficiency of resource use that results from integrating farming components.

In groups, learners are guided to:
- Discuss how components interact and benefit each other e.g. livestock manure enriching crops and fish ponds.
- Explain specific links such as bees pollinating crops and rabbit urine as organic foliar feed.
- Draw a sketch showing relational benefits and present to the class.

How do the different components of an integrated farm benefit from each other?

- Oxford Agriculture Today Grade 9 pg. 21
- Charts showing component interactions
- Drawing materials
- Relevant textbooks and reference books
- Digital devices with internet access

- Oral questions - Written assignments

Conservation of Resources

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

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

- Explain how crop production in an integrated system conserves soil fertility and reduces external inputs.
- Investigate locally available leguminous crops used to fix nitrogen in integrated farming.
- Develop a positive attitude towards growing diverse crops as a strategy for resource conservation.

In groups, learners are guided to:
- Discuss how intercropping and crop rotation reduce soil erosion and improve soil health.
- Identify and discuss locally available leguminous crops that fix nitrogen in the soil.
- Relate how flowering crops provide nectar for bees creating a beneficial link between crop and beekeeping components.

How does crop production in integrated farming help conserve soil and other resources?

- Oxford Agriculture Today Grade 9 pg. 21
- Relevant textbooks and reference books
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 22
- Relevant textbooks and agricultural magazines

- Written assignments - Oral questions

Conservation of Resources

Integrated Farming - Livestock farming in resource conservation

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

- Explain how livestock waste is recycled to conserve and enrich resources in an integrated farm.
- Analyse how livestock manure improves crop yields and supports fish pond productivity.
- Value the role of livestock in generating biogas as a clean and cost-saving household energy source.

In groups, learners are guided to:
- Discuss how livestock manure is processed and used to fertilise crops and enrich fish ponds.
- Explain how livestock waste generates biogas for cooking and lighting at the household level.
- Analyse a farm scenario and identify all the ways livestock waste is recycled to reduce external inputs.

How does livestock waste contribute to resource conservation in integrated farming?

- Oxford Agriculture Today Grade 9 pg. 22
- Relevant textbooks and reference books
- Digital devices with internet access

- Written assignments - Oral questions

Conservation of Resources

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

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

- Describe fish rearing (aquaculture) as a component of integrated farming.
- Investigate fish rearing as a viable source of food and income in the local environment.
- Appreciate the contribution of fish rearing to food security and resource efficiency on the farm.

In groups, learners are guided to:
- Discuss the meaning of fish rearing and its alternative name aquaculture.
- Research fish rearing as a viable income and food source in the local area using print and digital resources.
- Explain the products of fish rearing including food, income and fishmeal for cattle.

What is fish rearing and what role does it play in integrated farming?

- Oxford Agriculture Today Grade 9 pg. 22
- Relevant textbooks and digital resources
- Digital devices with internet access
- Relevant textbooks and reference books

- Oral questions - Written assignments

Conservation of Resources

Integrated Farming - Agroforestry component
Integrated Farming - Agroforestry in resource conservation

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

- Describe agroforestry as a component of integrated farming.
- Classify agroforestry trees by their benefit: timber, fuel, fruits, shade, windbreaking and soil fertility.
- Value the role of agroforestry in addressing deforestation and improving the farm environment.

In groups, learners are guided to:
- Discuss the meaning of agroforestry and the types of trees grown alongside crops and livestock.
- Explain the benefits of agroforestry trees: timber, wood fuel, fruits, shade, windbreaking and soil fertility.
- Classify trees by their primary benefit and discuss which types are most suited to the local area.

How does agroforestry contribute to an integrated farming system?

- Oxford Agriculture Today Grade 9 pg. 22
- Relevant textbooks and agricultural magazines
- Digital devices with internet access
- Relevant textbooks and reference books
- Local farm environment

- Oral questions - Written assignments

Conservation of Resources

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

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

- Describe rabbit keeping as a component of integrated farming.
- Classify the resource contributions of rabbit keeping: meat, income, droppings as fish feed and urine as foliar feed.
- Appreciate the potential of rabbit keeping as a low-cost high-value enterprise in an integrated system.

In groups, learners are guided to:
- Discuss rabbit keeping as a livestock component and identify its products: meat and income.
- Explain how rabbit droppings are used as food for fish and as manure for crops.
- Classify all resource contributions of rabbit keeping and discuss how they reduce costs on the farm.

What role does rabbit keeping play in an integrated farming system?

- Oxford Agriculture Today Grade 9 pg. 22
- Relevant textbooks and agricultural magazines
- Digital devices with internet access

- Oral questions - Observation

Conservation of Resources
Food Production Processes

Integrated Farming - Rabbit & poultry in resource conservation
Organic Gardening - Meaning & concept

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

- Explain how rabbit and poultry droppings and urine are recycled to conserve resources on an integrated farm.
- Design a sketch diagram showing how rabbit keeping and poultry integrate with crops and fish rearing.
- Collaborate with group members to complete and present the integrated farming model.

In groups, learners are guided to:
- Discuss how rabbit and poultry droppings serve as fish feed and crop manure reducing input costs.
- Explain how rabbit and poultry urine is used as organic foliar feed for crops.
- Design a sketch showing the integration of rabbit keeping, poultry, crop production and fish rearing and present to class.

How do rabbit and poultry waste contribute to resource conservation on an integrated farm?

- Oxford Agriculture Today Grade 9 pg. 22
- Relevant textbooks and reference books
- Chart papers and drawing materials
- Oxford Agriculture Today Grade 9 pg. 30
- Pictures and charts on organic gardening
- Digital devices with internet access

- Observation - Activity journal

Food Production Processes

Organic Gardening - Practices in crop production
Organic Gardening - Benefits & importance
Organic Gardening - Use of organic manure
Organic Gardening - Practical: organic pesticide (garlic)

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

- Describe the four main organic gardening practices used in crop production.
- Classify organic practices by their function: nutrition, pest control and weed control.
- Value the role of organic practices in reducing dependence on synthetic inputs.

In groups, learners are guided to:
- Research organic gardening practices in crop production using print and digital resources.
- Classify the practices by function: manure for nutrition, pesticides for pest control, foliar feeds for supplementary nutrition and mechanical methods for weed control.
- Share and discuss findings with the class.

What organic practices can farmers use to grow crops without agrochemicals?

- Oxford Agriculture Today Grade 9 pg. 32
- Agricultural magazines and relevant textbooks
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 43
- Relevant textbooks and agricultural magazines
- Oxford Agriculture Today Grade 9 pg. 33
- Garlic cloves, vegetable oil, clean water, mortar and pestle, jar and sprayer
- School demonstration garden

- Oral questions - Observation

Food Production Processes

Organic Gardening - Practical: organic pesticide (hot peppers)
Organic Gardening - Practical: organic pesticide (rabbit urine)
Organic Gardening - Mechanical weed control

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

- Identify pepper as a locally available material for preparing organic pesticide.
- Carry out the practical activity of preparing and applying pepper organic pesticide on crops.
- Appreciate the use of locally available plant materials as safe and cost-effective pest control solutions.

In groups, learners are guided to:
- Discuss how hot pepper is used to prepare an organic pesticide and the types of pests it controls.
- Research and demonstrate the procedure for preparing pepper organic pesticide using the find-out activity.
- Apply the prepared pepper pesticide on crops in the demonstration garden and re-apply regularly.

How is pepper used to prepare and apply an organic pesticide on growing crops?

- Oxford Agriculture Today Grade 9 pg. 35
- Hot peppers, clean water, mortar and pestle, sieve and hand sprayer
- School demonstration garden
- Rabbit urine, clean water, measuring cylinder, mixing container and hand sprayer
- Oxford Agriculture Today Grade 9 pg. 36
- Garden with growing crops, hoe or jembe, slasher and mulching materials

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Practical: organic foliar feed (Mexican sunflower)
Organic Gardening - Practical: organic foliar feed (rabbit urine)

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

- Describe how organic foliar feed is prepared from Mexican sunflower leaves and twigs.
- Carry out the practical activity of preparing organic foliar feed using Mexican sunflower.
- Show responsibility in observing the correct fermentation time and safe handling during preparation.

In groups, learners are guided to:
- Discuss the meaning of foliar feed and why it is applied on crop leaves rather than roots.
- Prepare organic foliar feed using Mexican sunflower: chop leaves and twigs, soak for 7 days stirring daily, strain and store.
- Discuss correct dilution, timing of application and why foliar feed must be used within the first few days.

How is organic foliar feed prepared from Mexican sunflower and applied on crops?

- Oxford Agriculture Today Grade 9 pg. 38
- Fresh Mexican sunflower leaves and twigs, 20-litre bucket, clean water, stick and cloth for straining
- School demonstration garden
- Oxford Agriculture Today Grade 9 pg. 37
- 20-litre container, cow dung, rabbit or cow urine, clean water, stick and straining cloth

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Practical: organic pesticide (rosemary)
Organic Gardening - Selecting a crop

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

- Identify plant-based materials used to prepare organic pesticides in crop production.
- Carry out the practical activity of preparing and applying a plant-based organic pesticide on crops.
- Value the use of locally available plant extracts as safe and accessible alternatives to chemical pesticides.

In groups, learners are guided to:
- Discuss plant-based materials used for pest control in organic gardening including herb extracts.
- Demonstrate the procedure for preparing a plant-based organic pesticide using available local plant materials.
- Apply the pesticide on crops in the demonstration garden following correct safety and application procedures.

How can plant extracts be used to prepare and apply organic pesticides on crops?

- Oxford Agriculture Today Grade 9 pg. 35
- Selected plant material, clean water, mortar and pestle, straining cloth and hand sprayer
- School demonstration garden
- Oxford Agriculture Today Grade 9 pg. 32
- Relevant textbooks and agricultural magazines
- Planting materials for selected short-season crops

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Preparing seedbed (Day 1)
Organic Gardening - Preparing seedbed (Day 2)

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

- Outline the steps for preparing a seedbed to a suitable tilth for the selected crop.
- Carry out the first stage of seedbed preparation: clearing, digging and breaking soil clods.
- Collaborate with group members to begin the seedbed preparation activity safely and effectively.

In groups, learners are guided to:
- Discuss what a suitable tilth is and why it is important for seed germination and root development.
- Begin seedbed preparation: clear vegetation, dig the soil to the appropriate depth and break large soil clods.
- Discuss the importance of removing stones and debris and ensuring even digging across the garden.

What steps are followed when preparing a seedbed for an organic demonstration garden?

- Oxford Agriculture Today Grade 9 pg. 32
- Jembe, fork jembe and rake
- School demonstration garden
- Rake, fork jembe and well-decomposed organic manure

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Planting & applying organic manure

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

- Identify the correct planting method for the selected crop: dibbling or drilling.
- Carry out the practical activity of planting the selected crop and applying organic manure in planting holes.
- Appreciate the importance of correct spacing, depth and organic manure application for healthy crop establishment.

In groups, learners are guided to:
- Discuss planting methods (dibbling and drilling) and select the appropriate one for the chosen crop.
- Make planting holes at the correct depth and spacing and add well-decomposed organic manure.
- Place seeds or seedlings, cover with soil, firm the base, mulch where necessary and water adequately.

How is a selected crop planted and organic manure applied in an organic demonstration garden?

- Oxford Agriculture Today Grade 9 pg. 33
- Selected planting materials, organic manure, gardening tools and watering can
- School demonstration garden

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Managing crops using organic practices (Day 1)
Organic Gardening - Managing crops using organic practices (Day 2)

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

- Identify the organic crop management practices applied after planting: weeding, pest control and foliar feeding.
- Carry out mechanical weeding and organic pest control on the growing crops in the demonstration garden.
- Collaborate with group members to manage the demonstration garden using organic practices only.

In groups, learners are guided to:
- Visit the demonstration garden and observe the growing crops for weeds and signs of pest infestation.
- Carry out mechanical weeding using the appropriate method and apply organic pesticide where needed.
- Record the management activities carried out and observations made in the garden.

How are crops managed organically after planting in a demonstration garden?

- Oxford Agriculture Today Grade 9 pg. 40
- Gardening tools and prepared organic pesticide
- School demonstration garden
- Prepared organic foliar feed, hand or knapsack sprayer and protective clothing

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Importance in producing healthy foods
Storage of Crop Produce - Types of storage structures

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

- Explain the importance of organic gardening in producing healthy and chemical-free food.
- Analyse how organic gardening benefits the soil, the environment, biodiversity and the household economy.
- Develop a positive attitude towards encouraging community adoption of organic gardening practices.

In groups, learners are guided to:
- Discuss the importance of organic gardening in producing healthy foods using pictures, charts and digital resources.
- Explain how organic gardening ensures chemical-free produce, promotes soil conservation, lowers costs and prevents water pollution.
- Present findings on how local farmers can adopt organic gardening and share experiences with the class.

Why is organic gardening important in the production of healthy and safe food?

- Oxford Agriculture Today Grade 9 pg. 43
- Agricultural magazines, charts and digital devices
- Community farm environment
- Oxford Agriculture Today Grade 9 pg. 45
- Relevant textbooks and agricultural magazines
- Digital devices with internet access

- Oral questions - Written assignments

Food Production Processes

Storage of Crop Produce - Matching crop produce to structures
Storage of Crop Produce - Preparing storage structures

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

- Describe the ways of preparing storage structures before storing crop produce.
- Apply knowledge of storage preparation practices to match the correct preparation method to each structure type.
- Value thorough preparation of storage structures as a key step in reducing post-harvest losses.

In groups, learners are guided to:
- Discuss the ways of preparing storage structures: cleaning, dusting, sealing cracks, repairing leakages, emptying and rodent control.
- Match each preparation practice to the storage structure it is most relevant to.
- Explain why each preparation step is necessary to protect stored produce from pests, moisture and spoilage.

How should storage structures be prepared before storing crop produce?

- Oxford Agriculture Today Grade 9 pg. 45
- Relevant textbooks and agricultural magazines
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 47
- Storage containers and bags for demonstration

- Oral questions - Written assignments

Food Production Processes

Storage of Crop Produce - Practical: preparing containers & airtight bags

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

- Identify the requirements for preparing storage containers and airtight (hermetic) bags.
- Carry out the practical activity of preparing storage containers and hermetic bags for storing crop produce.
- Appreciate the importance of airtight bags in suffocating pests and preventing moisture from reaching stored produce.

In groups, learners are guided to:
- Assemble requirements: storage containers, hermetic bags, warm soapy water, sewing materials and sealing materials.
- Prepare the containers and hermetic bags following the correct step-by-step procedure (Activities 2 and 3).
- Inspect the prepared containers and bags and confirm they are ready for storing crop produce.

How are storage containers and airtight bags correctly prepared for storing crop produce?

- Oxford Agriculture Today Grade 9 pg. 47
- Storage containers, hermetic bags, warm water, cleaning materials, sewing materials and pesticide
- Appropriate practical space

- Observation - Graded practical activity

Food Production Processes

Storage of Crop Produce - Practical: preparing storage rooms & granaries (Day 1)
Storage of Crop Produce - Practical: preparing storage rooms & granaries (Day 2)

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

- Identify the steps for preparing storerooms in readiness for storing crop produce.
- Carry out the first stage of storeroom preparation: emptying, checking for leakages, sealing cracks and cleaning.
- Collaborate with group members to complete the storeroom preparation safely and thoroughly.

In groups, learners are guided to:
- Discuss the preparation steps for storerooms: emptying, repairing leakages, sealing cracks, covering ventilation holes and cleaning.
- Visit the school food store and carry out stage one of preparation: empty produce, check and repair leakages and seal cracks.
- Clean the storeroom by sweeping and mopping and clear any surrounding vegetation.

How is a storeroom prepared before crop produce is stored in it?

- Oxford Agriculture Today Grade 9 pg. 50
- Brooms, dustpans, sealing materials and protective clothing
- School food storeroom
- Oxford Agriculture Today Grade 9 pg. 52
- Protective clothing, metallic or plastic plates, hammer, nails, appropriate cleaning and sealing materials
- School or local granary

- Observation - Graded practical activity

Food Production Processes

Storage of Crop Produce - Practical: controlling rodents
Storage of Crop Produce - Managing stored crop produce

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

- Describe the methods of controlling rodents in and around crop storage structures.
- Apply rodent control measures on the school food store or granary.
- Show responsibility in maintaining a clean rodent-free environment around storage structures.

In groups, learners are guided to:
- Discuss how rodents damage stored produce and the control methods: rat deflectors, wire mesh, sealing holes and clearing vegetation.
- Inspect the school food store or granary for signs of rodent activity: droppings, gnaw marks and holes.
- Apply rodent control measures including clearing vegetation, sealing holes and fitting or repairing rat deflectors.

How can rodents be controlled to protect stored crop produce from damage?

- Oxford Agriculture Today Grade 9 pg. 46
- Protective clothing, metallic or plastic plates, hammer, nails and sealing materials
- School food storeroom or granary environment
- Oxford Agriculture Today Grade 9 pg. 53
- Agricultural magazines, relevant textbooks and digital devices
- School food store environment

- Observation - Oral questions

Food Production Processes

Storage of Crop Produce - Practical: checking moisture content in cereals
Storage of Crop Produce - Ensuring proper ventilation

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

- Identify the requirements for checking moisture content in stored cereals and pulses.
- Carry out the glass bottle salt test to determine moisture content in stored cereals and pulses.
- Appreciate the dangers of high moisture content in stored grains including mould growth and aflatoxin production.

In groups, learners are guided to:
- Discuss why moisture content must be kept low and the consequences of high moisture including aflatoxin poisoning.
- Carry out the glass bottle salt test: sample grains, add dry salt, shake and observe whether salt sticks on the glass.
- Interpret the results and explain what action to take if grains have unfavourable moisture content.

How is moisture content checked in stored cereals and pulses?

- Oxford Agriculture Today Grade 9 pg. 54
- Clear glass bottle, dry salt and stored cereals or pulses
- School food store
- Oxford Agriculture Today Grade 9 pg. 55
- School food storeroom and protective clothing
- Relevant textbooks

- Observation - Graded practical activity

Food Production Processes

Storage of Crop Produce - Turning stored crop produce
Cooking: Using Flour Mixtures - Introduction

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

- Explain the purpose of turning stored crop produce during storage.
- Carry out the practical activity of turning stored crop produce in the school food store.
- Develop a habit of regularly turning stored produce to prevent moisture accumulation and ensure even aeration.

In groups, learners are guided to:
- Discuss why stored crop produce must be turned regularly: to prevent moisture build-up and ensure proper aeration.
- Explain the correct turning method: bring grains from the bottom to the top and vice versa.
- Carry out the turning activity on stored produce in the school food store under teacher guidance.

Why should stored crop produce be turned regularly and how is it done?

- Oxford Agriculture Today Grade 9 pg. 55
- Stored crop produce in the school food store
- Protective clothing and appropriate tools
- Oxford Agriculture Today Grade 9 pg. 57
- Relevant textbooks and cookery magazines
- Digital devices with internet access

- Observation - Graded practical activity

Food Production Processes

Cooking: Using Flour Mixtures - Types

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

- Identify the two main types of flour mixtures: batters and doughs.
- Distinguish between batters and doughs by their consistency, ingredient ratio and uses.
- Appreciate the versatility of flour mixtures in producing a wide range of food products.

In groups, learners are guided to:
- Discuss the two types of flour mixtures: batters and doughs.
- Distinguish between batters (flowing consistency, pancakes and cakes) and doughs (stiff consistency, chapati and mandazi).
- List examples of products made from each type and identify which type is used most at home.

What are the two types of flour mixtures and how do they differ?

- Oxford Agriculture Today Grade 9 pg. 57
- Relevant textbooks and cookery magazines
- Samples or photographs of batters and doughs

- Oral questions - Observation

Food Production Processes

Cooking: Using Flour Mixtures - Gluten
Cooking: Using Flour Mixtures - Consistency

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

- Explain the role of gluten in flour mixtures and how it affects texture.
- Describe how kneading develops gluten in doughs to make them smooth and elastic.
- Appreciate how understanding gluten helps in achieving good quality flour mixture products.

In groups, learners are guided to:
- Discuss what gluten is and how it forms when flour is mixed with liquid and kneaded.
- Explain how gluten development differs between batters and doughs and how it affects product texture.
- Discuss how kneading time, flour type and liquid ratio influence gluten development.

What role does gluten play in the preparation of flour mixtures?

- Oxford Agriculture Today Grade 9 pg. 58
- Relevant textbooks and cookery magazines
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 57
- Flour, water and measuring equipment for demonstration

- Oral questions - Written assignments

Food Production Processes

Cooking: Using Flour Mixtures - Batters & doughs
Cooking: Using Flour Mixtures - Types of batters

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

- Describe the characteristics of batters and doughs and the products made from each.
- Classify flour mixture products as batter-based or dough-based by their observable characteristics.
- Value the importance of knowing the type of flour mixture required before beginning food preparation.

In groups, learners are guided to:
- Discuss characteristics of batters: flowing consistency, thin or thick, used for pancakes, drop scones and coating.
- Discuss characteristics of doughs: stiff consistency, can be kneaded and rolled, used for chapati, mandazi and doughnuts.
- Classify given food products as batter-based or dough-based and explain the reason for each classification.

How do batters and doughs differ and what products are made from each?

- Oxford Agriculture Today Grade 9 pg. 57
- Relevant textbooks and cookery magazines
- Samples or photographs of batter and dough products
- Oxford Agriculture Today Grade 9 pg. 59
- Digital devices with internet access

- Oral questions - Written assignments

Food Production Processes

Cooking: Using Flour Mixtures - Raising agents
Cooking: Using Flour Mixtures - Procedures: chapati dough

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

- Define the term raising agent and identify the types used in flour mixtures.
- Explain the role of raising agents in improving the texture and volume of flour mixture products.
- Appreciate the importance of using the correct type and amount of raising agent in flour mixture preparation.

In groups, learners are guided to:
- Discuss the meaning of raising agents and why they are added to some flour mixtures.
- Identify types: baking powder, bicarbonate of soda and yeast and explain how each works in a mixture.
- Discuss which flour mixture products require raising agents and what happens when too much or too little is used.

What are raising agents and what role do they play in flour mixture products?

- Oxford Agriculture Today Grade 9 pg. 60
- Relevant textbooks and cookery magazines
- Samples of raising agents for demonstration
- Oxford Agriculture Today Grade 9 pg. 61
- Wheat flour, salt, oil and warm water for demonstration

- Oral questions - Written assignments

Food Production Processes

Cooking: Using Flour Mixtures - Practical: preparing chapati dough

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

- Identify the ingredients and equipment required before undertaking the chapati dough activity.
- Carry out the practical activity of preparing chapati dough following the correct procedure.
- Collaborate with group members to produce a smooth non-sticky dough ready for making chapati.

In groups, learners are guided to:
- Assemble all ingredients: wheat flour, salt, oil and warm water and all required equipment.
- Prepare chapati dough by mixing dry ingredients, adding liquid, kneading thoroughly and covering to rest for 30 minutes (Activity 7).
- Evaluate the finished dough against the characteristics of well-made chapati dough.

How is chapati dough correctly prepared for making chapati?

- Oxford Agriculture Today Grade 9 pg. 61
- Wheat flour, salt, vegetable oil, warm water, mixing bowl and clean damp cloth
- Appropriate kitchen or practical space

- Observation - Graded practical activity

Food Production Processes

Cooking: Using Flour Mixtures - Practical: making chapati
Cooking: Using Flour Mixtures - Procedures: mandazi dough

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

- Identify the equipment and safety precautions required for making chapati.
- Carry out the practical activity of making chapati from the prepared dough using the correct procedure.
- Appreciate the importance of safety precautions when using a hot pan during food preparation.

In groups, learners are guided to:
- Discuss safety precautions when cooking chapati: avoid burns, use a spatula and do not overheat the pan.
- Make chapati by cutting dough into balls, flattening with a rolling pin, oiling and cooking each side to golden brown (Activity 8).
- Evaluate the finished chapati for even colour, soft texture and fully cooked surface.

How is chapati made from prepared dough using the correct cooking procedure?

- Oxford Agriculture Today Grade 9 pg. 62
- Chapati dough, frying pan, rolling pin, spatula, cooking oil and source of heat
- Appropriate kitchen or practical space
- Oxford Agriculture Today Grade 9 pg. 63
- Relevant textbooks and cookery magazines
- Wheat flour, sugar, baking powder, fat and liquid for demonstration

- Observation - Graded practical activity

Food Production Processes

Cooking: Using Flour Mixtures - Practical: preparing mandazi dough
Cooking: Using Flour Mixtures - Practical: making mandazi

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

- Identify the ingredients and equipment required before undertaking the mandazi dough activity.
- Carry out the practical activity of preparing mandazi dough following the correct procedure.
- Collaborate with group members to produce a smooth mandazi dough ready for deep frying.

In groups, learners are guided to:
- Assemble all ingredients: wheat flour, sugar, baking powder, fat and liquid and all required equipment.
- Prepare mandazi dough by mixing, kneading and resting for 15 minutes (Activity 5).
- Evaluate the finished dough for correct consistency and surface smoothness before making mandazi.

How is mandazi dough correctly prepared for making mandazi?

- Oxford Agriculture Today Grade 9 pg. 63
- Wheat flour, sugar, baking powder, fat, liquid, mixing bowl and clean damp cloth
- Appropriate kitchen or practical space
- Oxford Agriculture Today Grade 9 pg. 64
- Mandazi dough, deep frying pan, oil, slotted spoon, greaseproof paper and source of heat

- Observation - Graded practical activity

Food Production Processes

Cooking: Using Flour Mixtures - Procedures: pancake batter
Cooking: Using Flour Mixtures - Practical: preparing pancake batter
Cooking: Using Flour Mixtures - Practical: making pancakes

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

- List the ingredients and equipment needed to make pancake batter.
- Describe the step-by-step procedure for making pancake batter.
- Show responsibility in following correct mixing procedures and resting time to achieve a smooth thin batter.

In groups, learners are guided to:
- Discuss the ingredients and quantities for making pancake batter: wheat flour, egg, milk and salt.
- Describe the procedure: sift flour, make a well, add egg and milk gradually, beat until smooth and rest for 30 minutes.
- Explain why the batter should be rested and what happens if it is too thick or too thin.

What ingredients and procedure are used to make pancake batter?

- Oxford Agriculture Today Grade 9 pg. 65
- Relevant textbooks and cookery magazines
- Wheat flour, egg, milk and salt for demonstration
- Wheat flour, egg, milk, salt, mixing bowl, whisk and clean damp cloth
- Appropriate kitchen or practical space
- Oxford Agriculture Today Grade 9 pg. 66
- Pancake batter, frying pan, cooking oil, spatula and source of heat

- Oral questions - Written assignments