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

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

- Oral questions - Written assignments

Conservation of Resources

Conserving Animal Feed: Hay - Standing forage as a conservation method
Conserving Animal Feed: Hay - Stacking as a conservation method
Conserving Animal Feed: Hay - Steps in making a haystack

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

- Describe standing forage and outline the steps for establishing it.
- Apply rotational grazing principles to plan the utilisation of standing forage during drought.
- Appreciate the role of standing forage in reducing livestock production costs during drought.

In groups, learners are guided to:
- Research the meaning of standing forage and how to establish it using print and digital resources.
- Discuss the steps for establishing standing forage and the importance of choosing drought-resistant species.
- Explain how rotational grazing maximises the use of standing forage and extends the grazing period.

How does standing forage help manage livestock feed during drought?

- Oxford Agriculture Today Grade 9 pg. 3
- Relevant textbooks and reference books
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 5
- Reference books and agricultural articles
- Charts showing stacking procedure

- Oral questions - Observation

Conservation of Resources

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

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

- Identify the requirements needed before undertaking the stacking activity.
- Carry out the practical activity of stacking fodder using the correct procedure.
- Collaborate with group members to complete the stacking activity safely and effectively.

In groups, learners are guided to:
- Assemble materials: maize stover, straw, wooden planks, ropes and gloves.
- Carry out the stacking activity following the step-by-step procedure.
- Monitor the completed stack and discuss how to inspect it for pests, droppings and moisture.

How is fodder correctly stacked to preserve its quality?

- Oxford Agriculture Today Grade 9 pg. 6
- Maize stover, straw, wooden planks, ropes and gloves
- School demonstration plot
- Oxford Agriculture Today Grade 9 pg. 4
- Sickle, rake, wooden box, sisal ropes and grass
- Reference books

- Observation - Graded practical activity

Conservation of Resources

Conserving Animal Feed: Hay - Practical hay baling
Conserving Animal Feed: Hay - Conservation in local communities

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

- Identify the stage at which grass should be cut for optimal nutritional value in hay.
- Carry out the hay baling activity following the correct step-by-step procedure.
- Appreciate the importance of following the correct procedure to maintain the quality of baled hay.

In groups, learners are guided to:
- Cut grass at the correct stage of maturity, spread and dry it evenly to make hay.
- Compress dried grass into bales using a wooden box and secure with sisal ropes.
- Store the bales in a dry well-ventilated place and discuss how to monitor quality during storage.

How is hay baled and what determines its quality during storage?

- Oxford Agriculture Today Grade 9 pg. 4
- Sickle, rake, wooden box, sisal ropes and dried grass
- School demonstration plot
- Oxford Agriculture Today Grade 9 pg. 7
- Writing materials and digital devices for photography
- Local farm environment

- Observation - Graded practical activity

Conservation of Resources

Conserving Animal Feed: Hay - Adopting conservation at household level

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

- Explain how households can adopt forage conservation practices to cope with drought.
- Design a simple plan for household forage conservation based on locally available resources.
- Develop a positive attitude towards adopting forage conservation practices in the community.

- Discuss how learners and their households can adopt practical forage conservation methods.
- Brainstorm and present solutions to the problem of livestock deaths and distress sales during drought.
- Make class presentations on how community-wide adoption of forage conservation reduces food insecurity.

How can households adopt forage conservation practices to cope with drought?

- Oxford Agriculture Today Grade 9 pg. 7
- Reference books and agricultural magazines
- Digital devices with internet access

- Written assignments - 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

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

- Oral questions - Observation

Conservation of Resources

Conserving Leftover Foods - Improving taste & texture of reheated foods
Conserving Leftover Foods - Creating recipes

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

- Explain how fresh ingredients and seasonings improve the taste and nutritional value of reheated food.
- Demonstrate how to garnish a reheated dish attractively before serving.
- Appreciate the importance of presenting reheated food attractively to encourage its consumption at home.

In groups, learners are guided to:
- Discuss how to improve reheated stews by adding chopped coriander and freshly diced carrots.
- Demonstrate garnishing of a reheated dish using available fresh ingredients.
- Discuss how to introduce fresh fruit or a vegetable salad to supplement nutrients in reheated meals.

How can the taste and appearance of reheated leftover food be improved?

- Oxford Agriculture Today Grade 9 pg. 13
- Fresh vegetables, coriander and garnishing materials
- Relevant textbooks and cookery magazines
- Oxford Agriculture Today Grade 9 pg. 14
- Cookery magazines and relevant textbooks
- Digital devices with internet access

- Oral questions - Observation

Conservation of Resources

Conserving Leftover Foods - Community methods of preparation

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

- Identify recipes for leftover foods commonly prepared in the local community.
- Compare locally used recipes with those in the course book for similarities and differences.
- Value the diversity of community recipes as a resource for reducing food wastage.

In groups, learners are guided to:
- Share experiences on leftover food recipes used at home including ingredients and procedures.
- Discuss various community recipes for dishes prepared from leftover foods.
- Compare community recipes with course book recipes and note similarities and differences.

How do communities in Kenya prepare and use leftover foods to reduce wastage?

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

- Oral questions - Observation

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

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

- Oral questions - Written assignments

Conservation of Resources

Integrated Farming - Components in a farm
Integrated Farming - Relational benefits between components

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

- Identify the components of an integrated farming system.
- Classify the components by their primary function in the integrated system.
- Appreciate the efficiency of combining multiple agricultural enterprises on one piece of land.

In groups, learners are guided to:
- Study pictures of integrated farms and identify the components: crops, livestock, poultry, fish, bees and trees.
- Discuss the role of each component in the integrated system.
- Classify components by their primary contribution such as food, income, manure, pollination and soil fertility.

What components make up an integrated farming system?

- Oxford Agriculture Today Grade 9 pg. 20
- Relevant textbooks and digital resources
- Charts showing integrated farm components
- Oxford Agriculture Today Grade 9 pg. 21
- Charts showing component interactions
- Drawing materials

- Oral questions - Observation

Conservation of Resources

Integrated Farming - Crop production component

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

- Describe crop production as a component of integrated farming.
- Classify crops in an integrated farm by their role: food crops, nitrogen-fixing legumes and nectar-providing flowers.
- Value crop production as a foundational component that supports all other enterprises in the system.

In groups, learners are guided to:
- Discuss the types of crops grown in an integrated system: cereals, pulses, vegetables, fruits and herbs.
- Explain cropping systems such as intercropping and crop rotation used to maintain soil fertility.
- Classify crops by their role and explain how leguminous crops fix nitrogen and flowers provide nectar for bees.

Why is crop production considered a key component of an integrated farming system?

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

- Oral questions - Observation

Conservation of Resources

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

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

- Explain 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

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

- Oral questions - Written assignments

Conservation of Resources

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

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

- Explain how agroforestry trees help conserve soil, water and the farm environment.
- Investigate the types of agroforestry trees found and used in the local area.
- Develop a positive attitude towards planting trees on farms as a resource conservation strategy.

In groups, learners are guided to:
- Discuss how trees act as windbreakers that reduce soil erosion and protect crops from wind damage.
- Explain how trees provide shade for livestock and reduce heat stress during hot weather.
- Visit the local environment to investigate types of agroforestry trees used and their conservation benefits.

How does agroforestry in integrated farming help conserve natural resources?

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

- Written assignments - Oral questions

Conservation of Resources

Integrated Farming - Poultry keeping component

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

- Describe poultry keeping as a component of integrated farming.
- Compare the resource contributions of poultry keeping with those of livestock keeping in an integrated system.
- Appreciate poultry keeping as a practical and accessible enterprise for small-scale farmers.

In groups, learners are guided to:
- Discuss poultry keeping including birds reared: chicken, ducks, turkeys and geese.
- Explain poultry contributions: meat, eggs, income, droppings as crop manure and fish pond nutrient.
- Compare poultry contributions with those of livestock keeping and identify similarities and differences.

What is the role of poultry keeping in an integrated farming system?

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

- Oral questions - Written assignments

Conservation of Resources
Food Production Processes
Food Production Processes

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

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
- Oxford Agriculture Today Grade 9 pg. 32
- Agricultural magazines and relevant textbooks

- Observation - Activity journal

Food Production Processes

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:

- Explain the benefits of organic gardening in producing healthy foods.
- Analyse how organic gardening promotes soil conservation, lowers production costs and encourages biodiversity.
- Appreciate organic gardening as a safe and environmentally responsible approach to crop production.

In groups, learners are guided to:
- Research and discuss the importance of organic gardening using print and digital resources.
- Identify benefits: chemical-free produce, soil conservation, lower costs, biodiversity, prevention of water pollution and making use of weeds.
- Compile findings and share with the class.

Why should farmers practise organic gardening in food production?

- Oxford Agriculture Today Grade 9 pg. 43
- Agricultural magazines and relevant textbooks
- Digital devices with internet access
- Oxford Agriculture Today Grade 9 pg. 32
- 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 - Written assignments

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)

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

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Selecting a crop
Organic Gardening - Preparing seedbed (Day 1)

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

- Identify short-season crops suitable for growing using organic gardening practices.
- Select an appropriate short-season crop for the demonstration garden based on availability and suitability.
- Show responsibility in planning ahead by selecting a suitable crop before preparing the garden.

In groups, learners are guided to:
- Discuss short-season crops suitable for organic gardening such as kales, beans, tomatoes, spinach, coriander and cabbage.
- Identify and select a crop appropriate for the local climate and available planting materials.
- Plan the planting method (dibbling or drilling) and record the decision.

How do you select a suitable short-season crop for an organic demonstration garden?

- Oxford Agriculture Today Grade 9 pg. 32
- Relevant textbooks and agricultural magazines
- Planting materials for selected short-season crops
- Jembe, fork jembe and rake
- School demonstration garden

- Oral questions - Observation

Food Production Processes

Organic Gardening - Preparing seedbed (Day 2)

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

- Identify the requirements for completing the seedbed to a fine tilth.
- Carry out the second stage of seedbed preparation: levelling, raking and applying organic manure.
- Show responsibility in completing all preparation steps before planting.

In groups, learners are guided to:
- Continue seedbed preparation: rake the soil to a fine even tilth, remove remaining debris and level the surface.
- Apply organic manure to the prepared seedbed and mix it thoroughly with the soil.
- Confirm the seedbed is ready for planting by checking the tilth, level and manure application.

How is a seedbed completed to a fine tilth and enriched with organic manure before planting?

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

- Observation - Graded practical activity

Food Production Processes

Organic Gardening - Planting & applying organic manure
Organic Gardening - Managing crops using organic practices (Day 1)

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
- Oxford Agriculture Today Grade 9 pg. 40
- Gardening tools and prepared organic pesticide

- Observation - Graded practical activity

Food Production Processes

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

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

- Identify signs of nutrient deficiency in crops such as yellowing leaves and stunted growth.
- Apply organic foliar feed on crops showing nutrient deficiency in the demonstration garden.
- Develop a positive attitude towards maintaining the demonstration garden using organic methods throughout the growing season.

In groups, learners are guided to:
- Visit the demonstration garden and check crops for signs of nutrient deficiency and pest re-infestation.
- Apply organic foliar feed on crops in the morning or evening, spraying both the upper and lower leaf surfaces.
- Discuss findings as a group, record observations and plan for the next management activity.

How is organic foliar feed correctly applied on growing crops to address nutrient deficiency?

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

- 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

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

- Oral questions - Written assignments

Food Production Processes

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

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

- Describe the preparation steps for storage containers and storage bags.
- Apply knowledge of preparation steps to identify what needs to be done to a given storage structure.
- Show responsibility in following correct preparation procedures to prevent contamination and pest infestation.

In groups, learners are guided to:
- Discuss the preparation steps for storage containers: emptying, checking for cracks, cleaning and drying.
- Explain the preparation steps for storage bags: emptying, shaking, repairing holes, washing and dusting with pesticide.
- Discuss why each step is necessary and how skipping a step can lead to spoilage of stored produce.

How are storage containers and bags prepared before crop produce is stored in them?

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

- Oral questions - Observation

Food Production Processes

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

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

- Observation - Graded practical activity

Food Production Processes

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

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

- Identify the steps for preparing granaries in readiness for storing crop produce.
- Carry out the practical activity of preparing a granary: cleaning, dusting, checking and repairing rat deflectors.
- Show responsibility in completing all granary preparation steps including pest control and rodent prevention.

In groups, learners are guided to:
- Discuss the preparation steps for granaries: repairing roof and sides, installing mesh, cleaning inside and outside, dusting and checking/repairing rat deflectors.
- Visit a granary in the school or locality and carry out granary preparation under teacher guidance.
- Inspect the prepared granary and confirm it is ready for storing crop produce.

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

- Oxford Agriculture Today Grade 9 pg. 52
- Protective clothing, metallic or plastic plates, hammer, nails, appropriate cleaning and sealing materials
- School or local granary
- Oxford Agriculture Today Grade 9 pg. 46
- Protective clothing, metallic or plastic plates, hammer, nails and sealing materials
- School food storeroom or granary environment

- Observation - Graded practical activity

Food Production Processes

Storage of Crop Produce - Managing stored crop produce

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

- Describe the five management practices for stored crop produce: checking moisture, ensuring ventilation, controlling rodents, turning and disposing spoilt produce.
- Classify management practices by the storage problem they address.
- Value proper management of stored crop produce as essential for food safety and security.

In groups, learners are guided to:
- Discuss the management practices and the problem each addresses: moisture causes mould and aflatoxins, poor ventilation causes dampness.
- Explain why aflatoxins are dangerous and how disposing spoilt produce prevents spread to healthy grains.
- Classify each practice by the problem it prevents and share findings with the class.

What management practices reduce spoilage of stored crop produce?

- Oxford Agriculture Today Grade 9 pg. 53
- Agricultural magazines, relevant textbooks and digital devices
- School food store environment

- Oral questions - Written assignments

Food Production Processes

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

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

- Observation - Graded practical activity

Food Production Processes

Storage of Crop Produce - Ensuring proper ventilation
Storage of Crop Produce - Turning stored crop produce

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

- Explain the importance of proper ventilation in crop storage structures.
- Inspect a storage structure and identify any blockages that could compromise ventilation.
- Show responsibility in maintaining proper ventilation to prevent dampness and spoilage of stored produce.

In groups, learners are guided to:
- Discuss how ventilation maintains the right temperature and prevents moisture build-up in storage structures.
- Inspect the school food store for blocked vents, closed windows and obstructions caused by stored produce.
- Remove blockages, open windows during the day and discuss how to maintain proper ventilation routinely.

Why is proper ventilation important in crop storage structures?

- Oxford Agriculture Today Grade 9 pg. 55
- School food storeroom and protective clothing
- Relevant textbooks
- Stored crop produce in the school food store
- Protective clothing and appropriate tools

- Observation - Oral questions

Food Production Processes

Cooking: Using Flour Mixtures - Introduction

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

- Define the term flour mixture and identify flour as the basic ingredient.
- Identify the liquids and other ingredients that are combined with flour to make flour mixtures.
- Appreciate the wide variety of products that can be made from flour mixtures at home.

In groups, learners are guided to:
- Discuss the meaning of flour and flour mixture and recall what was learnt about flour in Grade 6.
- Identify the liquids added to flour mixtures: water, milk and eggs and other ingredients: fat, sugar and salt.
- Explore examples of flour mixture products made in the local community and visit a hotel or restaurant resource person.

What is a flour mixture and what ingredients are used to make it?

- Oxford Agriculture Today Grade 9 pg. 57
- Relevant textbooks and cookery magazines
- Digital devices with internet access

- Oral questions - Written assignments

Food Production Processes

Cooking: Using Flour Mixtures - Types
Cooking: Using Flour Mixtures - Gluten

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
- Oxford Agriculture Today Grade 9 pg. 58
- Digital devices with internet access

- Oral questions - Observation

Food Production Processes

Cooking: Using Flour Mixtures - Consistency

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

- Explain the meaning of consistency in flour mixtures and how it determines the type of product.
- Compare the consistency of batters and doughs and explain how the flour-to-liquid ratio affects consistency.
- Show responsibility in measuring ingredients accurately to achieve the correct consistency.

In groups, learners are guided to:
- Discuss the meaning of consistency in flour mixtures and why it matters.
- Compare thin and thick batters and explain how the proportion of flour to liquid determines each.
- Discuss how dough consistency differs from batter and what happens if too much or too little liquid is added.

How does the flour-to-liquid ratio determine the consistency of a flour mixture?

- Oxford Agriculture Today Grade 9 pg. 57
- Relevant textbooks and cookery magazines
- Flour, water and measuring equipment for demonstration

- Oral questions - Observation

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

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

- Oral questions - Written assignments

Food Production Processes

Cooking: Using Flour Mixtures - Procedures: chapati dough
Cooking: Using Flour Mixtures - Practical: preparing chapati dough

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

- List the ingredients and equipment needed to make chapati dough.
- Describe the step-by-step procedure for making chapati dough.
- Show responsibility in accurately measuring ingredients and following the correct kneading and resting procedure.

In groups, learners are guided to:
- Discuss the ingredients and quantities for making chapati dough: wheat flour, salt, oil and warm water.
- Describe the procedure: mix dry ingredients, add liquid gradually, knead to a smooth non-sticky dough and rest for 30 minutes.
- Explain why resting the dough is important and how it affects the final texture of the chapati.

What ingredients and procedure are used to make chapati dough?

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

- Oral questions - Written assignments

Food Production Processes

Cooking: Using Flour Mixtures - Practical: making chapati

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

- Observation - Graded practical activity

Food Production Processes

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

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

- List the ingredients and equipment needed to make mandazi dough.
- Describe the step-by-step procedure for making mandazi dough.
- Show responsibility in following correct proportions and resting time to produce good quality mandazi dough.

In groups, learners are guided to:
- Discuss the ingredients and quantities for making mandazi dough: wheat flour, sugar, baking powder, fat and liquid.
- Describe the procedure: mix dry ingredients, rub in fat, add liquid gradually, knead to a smooth dough and rest for 15 minutes.
- Explain how mandazi dough differs from chapati dough and the role of baking powder.

What ingredients and procedure are used to make mandazi dough?

- Oxford Agriculture Today Grade 9 pg. 63
- Relevant textbooks and cookery magazines
- Wheat flour, sugar, baking powder, fat and liquid for demonstration
- Wheat flour, sugar, baking powder, fat, liquid, mixing bowl and clean damp cloth
- Appropriate kitchen or practical space

- Oral questions - Written assignments

Food Production Processes

Cooking: Using Flour Mixtures - Practical: making mandazi

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

- Identify the safety precautions required when deep-frying mandazi.
- Carry out the practical activity of making mandazi from prepared dough using the correct deep-frying procedure.
- Appreciate the importance of testing oil temperature and following safety precautions during deep frying.

In groups, learners are guided to:
- Discuss safety precautions for deep frying: do not fill pan more than two-thirds with oil and lower dough pieces gently.
- Make mandazi by rolling and cutting dough into shapes, testing oil readiness and frying until golden brown (Activity 6).
- Drain on greaseproof paper and evaluate the finished mandazi for colour, texture and even cooking.

How is mandazi correctly made from prepared dough using the deep-frying method?

- Oxford Agriculture Today Grade 9 pg. 64
- Mandazi dough, deep frying pan, oil, slotted spoon, greaseproof paper and source of heat
- Appropriate kitchen or practical space

- 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