Conservation of Resources

Conserving Animal Feed: Hay - Introduction to hay and forage

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

-Define the term hay.
-Explain the importance of hay as animal feed.
-Appreciate the role of hay in animal feeding.

In groups or pairs, learners are guided to:
-Brainstorm and present the meaning of hay.
-Discuss the importance of hay as animal feed.
-Share personal experiences with hay as animal feed.

What is hay and why is it important as animal feed?

MENTOR Agriculture Learner's Book p. 1
-Digital devices
-Charts
-Resource person

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Animal Feed: Hay - Methods of conserving forage

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

-Identify methods of conserving forage in coping with drought.
-Describe each method of conserving forage.
-Embrace the importance of forage conservation.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on methods of conserving forage in coping with drought.
-Discuss methods of conserving forage in coping with drought.

What are the methods of conserving forage in coping with drought?

MENTOR Agriculture Learner's Book p. 1
-Digital devices
-Charts
-Resource person

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

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 different methods of hay conservation from pictures.
-Describe each method of hay conservation.
-Appreciate different methods of hay conservation.

In groups or pairs, learners are guided to:
-Identify methods of conserving hay from given pictures.
-Describe how each method is used to conserve hay.
-Share findings in class.

What are the different methods of hay conservation?

MENTOR Agriculture Learner's Book p. 2
-Digital devices
-Charts of hay conservation methods
-Pictures
-Charts
-Drawing materials

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Standing forage as a conservation method

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

-Explain standing forage as a method of hay conservation.
-Describe the process of conserving standing forage.
-Value standing forage as a method of hay conservation.

In groups or pairs, learners are guided to:
-Discuss standing forage as a method of hay conservation.
-Use digital or print resources to search for information on conserving standing forage.
-Share findings in class.

What is standing forage and how is it used to conserve hay?

MENTOR Agriculture Learner's Book p. 2
-Digital devices
-Charts
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Animal Feed: Hay - Stacking as a conservation method
Conserving Animal Feed: Hay - Steps in making a hay stack

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

-Explain stacking as a method of hay conservation.
-Describe the process of stacking hay.
-Value stacking as a method of hay conservation.

In groups or pairs, learners are guided to:
-Discuss stacking as a method of hay conservation.
-Use digital or print resources to search for information on stacking hay.
-Share findings in class.

What is stacking and how is it used to conserve hay?

MENTOR Agriculture Learner's Book p. 2-3
-Digital devices
-Charts
-Resource person
MENTOR Agriculture Learner's Book p. 3
-Drawing materials

Assessment rubrics -Written questions -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:

-Select a suitable site for hay stacking.
-Stack hay to cope with drought.
-Embrace stacking as a method of hay conservation.

In groups, learners are guided to:
-Select a suitable site in the school compound for hay stacking.
-Clear the site and construct a pallet.
-Pile maize stover on the pallet to make a heap.
-Make a shade to protect hay from sunlight and rain.

How is hay stacked in practice?

MENTOR Agriculture Learner's Book p. 3
-Maize stovers or straws
-Posts, rafters, nails
-Hammer, wood saw, crowbar
-Tape measure and panga
MENTOR Agriculture Learner's Book p. 4
-Wood for making box
-Nails and hammer
-Measuring tape
-Saw

Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

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

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

-Cut grass for hay baling.
-Bale hay using a baling box.
-Enjoy baling hay as a method of conservation.

In groups, learners are guided to:
-Cut grass at flowering stage using a sickle.
-Spread the grass to dry for 2-3 days using a rake.
-Put 2 lengths of sisal twine in the box.
-Put hay into the box and press it down.
-Tie hay in the box securely.
-Remove baled hay from the box.

How is hay baled in practice?

MENTOR Agriculture Learner's Book p. 4-5
-Grass
-Baling box
-Sisal twine
-Sickle
-Rake
MENTOR Agriculture Learner's Book p. 5
-Digital devices
-Resource person

Assessment rubrics -Activity journal -Observation -Class project

Conservation of Resources

Conserving Animal Feed: Hay - Adopting hay conservation at household level

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

-Explain how households can adopt conservation of forage in coping with drought.
-Discuss challenges in hay conservation at household level.
-Appreciate conservation of hay in coping with drought.

In groups, learners are guided to:
-Explain how households can adopt conservation of forage in coping with drought.
-Discuss challenges in hay conservation at household level and solutions.
-Present their work in class.

How can households adopt conservation of forage in coping with drought?

MENTOR Agriculture Learner's Book p. 5
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Presentations

Conservation of Resources

Conserving Leftover Foods - Meaning and importance
Conserving Leftover Foods - Methods of conserving leftover foods

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

-Define the term leftover foods.
-Explain the importance of conserving leftover foods.
-Embrace the practice of conserving leftover foods.

In groups or pairs, learners are guided to:
-Brainstorm and present the meaning of leftover foods.
-Discuss the importance of conserving leftover foods.
-Share findings with other groups.

What are leftover foods and why should they be conserved?

MENTOR Agriculture Learner's Book p. 7
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions

Conservation of Resources

Conserving Leftover Foods - Handling of leftover foods at home
Conserving Leftover Foods - Storage methods for leftover foods

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

-Discuss what happens to leftover foods in homes.
-Suggest reasons why it is important to conserve leftover foods.
-Appreciate the importance of conserving leftover foods at home.

In pairs, learners are guided to:
-Discuss what happens to leftover foods in their homes.
-Suggest reasons why it is important to conserve leftover foods.
-Write down ideas in notebooks.
-Present ideas to classmates.

What happens to leftover foods in your home?

MENTOR Agriculture Learner's Book p. 7
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 8

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Safety precautions in handling leftover foods

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

-Identify safety precautions when handling leftover foods.
-Discuss consequences of not following safety procedures.
-Practice food safety when handling leftover foods.

In groups, learners are guided to:
-Identify safety precautions when handling leftover foods.
-Discuss consequences of not following appropriate safety procedures when handling leftover foods.
-Share ideas with other groups.

What safety precautions should be observed when handling leftover foods?

MENTOR Agriculture Learner's Book p. 8-9
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Reheating as a method of preparing leftover foods
Conserving Leftover Foods - Improving taste and texture of reheated foods

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

-Explain reheating as a method of preparing leftover foods.
-Identify foods suitable for reheating.
-Value reheating as a method of preparing leftover foods.

In groups, learners are guided to:
-Discuss reheating as a method of preparing leftover foods.
-Identify foods suitable for reheating.
-Explain the process of reheating different food items.

What is reheating and how is it used to prepare leftover foods?

MENTOR Agriculture Learner's Book p. 9
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 10

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Conserving Leftover Foods - Creating recipes for leftover foods
Conserving Leftover Foods - Community methods of preparing leftover foods

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

-Create recipes for preparing leftover foods.
-Identify ingredients needed for different leftover food recipes.
-Value creativity in using leftover foods.

In groups, learners are guided to:
-Create recipes using locally available leftover foods.
-Identify ingredients needed for different leftover food recipes.
-Write down recipes.
-Present recipes to other groups for feedback.

What recipes can be created using leftover foods?

MENTOR Agriculture Learner's Book p. 10
-Recipe books
-Digital devices
-Resource person
-Display boards

Assessment rubrics -Written questions -Portfolio -Recipe creation

Conservation of Resources

Conserving Leftover Foods - Preparing a recipe for leftover foods

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

-Prepare a recipe for leftover foods.
-Present a recipe for leftover foods.
-Embrace preparation of leftover foods to avoid wastage.

In groups, learners are guided to:
-Prepare a recipe for leftover foods of their choice.
-Share recipes with other groups for feedback.
-Improve recipes based on feedback.
-Display recipe in classroom display area.

How can you prepare a recipe for leftover foods?

MENTOR Agriculture Learner's Book p. 10
-Recipe books
-Digital devices
-Display boards

Assessment rubrics -Recipe creation -Observation -Display work

Conservation of Resources

Conserving Leftover Foods - Practical preparation of beef stew by reheating
Integrated Farming - Definition and concept

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

-Outline steps in preparing beef stew by reheating.
-Prepare beef stew by reheating.
-Enjoy preparing leftover foods by reheating.

In groups, learners are guided to:
-Prepare working surface.
-Assemble required tools, equipment and ingredients.
-Wear protective clothing and wash hands.
-Transfer leftover stew into a pot.
-Add water if stew is dry.
-Cover pot with a lid.
-Stir stew regularly and heat until bubbling.
-Reduce heat and simmer before serving.

How is beef stew prepared by reheating?

MENTOR Agriculture Learner's Book p. 11
-Jiko or heat source
-Wooden spoon, service plates
-Sufuria or pot, clean water
-Beef stew to be reheated
MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

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:

-Discuss the importance of integrated farming in conservation of resources.
-Explain benefits of integrated farming.
-Appreciate the importance of integrated farming in conservation of resources.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on the importance of integrated farming in conservation of resources.
-Discuss the importance of integrated farming in conservation of resources.

What is the importance of integrated farming in conserving resources?

MENTOR Agriculture Learner's Book p. 16
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 17
-Charts on integrated farming

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

Integrated Farming - Relational benefits between components

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

-Identify relational benefits between components of integrated farming.
-Explain how different components complement each other.
-Value the relational benefits in integrated farming.

In groups, learners are guided to:
-Identify relational benefits between components of integrated farming shown in a chart.
-Explain how different components complement each other.
-Share findings with other learners in class.

What are the relational benefits between components of integrated farming?

MENTOR Agriculture Learner's Book p. 17
-Charts on integrated farming
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Conservation of Resources

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

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

-Describe crop production as a component of integrated farming.
-Explain the role of crop production in an integrated farm.
-Appreciate crop production in integrated farming.

In groups or pairs, learners are guided to:
-Describe crop production as a component of integrated farming.
-Explain the role of crop production in an integrated farm.
-Discuss types of crops suitable for integrated farming.

What is the role of crop production in an integrated farm?

MENTOR Agriculture Learner's Book p. 17-18
-Digital devices
-Resource person

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

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

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

-Describe livestock farming as a component of integrated farming.
-Identify animals suitable for integrated farming.
-Appreciate livestock farming in integrated systems.

In groups or pairs, learners are guided to:
-Describe livestock farming as a component of integrated farming.
-Identify examples of animals that can be reared alongside crops in an integrated farm.
-Discuss types of livestock suitable for integrated farming.

What is the role of livestock farming in an integrated farm?

MENTOR Agriculture Learner's Book p. 18
-Digital devices
-Resource person

Assessment rubrics -Oral questions -Written questions -Observation

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 farming (aquaculture) as a component of integrated farming.
-Explain the role of fish farming in an integrated system.
-Appreciate fish farming in integrated systems.

In groups or pairs, learners are guided to:
-Describe fish farming (aquaculture) as a component of integrated farming.
-Explain the role of fish farming in an integrated farm.
-Discuss types of fish suitable for integrated farming.

What is the role of fish farming in an integrated farm?

MENTOR Agriculture Learner's Book p. 19
-Digital devices
-Resource person

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Agroforestry component

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

-Define the term agroforestry.
-Describe agroforestry as a component of integrated farming.
-Appreciate agroforestry in integrated systems.

In groups or pairs, learners are guided to:
-Define the term agroforestry.
-Describe agroforestry as a component of integrated farming.
-Give examples of trees in agroforestry.

What is agroforestry and how is it used in integrated farming?

MENTOR Agriculture Learner's Book p. 19
-Digital devices
-Resource person

Assessment rubrics -Oral questions -Written questions -Observation

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:

-State the contribution of agroforestry in conserving resources.
-Explain specific ways agroforestry conserves resources.
-Acknowledge the importance of agroforestry in conserving resources.

In groups or pairs, learners are guided to:
-Use digital or print resources to search for information on agroforestry as a component of integrated farming and how it contributes to conservation of resources.
-Discuss the contribution of agroforestry in conserving resources in the environment and present in class.

How does agroforestry contribute in conserving resources in the environment?

MENTOR Agriculture Learner's Book p. 19
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 20

Assessment rubrics -Oral questions -Written questions -Observation

Conservation of Resources

Integrated Farming - Poultry keeping component
Integrated Farming - Rabbit and poultry keeping in resource conservation

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

-Describe poultry keeping as a component of integrated farming.
-Explain the role of poultry keeping in an integrated system.
-Embrace poultry keeping in integrated farming systems.

In groups or pairs, learners are guided to:
-Describe poultry keeping as a component of integrated farming.
-Explain the role of poultry keeping in an integrated farm.
-Discuss poultry types suitable for integrated farming.

What is the role of poultry keeping in an integrated farm?

MENTOR Agriculture Learner's Book p. 20
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Meaning and concept

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

-Define the term organic gardening.
-Explain the concept of organic gardening.
-Embrace organic gardening practices.

In pairs, learners are guided to:
-Use digital devices and print media to search for information on the meaning of organic gardening.
-Explain the concept of organic gardening.
-Share the information in class.

What is organic gardening?

MENTOR Agriculture Learner's Book p. 23
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions

Food Production Processes

Organic Gardening - Practices in crop production
Organic Gardening - Benefits and importance

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

-Identify organic gardening practices in crop production.
-Explain different organic gardening practices.
-Value organic gardening practices.

In pairs, learners are guided to:
-Use digital devices and print media to search for information on organic gardening practices in crop production.
-Identify and explain different organic gardening practices.
-Share the information in class.

What are the organic gardening practices in crop production?

MENTOR Agriculture Learner's Book p. 23
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 23-24

Assessment rubrics -Written questions -Oral questions

Food Production Processes

Organic Gardening - Use of organic manure
Organic Gardening - Making organic pesticide using garlic

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

-Explain the use of organic manure in organic gardening.
-Identify types of organic manure.
-Appreciate the use of organic manure.

In groups, learners are guided to:
-Explain the use of organic manure in organic gardening.
-Identify types of organic manure (compost, farmyard, green manure).
-Discuss benefits of organic manure in crop production.

What is organic manure and how is it used in organic gardening?

MENTOR Agriculture Learner's Book p. 24
-Digital devices
-Resource person
-Garlic cloves
-Blender
-Warm water
-Containers
-Sieve

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Making organic pesticide using hot peppers

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

-Describe how to make organic pesticide using hot peppers.
-Make organic pesticide using hot peppers.
-Appreciate the use of organic pesticides.

In groups, learners are guided to:
-Follow steps to make organic pesticide using hot peppers:
-a) Blend or crush hot peppers.
-b) Mix with enough water and let sit overnight.
-c) Sieve out solids carefully to avoid skin burns.
-d) Pour filtrate into spray bottle for use.

How can we make organic pesticide using hot peppers?

MENTOR Agriculture Learner's Book p. 24
-Hot peppers
-Blender
-Water
-Containers
-Sieve
-Spray bottle

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Making organic pesticide using rabbit urine
Organic Gardening - Mechanical weed control methods

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

-Describe how to make organic pesticide using rabbit urine.
-Make organic pesticide using rabbit urine.
-Appreciate the use of organic pesticides.

In groups, learners are guided to:
-Follow steps to make organic pesticide using rabbit urine:
-a) Collect rabbit urine.
-b) Mix one liter of rabbit urine with two liters of water.
-c) Use the mixture as pesticide.

How can we make organic pesticide using rabbit urine?

MENTOR Agriculture Learner's Book p. 24
-Rabbit urine
-Water
-Measuring containers
-Spray equipment
-Digital devices
-Resource person

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Making organic foliar feed using Mexican sunflower
Organic Gardening - Making organic foliar feed using rabbit urine

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

-Describe how to make organic foliar feed using Mexican sunflower.
-Make organic foliar feed using Mexican sunflower.
-Value the use of organic foliar feed.

In groups, learners are guided to:
-Follow steps to make organic foliar feed using Mexican sunflower:
-a) Collect Mexican sunflower leaves (1/2 kg).
-b) Put in large plastic container.
-c) Add 5 liters of water to completely submerge leaves.
-d) Cover mixture to ferment, stirring daily until bubbles no longer form (7-14 days).

How can we make organic foliar feed using Mexican sunflower?

MENTOR Agriculture Learner's Book p. 25
-Mexican sunflower leaves
-Large plastic container
-Water
-Stirring implement
-Rabbit urine
-Measuring containers
-Spray equipment

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Organic Gardening - Making organic pesticide using rosemary

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

-Search for information on how to make organic pesticide using rosemary.
-Make organic pesticide using rosemary.
-Appreciate the use of organic pesticides.

In groups, learners are guided to:
-Use digital devices and print resources to find information on how to make organic pesticide using rosemary.
-Write down findings in notebooks.
-Share findings with teacher.

How can we make organic pesticide using rosemary?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Print resources
-Rosemary

Assessment rubrics -Written assignment -Observation

Food Production Processes

Organic Gardening - Selecting a crop for organic gardening
Organic Gardening - Preparing seedbed for organic gardening

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

-Select a crop for growing using organic gardening practices.
-Identify factors to consider when selecting a crop.
-Value careful crop selection in organic gardening.

In groups, learners are guided to:
-Discuss factors to consider when selecting a crop for organic gardening.
-Select a suitable crop for growing using organic gardening practices.
-Justify their crop selection.

What factors should be considered when selecting a crop for organic gardening?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Resource person
-Garden tools
-Prepared plot
-Measuring tape

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Organic Gardening - Planting and applying organic manure
Organic Gardening - Managing crops using organic practices

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

-Explain how to apply organic manure to crops.
-Apply organic manure in planting holes.
-Value the use of organic manure in crop production.

In groups, learners are guided to:
-Explain how to apply organic manure to crops.
-Mix organic manure with soil in planting holes.
-Plant seedlings or seeds at appropriate depth.

How is organic manure applied when planting crops?

MENTOR Agriculture Learner's Book p. 26
-Organic manure
-Seedlings or seeds
-Garden tools
-Watering can
-Organic pesticides
-Organic foliar feed
-Knapsack sprayer
-Safety gear

Assessment rubrics -Activity journal -Observation -Practical assessment

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:

-Discuss the importance of organic gardening in production of healthy foods.
-List the benefits of organic gardening practices.
-Value the importance of organic gardening in production of healthy foods.

In groups, learners are guided to:
-Discuss the importance of organic gardening in production of healthy foods.
-List the benefits of organic gardening practices.
-Write findings in notebook.
-Make a class presentation.

What is the importance of organic gardening in production of healthy foods?

MENTOR Agriculture Learner's Book p. 26
-Digital devices
-Resource person
MENTOR Agriculture Learner's Book p. 29
-Pictures of storage structures

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Storage of Crop Produce - Matching crop produce to storage structures

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

-Suggest crop produce that can be stored in each structure.
-Match crop produce to appropriate storage structures.
-Value proper selection of storage structures.

In pairs, learners are guided to:
-Suggest types of crop produce that can be stored in each structure.
-Match crop produce to appropriate storage structures.
-Share findings with classmates.

Which crop produce can be stored in different storage structures?

MENTOR Agriculture Learner's Book p. 29
-Pictures of storage structures
-Digital devices

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Storage of Crop Produce - Ways of preparing storage structures
Storage of Crop Produce - Preparing containers and airtight bags

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

-Explain ways of preparing storage structures for crop produce storage.
-Identify steps in preparing storage structures.
-Value proper preparation of storage structures.

In pairs, learners are guided to:
-Use digital devices and print media to search for information on ways of preparing storage structures in readiness for storage of crop produce.
-Identify steps in preparing storage structures.
-Share findings in plenary.

How are storage structures prepared before storing crop produce?

MENTOR Agriculture Learner's Book p. 30-31
-Digital devices
-Print media
MENTOR Agriculture Learner's Book p. 31
-Containers (metallic, plastic, wooden, glass)
-Airtight bags
-Warm water
-Soap
-Repair materials

Assessment rubrics -Written questions -Oral questions -Observation

Food Production Processes

Storage of Crop Produce - Preparing storage rooms and granaries
Storage of Crop Produce - Controlling rodents in storage facilities

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

-Prepare a storage room or granary for storing crop produce.
-Clean and repair a storage room.
-Value properly prepared storage rooms.

In groups, learners are guided to:
-Empty the store if there was previous crop produce.
-Clear vegetation from around the store or granary.
-Clean the storage room or granary and let it dry.
-Repair damaged areas like roof leaks, floors, or walls.
-Dust with appropriate chemicals to prevent pests.
-Seal cracks.

How do we prepare a storage room or granary for storing crop produce?

MENTOR Agriculture Learner's Book p. 31
-Slasher or panga
-Disinfectant, soap
-Duster, jembe, gloves
-Hammer, nails, timber
-Safe traps
-Slasher
-Rodent guards
-Used engine oil

Assessment rubrics -Activity journal -Observation -Practical assessment

Food Production Processes

Storage of Crop Produce - Managing stored crop produce

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

-Explain ways of managing stored crop produce to reduce spoilage.
-Outline methods for maintaining crop produce quality.
-Value proper management of stored crop produce.

In groups, learners are guided to:
-Read a story about managing stored crop produce.
-Identify methods used to manage stored crop produce.
-Discuss why it is necessary to manage stored crop produce.
-Share findings during class presentation.

How can stored crop produce be managed to reduce spoilage?

MENTOR Agriculture Learner's Book p. 32-33
-Digital devices
-Resource person

Assessment rubrics -Written questions -Oral questions -Observation