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Longhorn
Agriculture
Teacher’s Guide
Grade 5
Peter Sigei
Daniel K. Kemei
Benson K. Ndumia
Approved by KICD
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Published by
Longhorn Publishers PLC,
Funzi Road, Industrial Area,
P
.O. Box 18033-00500,
Nairobi, Kenya.
Tel: +254 02 6532579/81, +254 02 558551,
+254 708 282 260, +254 722 204 608
enquiries@longhornpublishers.com
www.longhornpublishers.com
Longhorn Publishers (Uganda) Ltd.,
Plot 4 Vubyabirenge Road,
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Kampala, Uganda.
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Longhorn Publishers (Rwanda) Ltd.,
Remera opposite COGE Bank,
P.O. Box 5910,
Kigali, Rwanda.
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Email: rwanda@longhornpublishers.com
© P. Sigei • D.K. Kemei • B. K. Ndumia, 2022
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of the copyright owner.
First published 2022
ISBN 978-9966-64-322-3
Printed by Printing Services Ltd., Factory Street off Commercial Street,
Industrial Area, P.O. Box 32197-00600, Nairobi, Kenya.
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Table of Content
Introduction.................................................................................................................... iv
1. Conserving our Environment......................................................................................1
1.1 Soil conservation...................................................................................................... 1
1.2 Water conservation ............................................................................................... 16
1.3 Living better with wild animals .......................................................................... 27
1.4 Growing fruits (climbers)..................................................................................... 34
1.5 Conservation project: Managing climbing fruit plants .................................... 54
2. Domestic Animals....... ..................................................................................... 66
2.1 Uses of domestic animals...................................................................................... 66
3. Gardening Practices.......................................................................................... 72
3.1 Indigenous food crops........................................................................................... 72
3.2 Vegetable gardening practices.............................................................................. 80
3.3 Innovative gardening............................................................................................. 97
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Introduction
1.1 Introduction to Competency–Based Curriculum
e vision of the basic education curriculum reforms is to develop an engaged,
empowered and ethical citizen. is will be achieved by providing every Kenyan learner
with the right standards in the skills and knowledge that they deserve, and which
they need in order to thrive in life. is shall be accomplished through the provision
of excellent teaching, school environments, resources and a sustainable visionary
curriculum that provides every learner with high quality learning.
In order to do this, teachers must engage the learners in exciting activities that allow
them to use and progressively demonstrate the competencies outlined in the curriculum.
is Teacher’s Guide has been designed to do just that. It places the learner at the centre
of learning. e teacher’s guide provides pathways for identifying and nurturing the
talents and interests of learners early enough to prepare them for the world of work,
career progression and sustainability.
Based on a Competency-Based Curriculum; the guide, as well as the Learner’s Book
provide methods of assessment, promotion of national values and national cohesion
and their integration into the curriculum.
e teacher should therefore strive to nurture the learner’s potential through the
learning guidelines that are provided in this book. is is through recognition of the
learner’s potential, gis and talents. At the end of the day, no child should be labelled a
failure.
Essence statement
Kenya requires competent manpower for its agro-based economy. Agriculture as
a learning area will build on competencies introduced in lower primary Early Years
Education under environmental activities in an eort to contribute to human capacity
development. e learning experiences will involve active learner participation
conducted through practical and experiential learning activities to develop applicable
competencies for sustainable agriculture. e curriculum will focus on developing
skills for production of indigenous and exotic crops and domestic animals through
innovative agricultural practices and use of limited resources to enhance food security.
e acquired knowledge, skills and attitudes will form a foundation for development of
agricultural competencies for lower secondary and beyond.
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1.2 National Goals of Education
e Framework will be anchored on the National Goals of Education.
Education in Kenya should:
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to dierent communities, races and religions and should be able
to live and interact as one people. Education should enable the learner acquire a sense of
nationhood and patriotism. It should also promote peace and harmonious co-existence.
2. Promote social, economic, technological and industrial needs for national
development
Education should prepare the learner to play an eective and productive role in the
nation.
a) Social Needs
Education should instill social and adaptive skills in the learner for eective participation
in the family, community, national, regional and international development.
b) Economic Needs
Education should prepare a learner with requisite competencies that support a modern
and independent growing economy. is should translate into high standards of living
for every individual.
c) Technological and Industrial Needs
Education should develop in the learner necessary competencies for technological and
industrial development for the nation in tandem with global trends.
3. Promote individual development and self-fullment
Education should provide opportunities for the learner to develop to the fullest
potential. is includes development of one’s interests, talents and character for positive
contribution to the society.
4. Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution
of Kenya. It should be geared towards developing a self-disciplined and ethical citizen
with sound moral and religious values.
5. Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide inclusive
and equitable access to quality and dierentiated education; including for learners with
special educational needs and disabilities. Education should also provide the learner
with opportunities to develop and practise shared responsibility and accountability
through community service learning.
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6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instill in the learner appreciation of Kenya’s rich and diverse cultural
heritage. e learner should value own and respect other people’s culture as well as
embrace positive cultural practices in a dynamic society.
7. Promote international consciousness and foster positive attitudes towards other
nations
Kenya is part of the interdependent network of diverse peoples and nations. Education
should empower the learner to respect, appreciate and participate in the opportunities
within the international community. Education should also enable the learner to
operate within the international community with full knowledge of the obligations,
responsibilities, rights and benets that this membership entails.
8. Promote positive attitudes towards good health and environmental protection
Education should inculcate in the learner the value of physical and psycho-social
well-being for self and others. It should promote environmental preservation and
conservation, including animal welfare, for sustainable development.
1.3 General Learning Outcomes for Middle School
By end of middle school, the learner should be able to:
1. Communicate eectively in diverse contexts.
2. Apply literacy, numeracy skills and logical thinking appropriately in self-expression.
3. Demonstrate social skills, and spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment eectively for learning
and for sustainable development.
5. Practise hygiene, appropriate sanitation and nutrition to promote health.
6. Apply digital literacy skills appropriately for communication and learning.
7. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
8. Demonstrate appreciation of the country’s rich and diverse cultural heritage for
harmonious co-existence.
9. Manage pertinent and contemporary issues in society eectively.
1.4 General Learning Outcomes for Agriculture
By the end of upper primary, the learner should be able to:
1. Participate actively in agricultural activities for environmental conservation.
2. Use scarce agricultural resources through innovative practices to contribute
towards food security.
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3. Rear small domestic animals as protable agricultural enterprise for
self-sustainability and economic development.
4. Apply technological skills, digital and media resources to enhance sustainable
agricultural practices.
5. Appreciate agriculture as a worthy niche for hobby, career development, further
education and training.
1.5 Interrelationship between the National Goals of Education,
General Learning Outcomes for Middle School, General Learning
Outcomes for Agriculture and Specic Learning Outcomes
Knowledge of the interrelationship between National Goals of Education and level
outcomes is important for the teacher as they enable him or her to establish the linkages
between the outcomes at dierent levels and draw their relationship with the National
Goals of Education. is will help the teacher to:
• Establish a consensus on the interrelationship between National Goals of Education
and outcomes at dierent levels.
• Be creative and innovative in the learning approach.
• Acquire awareness regarding the learners’ rights and responsibilities.
Example:
National Goal of Education (Number 8) Promote positive attitudes towards good
health and environmental protection.
General Learning Outcome for Middle
School (Number 4)
Explore, manipulate, manage and
conserve the environment eectively for
learning and sustainable development.
General Learning Outcome for
Agriculture (Number 1 and 3)
Participate actively in agricultural
activities for environmental conservation.
Rear small domestic animals as
protable agricultural enterprise for self
sustainability and economic development.
Strand 1: Conserving our Environment
Sub strand 1.2: Water conservation
Specic Learning Outcome (b) and (c).
Identify dierent ways of conserving water
in farming practices.
Demonstrate importance of conserving
water in farming practices.
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1.6 Structure of the Teacher’s Guide
is Teacher’s Guide is organised in two main parts. Part 1 is the general introduction
section detailing pedagogical issues. Part 2 highlights the lesson development for the
strands as outlined in the Learner’s Book. It gives, in details how the expected learning
outcomes, interesting teaching and learning resources, tips on handling learners with
special needs, digital-oriented exercises and informative notes to teachers.
Organisation of the strand
Each strand consists of the following:
• Sub-strands and their titles.
• Number of lessons.
• Specic learning outcomes.
• Key inquiry questions.
• Core competences to be developed .
• Link to pertinent and contemporary issues (PCIs).
• Link to values.
• Link to other subjects.
• Suggested community service learning.
• Suggested assessment methods.
• Background information.
• Suggested learning resources.
• Suggested learning experiences.
• Suggested non-formal activity to support learning.
• Suggested formative assessment rubric.
(a) Strands
ese represent the main topic areas. In Grade 5, there are three strands:
• Strand 1 – Conserving our Environment
• Strand 2 – Domestic Animals
• Strand 3 – Gardening Practices
(b) Sub strands
ese are specic areas discussed under every strand. Some include soil conservation,
water conservation, living better with wild animals, growing fruits (climbers),
conservation project (managing climbing fruit plants), uses of domestic animals,
indigenous food crops, vegetable gardening practices and innovative gardening.
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(c) Number of lessons
ese are the number of lessons suggested for each sub strand.
(d) Specic learning outcomes
ese are the learning expectations to be achieved at the end of a sub strand. ey are
accompanied by suggested learning experiences which are a summary of activities that
should be carried out to meet the specic learning outcomes.
(e) Key inquiry questions
Key Inquiry Questions (KIQ) is a focused question to instigate learners thinking based
on a body of knowledge or skills to be developed. ey:
• help to focus the learning;
• probe for deeper meaning and set the stage for further questioning;
• foster the development of critical thinking skills and higher order capabilities
such as problem-solving;
• allow learners to explore ideas in an open-ended, non-judgemental, meaningful
and purposeful way;
• encourage collaboration amongst learners, teachers, and the community and
integrate technology to support the learning process.
Some KIQ are given in this Guide. e teacher is free to add more appropriate KIQ in
each lesson. When writing KIQ:
• consider the focus of your learning outcome and the topic as given in the
curriculum design;
• examine the concept in the curriculum design that must be addressed and
brainstorm on questions that would enable learners to think about the concept
without dictating the direction or outcome of their thinking;
• utilise the six typical question words: Who? What? Where? When? Why? How?
(f) Core competences to be developed
A competency based approach enables meaningful connections within and between
learning areas. e seven core competencies to be achieved by every learner are:
• Communication and collaboration.
• Self ecacy.
• Critical thinking and problem-solving.
• Imagination and creativity.
• Citizenship.
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• Digital literacy.
• Learning to learn.
ey should be achieved once learners have met all the learning outcomes in the lesson.
(g) Link to PCIs
Children, like adults, are faced with a myriad of challenges owing to the legal,
technological, social, cultural and economic dynamics in society. ese challenges
have been captured in the Competency-Based Curriculum as Pertinent and
Contemporary Issues (PCIs). e following are some of the topics addressed in this
book.
1. Global citizenship
2. Health education
3. Life skills and values education
4. Education for Sustainable Development (ESD)
5. Learner support programmes
6. Community Service learning and parental engagement
e PCIs are captured in the learning activities of every lesson.
(h) Link to values
Values are standards that guide an individual on how to respond or behave in a given
circumstance. e teaching of values will facilitate the achievement of the curriculum
reforms’ vision of moulding ethical citizens. e core values emphasised in this
Teacher’s Guide are love, responsibility, respect, unity, peace, patriotism, social justice
and integrity.
(i) Link to other learning areas
It is important for learners to gain an understanding of the interconnections between
dierent learning areas so that learning in each area is reinforced across the curriculum.
is platform prepares the teacher to pass this information to the learners so that they
are aware of these connections.
(j) Suggested community service learning
Community Service Learning (CSL) is an experiential learning strategy that integrates
classroom learning to learning from the community to enable learners to reect,
experience and learn from the community. It is a process where learners link personal
and social development with academic and cognitive development.
CSL activities have been suggested to help create opportunities for learners to apply the
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knowledge and skills acquired through the formal dimension in their community while
at the same time learning from the community. is will develop in the learner not
only employability skills but also promote personal growth by strong and productive
relationships with the community. Learners will utilise the acquired knowledge, skills,
values and attitudes to improve the welfare of the community.
Most CSL activities in this grade have focused on citizenship, entrepreneurship,
nancial literacy, life skills, communication skills and research. As a teacher, you may
vary the activities suggested to suit your community and prevailing circumstances.
(k) Background information
is section provides an insight to the teacher on how to come up with a methodology
of the strand using the resources from dierent activities in the Learner’s Book. It also
contains suggestions to the teacher on how to introduce the lesson and engage the
learners before the lesson activities.
(l) Suggested non-formal activity to support learning
is section gives activities that will provide learners with an opportunity to put into
practice what they were taught in class. It can happen during their free time or when
they are away from school. It gives learners a chance to remind themselves of what they
already learnt in class.
(m) Suggested community service learning
e learner is part of a larger community and therefore, education should lead the
youth of the country to accept membership of this community with all the obligations
and responsibilities, rights and benets that this membership entails.
(n) Suggested assessment methods
is section gives ways through which the teacher will assess the degree of achievement
of the learning outcomes.
(o) Suggested formative assessment rubric
is section provides the moderator with a way of awarding learners. Here the mediator
gets to know the learner’s level of understanding based on how they are performing on
the assessment rubric.
1.7 e Teaching Process
e role of the teacher in Competence-Based Curriculum is that of a facilitator. He
or she facilitates discovery, acquisition and sharing of knowledge, skills, values and
attitudes through learning experiences. e teacher organises and coordinates these
learning experiences either in class or outside the classroom.
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Learning experiences comprise of activities that the learner is engaged in during the
lesson. e activities may be carried out by an individual learner or as a group work
activity. However, they should ultimately enable the learner to achieve the intended
specic learning outcomes of the lesson.
Learning experiences enable the learner to:
• Acquire knowledge, skills and develop attitudes.
• Acquire the intended competences.
• Learn from one another.
• Self-evaluate and evaluate others.
• Engage deeply in the subject matter.
• Reect on the learning process.
• Interact with others during the learning process.
1.8 Grouping Learners for Learning Experiences
e shi from knowledge-based to competency-based curriculum will make grouping
the norm in the teaching process. e following are dierent ways of grouping learners:
a) Similar ability grouping.
b) Mixed ability grouping.
c) Similar interests grouping.
d) Needs grouping.
e) Gender grouping.
Grouping learners has several advantages such as:
a) e individual learner’s progress and needs can easily be observed.
b) e teacher-learner relationship is enhanced.
c) A teacher can easily attend to the needs and challenges of a small group.
d) Materials that were inadequate for individual work can now easily be shared.
e) Learners can learn from one another.
f) Many learners accept correction from the teacher more readily and without
feeling humiliated when they are in a small group rather than individually.
g) Learner’s creativity, responsibility and leadership skills can easily be developed.
h) Learners can work at their own pace.
e type of grouping that a teacher may choose depends on:
a) e strand or task to be tackled.
b) e materials available.
c) Ability of learners in the class (fast, average, slow).
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However, the teacher must be exible enough to adjust or change his or her type of
grouping to cope with new situations. ere is no xed number of learners that a group
must have. is will be dictated by such factors as the task to be done, the materials
available, characteristics of learners in your class, size and the space available. However,
groups should on average have between four to seven learners. You can also resort to
pair work depending on the nature of the content being taught at the time.
ere is no one method or approach to teaching that is appropriate for all lessons.
A teacher should, therefore, choose wisely the method to use or a combination of
methods depending on the nature of the strand or sub strand at hand.
1.9 Professional Documents
ese are the documents used by the teacher in the preparation, implementation and
evaluation of teaching and learning. ey are vital documents that a teacher must have
to keep track of his or her work, that of the learners as well as to make teaching and
learning more eective. ey include:
1. Schemes of work.
2. Lesson plans.
3. Records of work.
4. Learner’s progress records.
1. Schemes of work
A scheme of work is a document that a teacher develops from the curriculum design. A
scheme of work shows how the planned curriculum content shall be distributed within
the time allocated for the learning area.
A scheme of work helps the teacher to do the following:
• To plan on what resources will be required.
• To decide on the methodology to be used.
• To plan for assessment.
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Week Lesson Strand Sub
strand
Specific learning
outcomes
Key inquiry
question
Learning
resources
Lesson experiences/
activities
Assessment method Reflection
1
1 Domestic
animals
Uses of
domestic
animals
By the end of the lesson the
learner should be able to:
• identify various
domestic animals.
• discuss animals found
at home.
• write names of animals
found at home.
Which animals
are kept at
home?
1. Charts,
pictures and
photographs
of domestic
animals.
2. Learner’s
Book
3. Video clips
of domestic
animals
1. Learners to discuss
animals found at home.
2. In pairs learners to use
charts, video clips,
pictures or photographs
to identify domestic
animals.
3. Learners are guided
to write the names of
animals found at home.
Oral questions
Learners are asked questions on what
they can see from illustrations in their
books, charts, and video clips
Observation
Learners are observed as they identify
domestic animals from pictures,
photographs and video clips.
Written exercise
Learners write down the names of various
domestic animals
2
2 By the end of the lesson the
learner should be able to:
• identify the uses of
various domestic
animals to human
beings.
• match various animals
to corresponding uses.
• explain uses of specific
domestic animals.
What are the
uses of domestic
animals?
1. Learners visit the
neighbouring farms to
explore various uses of
domestic animals.
2. In pairs learners
brainstorm and share
experiences on the uses
of domestic animals.
Observation
The learners are observed as they identify
the uses of various domestic animals.
Written exercise
Learners match domestic animals to their
uses
3
3 By the end of the lesson the
learner:
• should be able to relate
various domestic
animals to their uses.
• explain importance
of identified domestic
animals
• write a report on uses
of domestic animals in
the community.
How are
domestic
animals
important to
human beings?
Learners watch video
clips on the importance
of domestic animals to
human beings
Oral questions
Learners are asked questions on the
products made from materials obtained
from domestic animals.
Report writing
Learners to write a report on the uses of
domestic animals in the community.
Sample schemes of work
School Grade Learning area Term Ye ar
Furaha Primary School 5 Agriculture 2 2021
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2. Lesson plan
A lesson plan is an essential document for eective teaching and learning. A well-done
lesson plan helps the teacher to:
• Organise the content to be taught in advance focusing clearly on the content to be
covered and the way it should be taught hence avoiding vagueness and irrelevance.
• Plan, prepare and assemble teaching and learning resources.
• Present concepts and skills in a systematic manner using appropriate strategies to
achieve the stated lesson outcomes.
• Manage time well during the lesson.
• Select and design appropriate assessment methods to evaluate the teaching and
learning process.
• To make connections between components.
Components of a lesson plan
a) Organisation of learning - is shows where learning will be taking place. It
could be in the classroom, outside the classroom or a visit to a nearby library or
farm.
b) Introduction - e lesson should be introduced in an interesting and stimulating
manner to arouse curiosity in the learners. Integrate the learners’ related past
experiences as much as possible, tapping into learners’ prior knowledge to prepare
them for additional content you are about to introduce.
c) Lesson development - is is the actual teaching of the learning area content.
e subject matter is divided into steps. Each step should contain one main idea
or experience. Explicitly outline how you will present the lesson’s concepts to the
learners and the activities to be undertaken in each step-in order to achieve the
stated outcomes. It should indicate clearly what and how it is to be taught and the
learners activities (learning experiences). e teacher should vary the teaching or
learning activities as the need arises.
d) Conclusion - is step summarises the lesson by putting emphasis on important
points or concepts that have been covered. During this time, a wrap up of the
lesson is given to help learners organise the information into meaningful context
in their minds.
is can be done by:
• Asking questions to establish whether the lesson outcomes have been
achieved.
• Allowing learners to seek clarication.
• Summarising the main points in the lesson.
• Giving follow up activity(ies) such as an assignment or project. It is important
to note that a lesson plan may not have all the details of the content; therefore
the teacher should have lesson notes.
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e) Reection on the lesson - is is a critical analysis of the learning. e teacher
is called upon to make an honest assessment of his or her performance and that
of the learners during the lesson and give reasons for the success or failure of the
lesson. Suggestions and remedies should be highlighted in this section.
Developing a lesson plan will require emphasis on embedding and infusing the
aspects of CBC such as core competences, PCIs, values, non-formal learning
activities, link to other learning areas, resources and assessment. A conscious eort
must be made during planning to include the types of questioning techniques that
will be used in the lesson.
Sample lesson plan
School Grade Date Time Roll
Furaha Primary School 5 12/07/2021 11:30 a.m 40
Strand: Domestic Animals
Sub strand: Uses of domestic animals
Specic learning outcomes
By the end of the lesson the learner should be able to:
• Identify the uses of various domestic animals to human beings.
• Relate various domestic animals to their uses.
• Appreciate the importance of domestic animals to human beings.
Suggested learning resources
• Charts, pictures or photographs of domestic animals.
• Learner’s Book
• A video clip on various types of domestic animals.
Organisation of learning
is lesson will be conducted in the classroom.
Introduction
• Learners as a class will discuss animals found in the community and what they are
kept for.
• Learners will then brainstorm the general term given to animals kept in the
community.
• Learners will be guided to conceptualise the term domestic animals.
Lesson development
• Learners will be in pairs to discuss the animals illustrated in the Learner’s Book
page 64 to 65.
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• Learners will then identify the animals illustrated in the Learner’s Book page 65
to 66.
• Learners are shown video clips of domestic animals and asked to identify them.
• Learners are then guided to write the names of the animals in their notebooks.
• Learners will draw the domestic animals in their notebooks.
Conclusion
• Answering learner’s questions about domestic animals for clarication.
• Some domestic animals found at home include rabbits, pigs, cats, dogs, donkeys,
sh, horse and camels.
• Learners are given assignment to nd more on other domestic animals.
Reection on the lesson
e lesson progressed well, although the internet was slow and the picture quality of
the videos needs improvement.
3. Record of work
A record of work is a document kept by the teacher showing the work that has been
done at the end of every lesson, strand or sub strand. e entries are made daily by the
individual teacher. It helps in:
• Accountability and transparency of work covered by the teacher.
• e continuity of teaching of a class.
• Giving a new teacher an idea of where to start teaching a class.
• e evaluation of schemes of work aer a period.
• Providing uniformity of content coverage in case of several streams.
Components of a record of work
a) Time frame: ere should be an indication of the date and week when the work
was covered.
b) Work done: Strand and sub strand as derived from the specic learning
outcome(s).
c) Reection: e remarks column should have statement(s) specifying the success
and challenges of that lesson and the recommendations.
d) Details of the teacher: Include the name, signature or initials of the implementing
teacher for accountability.
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e school management should also regularly sign the record of work.
Sample record of work
School: ________________________
Learning area: ________________________
Name of teacher: ________________________
Grade: _________________________
Date Week Work done Reection Signature
4. Learner’s progress report
e learner’s progress report tracks the achievement of learning outcomes and the
competencies acquired by the learner. e record can be used to show the teacher whether
their teaching has been eective in addressing the learning needs of individual learners.
It therefore acts as a guide for the teacher to be able to give the required attention to
individual learners to ensure the desired outcomes as stated in the curriculum designs
are portrayed by all the learners. e learner’s progress report can also be used to give
the learner and the parents or guardians information about the learner’s progress.
Sample report
Name: Mtoto Mtiifu Grade: 5 Year: 2021 Term: 2 Age: 10 years
Learning
area
Skills Learner’s performance
Agriculture Identication of
domestic animals
e learner can recognise and identify domestic
animals.
Following simple
instructions
Follows simple instructions.
Drawing simple
diagrams of
domestic animals
Always draws simple diagrams of domestic
animals.
Reading the names
of domestic animals
uently without
hesitation
Always reads the names of domestic animals
uently without hesitation.
Relating the uses of
domestic animals
Relates the uses of domestic animals.
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1.10 Teaching Resources
ese refer to things that the teacher requires during the teaching process. ey include:
• e classroom.
• Learner’s books.
• Project method.
• Wall charts and pictures.
• Group, class or pair discussion.
• Models.
• Resource persons.
• Educational visit/eld trips.
• Teacher demonstration.
Improvisation
If each learner is to have a chance of experimenting, cheap resources should be made
available. Expensive and complicated materials may not always be available in most
schools. Such sophisticated equipment made by commercial manufacturers is usually
expensive and majority of schools cannot aord it. e teacher is therefore advised to
improvise using locally available materials as much as possible. Improvisation should
however not be regarded as a cheap substitute of proper equipment.
Note: Certain topics are best studied during a particular weather condition than at
other times. For instance, a visit to a farm is best done during sunny weather.
e teacher should therefore think ahead while making the scheme of work so
that the prevailing weather pattern is considered. is will ensure that suitable
activities for learning Agriculture are planned for with the weather in mind.
However, a good scheme of work should be suciently exible to cope with unexpected
situations and can be altered or modied to suit certain circumstances.
1.11 Special Needs Education and Multi-ability Learning
Inclusive education involves ensuring all learners are engaged in education and that
they are welcomed by other students so that everyone can achieve their potential.
Inclusive practice embraces every individual regardless of gender or ability including
those with learning diculties and disabilities. e focus of an inclusive curriculum
is on ensuring participation in education of learners with dierent learning styles and
other diculties. To be successful, it entails a range of issues including teacher’s positive
attitudes, adapting the learning resources, a variety of teaching and learning methods
and working together and overall, the benets of an inclusive curriculum extend to all
learners.
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Inclusive education also helps to ensure optimal development of children with special
educational needs by giving them a vital space which provides opportunities for child
focused learning, play, participation, peer interaction and the development of friendships.
e curriculum may also be enriched for learners who are gied and talented. is may
be done by providing additional and advanced content and resources.
Some learners with special needs may follow the same curriculum as learners without
special needs. However, for these learners to access the regular curriculum, adaptation
may be necessary. Adaptations may include the substitution of curriculum content,
removal of specic curricular content areas and the adaptation of teaching and learning
strategies, resources and assessment.
Learners with special needs who may follow the regular curriculum include those with:
• Specially gied and talented.
• Visual impairment.
• Hearing impairment.
• Physical handicap.
• Mild cerebral palsy.
• Learning disabilities.
• Emotional and behavioural diculties
Assessment strategies and conditions should be adapted to the needs of the learners.
e teacher should identify such cases and help facilitate the aected learners’ learning.
For example, learners with visual and hearing diculties should sit near the teacher’s
table for easy supervision and assistance. Further details are given in every strand on
how to support Special Needs Education learners in your class.
1.12 Competency-Based Assessment
e main purpose of a Competency-Based Assessment is to:
• Inform teaching and learning decisions.
• Establish the level of learner’s competence.
• Ascertain progress against the learning outcomes.
• Encourage learners to make judgments about their performance.
• Enhance learner motivation.
• Identify where intervention, focused support or referral is required.
• Make decisions regarding choice of subject, course and careers pathways.
e following are the common forms of assessment in a Competency-Based
Curriculum.
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a) Formative Assessment or Assessment for Learning (AFL)
is is an investigative tool to monitor the progress of an individual learner in meeting
the learning outcomes in a subject. It involves gathering data during the learning
process, and provides feedback to both the learner and you to help improve learning.
is approach helps build an accurate and detailed prole of your understanding of the
curriculum and inform teaching so that you can provide appropriate assistance to the
learner.
b) Assessment as Learning
Assessment as learning occurs when a learner is assisted to develop a capacity to be
independent, self-directed to set individual goals, monitor own progress or self-assess,
and reect on his or her learning. A learner can self-assess when you provide the learner
with a clear picture of steps required to reach prociency, a set criterion that have a
variety of examples or models of decent work for comparison.
c) Assessment of Learning
is summative assessment is carried out at the end of a strand or task. Summative
assessment is a comprehensive process used to summarise and communicate what
a learner knows and can do with respect to curriculum learning outcomes and
expectations aer a dened instructional period time. It summarises a learner’s
achievement. Since summative assessment comes at the end of a strand or a term, the
feedback has less impact on learner’s learning compared to formative assessment. e
evidence is used to determine level of achievement. It is designed to provide information
on the achievement of a learner to parents, educators and learners themselves.
d) Summative Assessment
ey include tests, examinations, performances, presentation, portfolios, and a variety
of written, oral and visual methods. ey provide feedback to educators, parents and
learners, about a learner’s achievement to make decisions for appropriate placements or
further studies.
Other forms of assessment include:
1. Checklists: Assist the teacher to determine areas of focus to enable the learner to
develop relevant knowledge and skills.
2. Rating Scales: Use of descriptive words such as always, usually, sometimes and
never.
3. Questionnaires: A list of questions on various aspects of a person’s situation
4. Project Method: A set of activities implemented within a set timeframe.
5. Journaling: e learner keeps a record of their personal feelings, thoughts and
experiences daily.
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6. Portfolio: A purposeful collection of work samples, self-assessments and goal
statements that reect a learner’s progress. A portfolio is a le or binder which holds
samples of individual learner’s work. As learners master specic standards, choose a
sample that represents the learner’s progress and place it in the portfolio.
At dierent points during the year, this portfolio can be used to discuss with the
learner’s progress with parents, administrators or other sta members providing
services for the learner.
7. Proling: Proling is a record of each learner using information obtained from a
variety of assessment tools.
8. Anecdotal Records: Short reports, photos and drawings describe, in a factual way,
the incident, its context, and what was said or done by the participant(s).
Conclusion
is Teacher’s Guide has been written to help you guide learners to learn Agriculture
in the most enjoyable and captivating manner. You are reminded to always arouse the
curiosity of learners as you teach. Some things that you may do before you go for a
lesson include:
• Go through the expected learning outcomes.
• Read through the lesson in advance to get an overview of the content and activities
for the lesson.
• Form a mental picture of the order of learning the learners will carry out in the
lesson.
• Collect the materials that will be needed during the lesson in advance.
• Try out the suggested video clips in advance.
Remember: e suggested learning experiences in this book are just a guide. You
may not need to follow them to the letter. Feel free to incorporate other
innovative activities that will help achieve the intended outcomes.
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Conserving our Environment
(Learner’s Book page 1 to 63)
1
1.1 Soil conservation
Number of lessons: 9 lessons
(Learner’s Book page 1 to 13)
Background information
In Grade 4, learners were taught the
meaning of soil, soil particles, types of
soil, water holding capacity of soil, uses of
soil in farming and how to make compost
manure. In this sub strand, the learners will
learn about soil erosion, soil deposition,
soil recovery, use of recovered soil for
growing crops, soil improvement and how
to construct an organic waste pit for soil
improvement.
Core competencies to be developed
Critical thinking and problem solving skills
are developed as learners determine the
contextual soil recovery procedures, sites
for soil improvement in the school and
applying the knowledge to improve the
fertility of the soil.
Communication and collaboration is
enhanced as learners work and discuss in
groups.
Citizenship is realised as learners take part
in soil conservation in the community.
Link to pertinent and contemporary
issues (PCIs)
Environmental awareness as learners
become aware of soil as a resource in the
environment and the need to conserve it.
This is also achieved as learners involve
themselves in making organic manure
from organic waste which is a useful
resource in agriculture.
Financial literacy as learners re-cycle
organic waste for soil improvement.
Link to values
Collective responsibility is displayed when
the learners maintain a clean-living
environment through activities for soil
improvement such as use of kitchen waste
to make organic manure.
Respect is nurtured when the learners
collaborate with farmers when seeking
information on soil conservation.
Link to other learning areas
English and Kiswahili as learners
communicate with each other during
discussions.
Science and Technology when constructing
an organic waste pit and experimenting
growing crops on the pit to observe soil
improvement.
Suggested assessment methods
• Oral questions
• Observations
• Rubrics
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1.1.1 Soil recovery
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) Give the meaning of soil erosion in
the environment.
(b) Give the meaning of soil recovery
in the environment.
(c) Identify sites for erosion deposition
by runoff in the community.
(d) Collect soil from erosion deposition
sites for farming purposes.
(e) Demonstrate usefulness of
recovered soil for growing of crops.
(f) Show genuine interest in soil
conservation activities and growing
of crops.
Key inquiry questions
1. Why do we conserve soil from erosion?
2. What is the importance of recovering
eroded soil?
Soil erosion
Specific learning outcome
By the end of the lesson, the learner should
be able to give the meaning of soil erosion
in the environment.
Key inquiry question
What is the meaning of soil erosion?
Additional information to the teacher
Soil erosion is the removal of top fertile
soil. It can be caused by surface runoff,
wind and destructive human activities
such as deforestation and overgrazing.
Suggested learning resources
• Pictures
• Field visits
• Learner’s Book
Suggested learning experiences
Activity 1, 2 and 3: Soil erosion
Introduce this concept by asking the
learners the question in Let us think section
in the Learner’s Book page 1. This question
introduces the learners to soil erosion and
that rain water causes erosion on bare
land. Let the learners respond. Correct
any wrong responses they give. Encourage
the learners to clap for every learner who
attempts to answer the question. This helps
to improve their self-esteem and encourage
learners to participate in class.
Activity
1
(Learner’s Book page 1)
1. Group the learners by having fast
learners and the time-takers sit together.
2. Let the learners study the picture
shown. Guide the discussion of the
learners by asking them to tell you
what they think happened to the trees
and the soil in the picture. Allow the
learners to discuss and respond to one
another. Learners communicate and
collaborate as they discuss and work
together in groups.
3. Ask the learners what they think
happened to the land and if crops can
grow well in the land. Encourage the
learners to discuss and respond.
4. Appreciate the learners’ attempts to
answer the questions. Correct any
wrong responses they give politely. Build
up on the learners’ correct responses by
explaining the responses further.
5. Ask the learners oral questions that
guide them towards identifying that
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soil erosion happened to the land
shown in the picture and that crops
cannot grow well in such land.
4. Point out to the learners that surface
runoff is the cause of soil erosion in the
pictures shown.
Activity
2
(Learner’s Book page 2)
1. Group the learners and guide them
to look at the pictures shown. Let the
learners discuss the pictures. Guide the
discussion by asking them where they
have seen such lands at their home,
school or in the community.
2. Ask the learners to discuss and say
what they think made the lands to
be how they are. You can guide their
discussion by asking questions such
as, “What caused the gullies in picture
A?”, “What happened to the maize
plants in picture B?” Allow the learners
to discuss and respond. This helps
promote communication skills.
3. Ask the learners to identify and name
the process that happened to the lands
shown. The expected answer is soil
erosion.
Activity
3
(Learner’s Book page 2)
1. Make a pre-visit to the school farm
or farms in the neighbourhood.
2. Identify parts of land that soil erosion
has taken place.
3. Plan how you will ensure safety of the
learners during the field visit and how
to help the physically handicapped
learners appropriately. Take note of
the weather before the field visit.
4. Lead the learners to visit the school
farm or farms in the neighbourhood.
Guide them to identify parts of land
that have been eroded. This activity
enables the learners to identify soil
erosion in their environment.
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digital literacy skills are developed
as they search, watch and replay the
video clips.
5. From the video clips, ask learners to
write the meaning of soil erosion and
its causes.
5. Back to school, group the learners and
guide them to discuss what happened
to the soil in the parts of land they
identified during the visit. Let them
make notes during the discussion and
use them to make a presentation. Let
them present to the class
6. Ask the learners if they think wind can
cause soil erosion. You can give the
learners a hint by asking them what
happens when whirlwind blows.
7. Explain to the learners that wind
causes soil erosion too.
Digital corner
(Learner’s Book page 3)
1. Provide the learners with digital
devices such as smartphones, laptops,
tablets that have internet connection.
2. Guide the learners to click on the
YouTube application.
3. Guide them to search for video clips
on soil erosion and its causes.
4. Let the learners watch the video clips
and discuss about them. Learner’s
Conclusion
Conclude and emphasise the concept of
soil erosion by explaining to the learners
the content in the Learning point section
of the Learner’s Book page 3.
Assessment rubrics
Use the following indicators to assess
each learner.
Meaning of soil erosion
• The learner exceeds expectations if
he or she correctly and proficiently
gives the meaning of soil erosion in
the environment.
• The learner meets expectations if he
or she correctly gives the meaning of
soil erosion in the environment.
• The learner approaches expectations
if he or she gives the meaning of soil
erosion in the environment.
• The learner is below expectations
if he or she gives with difficulty
the meaning of soil erosion in the
environment when probed.
Help those learners who are approaching
expectation and below expectation to
meet or exceed expectation.
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Soil deposition sites
Specic learning outcome
By the end of the lesson, the learner
should be able to identify sites for soil
deposition by surface runoff in the
community.
Key inquiry question
What are soil deposition sites?
Additional information to the teacher
Eroded soil settles on a site after falling out
of the transporting medium. The places
where the eroded soil settles are called soil
deposition sites and the process is called
soil deposition.
Suggested learning resources
• Pictures
• Field visit
• Learner’s Book
Suggested learning experiences
Activity 4 and 5: Soil deposition sites
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 3. The
question helps the learners to brainstorm
on soil deposition sites. Correct any
wrong responses.
Activity
4
(Learner’s Book page 3)
1. Group the learners and guide them to
study the picture shown. Ask them to
describe the riverbank.
2. Allow the learners to respond before
asking them to say the places in their
environment where they have seen soil
placed in the same way as shown in
the picture. Guide the learners to give
correct answers by asking a question
such as, “Have you seen such soil along
riverbanks”.
3. Explain to them that the process that
happened to the land shown is called
soil deposition.
4. Point out to the learners that soil
deposition sites are places where
eroded soil is deposited.
Activity
5
(Learner’s Book page 4)
1. Make a pre-visit to the school
neighbourhood.
2. Identify parts of land where soil
deposition has happened.
3. Plan how you will ensure safety of
the learners during the visit and how
to help the physically handicapped
learners appropriately. Take note of
the weather.
4. Lead the learners to visit the identified
site in the school neighbourhood.
Guide them to identify parts of land
that have soil deposits. This activity
enables the learners to know soil
deposition sites in their environment.
5. Back at school, group the learners
and let them discuss how soil
deposition took place in the areas
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identified during the field visit.
From the notes they make during
the discussion allow them to present
their findings to the class.
6. Point out to the learners that soil
deposition sites are areas where
eroded soil is deposited.
• The learner is below expectation
if they identify, with assistance, a
soil deposition site resulting from
surface runoff in the community.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Soil recovery
Specic learning outcome
By the end of the lesson, the learner should
be able to give the meaning of soil recovery
in the environment.
Key inquiry question
What is soil recovery?
Additional information to the teacher
Top fertile soil is usually removed when soil
erosion occurs. Such soil can be collected
back and be made useful in farming. The
process of recovering or collecting eroded
soil is called soil recovery.
Suggested learning resources
• Pictures
• Field visit
• Learner’s Book
Suggested learning experiences
Activity 6 and 7: Soil recovery
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 4. The
question makes the learners think how
deposited soil can be collected back.
Guide them to understand that deposited
soil can be collected back and used for
farming.
Conclusion
Conclude the lesson by explaining to the
learners the content in the Learning point
section of the Learner’s Book page 4.
Assessment rubrics
Use the following indicators to assess
each learner.
Identifying soil deposition points
• The learner exceeds expectation
if they correctly and proficiently
identifies soil deposition sites
resulting from surface runoff in
the community.
• The learner meets expectation if they
correctly identifies soil deposition
sites resulting from surface runoff
in the community.
• The learner approaches expectation
if they identifies some soil deposition
sites resulting from surface runoff in
the community.
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Activity
7
(Learner’s Book page 5)
1. Group the learners and engage them in
studying the picture shown. The picture
shows learners collecting deposited soil.
Let the learners discuss freely about the
picture.
2. Use probing questions such as, “what
are the learners in the picture doing?”,
“what are the learners using to do the
activity?”
3. Give learners time to discuss each
question and respond. The expected
answers are that the learners in the
picture are recovering soil using tools
such as spades and wheelbarrows. They
will use the recovered soil to grow
crops.
4. Move from group to group and identify
learners experiencing difficulties. Help
them accordingly.
5. Ask the learners to name the process
shown in the picture and say the safety
precautions that the learners in the
picture should observe.
The process is soil recovery. Learners in
the picture should use spades carefully
to avoid injuring themselves and others.
6. Ask the learners to name what the
learners in the picture are wearing on
their hands and legs. The expected
answers are gloves and gumboots. They
protect hands and legs from dirt.
7. Point out to the learners that a spade, a
wheelbarrow and containers are some
of the tools used when recovering soil.
Activity
6
(Learner’s Book page 4)
• Pair the learners by grouping a fast
learner and a time-taker.
• Guide the learners to study the picture
shown. Ask them to discuss what
happened to the soil that was in the
hollows.
• Allow the learners to discuss and
respond before you ask them where
they think the soil which was on the
hollows shown in the picture went to.
Correct any wrong answers they give.
The expected answer is that the soil
was washed away by surface runoff.
• Ask the learners to discuss how the soil
washed away can be collected back. Let
the learners present their ideas in class.
• Point out to the learners that the
soil was possibly carried by surface
runoff and deposited elsewhere. The
deposited soil can be collected back.
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Importance of recovered soil
Specic learning outcome
By the end of the lesson, the learner
should be able to collect soil from erosion
deposition sites and demonstrate usefulness
of the recovered soil for growing of crops.
Key inquiry question
What is the importance of recovering
deposited soil?
Additional information to the
teacher
Deposited soil can be collected and be
made useful again in farming. Soil which
has been eroded is infertile hence cannot
support plants. Soil from soil deposition
sites is usually fertile. It can be recovered
and used to grow plants.
Suggested learning resources
Pictures, soil, containers, spades, watering
cans, garden line, gloves, seeds or seedlings,
jembe, garden trowel and the Learner’s
Book.
Suggested learning experiences
Activity 8 and 9: Importance of recovered
soil
Introduce this concept by asking the
learners the question in Let us think
section of the Learner’s Book page 5. The
question helps the learners to brainstorm
on how soil in deposition sites can be
made useful again in the farm. The
learners’ responses enable you assess the
knowledge that they already have. That
informs your approach of the concept.
Listen to the learners and correct any
wrong responses.
Conclusion
Conclude and emphasise the concept of
soil recovery by explaining to the learners
the content in the Learning point section
of the Learner’s Book page 5.
Assessment rubrics
Use the following indicator to assess each
learner.
Meaning of recovering soil from
deposition sites
• The learner exceeds expectation if
he or she correctly and proficiently
gives meaning of soil recovery in
the environment.
• The learner meets expectation if he
or she correctly gives meaning of
soil recovery in the environment.
• The learner approaches
expectation if he or she attempts
to give meaning of soil recovery in
the environment.
• The learner is below expectation if
he or she attempts to give meaning
of soil recovery in the environment
when probed.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
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garden line, gloves, seeds or seedlings,
jembe and garden trowel. Ask the
learners to bring some of the tools
from home.
2. Lead the learners in collecting soil
from soil deposition sites that they had
identified earlier. Learners develop
critical thinking as they choose and
determine how they will recover the soil.
3. Ensure the learners have the required
materials and tools such as gloves,
spades, containers and a wheelbarrow.
4. Ensure safety of learners during soil
collection and assist the physically
handicapped learners appropriately.
5. Guide the learners to spread the
collected soil on a selected site in the
school garden and plant a crop of
their choice.
6. Let the learners leave some site in the
garden without spreading the collected
soil on it and plant the chosen crop in
it too.
7. Ask the learners to observe and keep
records of the crops from both sides
as they grow.
8. Guide the learners to correctly answer
the questions given.
9. Point out to the learners that crops grown
on recovered soil will be healthy. This is
because recovered soil is fertile and has
the nutrients required by plants. Explain
to the learners that they should water and
weed the crops they planted.
Activity
8
(Learner’s Book page 6)
1. Group the learners and draw their
attention to the pictures shown.
2. Ask the learners to discuss and tell you
the differences they notice between the
plants in picture A and B.
3. Guide the learners to brainstorm and
mention the plants that are growing
on recovered soil and the ones that
are growing on eroded soil. Let them
give reasons. The expected answers are
that plants in picture A are growing on
recovered soil while plants in picture B
are growing on eroded soil.
4. Point out to the learners that plants
growing on recovered soil do well than
those growing on eroded soil. This is
because eroded soil is infertile.
Activity
9
(Learner’s Book page 6)
1. Provide the learners with the necessary
tools: containers, spades, watering cans,
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Conclusion
Conclude and emphasise the importance of
recovered soil by explaining to the learners
the content in the Learning point section
of the Learner’s Book page 7.
Home activity
(Learner’s Book page 7)
Ask the learners to collect eroded soil at
soil deposition sites at home. Let them use
the soil to grow plants at home.
Assessment rubrics
Use the following indicators to assess each
learner.
Importance of soil recovery
• The learner exceeds expectations if
he or she correctly and proficiently
explains the importance of soil
recovery.
• The learner meets expectations
if he or she correctly explains the
importance of soil recovery.
• The learner approaches
expectations if he or she explains
the importance of soil recovery.
• The learner is below expectations
if he or she explains with difficulty
the importance of soil recovery
when probed.
Help those learners who are approaching
expectation and below expectation to
meet or exceed expectation.
Possible answers to Assessment 1
(Learner’s Book page 7)
1. Soil erosion is the removal of the top
fertile layer of soil.
2. Soil erosion is caused by surface
runoff, wind and destructive human
activities such as deforestation and
overstocking.
3. Soil deposition is the placing of
eroded soil on a land surface.
4. Soil recovery is the process of
collecting deposited soil from
deposition sites.
5. Recovered soil is fertile.
6. Planting vegetation across the land,
building terraces, use of trash lines
and building retaining walls.
7. We conserve soil from soil erosion
so as to keep the land fertile. Fertile
soil has nutrients which makes plants
produce higher yields.
8. FALSE
9.
A B
Removal of
top soil
Soil recovery
Settling of
eroded soil on
certain land
sites
Soil erosion
Getting back
eroded soil for
reuse in farms
Soil deposition
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Suggested learning experiences
Activity 1 and 2: Sites for soil improvement
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 8.
The question enables you to assess the
knowledge that the learners already know
about poor soil. This gives you a hint on
how to introduce the concept. Listen to the
learners and correct any wrong responses
they give.
Activity
1
(Learner’s Book page 8)
1. Group the learners and guide them to
study the picture shown. Ask them to
explain what they think happened to
the land shown in the picture.
2. Allow them to discuss and respond
before asking them if they think crops
will grow well in such land. Ask them
to give reasons for their responses.
3. Let the learners suggest what can be
done to such land to make it productive.
4. Point out to the learners that the land
is eroded and crops will not grow well
in it. The soil in the land needs to be
improved for it to support crops.
1.1.2 Soil improvement
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) Identify sites for soil improvement
in the school or community.
(b) Construct an organic waste pit for
soil improvement.
(c) Demonstrate use of plant remains
for soil improvement.
Key inquiry questions
1. What materials should you dump in
an organic waste pit?
2. How can you improve soil using
crop remains?
3. What is the difference between an
organic waste pit and a compost
heap?
Sites for soil improvement
Specic learning outcome
By the end of the lesson, the learner
should be able to identify sites for
soil improvement in the school or
community.
Key inquiry question
What sites need soil improvement?
Additional information to the teacher
Poor soil needs to be improved in order
for it to support plants and produce high
yield. Areas with poor soil need to be
identified so that they can be improved.
Suggested learning resources
Pictures, field visits and Learner’s Book.
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Activity
2
(Learner’s Book page 9)
1. Make a pre-visit to the school
compound and the neighbourhood.
2. Identify parts of land with poor soil.
Example of such parts is where soil
erosion has happened or places where
plants are not doing well.
3. Lead the learners to go to the
identified site. Ensure the safety of
the learners during the visit.
4. Guide the learners to identify parts of
land that soil erosion has taken place
or where plants do not do well.
5. Let the learners discuss the causes of
poor soil in the sites they will identify
and suggest what needs to be done to
improve the soil. This develops the
learners’ problem solving skills.
6. Point out to the learners that parts of
land where soil erosion has taken place
are examples of sites with poor soil that
need to be improved.
Conclusion
Conclude by emphasising the concept of
sites for soil improvement. Explain to the
learners the content in the Learning point
section of the Learner’s Book page 9.
Assessment rubrics
Use the following indicators to assess
each learner.
Identifying sites for soil
improvement
• The learner exceeds expectations
if he or she correctly and
effectively identifies sites for soil
improvement in the locality.
• The learner meets expectations
if he or she correctly identifies
sites for soil improvement in the
locality.
• The learner approaches
expectations if he or she identifies
sites for soil improvement in the
locality.
• The learner is below expectations
if he or she identifies with
difficulty sites for soil
improvement in the locality when
probed.
Help those learners who are approaching
expectation and below expectation to
meet or exceed expectation.
Constructing an organic waste pit
Specic learning outcome
By the end of the lesson, the learner should
be able to construct an organic waste pit
for soil improvement.
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4. Point out to the learners that an organic
waste pit is made by digging and
putting organic waste inside.
Activity
4
(Learner’s Book page 10)
1. To instill the value of collective
responsibility in learners and
maintain a clean environment, ask
them to collect kitchen waste from
the school kitchen and put them in a
wheelbarrow.
2. Identify a site in the school farm where
learners can construct an organic
waste pit. The site should not be on
the windward side near the classrooms
and offices.
3. Provide the learners with the necessary
tools: jembe, spade, slasher and tape
measure. Let them brainstorm on how
such tools are used in the construction
of a pit before you inform them the use
of each tool.
4. Lead the learners to construct an
organic waste pit in the proposed site.
Let them follow the procedure in the
Learner’s Book page 10-11. Learners
environmental awareness is enhanced
as they use organic waste as a useful
resource in agriculture.
Key inquiry question
What materials should you dump in an
organic waste pit?
Additional information to the teacher
An organic waste pit is constructed so as
to dump organic waste in it. Organic waste
is made up of vegetable remains and fruit
peelings.
Suggested learning resources
Pictures, jembe, spade, slasher, tape
measure, kitchen waste and the Learner’s
Book.
Suggested learning experiences
Activity 3 and 4: Constructing an organic
waste pit
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 9. Use
guiding questions to help the learners
know that it is not advisable to construct
an organic waste pit on the windward side
near the homestead. This helps prevent
bad smell coming from the rotting kitchen
waste getting to the homestead.
Activity
3
(Learner’s Book page 10)
1. Group and guide the learners to study
the picture of an organic waste pit
shown.
2. Ask them to discuss and tell you what
kitchen waste have been put inside the
organic waste pit shown. The expected
answers are vegetable remains, potato
and banana peelings.
3. Encourage the learners to study the
picture of an organic waste pit and
suggest how it is constructed.
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5. Caution the learners to be careful
when constructing the pit. They should
not stand close to a learner who is
digging the pit to avoid injuries. The
construction of the organic waste pit
has a link to solid waste management
in Science and Technology.
6. Guide the learners to answer the
questions after Activity 4. Correct any
wrong answers they give.
Conclusion
Conclude and emphasise the concept
of constructing an organic waste pit by
explaining to the learners the content in
the Learning point section of the Learner’s
Book page 11.
organic waste for soil improvement.
• The learner approaches
expectation if he or she attempts
to construct and use organic waste
for soil improvement.
• The learner is below expectation
if he or she attempts with
external assistance to construct
and use organic waste for soil
improvement.
Help those learners who are
approaching expectation and below
expectation to meet or exceed
expectation.
Assessment rubric
Use the following indicators to assess
each learner.
Constructing organic waste pit
• The learner exceeds expectation
if he or she correctly and
innovatively constructs and
uses organic waste for soil
improvement.
• The learner meets expectation if he
or she correctly constructs and uses
Use of plant remains for soil
improvement
Specic learning outcome
By the end of the lesson, the learner
should be able to demonstrate the use of
plant remains for soil improvement.
Key inquiry question
How can we improve the soil using crop
remains?
Additional information to the
teacher
Plant remains such as vegetables and fruit
peelings can be used to improve poor soil.
They are dumped in an organic waste pit
and left to decompose.
Suggested learning resources
• Seeds or seedlings and Learner’s
Book
• Field visit
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Suggested learning experiences
Activity 5: Use of plant remains for soil
improvement
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 11. The
question gives you direction to introduce
the concept of use of plant remains for
soil improvement to the learners. Listen
to the learners’ responses and guide them
accordingly.
Activity
5
(Learner’s Book page 11)
1. Organise a visit to a farm near the
school.
2. Assist learners to prepare a
questionnaire they will use to engage
the farmer or farm manager.
3. Ask learners to be keen when
observing how the farmer
demonstrates how plant remains are
used to improve soil.
4. Back in school, let learners discuss in
groups how plant remains is used to
improve soil.
5. Allow each group to present their
findings in class.
6. Instruct learners to use plant remains
to improve soil in the school garden
and at home.
7. Learners will report back their
activities.
Activity
6
(Learner’s Book page 12)
1. Guide the learners to plant a crop of
their choice on the organic waste pit
they constructed. Learners develop
financial literacy skills as they recycle
organic waste for soil improvement
instead of buying fertilisers.
2. Guide the learners to weed, water and
observe the crops as they grow.
3. Let the learners compare crops
growing on the organic waste pit with
those growing on an ordinary ground.
4. Ask the learners to note down the
differences in appearance and growth
rate that they notice. Let them give
reasons for the difference they
noticed.
5. Point out to the learners that crops
grown on an organic waste pit are
likely to do well than those growing
on ordinary ground. This is because
micro-organisms break down the
organic waste into humus which is
rich in nutrients. The nutrients are
used by plants.
Conclusion
Conclude and emphasise the concept of
use of plant remains for soil improvement
by explaining to the learners the content in
the Learning point section of the Learner’s
Book page 12.
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Assessment rubrics
Use the following indicators to assess
each learner.
Demonstrating soil improvement
• The learner exceeds expectation if
he or she correctly and creatively
demonstrates soil improvement
using organic waste and plant
remains.
• The learner meets expectation if he
or she correctly demonstrates soil
improvement using organic waste
and plant remains.
• The learner approaches
expectation if he or she makes
some meaningful attempts to
demonstrate soil improvement
using organic waste and plant
remains.
• The learner is below expectation
if he or she makes some attempts
to demonstrate soil improvement
using organic waste and plant
remains.
Help those learners who are approaching
and those below expectation to meet or
exceed expectation.
smell from the decomposing organic waste
being blown to the homestead.
Community service learning activity
Learner’s Book page 12
Assist learners compose songs and poems
on control of soil erosion and recovery of
deposited soil. They will perform the songs
and poems during tree planting day.
Home activity
Learner’s Book page 12
Ask the learners to construct an organic
waste pit at home and grow crops of their
choice on the pit. Point out to the learners
that they need to consider the direction of
wind when constructing the organic waste
pit. This helps to avoid the unpleasant
Possible answers to Assessment 2
Learner’s Book page 13
1. B
2. Kitchen waste, plant residue and
food remains. Plastics and glasses
3. Jembe, spade, slasher, tape measure
and kitchen waste
4. Apply manure, weed, watering or
pruning.
1.2 Water conservation
Number of lessons: 7 lessons
(Learner’s Book page 13 to 20)
Background information
In Grade 4, learners learnt about soil and
water as resources in the environment. This
knowledge can help them conserve water in
the farm. Water is a resource that supports
life on earth.
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) Find information on conservation
of water in farming practices.
(b) Identify different ways of conserving
water in farming practices.
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(c) Practise water conservation within
the school compound.
(d) Store photograph on water
conservation obtained from digital
resources and magazines.
(e) Demonstrate the importance
of conserving water in farming
practices.
Key inquiry questions
1. What happens when we do not
conserve water in the soil?
2. What farming practices can help to
conserve water in the soil?
Core competencies to be developed
Digital literacy through use of digital
devices and resources to search for useful
information on water conservation
activities and applying the gained
knowledge to solve water conservation in
their environmental contexts.
Critical thinking and problem solving
in designing farming practices that
conserve water in the farm.
Learning to learn in applying skills gained
in everyday life in the home environment.
Link to pertinent and contemporary
issues (PCIs)
Life skills as learners recognise water as a
scarce resource in the environment and
applying appropriate measures to conserve
the water.
Environmental conservation as learners
understand the need to conserve the
environment through carrying out
farming practices that conserve water.
Link to values
Personal commitment and sense of
responsibility as learners initiate activities
on water conservation in farming.
Learners will value the sense of hardwork
developed from activities done in water
conservation and will appreciate the need
to conserve the scarce resource.
Link to other learning areas
Science and Technology as learners re-use
organic waste materials for mulching
purposes and constructing of sheds for
plants.
Physical and Health Education as learners
are involved in physical activities done in
the farm to conserve water.
Suggested assessment methods
• Oral questions
• Observation
• Rubrics
Information on water conservation
in farming
Specic learning outcome
By the end of the lesson, the learner should
be able to find information on conservation
of water in farming.
Key inquiry question
What is water conservation?
Additional information to the teacher
Water conservation is done in order to
avail water for future use. In farming,
there are several practices which help
in conserving water. Mulching, shading
and cover cropping are examples of such
practices.
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Suggested learning resources
• Digital devices with internet connection
• Learner’s Book
Suggested learning experiences
Introduce this concept by asking the
learners the question in the Let us think
section in the Learner’s Book page 13.
The question helps you check what the
learners already know about sources of
information on water conservation. Build
on what they already know.
Digital corner
(Learner’s Book page 13)
1. Group the learners and give
them digital devices with internet
connection. Ensure the devices have
enough power, steady internet and
are not faulty. Devices with faulty
batteries, can explode injuring the
learners.
2. Guide the learners to search the
internet for information on water
conservation in farming. This
enhances learners’ digital literacy
skills.
3. Walk around and identify learners
experiencing difficulties. Guide
them appropriately.
4. Ask the learners to discuss and
share the information they obtained
with the rest of the class.
5. Guide them to correctly answer the
questions.
Conclusion
Conclude and emphasise the concept of
information on water conservation in
farming by explaining to the learners the
content in the Learning point section of
the Learner’s Book page 14.
Assessment rubrics
Use the following indicators to assess
each learner.
Acquiring information on
water conservation in farming
practices
• The learner exceeds expectation
if he or she proficiently presents
correct information on water
conservation in farming practices
and justifies some ways in local
contexts.
• The learner meets expectation
if he or she presents correct
information on water conservation
in farming practices.
• The learner approaches
expectation if he or she presents
some information on water
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conservation in farming practices.
• The learner is below expectation if
he or she attempts, with probing,
to present information on water
conservation in farming practices.
Help those learners who are
approaching and below expectation to
meet or exceed expectation.
Activity
1
(Learner’s Book page 14)
1. Group and guide the learners to study
the pictures shown. Let them discuss
and identify ways of conserving water
in farming as shown in the pictures.
2. Ask them to discuss and explain how
each of the ways of conserving water
in farming shown in the pictures is
carried out. As learners discuss their
communication and collaboration
skills are enhanced.
3. Point out to the learners that the
practices shown in the pictures are
ways of conserving water in farming.
They include mulching, shading and
cover cropping.
4. Make the learners recognise that
water is a scarce resource in the
environment and that they should
apply appropriate measures to
conserve it. This builds the learners’
life skills.
Ways of conserving water in
farming
By the end of the lesson, the learner
should be able to identify dierent ways
of conserving water in farming practices.
Key inquiry question
What farming practices can help to
conserve water in the soil?
Additional information to the teacher
Water is very essential in farming. That
means water needs to be conserved so that
planted crops can utilise it and produce
maximum yield. Mulching, shading and
cover cropping are some of the ways of
conserving water in the farm.
Suggested learning resources
Pictures, eld visit, magazine and
newspaper cuttings and Learner’s Book.
Suggested learning experiences
Activity 1, 2 and 3: Ways of conserving
water in farming
Introduce this concept by asking the
learners the question in the Let us think
section in the Learner’s Book page 14.
Ask the learners to brainstorm on how
mulching retains water in the soil. Allow
them to respond. Listen to their responses.
Correct any wrong responses.
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Activity
3
(Learner’s Book page 15)
1. Look for magazines and newspapers
with information on farming
practices that conserve water.
2. Cut sections with the information on
farming practices that conserve water
and give them to the learners in class.
3. Let the learners find more
information on the newspaper and
magazine cuttings and share in
class.
Conclusion
Conclude and emphasise the concept of
ways of conserving water in farming.
Activity
2
(Learner’s Book page 14)
1. Identify a nearby farm where
mulching, shading and cover
cropping are practiced.
2. Make a pre-visit to the farm and agree
with the owner on the day and time
of visit. Take into consideration the
prevailing weather conditions.
3. Plan on how to ensure safety of the
learners during the field visit and how
to assist the physically challenged
learners.
4. Guide the learners to come up with
questions that they will ask the owner
of the farm.
5. Lead the learners to visit the farm
and observe how mulching, shading
and cover cropping are done. Ensure
the learners do not step on crops.
6. Encourage learners to ask questions
on why each of the practice is carried
out.
7. Let the learners use polite words
such as ‘please’, ‘kindly’ or ‘may I’
when asking questions or seeking
clarifications.
8. Ask the learners to choose one learner
who will give a vote of thanks on their
behalf.
9. Back at school, let the learners make
charts showing mulching, shading
and cover cropping and hang at the
back of the class.
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Assessment rubrics
Use the following indicators to assess
each learner.
Identifying ways of conserving
water in farming practices
• The learner exceeds expectation if
he or she correctly and proficiently
identifies different ways of
conserving water in farming
practices.
• The learner meets expectation if he
or she correctly identifies different
ways of conserving water in farming
practices.
• The learner approaches expectation
if he or she identifies some ways of
conserving water in farming practices.
• The learner is below expectation if
he or she identifies some ways of
conserving water in farming practices
when probed.
Help those learners who are approaching
and those below expectation to meet or
exceed expectation.
the learners will practically do mulching,
shading crops and cover cropping within
the school.
Suggested learning resources
Pictures, school farm, seeds or seedlings,
dry grass or banana leaves, jembe, fertiliser,
manure, garden trowel, garden line and the
Learner’s Book.
Suggested learning experiences
Activity 4, 5, and 6: Water conservation
in the school farm
Activity
4
Mulching
(Learner’s Book page 15)
1. Group the learners and assign each
group two plots in the school farm.
They can do the activity as a class if
the school farm is small.
2. Guide them to prepare the plots and
plant a crop of their choice. Ensure
they use the correct tools and that they
use them carefully to avoid injuries.
3. Guide them to mulch one plot and
leave the other plot un-mulched. They
will re-use of organic waste materials
such as dry grass to mulch the plot.
This will link to waste management
in Science and Technology.
4. After some time, let the learners
compare the soil moisture between the
soil in the two plots.
5. Encourage them to observe the
performance of the two crops over
time and fill their observations in
a table like the one shown in the
Learner’s Book page 16. The learners
will check the growth rate, weeds and
the soil moisture.
Water conservation in the school
farm
By the end of the lesson, the learner should
be able to practice water conservation
within the school compound.
Key inquiry question
How can we conserve water in the school
farm?
Additional information to the teacher
The learners are required to practice water
conservation within the school. That means
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Conclusion
Conclude and emphasise the concept of
shading crops by explaining to the learners
the content in the Learning point section
of the Learner’s Book page 17.
Activity
6
(Learner’s Book page 17)
1. Group and assign the learners two
plots in the school farm. Guide them
to plant cereal crops in the plots. Let
them plant cover crops in one plot
and leave the other plot without cover
crops.
2. Ask them to compare the growth
performance of the cereal crops with
cover crops and the ones without
cover crops. Ask them to write down
the observations they made.
3. Point out to the learners that sweet
potatoes, beans and pumpkins are
examples of cover crops.
6. Explain to the learners the steps to be
followed when carrying out mulching
and the materials needed.
Conclusion
Conclude and emphasise on the concept
of mulching by explaining to the learners
the content in the Learning point section
of the Learner’s Book page 16.
Activity
5
(Learner’s Book page 16)
1. Group and assign the learners two plots
in the school farm. Guide them to plant
a crop of their choice in the plots.
2. Let them follow the procedure given
to shade one plot. Let them leave the
other plot un-shaded.
3. With time, let them compare the soil
moisture in the shaded and un-shaded
plots and identify one with more
moisture. Let them give reasons why.
4. Encourage the learners to make
observations of the plants in the two
plots and give the differences in terms
of height, appearance and growth rate.
5. Remind them to construct a shed for
the selected crop at different stages of
growth.
6. Guide the learners to answer the
questions below Activity 5 correctly.
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Additional information to the
teacher
Photographs taken by a camera or a
smartphone are either stored in their
internal memory or stored in digital
storage devices such as memory cards
that have been inserted in them. The
photographs can also be transferred and
stored in flash disks and DVDs.
Suggested learning resources
Pictures, digital device with internet,
projector and the Learner’s Book.
Suggested learning experiences
Digital corner, Activity 7 and 8: Storing
photographs on water conservation
Digital corner
(Learner’s Book page 18)
1. Take learners to a nearby farm.
2. Provide learners with digital devices
such as camera or smartphones.
3. Let learners in groups take
photographs of water conservation
measures practiced in the farm.
4. Guide learners on how to save, store
and retrieve the photographs.
Conclusion
Conclude and emphasise the concept
of cover cropping by explaining to the
learners the content in the Learning point
section of the Learner’s Book page 18.
Assessment rubrics
Use the following indicators to assess
each learner.
Conserving soil water
• The learner exceeds expectation if
he or she correctly and proficiently
demonstrates water conservation
practices.
• The learner meets expectation if he
or she correctly demonstrates water
conservation practices.
• The learner approaches expectation
if he or she sometimes demonstrates
water conservation practices.
• The learner is below expectation if
he or she rarely demonstrates water
conservation practices.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Storing photographs on water
conservation in farming
Specic learning outcome
By the end of the lesson, the learner should
be able to store photographs on water
conservation obtained from digital sources
and magazines.
Key inquiry question
What devices can be used to store
photographs?
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Activity
7
(Learner’s Book page 18)
1. Group and guide the learners to search
the internet for pictures and photographs
on ways of conserving water in farming.
Ensure the internet is steady.
2. Let the learners download and talk
about the photographs. Point out to
the learners that they should search for
quality photographs and pictures.
3. Guide the learners to use key words
such as photographs on mulching,
photographs on shading crops and
photographs on cover cropping in
order to get the correct photographs
easily.
4. Ask them to compile and store the
photographs in the digital devices.
Guide the learners on how they can
print, label and hang the pictures at the
back of their classroom.
Activity
8
(Learner’s Book page 19)
1. Group and guide the learners to
retrieve the photographs they
obtained and stored in Activity 7.
2. Let the learners choose the best
photographs on ways of conserving
water in farming and use them to
make a presentation.
3. Guide them to mention and
acknowledge the source and the
date they acquired the photographs.
4. Explain to the learners that it is
important to acknowledge the source
of any material they obtain from the
internet or publications.
Conclusion
Conclude and emphasise the concept of
storing photographs by explaining to the
learners the content in the Learning point
section of the Learner’s Book page 19.
Assessment rubrics
Use the following indicators to assess
each learner.
Storing photographs in digital
devices
• The learner exceeds expectations if he
or she correctly and effectively stores
photographs of water conservation
measures in digital devices.
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• The learner meets expectations if he
or she correctly stores photographs
of water conservation measures in
digital devices.
• The learner approaches expectations
if he or she stores photographs of
water conservation measures in
digital devices.
• The learner is below expectations if he
or she struggles to store photographs
of water conservation measures in
digital devices.
Help those learners who are approaching
expectation and below expectation to
meet or exceed expectation.
Suggested learning experiences
Activity 9: Importance of water
conservation in farming
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 19.
The question makes the learners to
brainstorm on the importance of water
conservation in farming. Listen to the
learners’ responses. Correct any wrong
responses they give.
Activity
9
(Learner’s Book page 19)
1. Group and guide the learners to read
and discuss the notes given on the
importance of water conservation in
farming.
2. Explain to the learners the importance
of each practice given.
3. Ask the learners to use the notes to
answer the questions given on water
conservation.
Conclusion
Conclude and emphasise the concept
of importance of water conservation in
farming by explaining to the learners the
content in the Learning point section of
the Learner’s Book page 20.
Importance of water conservation
in farming
Specic learning outcome
By the end of the lesson, the learner should
be able to demonstrate importance of
conserving water in farming practices.
Key inquiry question
What happens when we do not conserve
water in the soil?
Additional information to the teacher
Conserving water in the soil through
mulching, shading crops and cover
cropping is essential. If water is not
conserved in the soil, it will not support
crops. If crops do not do well, it will create
food scarcity, poor nutrition and food
insecurity.
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Assessment rubrics
Use the following indicators to assess
each learner.
Importance of water
conservation in farming
• The learner exceeds expectations if
he or she correctly demonstrates the
importance of water conservation in
farming practices.
• The learner meets expectations if he
or she demonstrates the importance
of water conservation in farming
practices.
• The learner approaches expectations
if he or she can demonstrates the
importance of water conservation in
farming practices.
• The learner is below expectations if
he or she struggles to demonstrate
the importance of water conservation
in farming practices.
Help those learners who are approaching
expectation and below expectation to
meet or exceed expectation.
commitment and sense of responsibility
are instilled in learners as they engage in
activities of water conservation.
Community service learning
(Learner’s Book page 20)
Guide the learners to compose songs and
poems on water conservation practices
in farming. Guide them to visit the
community to raise awareness on water
conservation practices in farming. Let the
learners sing the songs and recite the verses
to the people. Let them encourage the
people in the community to conserve water
in farming through mulching, shading
crops and cover cropping.
Home activity
(Learner’s Book page 20)
With the help of their parents or guardians,
ask the learners to plant a crop of their
choice in the family farm. Ask them to
practice mulching, shading crops and
cover cropping. The values of personal
Possible answers to Assessment 3
(Learner’s Book page 20)
1. Mulching, shading and cover
cropping.
2. It is done by spreading mulch
material on the surface of the soil.
3. Dry grass, banana leaves, maize
stalks, wheat straw, shade cloth
and sacks or leafy twigs.
4. It ensures availability of enough
water for crops in the farm.
5. A
6. Cover cropping, water, water
loss from the soil and reduce
germination of weeds.
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1.3 Living better with
wild animals
Number of lessons: 5 lessons
(Learner’s Book page 21 to 28)
Background information
In Grade 4, learners learnt about living
better with small wild animals. The
knowledge they acquired helped them
appreciate the presence of small wild
animals in the environment. In this sub
strand, the learners will learn more about
measures carried out to live better with
wild animals and how to care and control
them.
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) Identify measures that can be
carried out in the community to
live better with wild animals.
(b) Control small wild animals in the
local environment.
(c) Demonstrate care when relating
with wild animals for personal
health and safety.
(d) Appreciate importance of living
better with wild animals.
Key inquiry questions
1. What are the measures taken for wild
animal conservation?
2. What methods are used to control
small wild animals?
Core competencies to be developed
Critical thinking and problem solving as
learners use locally available materials and
methods to solve wild animals menace
when the wild animals destroy crops and
domestic animals.
Imagination and creativity as learners think
of ways of controlling small wild animals.
Link to pertinent and contemporary
issues (PCIs)
Conserving animal diversity: This is
achieved as learners conserve small wild
animals in the environment by not killing
or mistreating them.
Safety and security: This is achieved as
learners learn how to secure themselves
and domestic animals from harm.
Animal welfare: This is achieved as learners
live better with wild animals without
killing and mistreating them.
Link to values
Appreciating national diversity: This is
shown as learners care and appreciate
the value of wild animals in Kenya and
living better with them in the various
environmental contexts.
Understanding and tolerance: This is
shown as learners coexist with wild animals
in the environment.
Link to other subjects
Science and Technology as learners innovate
methods of keeping off small wild animals
from destroying crops and domestic animals.
English as learners communicate with
one another on information about wild
animals.
Suggested assessment methods
• Oral questions
• Observations
• Rubrics
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name the animals. Write them on the
board.
2. Ask the learners to mention the harm
caused by the wild animals to food
crops, domestic animals and human
beings. For example, you can ask
learners, ‘‘Can monkeys cause harm
to human beings?” The expected
answer is that monkeys can become
aggressive and cause harm to human
beings when provoked.
3. Encourage the learners to mention
ways they would use to protect
food crops, domestic animals and
human beings from the wild animals
shown. You can provoke the learners’
thoughts by asking them, “How would
you protect crops from locusts?”
Allow the learners to discuss and
provide solutions.
4. Allow learners to share their
experiences on what they saw or
heard about desert locusts destroying
crops in Kenya. Explain to them that
desert locusts are one of the most
devastating migratory pests in the
world and they are highly mobile.
They can feed on large quantities of
green vegetation.
Measures carried out to live
better with wild animals
Specic learning outcome
By the end of the lesson, the learner should
be able to identify measures that can be
carried out in the community to live better
with wild animals.
Key inquiry question
What are the measures taken for wild
animal conservation?
Additional information to the teacher
Wild animals are very essential in the
ecosystem. Human beings should live
better with them because they benefit
them directly through tourists attraction
and creation of jobs in the tourism and
hospitality sector.
Suggested learning resources
Pictures, photographs and Learner’s Book
Suggested learning experiences
Activity 1 and 2: Measures carried out to
live better with wild animals
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 21. The
question enables you to understand what
the learners know on how to control rats.
Correct any responses that involves killing
of the rats.
Activity
1
(Learner’s Book page 21)
1. Pair the learners and guide them to
study the pictures and photographs of
wild animals shown. Let the learners
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Digital corner
(Learner’s Book page 22)
1. Group and guide the learners to search
the internet for videos of desert locusts
destroying crops in Kenya.
2. Guide them to discuss what they saw in
the video and give suggestions on how
to control locusts.
Activity
2
(Learner’s Book page 22)
1. Group anddraw the learners’ attention
to the pictures shown.
2. Ask them to identify what has been
done in each picture to protect the
crops and domestic animals from
damage by the wild animals.
3. Allow them to explain why it is not
advisable to kill wild animals as a way
of protecting plants and domestic
animals.
4. Explain to them the importance of
protective measures which should
be put in place to protect crops and
domestic animals from wild animals.
Conclusion
Conclude and emphasise the concept of
measures carried out to live better with
wild animals by explaining to the learners
the content in the Learning point section
of the Learner’s Book page 23.
Assessment rubrics
Use the following indicators to assess
each learner.
Identifying measures for wild
animals conservation in the
community
• The learner exceeds expectation if
he or she correctly and proficiently
identifies measures for wild
animals conservation in the
community.
• The learner meets expectation if he
or she correctly identifies measures
for wild animals conservation in
the community.
• The learner approaches
expectation if he or she identifies
some measures for wild animals
conservation in the community.
• The learner is below expectation
if he or she makes attempts to
identify some measures for wild
animals conservation in the
community when probed.
Help those learners who are approaching
and those below expectation to meet or
exceed expectation.
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Controlling small wild animals
Specic learning outcome
By the end of the lesson, the learner should
be able to control small wild animals in the
local environment.
Key inquiry question
What methods are used to control small
wild animals?
Additional information to the teacher
Wild animals do cause destruction to
crops, domestic animals and human
beings. For example, rats eat crops both in
the field and in granaries while monkeys
eat ripe crops in the field. That means
they should be controlled. Different wild
animals are controlled differently.
Suggested learning resources
Pictures, field visit, metallic tin, stick,
resource person and the Learner’s Book.
Suggested learning experiences
Activity 3, 4, 5 and 6: Controlling small
wild animals
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 23. The
question makes the learners brainstorm
and give varied responses on how monkeys
can be controlled. Guide them to give
effective ways of controlling the monkeys
without killing them.
Activity
3
(Learner’s Book page 23)
1. Guide the learners to study the
pictures shown and discuss.
2. Ask them to explain what has been
done to control the small wild animals
shown in the pictures.
3. Ask them to brainstorm and give
other ways that the wild animals
shown can be controlled. This
enhances learners’ critical thinking
and problem solving skills.
4. Rats can be controlled by keeping cats
and using rat guards. Monkeys can be
controlled using scarecrows. A link
to Science and Technology is seen
as learners come up with new ways
of controlling small wild animals
from destroying crops and domestic
animals.
Activity
4
(Learner’s Book page 24)
1. Provide the learners with the
necessary tools: an empty metallic
tin and a stick.
2. Lead the learners outside the
classroom near a tree with nests or
where birds normally perch.
3. Let one learner hit an empty metallic
tin with a stick as they all observe
what happens to birds that were
perched on the tree.
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3. Let the learners read the conversation
between the farmer and the Grade 5
learners in turns.
4. Explain to the learners that spraying
crops such as cabbages with mixed
repellant crops such as pepper helps
to keep wild animals from destroying
crops.
5. Guide the learners as they answer
the questions at the end of the
conversation correctly.
Activity
6
(Learner’s Book page 25)
1. Make a prior visit or write a letter
to a Kenya Wildlife Service officer
inviting the officer to talk to learners.
2. Inform the officer that he or she will
talk to the learners about the methods
of controlling small wild animals and
the importance of living better with
wild animals.
3. Let the learners listen carefully to
what the officer is saying. The talk
enables learners understand animal
welfare and keep away wild animals
without killing or mistreating them.
4. Encourage the learners to ask the
KWS officer the questions given.
4. Ask them why it is not advisable to
throw objects like stones to birds
as a method of chasing them away.
Explain to the learners that stones
thrown at birds can injure or kill
them if they hit them. This helps
to conserve animal diversity in the
environment.
5. Point out to the learners that sounds
can be used to scare away wild
animals such as birds.
Activity
5
(Learner’s Book page 24)
1. Group and guide the learners to study
at the picture shown. Let the learners
discuss and tell you what they can
see. Expect answers such as children,
a farmer, a scarecrow, hawk, snakes,
and paper bags tied onto maize cobs.
2. Clarify to the learners that the ‘hawk’
they see is a flying hawk decoy and the
‘snakes’ are toy snakes. Flying hawk
decoys are fake hawks used to scare
away birds. Toy snakes are used to
scare away monkeys.
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The value of appreciating national
diversity is instilled in learners as
they learn about the importance of
wild animals.
5. Guide the learners to answer the
questions given correctly.
Conclusion
Conclude and emphasise the concept
of controlling small wild animals by
explaining to the learners the content in
the Learning point section of the Learner’s
Book page 26.
• The learner approaches expectation
if he or she make attempts to control
small wild animals against crops
and domestic animals in the local
environment.
• The learner is below expectation if
he or she make attempts to control
small wild animals against crops
and domestic animals in the local
environment when guided.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Assessment rubrics
Use the following indicators to assess
each learner.
Controlling small wild animals
from the farm
• The learner exceeds expectation
if he or she innovatively controls
small wild animals against crops
and domestic animals in the local
environment.
• The learner meets expectation if he
or she controls small wild animals
against crops and domestic animals
in the local environment.
Health and safety when relating
with wild animals
Specic learning outcome
By the end of the lesson, the learner should
be able to demonstrate care when relating
with wild animals for personal health and
safety.
Key inquiry question
What safety measures should be observed
when relating with wild animals?
Additional information to the teacher
Wild animals can cause harm to human
beings and domestic animals. That means
care needs to be taken when relating
with them. Some wild animals like bees
can cause real harm and deaths not only
to human beings but also to domestic
animals.
Suggested learning resources
• Pictures
• Learner’s Book
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Activity
8
(Learner’s Book page 27)
1. Group and guide the learners to study
the pictures and photographs shown
and discuss them. The items shown
in the pictures and photographs
are gloves, gumboots, overall and
headgear.
2. Guide them to learn how the items
shown can be used when handling
wild animals. Allow them to respond.
Correct any wrong answers they give.
This help the learners to know the
items they can use to ensure their
safety and that of domestic animals
from harm.
3. Ask the learners to answer the
questions given correctly.
Conclusion
Conclude by emphasising on the concept
of health and safety when relating with wild
animals by explaining to the learners the
content in the Learning point section of
the Learner’s Book page 27.
Suggested learning experiences
Activity 7 and 8: Health and safety when
relating with wild animals
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 26. The
question helps to remind the learners that
bees can cause harm to them and that they
should never disturb them.
Activity
7
(Learner’s Book page 26)
1. Pair the learners and guide them to
study the pictures shown and say what
is taking place in each picture.
2. Let them state the harm caused by
the wild animals to human beings as
shown in the pictures.
3. Ask them to explain the best way the
farmer in picture A could have removed
the wild animal from his farm.
4. Ask them to suggest what they would
have worn before going to harvest
honey if they were the farmer in
picture B.
5. Explain to the learners that bites and
scratches from wild animals such as
mongoose can cause rabies. They
should avoid handling them.
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Assessment rubrics
Use the following indicator to assess
each learner.
Demonstrating care when relating
with wild animals for personal
health and safety
• The learner exceeds expectation if
he or she proficiently demonstrates
adequate care when relating with wild
animals for personal health and safety.
• The learner meets expectation if he or
she demonstrates adequate care when
relating with wild animals for personal
health and safety.
• The learner approaches expectation
if he or she demonstrates some care
when relating with wild animals for
personal health and safety.
• The learner is below expectation if
he or she struggles to demonstrate
how to care when relating with wild
animals for personal health and safety
if prompted.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
community members the various ways
of handling stray wild animals. Let the
learners enlighten the people in the
community on the safety measures to
be practised when handling stray wild
animals.
Home activity
(Learner’s Book page 27)
Ask learners to make a bell using locally
available materials. Let the learners bring
the bell to school during the next lesson
for assessment.
Community service-learning activity
(Learner’s Book page 28)
Ask the learners to prepare a presentation
on how to handle stray small wild animals.
With the help of a local wildlife service
officer, let them go and inform the
Possible answers to Assessment 4
(Learner’s Book page 28)
1. Wild animals attract tourists hence
creating employment, earn our
country foreign exchange and some
eat parasites on domestic animals
2. C
3. Wear protective gear such as gloves,
headgear, gumboots and and overall.
1.4 Growing fruits
(climbers)
Number of lessons: 15 lessons
(Learner’s Book page 28 to 63)
Background information
In Grade 4, learners learnt about growing
fruit trees. They collected seeds, prepared
them for planting, prepared a nursery bed,
transplanted the seedlings and cared for
young fruit trees. In this sub strand, the
learners will collect planting materials for
climbing fruit plants, prepare the planting
materials and care for young climbing fruit
plants.
Core competencies to be developed
Self-efficacy as learners engage in the entire
process of growing climbing fruit plants,
eating and enjoying the fruits when ripe.
Communication and collaboration as
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learners communicate with each other as
they work together in the farm to grow
climbing fruit plants.
Link to pertinent and contemporary
issues (PCIs)
Health and nutrition: This is achieved
as learners consume varieties of fruits
on regular basis for personal health and
nutrition.
Food security: This is achieved as learners
engage in initiatives contributing to food
production through growing climbing
fruit plants.
Link to values
Responsibility: This is shown as learners
share tasks and care for the growing
climbing fruit plants.
Accountability: This is shown when learners
engage in daily dutiful performance of
watering climbing fruit plants.
Link to other subjects
Home Science as learners recognise the
value of fruits in their diet.
Science and Technology as learners use
technology to water fruit plants and to
construct support structures.
Suggested assessment methods
• Oral questions
• Observation
• Rubrics
1.4.1 Planting materials
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) Identify various climbing fruits in
the environment.
(b) Identify suitable planting materials
for establishing climbing fruits.
(c) Identify places where materials for
planting climbing fruits can be
obtained in the environment.
(d) Collect suitable planting materials
for climbing fruits from the local
environment.
Key inquiry questions
1. What are the planting materials for
climbing fruit plants?
2. Where can you obtain planting
materials for climbing fruit plants?
Climbing fruit plants
Specic learning outcome
By the end of the lesson, the learner should
be able to identify various climbing fruit
plants in the environment.
Key inquiry question
What are climbing fruit plants?
Additional information to the
teacher
Climbing fruit plants are those fruit plants
that have weak stems or vines. They need
support on other plants or supported using
sticks and other structures. They cannot
support themselves upright.
Suggested learning resources
Pictures or photographs, field visit and
Learner’s Book.
Suggested learning experiences
Activity 1, 2 and 3: Climbing fruit plants
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 28.
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Activity
2
(Learner’s Book page 29)
1. Group and guide the learners to study
the pictures, photographs and samples
of climbing fruit plants. Ask them to
discuss and identify climbing fruit
plants. Alternatively use digital devices
to show learners examples of climbing
fruit plants.
2. Probe the learners to tell you how
they identified climbing fruit plants.
3. Point out to the learners that climbing
fruit plants have to support themselves
because they have weak stems.
The question makes the learners to
mention fruit plants that have weak stems.
Listen to the learners’ responses. Correct
any wrong responses they give.
Activity
1
(Learner’s Book page 29)
1. Group and guide the learners to
study the pictures and photographs
showing climbing fruit plants. Ask
the learners to discuss and identify
the fruit plants shown. They can read
the names of the plants.
2. Ask learners to tell you why the plants
have been supported and why they
are called climbing fruit plants. The
expected answer is because the plants
have weak stems.
3. Let the learners mention fruit plants
found in their homes or community
and are similar to the ones shown.
The expected answers are grapes,
kiwi, passion, strawberry, gooseberry,
blueberry, blackberry and any other
relevant climbing fruit plant.
4. Ask learners if they have ever eaten
the fruits from such plants and how
the fruits taste. Let the learners
discuss and share with the class.
5. Explain to the learners that grapes,
kiwi, passion, strawberry, gooseberry,
blueberry and blackberry are climbing
fruit plants. Climbing fruit plants
have weak stems and are usually
supported.
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Conclusion
Conclude and emphasise the concept
of identifying climbing fruit plants by
explaining to the learners the content in
the Learning point section of the Learner’s
Book page 30.
Activity
3
(Learner’s Book page 30)
1. Identify a nearby farm with climbing
fruit plants. Make a pre-visit to the
farm.
2. Organise with the farm owner the
date and time of a class visit. Take
note of the weather and the safety of
the learners during the visit.
3. Lead the learners to the farm. Help
the physically challenged learners
appropriately.
4. Let them identify and make a list of
climbing fruit plants they come across
in the farm. Encourage learners to
be well mannered. For example, they
should not pick fruits without the
permission of the farm owner.
5. Let them ask the farm owner
questions about all the climbing
fruit plants grown within the locality
and list them. Learners can also take
photographs of climbing fruit plants.
6. Guide the learners to thank the
farm owner for his or her time and
willingness to have them in his or
her farm.
Assessment rubrics
Use the following indicators to assess
each learner.
Identifying climbing fruit
plants
• The learner exceeds expectations if
he or she correctly and proficiently
identifies various climbing fruit
plants.
• The learner meets expectations if he
or she correctly identifies various
climbing fruit plants.
• The learner approaches expectations
if he or she identifies various
climbing fruit plants.
• The learner is below expectations if
he or she identifies some climbing
fruit plants.
Suitable planting materials for
climbing fruit plants
Specic learning outcome
By the end of the sub strand, the learner
should be able to identify suitable planting
materials for establishing climbing fruits.
Key inquiry question
What are the planting materials for
climbing fruit plants?
Additional information to the teacher
Seeds and cuttings are the most suitable
planting materials for climbing fruit plants.
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The seeds can be put in a nursery bed to
get seedlings that can then be transplanted.
Suggested learning resources
Pictures, photographs, realia and the
Learner’s Book.
Suggested learning experiences
Activity 4: Planting materials for climbing
fruit plants
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 30. The
question makes learners discuss on what
can be used to plant passion fruits. Listen to
the learners’ responses. Correct any wrong
responses they give politely.
Activity
4
(Learner’s Book page 31)
1. Carry fruits from climbing fruit plants
such as passion, grape, kiwi or berries
to class.
2. Show the learners the fruits. Ask them
to identify the fruits. They can mention
the local names of the fruits.
3. Ask the learners to say the materials
used to plant the fruits. Correct any
wrong answers they give.
4. Group and guide the learners to study
the pictures shown. Let them identify
the fruits shown and the materials used
to establish them.
5. Ask the learners to name other materials
needed when planting different climbing
fruit plants. The expected answer can be
manure and fertiliser.
6. Explain to the learners that the most
suitable material for planting climbing
fruit plants are seeds and cuttings.
Conclusion
Conclude and emphasise the concept of
planting materials for climbing fruit plants
by explaining to the learners the content in
the Learning point section of the Learner’s
Book page 31.
Where to obtain planting
materials for climbing fruit
plants
Specic learning outcome
By the end of the lesson, the learners
should be able to identify places where
materials for planting climbing fruit plants
can be obtained in the environment.
Key inquiry question
Where can you obtain planting materials
for climbing fruit plants?
Additional information to the teacher
Seeds of climbing fruit plants can be
obtained from seed shops or removed
from ripe climbing fruit plants. Seedlings
can be bought from climbing fruit plants
nursery beds.
Suggested learning resources
Pictures or photographs, relia and Learner’s
Book.
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Conclusion
Conclude and emphasise the concept
of places where planting materials for
climbing fruit plants can be obtained by
explaining to the learners the content in
the Learning point section in the Learner’s
Book page 33.
Collecting planting materials for
climbing fruit plants
Specic learning outcome
By the end of the lesson, the learner should
be able to collect suitable planting materials
for planting climbing fruit plants from the
local environment.
Key inquiry question
Where can you obtain planting materials
for climbing fruit plants?
Additional information to the teacher
Planting materials for climbing fruit plants
are seeds and cuttings. Seeds are usually
obtained from ripe fruits. This means the
learners will be required to collect ripe
fruits of climbing fruit plants.
Suggested learning resources
Pictures, field visit and Learner’s Book.
Suggested learning experiences
Activity
7
(Learner’s Book page 33)
1. Identify a nearby seed shop or a farm.
Suggested learning experiences
Activity 5 and 6: Where to obtain planting
materials for climbing fruit plants
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 31. The
question makes the learners think about
places where planting materials for kiwi
fruit plants can be obtained. Listen to the
learners’ responses. Correct any wrong
responses they give.
Activity
5 and 6
(Learner’s Book page 32)
1. Group and guide the learners to look
at the pictures shown. The pictures
indicate planting materials: seeds and
cuttings of climbing fruit plants.
2. Ask them to discuss and name the
places and planting materials shown
in the pictures. The places are nearby
farms and seed shops.
3. Let them say where such places are
found in their environment.
4. Guide them to discuss how seeds from
the fruits shown can be obtained. Let
them present their work to the class.
5. Explain to them that seeds are
squeezed out of the fruits and dried.
6. Point out to them that climbing fruit
plants nurseries and farms, seed
shops and agrovets are places where
planting materials for climbing fruit
plants can be obtained.
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Make a pre-visit to the seed shop or
farm. Ensure the seeds that the learners
are going to collect are found in the
seed shop.
2. Organise a class visit with the shopkeeper.
Agree on the exact date and time of visit.
Take note of the weather and the safety
of the learners during the visit.
3. Lead the learners to the seed shop or
farm. Let them identify the climbing
fruit plant seeds that are sold in the
seed shop.
4. Encourage the learners to ask the
shopkeeper or farmer where he or she
collects the seeds from.
Conclusion
Conclude and emphasise the concept
of collection of planting materials for
climbing fruit plants.
• The learner meets expectation if
he or she correctly identifies and
collects suitable planting materials
for establishing climbing fruit
plants.
• The learner approaches expectation
if he or she identifies and collects
some suitable planting materials for
establishing climbing fruit plants.
• The learner is below expectation
if he or she identifies and collects
some suitable planting materials for
establishing climbing fruit plants
with some guidance.
Help learners who are approaching
expectations and below expectation to
meet or exceed expectation.
Home activity
Assessment rubrics
Use the following indicator to assess each
learner.
Identifying and collecting planting
materials
• The learner exceeds expectation if
he or she correctly and proficiently
identifies and collects suitable
planting materials for establishing
climbing fruit plants.
(Learner’s Book page 33)
With the help of their parents or guardians,
ask the learners to collect ripe fruits,
cuttings and splits of climbing fruit plants
found in their locality and carry them to
school.
Possible answers to Assessment 5
(Learner’s Book page 33)
1. Some of the expected answers
are passion fruits, grapes, kiwi,
blackberries, gooseberries,
raspberries and blueberries.
2. Seeds, seedlings, splits and stem
cuttings.
3. Seed shops, agrovets and climbing
fruit tree nurseries and farms.
4. C
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1.4.2 Planting
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) Prepare planting materials for
establishing climbing fruits at school
or at home.
(b) Establish planting materials for
climbing fruits on a suitable site.
Key inquiry questions
1. How can we prepare climbing
materials for climbing fruit plants?
2. How are climbing fruits plants
established?
Preparing planting materials
for establishing climbing fruit
plants
Specic learning outcomes
By the end of the lesson, the learners should
be able to prepare planting materials for
establishing climbing fruits in the school
or at home.
Key inquiry question
How can we prepare planting materials for
climbing fruit plants?
Additional information to the teacher
Seeds of climbing fruit plants are prepared
by removing them from ripe fruits. They
are then washed, dried and stored properly
as they await planting.
Suggested learning resources
Pictures, ripe fruits of climbing fruit plants,
knives, water, containers, manila papers,
stem cutting and splits and the Learner’s
Book.
Suggested learning experiences
Activity 8 and 9: Selecting and preparing
climbing fruit plant seeds for planting
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 34. This
question makes the learners brainstorm on
ways that can be used to prepare seeds of
climbing fruit plants for planting. Listen to
the learners’ responses. Correct any wrong
responses they give.
Activity
8
(Learner’s Book page 34)
1. Group the learners and guide them
to observe the pictures shown. Ask
them to compare the seeds in pictures
A and B. Let them tell you the seeds
they would plant and give reasons.
2. Ask them to compare the seedlings
in pictures C and D. Let them tell you
the seedlings they would plant and
give reasons why.
3. Point out to them that good quality
seeds and healthy seedlings should be
selected for planting. Bad seeds such
as those with holes and unhealthy
seedlings should not be planted.
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Activity
9
(Learner’s Book page 35)
1. Group and engage the learners in
discussing the various steps taken when
preparing and extracting seeds.
2. Demonstrate to them how to prepare
seeds for planting. Follow the steps
given in the Learner’s Book page 35-36.
3. Provide them with the necessary tools
and materials: knives, water, manila
papers and containers.
4. Guide them to remove the seeds from
the fruits they brought from home.
Let them follow the steps shown in the
Learner’s Book page 35-36.
5. Caution them to be careful when using
the knives to avoid being injured.
6. Advise them on the good storage
practices of seeds to avoid seed damage
and also the need to prepare seeds
correctly so that seeds can germinate
well. Ask them to store the seeds well
to be used later.
7. Guide them to answer the questions
given correctly.
Activity
10
(Learner’s book pages 36)
1. Collect the stem cuttings of grapes.
2. Do a class demonstration on how
to prepare grape stem cuttings as
outlined in the learner’s book.
3. Thereafter, organise learners into
convenient groups and instruct
them to carry out the procedure.
4. Caution learners to be careful when
handling sharp tools.
Conclusion
Conclude and emphasise the concept of
preparing climbing fruit plants seeds for
planting by explaining to the learners the
content in the Learning point section in
the Learner’s Book page 37.
Establishing planting materials
for climbing fruit plants
Specic learning outcome
By the end of the lesson, the learners should
be able to establish planting materials for
climbing fruit plants on a suitable site.
Key inquiry question
How are climbing fruit plants established?
Additional information to the teacher
Seeds of climbing fruit plants are sowed
in a nursery bed. They are cared for by
watering, mulching and shading until the
time they are ready for transplanting.
Suggested learning resources
Pictures, panga, jembe, rake, watering can,
sticks, dry grass and the Learner’s Book.
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Suggested learning experiences
Activity 11: Establishing planting
climbing fruit plant seeds for planting
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 37.
This makes the learners brainstorm on
steps followed when establishing planting
materials of climbing fruit plants. Listen to
the learners’ responses. Correct any wrong
responses they give.
Activity
11
(Learner’s Book page 38)
Preparing a nursery bed
1. Ask the learners to discuss and
mention some of the tools used in the
preparation of a nursery bed.
2. Guide them to assemble all the tools
required: panga, jembe, tape measure,
rake, watering can, sticks and dry
grass.
3. Engage them in discussing the various
steps involved in establishing planting
materials for climbing fruit plants.
4. Lead them to the school farm and
demonstrate to them how to establish
seeds of climbing fruit plants in a
nursery bed.
5. Guide them to prepare a nursery bed
and sow the seeds they had prepared.
Let them follow the steps given in the
Learner’s Book page 38.
6. Caution them to be careful when
using the tools needed in preparation
of a nursery bed to avoid injuries.
7. Guide them to answer the questions
given correctly.
Activity
12
(Learner’s book pages 39)
1. Do a class demonstration on how
to establish planting materials from
cuttings and splits.
2. Thereafter, organise learners into
groups.
3. Let learners follow the steps outlined
in the learner’s book.
4. Guide learners when constructing
shades over the containers.
Alternatively they can place the
containers under a big tree.
Conclusion
Conclude and emphasise the concept of
establishing planting materials for climbing
fruit plants by explaining to the learners the
content in the Learning point section in
the Learner’s Book page 38 and 39.
Planting seedlings of climbing
fruit plants
Specic learning outcome
By the end of the lesson , the learner should
be able to plant seedlings of climbing fruit
plants.
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Key inquiry question
How are seedlings of climbing fruit plants
transplanted?
Additional information to the teacher
Seedlings are transplanted to a prepared
site when they have 4-6 leaves. Care needs
to be observed when transporting the
seedlings to avoid damaging them.
Suggested learning resources
Pictures, jembe, spade, manure, dry grass,
wheelbarrow, tape measure, watering can
and the Learner’s Book.
Suggested learning experience
Activity 13: Transplanting climbing fruit
plant seedlings
Introduce this concept by asking the
learners how transplanting is done. This
question helps the learners think of steps
followed when transplanting seedlings.
You can remind them of what they learnt in
Grade 4 on how transplanting of seedlings
is done. Listen to their responses. Correct
any wrong responses they give.
Activity
13
(Learner’s Book page 40)
1. Guide the learners to mention the
tools they will need for transporting
seedlings from a nursery bed to the
seed bed and how they will use them.
2. Guide the learners to assemble all
the required tools: jembe, spade,
tape measure, manure, garden trowel
watering can, wheelbarrow and dry
grass.
3. Discuss with them the various steps
involved in planting seedlings of
climbing fruit plants.
4. Lead them to the school farm and
demonstrate to them how to plant the
seedlings on the selected site. Follow
the steps given in the Learner’s Book
page 40.
5. Let the learners plant the seedlings.
Explain to them the importance of
correct spacing between seedlings.
6. Caution them to be careful when
using the tools used in planting of
seedlings to avoid getting injured.
7. Guide them to answer the questions
given correctly.
Conclusion
Conclude and emphasise the concept of
planting seedlings of climbing fruit plants
by explaining to the learners the content in
the Learning point section in the Learner’s
Book page 40.
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Assessment rubrics
Use the following indicator to assess each
learner.
Preparing planting materials and
establishing climbing fruit plants
• The learner exceeds expectation if
he or she adequately and expertly
prepares planting material and
correctly and innovatively establishes
the materials for climbing fruit
plants on a suitable site.
• The learner meets expectation if he
or she adequately prepares planting
material and correctly establishes
the materials for climbing fruit
plants on a suitable site.
• The learner approaches expectation
if he or she prepares some planting
material and establishes the
materials for climbing fruit plants
on a suitable site.
• The learner is below expectation if he
or she with guidance prepares some
planting material and establishes the
materials for climbing fruit plants
on a suitable site.
Help those learners who are approaching
and those below expectation to meet or
exceed expectation.
Key inquiry question
How do climbing fruit plants help to
conserve the environment?
Additional information to the teacher
Planting climbing fruit plants helps to
protect soil from soil erosion. They also
provide fruits. Fruits have vitamins that
are important in human nutrition.
Suggested learning resources
Pictures, field visit, seedlings, wheelbarrow,
camera or smartphone and the Learner’s
Book.
Suggested learning experience
Activity 14: Environmental conservation
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 41. This
makes the learners brainstorm on how
planting of climbing fruit plants help to
conserve the environment. Listen to the
learners’ responses. Correct any wrong
responses they give.
Activity
14
(Learner’s Book page 41)
1. Ask the learners to discuss the
importance of climbing fruit plants to
the environment. Correct any wrong
answers they give.
2. Organise them to visit the community
during one of the environmental
conservation days.
3. Let them supply extra seedlings of
climbing fruit plants to be planted
by the community. Let the learners
participate in planting the seedlings.
Importance of climbing fruit
plants to the environment
Specic learning outcome
By the end of the lesson, the learner should
be able to conserve the environment
by planting climbing fruit plants in the
community.
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4. Guide them to engage the community
members on how climbing fruit
plants conserve the environment
by controlling soil erosion and the
importance of the fruits in human
nutrition.
Conclusion
Conclude and emphasise the concept of
environmental conservation by explaining
to the learners the content in the Learning
point section of the Learner’s Book page 41.
Home activity
(Learner’s Book page 42)
With the help of their parents or guardians,
ask the learners to prepare and sow
climbing fruit plant seeds in a nursery bed
at home. Let them transplant the seedlings
when ready.
2. Through mulching, watering,
weeding, manuring and shading.
3.
Planting
material
Climbing fruit plant
Cuttings Passion fruit
Seeds Gooseberry
Splits Grapes
Possible answers to Assessment 6
(Learner’s Book page 42)
1. • To ensure that good seeds are planted
and that all seeds will germinate.
• To get high yields and to avoid
competition for nutrients and
sunlight.
1.4.3 Care for young climbing
fruit plants
Specic learning outcomes
By the end of the sub strand, the learners
should be able to:
(a) Protect young climbing fruit plants
from excessive sun heat and physical
damage.
(b) Support climbing fruit vines using
appropriate materials.
(c) Water the young climbing fruit
plants on the established site.
(d) Apply manure and fertiliser to the
established climbing fruit plants.
(e) Protect climbing fruit plants from
weeds.
Key inquiry question
How can we take care of climbing fruit
plants after planting?
Protecting young climbing fruit
plants
Specic learning outcome
By the end of the sub strand, the learner
should be able to protect young climbing
fruit plants from excessive sun heat and
physical damage.
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Key inquiry question
How are young climbing fruit plants
protected from excessive sun heat and
physical damage?
Additional information to the teacher
Young climbing fruit plants need to
be protected from excessive sun heat.
Excessive sun heat can make the plants wilt
due to excess water loss. They also need to
be protected from physical damage. Cattle,
goats and donkeys can destroy them by
eating their juicy stem or by stepping on
them.
Suggested learning resources
Pictures or photographs, poles, wires,
shade cloth or sacks and the Learner’s Book
Suggested learning experiences
Activity 15, 16 and 17: Protecting young
climbing fruit plants
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 42. The
question makes the learners think of what
happens to young climbing fruit plants
if not protected. Listen to the learners’
responses. Correct any wrong responses
they give.
Activity
15
(Learner’s Book page 43)
1. Group and guide the learners to
observe the pictures shown.
2. Ask them to discuss what can be done
to protect the young climbing fruit
plants shown in the pictures.
3. Point out to the learners that
animals and excessive sun heat
causes damage to young climbing
fruit plants. Therefore, the plants
need to be protected.
Activity
16
(Learner’s Book page 43)
1. Group and guide the learners to
observe the pictures shown.
2. Ask them to identify what has been
done to protect the climbing fruit
plants shown in the pictures.
3. Point out to the learners that making a
protective shed above young climbing
fruit plants help to reduce the effect
of excessive sun heat on the plants.
Making a protective structure around
climbing fruit plants help to control
physical damage of the young climbing
fruit plants.
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Conclusion
Conclude and emphasise the concept
of constructing protective sheds by
explaining to the learners the content
in the Learning point section in the
Learner’s Book page 44.
Watering young climbing fruit
plants
Specic learning outcome
By the end of the lesson, the learner
should be able to water young climbing
fruit plants on the established site.
Key inquiry question
Why do we water young climbing fruit
plants?
Additional information to the teacher
Young climbing fruit plants need to be
watered especially during the dry season.
Excessive heat makes the plants lose a lot
of water through evaporation. The plants,
if not watered, will wilt and die.
Suggested learning resources
Pictures or photographs, watering cans,
bottles and water and the Learner’s Book.
Activity
17
(Learner’s Book page 44)
1. Guide the learners in identifying the
materials needed to construct a shed.
2. Ask them to assemble all the materials
required: poles, wires, nails, and
shade cloth or sacks.
3. Engage them in discussing various steps
involved in constructing a protective
shed for climbing fruit plants.
4. Lead them to the school farm.
Demonstrate how to construct
a protective shed for the young
climbing fruit plants they planted.
5. Let them follow the steps shown
in the Learner’s Book page 44 to
construct the shed. Guide them on
how to construct the shed and let
them share their experiences after
the activity.
6. Guide the learners to answer the
questions given correctly.
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Suggested learning experiences
Activity 18 and 19: Watering young
climbing fruit plants
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 44. This
question makes the learners brainstorm
on why it is not advisable to water young
plants in the full glare of the midday sun.
Listen to the learners’ responses. Correct
any wrong responses they give.
Activity
18
(Learner’s Book page 45)
1. Group the learners and ask them to
observe the picture shown. Ask them
to discuss the method of watering
used in the picture. The expected
answer is improvised drip irrigation.
2. Ask the learners to suggest other ways
used to water young climbing fruit
plants. The expected answer is use of
watering cans, bottles or hosepipes.
3. Point out to the learners that watering
is done to provide plants with soil
moisture which enables plant roots
to absorb nutrients.
Activity
19
(Learner’s Book page 45)
1. Engage the learners in a discussion
on how watering is done.
2. Lead the learners to the school
farm. Demonstrate to them how to
water young climbing fruits using
a watering can and let them do the
watering.
3. Let them come up with a timetable
showing when each member of a
group will do the watering. Each
group member to participate in
watering.
4. Guide them to come up with a duty
roster like the one shown in the
Learner’s Book page 45.
5. Explain to them that watering
is done in the morning and the
evening. Watering plants at mid-day
is discouraged because the sun heat
causes the water to evaporate before
the plants absorb it.
Conclusion
Conclude and emphasise the concept of
watering young climbing fruit plants by
explaining to the learners the content in
the Learning point section in the Learner’s
Book page 45.
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Supporting young climbing fruit
plants
By the end of the lesson, the learner
should be able to support climbing fruit
plants vines using appropriate materials.
Key inquiry question
Why do we need to support climbing fruit
plant vines?
Additional information to the
teacher
Climbing fruit plants have weak vines or
stems. They need to be supported. They
can be supported using materials such as
sticks.
Suggested learning resources
Pictures or photographs, posts, wire,
strings, tape measure, spade, panga and
the Learner’s Book.
Suggested learning experiences
Activity 20 and 21: Supporting the
climbing fruit plant vines
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 46.
The question makes the learners think of
reasons why vines of climbing fruit plants
need to be supported. Listen to the learners’
responses. Correct any wrong responses
they give.
Activity
20
(Learner’s Book page 46)
1. Group the learners and guide them to
observe the picture shown. Ask them
to discuss and say what has been done
to the climbing fruit plants shown.
2. Ask the learners to discuss the
importance of supporting climbing
fruit plant vines.
3. Point out to them that climbing fruit
plants need to be supported because
they have weak vines.
Activity
21
(Learner’s Book page 46)
1. Remind the learners the practice
of supporting climbing fruit plant
vines that they learnt in the previous
activity.
2. Lead them to the site where
climbing fruit plants were planted.
Demonstrate to them how to
construct support structures for
climbing fruit plant vines.
3. Provide them with the required
materials: posts, wire, strings, tape
measure, spade and a panga.
4. Guide them as they support climbing
fruit plant vines. Let them follow the
steps in the Learner’s Book page 46-47.
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Conclusion
Conclude by emphasising the concept of
supporting young climbing fruit plants by
explaining to the learners the content in
the Learning point section in the Learner’s
Book page 47.
Weeding for young climbing
fruit plants
Specic learning outcome
By the end of the sub strand, the learner
should be able to protect young climbing
fruit crops from weeds.
Key inquiry question
Why do we need to weed for climbing
fruit plants?
Additional information to the teacher
Weeds are unwanted plants that grow
in the farm. Weeds need to be removed
because they compete for light, nutrients
and water with crops. This can make crops
not do well.
Suggested learning resources
Pictures, jembe, panga, gloves and the
Learner’s Book.
Suggested learning experiences
Activity 22 and 23: Weeding for young
climbing fruit plants
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 47. This
question makes the learners think about
what needs to be done to unwanted plants.
Listen to the learners’ responses. Correct
any wrong responses they give.
Activity
22
(Learner’s Book page 47)
1. Group and guide the learners to
observe the pictures shown. Ask them
to discuss and identify the practices
being done in the pictures.
2. Ask them to mention the tools used
to do the practices shown in the
pictures.
3. Point out to the learners that weeding
for climbing fruit plants is done using
a jembe or by uprooting.
Activity
23
(Learner’s Book page 48)
1. Remind the learners what they learnt
in the previous activity.
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2. Lead them to the site where climbing
fruit plants were planted. Demonstrate
to the learners how to weed for young
climbing fruit plants using a jembe or
a panga and by uprooting the weeds.
3. Provide the learners with the
necessary tools: jembe, panga and
gloves.
4. Guide them as they weed for young
climbing fruit plants. Let them follow
the steps given in the Learner’s Book
page 48.
5. Point out to the learners that young
climbing fruit plants require regular
weeding.
Conclusion
Conclude and emphasise the concept of
weeding for young climbing fruit plants
by explaining to the learners the content
in the Learning point section in the
Learner’s Book page 48.
Applying manure and fertiliser
to young climbing fruit plants
Specic learning outcome
By the end of the lesson, the learner should
be able to apply manure or fertiliser to the
established climbing fruit plants.
Key inquiry question
Why do we apply manure or fertiliser to
young climbing fruit plants?
Additional information to the teacher
Manure and fertiliser are very essential to
climbing fruit plants. They add nutrients
into the soil. Appropriate amount of
manure and fertiliser need to be used. Too
much manure or fertiliser can scorch the
plants.
Suggested learning resources
Pictures, farm, fork, jembe, manure,
fertiliser and the Learner’s Book.
Suggested learning experiences
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 48. This
question makes the learners to brainstorm
on why applying excess manure and
fertiliser to plants is discouraged. Listen to
the learners’ responses. Correct any wrong
responses they give.
Activity
24
(Learner’s Book page 48)
1. Group and guide the learners to
observe the picture in the Learner’s
Book.
2. Ask them to discuss what the girl
in the picture is doing, what she is
using and the importance of what
she is doing.
3. Point out to the learners that manuring
of climbing fruit plants is important.
Tools like a spade are used to apply
the manure.
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Activity
25
(Learner’s Book page 49)
1. Remind learners what they learnt in
the previous activity.
2. Lead them to the site where
climbing fruit plants were planted.
Demonstrate to the learners how to
apply manure or fertiliser to young
climbing fruit plants.
3. Provide them with the necessary
tools: fork-jembe, jembe, manure
and fertiliser. Guide them as they
apply manure to young climbing fruit
plants. Let them follow the steps given
in the Learner’s Book page 49.
4. Guide them to answer the questions
correctly.
5. Point out to them that young climbing
fruit plants require manure and
fertiliser for them to grow healthy.
Conclusion
Conclude and emphasise the concept of
applying manure and fertiliser to young
climbing fruit plants by explaining to the
learners the content in the Learning point
section in the Learner’s Book page 49.
Assessment rubric
Use the following indicator to assess each
learner.
Caring for climbing fruit plants
• The learner exceeds expectation if
he or she correctly and innovatively
protects, supports the plants and
appropriately manages the climbing
fruit plants.
• The learner meets expectation if he or
she correctly protects, supports the
plants and appropriately manages
the climbing fruit plants.
• The learner approaches expectation
if he or she attempts to protect,
support and manage the climbing
fruit plants.
• The learner is below expectation
if he or she struggles to protect,
support and manage the climbing
fruit plants with guidance.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Home activity
(Learner’s Book page 49)
Ask each learner to engage the parent or
guardian and other community members
in growing climbing fruit plants and take
care of them until they reach maturity.
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Community service learning activity
(Learner’s Book page 50)
Ask the learners to compose songs and
poems to sensitise the people in the
community to grow climbing fruit plants
as a source of fruits for human nutrition
and food security. Let the learners inform
the community members that climbing
fruit plants help in soil conservation in the
environment.
should be able to:
(a) Care for climbing fruit plants in the
environment.
(b) Identify the right stage for
harvesting climbing fruit plants to
avoid wastage.
(c) Harvest fruits appropriately to
reduce damages.
(d) Demonstrate understanding of the
importance of consuming fruits for
nutrition.
Key inquiry questions
1. What activities are carried out in the
management of climbing fruit plants?
2. When are fruits ready for harvesting?
3. How are fruits from climbing fruit
plants harvested?
Core competencies to be developed
Self-efficacy is achieved as learners develop
an empowered self in the project process
to produce their own climbing fruit plants
and in managing the climbing fruit project
which contributes to their own nutritional
supplement.
Communication and collaboration as
learners communicate and work together
while managing climbing fruit plants.
Link to pertinent and contemporary
issues (PCIs)
Life skills: This is achieved as learners
develop project skills for self-reliance
through the climbing fruit plants project.
Food security: This is achieved as learners
contribute to community foods through
fruits production.
Health education: This is achieved as
learners produce fruits which contribute
to preventive health.
Possible answers to Assessment 7
(Learner’s Book page 50)
1. Because they have weak stems.
2. B
3. Passion fruit, kiwi and grapes.
4. C
5. True
6. Vitamins.
1.5 Conservation
project: Managing climbing
fruit plants
Numbers of lessons: 9 lessons
(Learner’s Book page 50 - 63)
Background information
The previous sub strand on growing
climbing fruit plants has given ideas to the
learners about climbing fruit plants. In this
sub strand, the learners will be managing
the climbing fruit plants until they are
ready for harvesting.
Specic learning outcomes
By the end of the sub strand, the learner
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Link to values
Unity of purpose and cooperation: This is
shown as learners carry out the climbing
fruit plants project through delegation of
responsibilities.
Care and compassion: This is shown as
learners care for the climbing fruit plants.
Link to other subjects
Home Science as learners prepare fruits
for consumption and appreciating the
nutritional value of fruits in the diet.
Mathematics as learners measure and
record weight of fruit produce.
Suggested assessment methods
• Oral questions
• Observation
• Project
• Home activity
• Checklists
Caring for climbing fruit plants
Specic learning outcome
By the end of the lesson, the learner
should be able to care for climbing fruit
plants in the environment.
Key inquiry question
What activities are carried out in the
management of climbing fruit plants?
Additional information to the teacher
Climbing fruit plants are cared for by
constructing protective sheds around
them, watering, weeding, manuring,
removing excess branches and by training
them. Unity of purpose and cooperation
at work is achieved as learners delegate
responsibilities while caring for climbing
fruit plants.
Suggested learning resources
Pictures or photographs, farm visit and the
Learner’s Book
Suggested learning experiences
Activity 1: Caring for climbing fruit plants
Introduce this concept by asking the
learners the question in the Let us think
section in the Learner’s Book page 50. This
question makes the learners think of the
appropriate activities that should be carried
out to take care of climbing fruit plants.
Listen to the learners’ responses. Correct
any wrong responses they give.
Activity
1
(Learner’s Book page 51)
1. Group the learners and guide them to
read and discuss the activities carried
out to care for climbing fruit plants.
2. Ask them to describe how each of
the practices are done to climbing
fruit plants.
3. Ask the learners to explain why each
of the practices is done. Remind the
learners of the practices done when
caring for young climbing fruit plants
in the previous sub strand. Learners
will develop project skills for self-
reliance as they manage climbing
fruit plants.
4. Point out to the learners that
climbing fruit plants are cared
for throughout their growth by
constructing a protective shed around
them, watering, manuring, training,
pruning and weeding for them.
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construct a protective shed around
climbing fruit plants.
2. Provide the learners with the necessary
tools and materials to use: wire mesh,
nails, hammer, poles and strings.
3. Supervise the learners as they
construct the protective shed. Let
them follow the steps given in the
Learner’s Book page 52-53.
4. Caution them to be careful when
using the hammer and the nails.
5. Guide the learners to answer the
given questions correctly.
6. Point out to the learners that they
should leave a space of one metre
above the height of the climbing fruit
plants when placing the wire mesh at
the top of the shed. This is to ensure
that the shoots growing upwards are
not interfered with.
7. Explain to the learners that protected
climbing fruit plants are not damaged
by pests such as birds. Unprotected
plants have their fruits, leaves and
even stems damaged.
Conclusion
Conclude and emphasise the concept of
constructing a protective shed for climbing
fruit plants by explaining to the learners the
Conclusion
Conclude and emphasise the concept of
identifying ways of caring for climbing
fruit plants by explaining to the learners
the content in the Learning point section
of the Learner’s Book page 51.
Protecting climbing fruit plants
Activity
2
(Learner’s Book page 52)
1. Ask the learners to study the
photograph shown. It shows a passion
fruit plant protected using a fence.
Ask the learners to describe how
the passion fruit plant shown in the
photograph has been protected.
2. Ask the learners to give the name
of the structure in the picture. Ask
them to suggest how the structure is
constructed.
3. Point out to the learners that the
structure is a fence. A fence helps to
protect climbing fruit plants from
damage by animals such as cows,
donkeys and goats. Explain to them
how to construct a fence.
Activity
3
(Learner’s Book page 52-53)
1. Lead the learners to the site where
they planted climbing fruit plants.
Demonstrate to them how to
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2. Guide them to follow the steps given
in the Learner’s Book page 54-55 to
make holes in the bottle caps and fill
the bottles with water. Ask them to
close the bottles with the caps after
filling them with water.
3. Caution the learners to be careful
when using the hammer and the nail.
4. Lead the learners to the site where
they planted climbing fruit plants.
Let them carry the plastic bottles
filled with water. Demonstrate to
the learners how to water climbing
fruit plants using the plastic water
bottles. This is called improvised
drip irrigation.
5. Supervise the learners as they dip the
bottles at the base of the plants. Ask
them to be careful so that they do not
damage the roots of the plants.
6. Guide the learners to answer the
given questions correctly.
7. Point out to the learners that a
watering can is also used to water
plants.
content in the Learning point section in
the Learner’s Book page 53.
Home activity
(Learner’s Book page 53)
Instruct the learners to use the knowledge
they have gained from construction of
protective sheds around climbing fruit
plants to similarly make the same at home.
Let them take photographs of what they
have constructed and bring them to school.
Assess the photographs and rate them
appropriately.
Watering climbing fruits plants
Activity
4
(Learner’s Book page 54)
1. Group the learners and instruct them
to observe and discuss the picture
shown. Ask them to say what is being
been done to the strawberry plants
shown in the picture. The expected
answer is that the plants are being
watered.
2. Ask them to identify and describe
the practice being done in the picture.
3. Point out to the learners that the
practice is watering. Explain to them
that watering climbing fruit plants
is very important. Plants need water
for them to do well. Plants wilt when
they lack water.
Activity
5
(Learner’s Book page 54-55)
1. Ask the learners to bring used plastic
water bottles with caps. Show them
how to make holes in the caps.
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Demonstrate to them how to apply
manure to climbing fruit plants.
3. Emphasise to the learners that they
should wear gloves on their hands for
safety purposes.
4. Guide the learners as they apply
manure on the plants. Let them
follow the steps in the Learner’s Book
page 56.
5. Encourage them to answer the
questions correctly.
6. Point out to the learners that manure
should be well decomposed before
applying to the soil. Manure releases
minerals salts to the soil and the roots
of plants get them. A manure fork
or spade is used to apply manure to
plants.
Conclusion
Conclude and emphasise the concept
of manuring climbing fruit plants by
explaining to the learners the content in
the Learning point section in the Learner’s
Book page 56.
Home activity
(Learner’s Book page 56)
With the help of their parents or guardians,
ask the learners to apply manure to the
Conclusion
Conclude and emphasise the concept
of watering climbing fruit plants by
explaining to the learners the content in
the Learning point section in the Learner’s
Book page 55.
Home activity
(Learner’s Book page 55)
With the help of their parents or guardians,
ask the learners to water the climbing fruit
plants they grew in their family farm. They
should regularly water the plants during
the dry season.
Manuring climbing fruit plants
Activity
6
(Learner’s Book page 55)
1. Group and ask the learners to look
at the photograph shown. Allow the
learners to respond before you ask
them, “How is it used in farming?”
Give the learners time to discuss
and respond. The photograph shows
manure in a wheelbarrow.
2. Point out to the learners that the
photograph shows manure in a
wheelbarrow. Manure has nutrients
that help the plants to grow well.
Activity
7
(Learner’s Book page 56)
1. Ask the learners to collect the
necessary materials to use: manure
in a wheelbarrow, spade, gloves and
manure fork.
2. Lead them to the site where they
planted climbing fruit plants.
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4. Caution them to be careful when
using the secateurs.
5. Guide them to answer the given
questions correctly.
6. Point out to them that pruning is done
to remove excess branches and leaves
in climbing fruit plants and open up
the plant for enough sunlight.
7. Explain to the learners that pruning
makes harvesting easier, promotes
growth and keeps vines growing in a
designated area. Pruning can also be
done by pinching off small slender
shoots.
Conclusion
Conclude and emphasise the concept
of pruning climbing fruit plants by
explaining to the learners the content
in the Learning point section in the
Learner’s Book page 57.
Home activity
(Learner’s Book page 57)
With the help of their parents or guardians,
ask the learners to identify bushy climbing
fruit plants in the family farm and prune
them. Ask them to take photographs of the
pruned plants and bring them to school for
assessment.
climbing fruit plants they grew at their
family farm. Let them take photographs
and bring them to school. Assess the
photographs and rate them appropriately.
Pruning climbing fruit plants
Activity
8
(Learner’s Book page 56)
1. Ask the learners to study the pictures
shown and compare them. Ask them
to identify the plant that is bushy.
2. Ask them to discuss what was done
to plant in picture A to get the plant
in picture B.
3. Ask them to state the importance
of the practice done to the plant in
picture A. It helps to remove excess
leaves and dead or dry branches.
4. Point out to the learners that the
practice is pruning. It is done in the
early stage of crop establishment and
is a continuous process throughout
the life the crop.
Activity
9
(Learner’s Book page 57)
1. Provide the learners with the
necessary materials and tools to use:
secateurs, ladder and gloves.
2. Lead them to the site. Ask them to
identify bushy climbing fruit plants.
Demonstrate to them how to prune
the bushy climbing fruit plants.
3. Supervise them as they prune bushy
climbing fruit plants. Let them follow
the steps given in the Learner’s Book
page 57.
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Training climbing fruits plants
Activity
10
(Learner’s Book page 58)
1. Group the learners and instruct them
to look at the photograph shown. It
shows a trained passion fruit plant.
2. Ask them to discuss and say the
direction that the vines of the passion
fruit have been made to grow.
3. Ask them to say the name of the
practice and state its importance.
4. Point out to them that the practice is
called training. Climbing fruit plants
are trained so that they spread and
achieve maximum sunlight.
Activity
11
(Learner’s Book page 58)
1. Provide the learners with the
necessary materials to use: threads,
sticks, or thin metal rods.
2. Lead them to the school farm.
Demonstrate to them how to train
climbing fruit plants.
3. Supervise the learners as they train
climbing fruit plants in groups. Let
them follow the steps in the Learner’s
Book page 59.
4. Emphasise to them to tie the vines of
the plants loosely so that they do not
break off.
5. Guide them to answer the given
questions correctly.
6. Point out to them that training is
done to maximise the amount of light
falling on the leaves and make the
plant grow within the designated area
.
Conclusion
Conclude and emphasise the concept
of training climbing fruit plants by
explaining to the learners the content
in the Learning point section in the
Learner’s Book page 59.
Assessment rubrics
Use the following indicator to assess
each learner.
Caring for established climbing
fruit plants
• The learner exceeds expectation if
he or she correctly and innovatively
takes care of established climbing
fruit plants.
• The learner meets expectation if
he or she correctly takes care of
established climbing fruit plants.
• The learner approaches expectation
if he or she does some caring
practices on established climbing
fruit plants.
• The learner is below expectation if
he or she does some caring practices
on established climbing fruit plants
when prompted.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
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Home activity
(Learner’s Book page 59)
With the help of their parents or guardians,
ask the learners to train climbing fruit
plants in their family farm using the skill
they have learnt at school. Let them take
photographs and bring them to school.
Assess the photographs and rate them
appropriately
Right stage for harvesting fruits
of climbing fruit plants
Specic learning outcome
By the end of the lesson, the learner should
be able to identify the right stage for
harvesting fruits of climbing fruit plants
to avoid wastage.
Key inquiry question
When are fruits ready for harvesting?
Additional information to the teacher
Right stage for harvesting fruits of climbing
fruit plants vary from one fruit plant to
another. Some take long while some take a
short time to be ready for harvesting. Ripe
fruits ready for harvesting are normally
identified through change of colour and
the feel. Even so, care should be taken
because not all fruits that change colour
or have a soft feel are ripe. This is because
some fruits may change colour or have a
soft feel because of diseases.
Suggested learning resources
Photographs, field visit and the Learner’s
Book.
Suggested learning experiences
Activity 12 and 13: Right stage for
harvesting fruits of climbing fruit plants
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 59. The
question makes learners think of ways used
to identify ripe fruits ready for harvesting.
Activity
12
(Learner’s Book page 59)
1. Group the learners and guide them
to study the photograph shown. Ask
them to identify and say the passion
fruits they would harvest and give
reasons.
2. Ask them to state the signs showing
that a passion, kiwi and strawberry
fruit are ready for harvesting. You can
provide them with digital devices and
let them search for the signs from the
internet.
Listen to their responses and correct
any wrong answers they give.
3. Let the learners state what happens if
ripe fruits from climbing fruit plants
are left to overripe.
4. Point out to the learners that ripe
fruits get damaged when left to
overripe.
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Activity
13
(Learner’s Book page 60)
1. Lead the learners to the school farm
or a nearby farm with climbing fruit
plants. Demonstrate to the learners
how to identify fruits from climbing
fruit plants which are ready for
harvesting.
2. Allow them to identify the fruits
which are ready for harvesting. You
can guide them to look for signs of
ripeness by observing colour change
and fruit feel.
3. Guide them to answer the given
questions correctly.
4. Point out to the learners that signs of
ripeness in fruits vary depending on
the type of the climbing fruit plant.
Conclusion
Conclude and emphasise the concept of
right stage for harvesting fruits of climbing
fruit plants by explaining to the learners
the content in the Learning point section
in the Learner’s Book page 60.
Assessment rubrics
Use the following indicator to assess
each learner.
Identifying the right stage for
harvesting fruits of climbing fruit
plants to avoid wastage
• The learner exceeds expectation if
he or she correctly and proficiently
identifies the right stage for
harvesting fruits of climbing fruit
plants to avoid wastage.
• The learner meets expectation if
he or she correctly identifies the
right stage for harvesting fruits
of climbing fruit plants to avoid
wastage.
• The learner approaches expectation
if he or she make attempts to identify
right stage for harvesting climbing
fruit plants to avoid wastage.
• The learner is below expectation
if he or she struggles to identify
the right stage for harvesting fruits
of climbing fruit plants to avoid
wastage.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Home activity
(Learner’s Book page 60)
With the help of their parents or guardians,
ask the learners to identify fruits of
climbing fruit plants which are ready for
harvesting in their family farm. Let the
learners apply the knowledge they have
gained at school. Ask the learners to take
photographs of such fruits and bring them
to school for assessment.
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if children in picture A are harvesting
fruits correctly and give reasons. Let
them do the same for picture B.
2. Ask them to state the care taken by the
children in picture B when harvesting
fruits.
3. Point out to the learners that ripe
fruits should be harvested without
bruising the fruits and damaging the
fruit plants.
Activity
15
(Learner’s Book page 61)
1. Lead the learners to the site or
a nearby farm with ripe fruits of
climbing fruit plants. Demonstrate
to them how to harvest ripe fruits of
climbing fruit plants.
2. Ensure the learners have the necessary
materials and tools: clean containers
or bags, gloves and a ladder.
3. Supervise the learners as they harvest
fruits of climbing fruit plants. Let
them follow the steps in the Learner’s
Book page 61. This contributes to food
security through fruit production.
4. Emphasise to the learners that they
should harvest ripe fruits only and
leave the unripe ones intact.
5. Point out to the learners that
harvesting fruits of climbing fruit
plants is done by handpicking and
putting the fruits in clean containers
or sacks. They should be weighed and
stored in the school crop store.
6. Guide the learners to answer the give
questions correctly.
Harvesting fruits of climbing fruit
plants
Specic learning outcome
By the end of the lesson, the learner should
be able to harvest fruits appropriately to
reduce damages.
Key inquiry question
How are fruits of climbing fruit plants
harvested?
Additional information to the teacher
Correct method of harvesting needs to
be used to harvest fruits of climbing fruit
plants. Methods such as hitting the fruits
using sticks damage the fruits and injure
the plants. Throwing stones at the fruits
damages them too. The best way to harvest
ripe fruits is through handpicking.
Suggested learning resources
Pictures, containers, ladder and bags,
weighing machine and the Learner’s Book.
Suggested learning experiences
Activity 14 and 15: Harvesting fruits of
climbing fruit plants
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 60. This
question makes learners brainstorm on
why fruits do not reach harvesting stage
at the same time. Listen to the learners’
responses. Correct any wrong responses
they give.
Activity
14
(Learner’s Book page 61)
1. Group and guide the learners to
study the pictures shown. Ask them
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Conclusion
Conclude and emphasise the concept of
harvesting fruits of climbing fruit plants
by explaining to the learners the content in
the Learning point section in the Learner’s
Book page 62.
Home activity
(Learner’s Book page 62)
With the help of their parents or guardians,
ask the learners to harvest ripe fruits of
climbing fruit plants in their family farms.
Let them record the weight of what they
harvested and bring the results to school
for assessment.
Importance of eating fruits of
climbing fruit plants
Specic learning outcome
By the end of the lesson, the learner should
be able to demonstrate understanding of
the importance of consuming fruits of
climbing fruit plants for nutrition.
Key inquiry question
What is the importance of eating fruits of
climbing fruit plants?
Additional information to the
teacher
Fruits are eaten as part of a meal since
they provide the necessary nutrients to
the human body. Fruits should be eaten
at every meal time in order to supplement
the minerals and vitamins in the food. It
is advisable to eat fruits every day. This is
necessary for a healthy body. A passion
fruit, for example, is a good source of
nutrients, especially fibre and provide
vitamin A and C.
Suggested learning resources
• Chart
• Learner’s Book
Assessment rubrics
Use the following indicator to assess
each learner.
Harvesting fruits at the right stage
to reduce wastage
• The learner exceeds expectation
if he or she correctly and skilfully
harvests fruits at the right stage to
reduce damage.
• The learner meets expectation if he
or she correctly harvests fruits at the
right stage to reduce damage.
• The learner approaches expectation
if he or she harvests some fruits at
the right stage to reduce damage.
• The learner is below expectation
if he or she with some guidance
harvests some fruits at the right
stage to reduce damage.
Help learners who are approaching and
below expectation to meet or exceed
expectation
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Suggested learning experience
Activity 16: Importance of eating fruits of
climbing fruit plants
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book Page 62. This
question makes the learners think of the
importance of eating fruits. Listen to the
learners’ responses. Correct any wrong
responses they give.
Activity
16
(Learner’s Book page 63)
1. Make a chart showing the importance
of eating fruits of climbing fruit plants.
Show the learners the chart and let
them discuss the importance shown.
2. Group and guide the learners to read
the notes shown in the Learner’s
Book.
3. Ask them to discuss and give reasons
why they should eat fruits and how
often they should eat them. Explain to
the learners the importance of eating
the fruits.
Home activity
(Learner’s Book page 63)
Ask the learners to discuss with their
parents or guardians, the nutritional value
of various fruits. Let the learners list them
and share with others at school.
Community service learning activity
(Learner’s Book page 63)
Encourage the learners to sensitise the
community members using poems and
songs on the importance of growing
climbing fruit plants. They should also help
the community members to initiate outlet
points for sale of ripe fruits.
Possible answers to Assessment 8
(Learner’s Book page 63)
1. By constructing a protective structure
to surround the plants, mulching
to conserve water, watering to
provide soil moisture for dissolving
nutrients in the soil, weeding to
remove unwanted plants and to
avoid competition for nutrients,
manuring to add fertility to the soil,
and control of pests and diseases to
reduce crop damage.
2. By using appropriate methods such
as hand picking to harvest the fruits
and by harvesting them at the right
stage.
3. (a) Ripe blackberries are deep black.
(b) Ripe grapes are plump and
feel like they are full of juice.
(c) Ripe gooseberries are soft
when they are ripe.
(d) Ripe passion fruits turn
purple with hard fruit cover.
4. Supporting because they have weak
stems.
5. A shed build around plants to
protect them from harm or damage.
6. A
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Domestic Animals
(Learner’s Book page 64 to 70)
2.1 Uses of domestic
animals
Number of lessons: 3 lessons
(Learner’s Book page 65 to 71)
Background information
In Grade 4, learners learnt about types
of domestic animals, how to distinguish
between a male and a female domestic
animal and related domestic animals to
their uses. In this sub strand, the learners
will learn more about the uses of various
domestic animals, relate domestic animals
to their uses and also learn about the
importance of domestic animals to human
beings.
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) Identify the uses of various
domestic animals to human beings.
(b) Relate various domestic animals to
their uses.
(c) Appreciate the importance of
domestic animals to human beings.
Key inquiry question
How are domestic animals important to
human beings?
Core competencies to be developed
Digital literacy as learners search and store
photographs and information on small
domestic animals using digital devices.
Communication and collaboration as
learners share and consult each other and
the facilitators on how to access and store
information using digital devices.
Link to pertinent and contemporary
issues (PCIs)
Animal welfare: This is achieved as learners
appreciate small domestic animals as part
of the ecosystem.
Career awareness: This is achieved as
learners search for information and get
information linking keeping of domestic
animals to various careers in agriculture.
Link to values
Care and concern for others as learners seek
and share information on domestic animals
and their uses to various communities in
Kenya.
Link to other subjects
Home Science as learners link animal
products to their nutritive value in the
diet.
Suggested assessment methods
• Oral questions
• Observations
• Written exercises
• Rubrics
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Uses of domestic animals
Specic learning outcome
By the end of the lesson, the learner should
be able to identify the uses of various
domestic animals to human beings.
Key inquiry question
How are domestic animals important to
human beings?
Additional information to the teacher
Domestic animals are animals that have
been bred and adapted to live with human
beings. They include cattle, goats, sheep,
pigs, rabbits, bees, poultry, donkeys, camels,
fish, horses, dogs and cats. Some domestic
animals provide us with milk, meat and
eggs. Some can be used for ploughing
and pulling of carts, sporting activities,
cultural uses, provision of raw materials
and pollination.
Suggested learning resource
• Pictures
• Learner’s Book
Suggested learning experiences
Activity 1 and 2: How human beings use
domestic animals
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 64. This
question helps the learners to brainstorm
on why domestic animals are kept and
importance of bees. Listen to the learners’
responses. Correct any wrong responses
they give.
Activity
1
(Learner’s Book page 64-65)
1. Pair the learners and ask them to
identify each animal shown.
Let them write down the names of the
animals in their Agriculture exercise
books.
2. Ask them to discuss the animals they
have used or seen someone use at home
or in the community. Guide them to
write down the names of the animals
and how the animals were used.
3. Ask the learners to say the name given
to animals kept at home. The expected
answer is domestic animals.
4. Point out to the learners that animals
kept at home are called domestic
animals.
Activity
2
(Learner’s Book page 65-66)
1. Group and guide the learners to study
the pictures shown.
2. Guide them to discuss the domestic
animals in the pictures and
photographs, name them and say
how they are used by human beings.
3. Explain to them the various uses of
domestic animals shown. Point out to
the learners that rabbit droppings are
used as manure and their urine can
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Activity
3
(Learner’s Book page 67)
1. Identify a nearby farm with various
domestic animals.
2. Organise a pre-visit to the farm. Agree
with the farmer on the day and time
of the visit. Take note of the weather.
3. Lead the learners to the farm. Ensure
their safety during the farm visit.
Assist the physically handicapped
learners appropriately.
4. Caution the learners not to go near
the domestic animals. Some domestic
animals such as donkeys can kick and
cause injuries. Some animals such as
bulls can charge at them.
5. At the farm, ask the learners to list
the domestic animals they see, take
photographs and note down how
each is used in the farm.
6. Let the farmer explain to the learners
the importance of the various domestic
animals. This makes the learners
appreciate small domestic animals
as a part of the ecosystem.
7. Point out to the learners that domestic
animals are kept by human beings for
various uses.
be used to contain sap-sucking insects
that attack crops such as vegetables.
Conclusion
Conclude and emphasise the use of domestic
animals by explaining to the learners the
content in the Learning point section of
the Learner’s Book page 67.
Assessment rubrics
Use the following indicator to assess each
learner.
Identifying uses of domestic
animals:
• The learner exceeds expectation if
he or she correctly and proficiently
identifies uses of various domestic
animals to human beings.
• The learner meets expectation if he or
she correctly identifies uses of various
domestic animals to human beings.
• The learner approaches expectation
if he or she identifies some uses of
various domestic animals to human
beings.
• The learner is below expectation if he
or she identifies some uses of various
domestic animals to human beings
when probed.
Help learners who are approaching and
below expectation to meet or exceed
expectation
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Relating domestic animals to their
uses
Specic learning outcomes
By the end of the lesson, the learner should
be able to relate various domestic animals
to their uses.
Key inquiry question
What are the uses of domestic animals?
Additional information to the teacher
Domestic animals have various uses. Some
have more than one use. For example a cow
provides milk, meat and its hide is used to
make shoes and belts.
Suggested learning resources
• Camera or a smartphone
• Learner’s Book
Suggested learning experiences
Activity 4: Relating domestic animals to
their uses
Introduce this concept by asking the learners
the question on Let us think section in the
Learner’s Book page 68. This question makes
learners to brainstorm on whether a dog and
a cat are useful in the homestead. Listen to
the learners’ responses. Correct any wrong
responses they give.
Activity
4
(Learner’s Book page 68)
1. Ask the learners to look at the pictures
and photographs shown.
Digital Activity
(Learner’s Book page 68)
1. Group the learners and provide them
with digital devices connected to the
internet. The devices should have
enough power and not defective.
2. Guide the learners to search the
internet for video clips on uses of
domestic animals. On the search
box, guide them to type key words
such as ‘Video clips of domestic
animals and their uses’ so as to get
the videos quickly.
3. Let the learners watch the videos.
Show them how to replay and even
pause the videos.
4. Let the learners discuss the uses of
domestic animals that they saw in
the video clips and share with the
rest of the class.
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Home activity
(Learner’s Book page 69)
Ask the learners to discuss how various
domestic animals are used by human beings
in their community with their parents or
guardians. Let them write their findings
in a note book. Ask them to present their
findings in class.
Community service learning activity
(Learner’s Book page 69)
With the help of their parents or guardians,
ask the learners to visit elderly people in
their community and discuss the various
cultural importance of domestic animals
in their community.
2. Let them name the products shown
and the animals that provide each of
the products.
3. Guide them to discuss and list animals
kept in their community and give
their importance. Learners develop
care and concern for each other while
seeking and sharing information on
domestic animals.
4. Point out to the learners that domestic
animals are sources of materials used
to make products such as packaged
milk, yoghurt, leather shoes, woollen
jacket, African drum and honey.
Conclusion
Conclude and emphasise the concept of
relating domestic animals to their uses by
explaining to the learners the content in
the Learning point section of the Learner’s
Book page 69.
Assessment rubric
Use the following indicator to assess
each learner.
Relating domestic animals to their
uses
• The learner exceeds expectation if
he or she adequately and proficiently
relates domestic animals to their
specific uses.
• The learner meets expectation if he
or she adequately relates domestic
animals to their specific uses.
• The learner approaches expectation
if he or she relates some domestic
animals to their specific uses.
• The learner is below expectation
if he or she relates some domestic
animals to their specific uses when
guided.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Possible answers to Assessment 1
(Learner’s Book page 69-70)
1. (a) Camel - meat and milk
(b) Bees - honey
(c) Rabbit - meat
(d) Fish - meat
2. (a) Cat - Chases rats which
eat harvested crops and even
clothes.
(b) Donkey - Used to carry luggage
and pull carts.
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(c) Dog - Provides security at home.
3.
Domestic animal Use
Fish Provides security at homes
Dogs Provides honey
Rabbits Provide food
Bees Used for riding and sports
Pigs Provides fur and manure
Donkeys Chases rats away
Cats Provides pork
Horses Carries luggage and pulls cart
4. (a) Cat
(b) honey
5. True
6. B
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Gardening Practices
(Learner’s Book page 71 - 107)
3.1 Indigenous food
crops
Number of lessons: 9 lessons
(Learner’s Book pages 72 to 77)
Background information
Indigenous food crops can be an important
part of a local diet. This is because they
are nutritious and they contribute to food
security in the country.
Learners learn from their parents or
guardians about indigenous food crops
in their communities. Learners will be
involved in identifying types of indigenous
food crops grown in Kenya, displaying
various types of indigenous food crops for
identification purposes and demonstrate
the understanding of the importance of
indigenous food crops to nutrition, health
and food security.
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) Give the meaning of indigenous
food crops in the community.
(b) Identify types of indigenous food
crops grown in Kenya.
(c) Display various types of indigenous
food crops for identification
purposes.
(d) Demonstrate understanding of the
importance of indigenous food
crops to nutrition, health and food
security.
Key inquiry questions
1. What types of indigenous crops are
found in the community?
2. Why are indigenous crops important?
Core competencies to be developed
Communication and collaboration in group
activities while searching and mounting
displays of indigenous food crops.
Imagination and creativity as learners
develop and display specimen of indigenous
food crops on a manila paper.
Link to pertinent and contemporary
issues (PCIs)
Health and nutrition: This is achieved as
learners adopt change in their eating habits
which they achieved while discussing the
value of indigenous food crops to human
beings.
Food security: This is achieved as learners
realise the contribution of indigenous crops
to the current food status in the country.
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Link to values
National diversity: This is shown as learners
learn about varieties of indigenous foods
treasured by various Kenyan communities.
The learners also appreciate the importance
of national diversity.
Link to other subjects
Home Science as learners appreciate the
nutritional value and importance of
indigenous food crops.
English as learners communicate during
group and class discussion.
Suggested assessment methods
• Oral questions
• Observation
• Rubrics
• Questionnaires
• Written test/ assessment
What are indigenous food crops?
Specic learning outcome
By the end of the lesson, the learner should
be able to give the meaning of indigenous
food crops in the community.
Key inquiry question
What are indigenous food crops?
Additional information to the teacher
Indigenous food crops are edible plants
native to a region or a country. For example,
millet, sorghum, sweet potatoes, cassava,
yams, arrow roots, pumpkins, spider weed
and black nightshade.
Suggested learning resources
• Photographs and realia
• Learner’s Book
Suggested learning experiences
Activity 1 and 2: What are indigenous
food crops?
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 71. The
question makes the learners to brainstorm
about traditional foods they know. Listen to
the learners’ responses. Correct any wrong
responses they give.
Activity
1
(Learner’s Book page 71)
1. Look for photographs or actual
indigenous food crops. Take them to
class and ask the learners to identify
the indigenous food crops.
2. Draw the learners’ attention to the
photographs in the Learner’s Book
page 71-72. Let them identify the
crops and say whether those crops are
grown in their locality.
3. Pair the learners and let them have
a discussion on the meaning of
indigenous food crops. Let them
share what they have discussed
in class. This builds the learner’s
communication and collaboration
skills.
4. Guide learners to write the names of
all the indigenous food crops they
know. Emphasise to the learners that
there are different indigenous food
crops grown in Kenya.
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Assessment rubrics
Use the following indicator to assess each
learner.
Meaningofindigenous food crops
• The learner exceeds expectation if
he or she adequately and proficiently
explains the meaning of indigenous
food crops in the community.
• The learner meets expectation if
he or she adequately explains the
meaning of indigenous food crops in
the community.
• The learner approaches expectation
if he or she makes attempt to explain
the meaning of indigenous food
crops in the community.
• The learner is below expectation if
he or she struggles to explain the
meaning of indigenous food crops in
the community when probed.
Help the learners who are approaching
and those below expectation to meet or
exceed expectation.
Types of indigenous food crops
grown in Kenya
Specic learning outcome
By the end of the lesson, the learner should
be able to identify types of indigenous food
crops grown in Kenya.
Key inquiry question
What types of indigenous crops are found
in the community?
Additional information to the teacher
Indigenous food crops are classified into
three. They are indigenous vegetables,
indigenous cereals and indigenous root
Activity
2
(Learner’s Book page 72)
1. Ask the learners to mention some
of the food crops they eat at home.
Among the food crops mentioned,
ask them to name the indigenous
food crops.
2. Let the learners look at the photographs
shown and write down the names of
the food crops both in English and in
the local names.
3. In pairs, guide learners to discuss how
the crops shown in the Learner’s Book
page 72 are important. Let each group
share what they have discussed.
Conclusion
Conclude and emphasise the meaning of
indigenous food crops by explaining to the
learners the content in the Learning point
section in the Learner’s Book page 72.
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crops. For example, millet and sorghum
are indigenous cereals. Sweet potatoes,
cassava, yam and arrow roots are examples
of indigenous root crops. Pumpkins, spider
weed and black nightshade are examples of
indigenous vegetables.
Suggested learning resources
Notebook, camera, digital device with
internet connection, chart and the
learner’s Book.
Suggested learning experiences
Activity 3, 4 and Digital activity: Types
of indigenous food crops grown in kenya
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 72.
This question makes the learners think
about how to classify indigenous food
crops. Listen to their responses. Correct
any wrong responses.
Activity
3
(Learner’s Book page 73)
1. Identify a farm with indigenous food
crops. Make a pre-visit to the farm
and organise with the farmer the
date and time of visit. Take note of
the weather.
2. Provide the learners with questionnaires
and a camera. Take them to the farm
and let them identify the indigenous
food crops in that farm. Ask the
learners to list them down.
3. Let the learners ask the farmer why
the crops are called indigenous food
crops and why they are grown.
4. Let the learners note the most
commonly grown indigenous food
crops. Tell them to take photographs
of the indigenous food crops and
store them. Guide them to retrieve
the photographs later in class and
discuss them.
Activity
4
(Learner’s Book page 73)
1. Group the learners and draw their
attention to the chart in the Learner’s
Book page 73.
2. Guide the learners to identify
indigenous food crops which are
vegetables, cereals and root crops.
3. Let them study the chart and use it to
answer the questions that follow.
4. Let the learners identify the indigenous
food crops labelled A, B and C in the
chart.
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Digital Activity
(Learner’s Book page 74)
1. Group the learners and give them
digital devices connected to the
internet.
2. Guide them to search the internet for
other indigenous food crops grown
in Kenya. The learners appreciate the
importance of national diversity.
3. Let the learners discuss and list down
the names of these indigenous food
crops. Guide them to make a chart
showing the indigenous food crops.
4. Elaborate to the learners that there
are various types of indigenous food
crops grown in Kenya. These are
indigenous vegetables (pigweed and
pumpkin), indigenous cereals (millet
and sorghum) and indigenous root
crops (arrow roots, sweet potatoes
and cassava).
Conclusion
Conclude and emphasise the types of
indigenous food crops grown in Kenya by
explaining to the learners the content in
the Learning point section of the Learner’s
Book page 74.
Assessment rubrics
Use the following indicator to assess each
learner.
Identifying types of indigenous food
crops grown in Kenya
• The learner exceeds expectation if
he or she correctly and proficiently
identifies the types of indigenous
food crops grown in Kenya.
• The learner meets expectation if he
or she correctly identifies the types
of indigenous food crops grown in
Kenya.
• The learner approaches expectation
if he or she identifies some types
of indigenous food crops grown in
Kenya.
• The learner is below expectation
if he or she identifies some types
of indigenous food crops grown in
Kenya with some guidance.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Displaying various types of
indigenous food crops
Specic learning outcomes
By the end of the lesson, the learner
should be able to display various types of
indigenous food crops for identification
purposes.
Key inquiry question
What can be used to display various types
of indigenous crops?
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Additional information to the teacher
The learners are required to collect,
preserve and mount identifiable parts
of various indigenous food crops on
a manila paper. They should collect,
preserve and mount identifiable parts
such as leaves.
Suggested learning resources
Containers, parts of indigenous food crops
and the learner’s Book
Suggested learning experiences
Activity 5, 6 and 7: Displaying various
types of indigenous food crops
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page
74. The question helps the learners
brainstorm on how to display various
parts of indigenous food crops. Listen to
their responses and correct any wrong
responses.
Collection of parts of indigenous
food crops for mounting
Activity
5
(Learner’s Book page 74)
1. Make a survey of the field or a farm
with various indigenous food crops.
2. Remind the learners what they learnt
about types of indigenous food crops.
Let them understand that their lesson
is about collecting parts of indigenous
food crops for mounting.
3. Lead them to the field or a farm you
identified. Demonstrate to the learners
how to collect parts of indigenous
food crops. Let them pick some parts
of indigenous vegetables, cereals and
root crops. Alternatively, you can
request the learners to bring the parts
from home.
4. Ask them to make thin layers of
the collected parts to be preserved.
Supervise the learners so that they
do not damage the indigenous food
crops.
5. Let the learners put the collected parts
in containers and carry them to school
for preservation before mounting.
6. Inform the learners that they should
place the collected parts of indigenous
food crops in different, clean and
labelled containers.
Preservation of the collected parts of
indigenous food crops for mounting
Activity
6
(Learner’s Book page 75)
1. Group the learners and demonstrate
to them how to preserve the collected
parts of indigenous food crops.
2. Provide them with the required
materials: manila papers and a flat
wood.
3. Let them preserve the collected
materials using the procedure given
in the Learner’s Book page 75.
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4. Point out to the learners that they
should preserve the collected parts in
a dry place.
Mounting of the preserved parts
of indigenous crops on a manila
paper
Activity
7
(Learner’s Book page 75)
1. Group the learners and demonstrate
to them how to mount the preserved
parts of indigenous food crops.
2. Provide the learners with the required
materials: manila papers, preserved
plant parts, and mounting glue.
3. Let them mount the preserved
materials on manila papers using
the procedure given in the Learner’s
Book page 75 – 76
4. Guide the learners to mount the plant
parts on three different columns of the
manila paper. Guide the learners to
label the columns accordingly.
5. Let the learners display their work
at the back of their classroom.
Imagination and creativity of
learners is developed as they display
specimen of indegenous food crops
on manila paper.
Assessment rubrics
Use the following indicator to assess each
learner.
Displaying indigenous crops
• The learner exceeds expectation if
he or she competently and creatively
displays identified types of indigenous
food crops on a manila chart.
• The learner meets expectation if he or
she competently displays identified
types of indigenous food crops on a
manila chart.
• The learner approaches expectation
if he or she displays some identified
types of indigenous food crops on a
manila chart.
• The learner is below expectation if he
or she displays some identified types
of indigenous food crops on a manila
chart with extra assistance.
Help those learners who are approaching
and those below expectation to meet or
exceed expectation.
Importance of indigenous food crops
Specic learning outcome
By the end of the lesson, the learner should
be able to demonstrate understanding of
the importance of indigenous food crops
to nutrition, health and food security.
Key inquiry question
Why are indigenous crops important?
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Conclusion
Conclude and emphasise the importance of
indigenous food crops by explaining to the
learners the content in the Learning point
section in the Learner’s Book page 76.
Home activity
(Learner’s Book page 77)
Ask the learners to discuss with their
parents or guardians the nutritional value
of indigenous food crops. Let the learners
list down what they discussed and share
with the class.
Community service-learning activity
(Learner’s Book page 77)
Organise and take learners to visit elderly
people in the community to enlighten them
about the various indigenous food crops
valued by the community. Let them ask the
elderly people how such crops were grown
and their importance in human nutrition.
Possible answers to Assessment 1
(Learner’s Book page 77)
1. Indigenous food crops are edible
plants that are original to an area.
2. Indigenous vegetables, cereals and
root crops. Accept correct answers.
3. True
Additional information to the teacher
Indigenous food crops are important since
they have nutritional value. Some are
drought and disease resistant and can be
a source of food during dry season when
other plants may fail to mature.
Suggested learning resources
Photographs
Suggested learning experiences
Activity 8: Importance of indigenous food
crops
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 76. This
question makes the learners brainstorm on
the importance of growing indigenous food
crops. Listen to their responses. Correct any
wrong responses they give.
Activity
8
(Learner’s Book page 76)
1. Guide the learners to study the
photographs shown. Guide them to
identify the indigenous food crops
used to prepare what is shown in the
photographs. The photographs show
cooked sweet potatoes, arrow roots
and cooked cassava.
2. Let them discuss the nutritional
importance of indigenous food crops
in our bodies. Let them share what
they have discussed in class.
3. Elaborate to the learners that
indigenous food crops are important
to human nutrition. They keep our
bodies healthy and provide us with
vitamins which help to prevent
diseases. They help to boost our
body immunity and contribute to
food security in the country.
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4.
Indigenous vegetable crops Indigenous cereal crops Indigenous root crops
Pigweeds Sorghum Yams
Black nightshade Millet Cassava
Spider weeds Finger millet Sweet potatoes
Pumpkin leaves Arrow roots
Note: Pumpkin is a fruit. Some people
consider it as a vegetable.
5. Refer to Learner’s Book page 74- 76
3.2 Vegetable gardening
practices
Number of lessons: 15 lessons
(Learner’s Book page 78-94)
Background information
Learners will be involved in preparation
of a nursery bed for sowing vegetables
seeds, and doing all the vegetable
gardening practices, that is, watering,
weeding, thinning, mulching, removing
pests and disease control and application
of fertiliser.
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) Identify gardening practices for
vegetables.
(b) Establish a nursery bed for
vegetables.
(c) Take care of a nursery bed for
vegetables.
(d) Transplant seedlings from a
vegetable nursery to a suitable site.
(e) Sell surplus vegetable seedlings to
earn income.
(f) Take care of growing vegetable crop
after transplanting.
(g) Use correct tools and equipment
appropriately in taking care of
growing vegetables to ensure safety
of self and others.
(h) Determine appropriate stage of
harvesting vegetables.
(i) Harvest vegetable crops
appropriately to avoid damage.
(j) Appreciate the importance of
growing vegetables for nutrition
and food security.
Key inquiry questions
1. What are the gardening practices for
vegetables?
2. Why should we grow vegetables?
Core competencies to be developed
Self-efficacy as learners contribute to
production and sale of vegetables and
starting to make financial gains from their
own efforts and initiatives.
Communication and collaboration when
learners communicate with each other
when working together in the farm to grow
vegetables.
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Link to pertinent and contemporary
issues (PCIs)
Safety: This is achieved as learners handle
and use tools and equipment safely to
ensure personal safety and that of others.
Careers link to occupations and
entrepreneurship opportunities in
agri-business as learners grow vegetables.
Financial literacy: This is achieved
as learners sell, make incomes and
expenditures from surplus vegetable
seedlings.
Link to values
Teamwork: This is shown as learners do
group activities and tasks on growing
and selling of vegetables.
Responsibility: This is shown as learners
share tasks and care for the growing
vegetables.
Link to other subjects
Home Science as learners link the
nutritional value of vegetables to the
actual vegetables that the learners grow.
Science and Technology as learners learn
the importance of maintaining tools and
equipment to make work easier.
Suggested assessment methods
• Oral questions
• Observation
• Checklist
• Rubrics
• Written test and assessments
Gardening practices for vegetables
Specic learning outcome
By the end of the lesson, the learner
should be able to identify gardening
practices for vegetables.
Key inquiry question
What are the gardening practices for
vegetables?
Additional information to the
teacher
Vegetable gardening practices refer to all
the activities that are done on vegetables
while they are growing in the nursery bed
and in the seed bed. Such practices include
mulching, watering, thinning, weeding,
pest and disease control and application
of fertilisers.
Suggested learning resources
• Pictures
• Learner’s Book
Suggested learning experiences
Activity 1 and 2: Gardening practices for
vegetables
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 78.
The question makes the learners think
about gardening practices that should be
carried out in a vegetable farm. Listen to
their responses and correct any wrong
responses.
Activity
1
(Learner’s Book page 78)
1. Group the learners and guide them
to mention the vegetables they learnt
about in Grade 4.
2. Let the learners discuss the meaning
of vegetable. Let them discuss all the
vegetables they know then list them
down in their exercise books.
3. Let them share with others
what they have discussed. This
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Conclusion
Conclude and emphasise the gardening
practices for vegetables by explaining to
the learners the content in the Learning
point section in the Learner’s Book page 79.
Establishment of a nursery bed for
vegetables
Specic learning outcome
By the end of the lesson, the learner
should be able to establish a nursery bed
for vegetables.
Key inquiry question
How is a nursery bed for vegetables
established?
Additional information to the
teacher
A nursery bed is prepared using tools such
as a panga, jembe, rake and a tape measure.
A raised or a sunken nursery bed is
prepared depending on the soil condition.
Suggested learning resources
Pictures, panga, jembe, rake, tape measure
and the Learner’s Book.
Suggested learning experiences
Activity 3,4 and 5: Establishment of a
nursery bed for vegetables
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 79
The question makes the learners think
of reasons why it is advisable to first sow
vegetable seeds in a nursery bed. Listen
to their responses and correct any wrong
responses.
builds their communication and
collaboration skills.
4. Explain to the learners what a
vegetable is, then give examples of
vegetables.
Activity
2
(Learner’s Book page 78)
1. Group and ask learners to study
the pictures shown. Let the learners
identify the practices illustrated. The
pictures show mulching, thinning
and weeding.
2. Let them brainstorm on gardening
practices for vegetables. Ask them to
list down all the practices.
3. Explain to the learners the
gardening practices carried out on
vegetables. They include mulching,
thinning, weeding, watering,
removing pests and diseased plants.
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Tools used in preparation of a
nursery bed
3
Activity
(Learner’s Book page 79)
4. Group the learners and ask them to
brainstorm and name the tools used
in preparation of a nursery bed.
5. Let them identify the tools shown in
the Learner’s Book page 79.
6. Guide them to discuss the use of each
tool shown and how to maintain them
to last longer.
Conclusion
Conclude and emphasise the tools used in
preparation of a nursery bed for vegetables
by explaining to the learners the content in
the Learning point section of the Learner’s
Book page 80.
Preparation of a nursery bed for
vegetables
Activity
4
(Learner’s Book page 80)
1. Review the previous work on
preparation of a nursery bed covered
in Grade 4. Ask the learners how a
nursery bed is prepared.
2. Identify a site in the school farm
where the learners can prepare a
nursery bed.
3. Lead the learners to the site and
demonstrate to them how to
prepare a nursery bed.
4. Provide them with the tools required:
panga, jembe, rake, tape measure and
gloves.
5. Let learners follow the procedure
given in the Learner’s Book page
80-81.
6. Supervise the learners as they
prepare the nursery bed. Encourage
teamwork and co-operation
amongst the learners.
7. Caution the learners to be careful
when using the panga and the jembe.
Conclusion
Conclude and emphasise the preparation of
a nursery bed for vegetables by explaining
to the learners the content in the Learning
point section in the Learner’s Book page 81.
Sowing vegetable seeds in the
nursery bed
Activity
5
(Learner’s Book page 81)
1. Ask the learners to explain how
they sowed seeds in a nursery bed
in Grade 4.
2. Lead them to the site where they
prepared their nursery bed.
3. Demonstrate to them how to sow
seeds and let them do it in their
groups by following the procedure
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given in the Learner’s Book pages
81-82.
4. Guide them to sow the seeds correctly
by spacing the seeds on the made
drills.
5. Explain to them that correct spacing
of seeds on the drills helps to avoid
overcrowding.
Conclusion
Conclude and emphasise the need to
sow vegetable seeds in a nursery bed by
explaining to the learners the content in
the Learning point section in the Learner’s
Book page 82.
Assessment rubric
Use the following indicator to assess
each learner.
Establishing a nursery bed
• The learner exceeds expectation if
he or she correctly and proficiently
follows the right procedure in
establishing a vegetable nursery bed.
• The learner meets expectation if he
or she correctly follows the right
procedure in establishing a vegetable
nursery bed.
• The learner approaches expectation
if he or she partially follows the right
procedure in establishing a vegetable
nursery bed.
• The learner is below expectation if
he or she partially follows the right
procedure in establishing a vegetable
nursery bed with some guidance.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Taking care of a nursery bed for
vegetables
Specic learning outcome
By the end of the lesson, the learner
should be able to take care of a nursery
bed for vegetables.
Key inquiry question
How is a nursery bed for vegetables cared
for?
Additional information to the teacher
A nursery bed is prepared and seeds are
sown in it. The seeds sown are taken care
of through watering, weeding, shading and
mulching.
Suggested learning experiences
Activity 6, 7, 8, 9, 10 and 11: Taking care
of a nursery bed for vegetables
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 82. The
question makes the learners think about
the practices done to care for vegetables.
Listen to their responses and correct any
wrong responses.
6
Activity
(Learner’s Book page 83)
1. Group and guide the learners to
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look at the pictures shown. Let
them identify the practices shown
in picture A and B. The practices
shown in the pictures are watering
and weeding by uprooting.
2. Ask the learners to discuss other
practices carried out to care
for vegetables. Guide them to
brainstorm on how pests can be
removed from vegetable nurseries
apart from handpicking. Allow
them to discuss and respond.
3. Explain to them the importance
of carrying out the various
management practices in the
nursery bed.
Watering a vegetable nursery bed
Activity
7
(Learner’s Book page 83)
1. Group and engage the learners in
discussion on how watering is done.
2. Lead the learners to the school farm.
3. Demonstrate to them how to water
the nursery bed using a watering can.
4. Provide the learners with watering
cans and water. Let them do the
watering by following the procedure
given in the Learner’s Book page 83.
5. Explain to the learners that they
should avoid over watering the
nursery bed for it can cause stress
and compaction of the soil.
inning seedlings in a
vegetable nursery bed
Activity
8
(Learner’s Book page 83)
1. Group and engage the learners in a
discussion on how thinning is done.
2. Lead them to the site.
3. Demonstrate to them how to carry
out thinning of seedlings.
4. Provide them with gloves and let
them do thinning by following the
procedure given in the Learner’s Book
page 83.
Weeding for seedlings in a
vegetable nursery bed
Activity
9
(Learner’s Book page 84)
1. Engage the learners in a discussion
on how weeding is done.
2. Lead them to the site.
3. Demonstrate to the learners how to
do weeding.
4. Provide them with gloves and let
them do weeding by following the
procedure given in the Learner’s Book
page 84.
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Removing diseased seedlings
from a vegetable nursery bed
Activity
11
(Learner’s Book page 84)
1. Engage the learners in a discussion
on how to remove diseased seedlings
from a nursery bed. Some of the signs
of diseased plants could be a change
in colour or wilting of leaves.
2. Lead the learners to the site.
3. Demonstrate to them how to remove
diseased seedlings from the nursery
bed.
4. Provide the learners with gloves and
guide them as they remove diseased
plants.
5. Let them remove diseased plants
by following the steps given in the
Learner’s Book page 84.
Conclusion
Conclude and emphasise the necessity of
taking care of a nursery bed for vegetables
by explaining to the learners the content in
the Learning point section in the Learner’s
Book page 84.
5. Explain to the learners that weeding
for vegetable seedlings in a nursery
bed is done mainly by uprooting the
weeds.
Removing pests from a vegetable
nursery bed
Activity
10
(Learner’s Book page 84)
1. Engage the learners in a discussion
on how to remove pests from a
nursery bed.
2. Lead them to the site.
3. Demonstrate to them how to remove
pests from seedlings in the nursery
bed.
4. Provide them with gloves and guide
them as they remove the pests.
5. Let them remove the pests by
following the steps given in the
Learner’s Book page 84.
6. Caution the learners to always consult
an adult before handpicking pests
from the seedlings.
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Assessment rubric
Use the following indicator to assess
each learner.
Taking care of vegetable seedlings
in a nursery bed
• The learner exceeds expectation if he
or she adequately and innovatively
takes care of vegetable seedlings in a
nursery bed.
• The learner meets expectation if he or
she adequately takes care of vegetable
seedlings in a nursery bed.
• The learner approaches expectation
if he or she partially takes care of
vegetable seedlings in a nursery bed.
• The learner is below expectation
if he or she partially takes care of
vegetable seedlings in a nursery bed
when guided.
Help those learners who are approaching
and those below expectation to meet or
exceed expectation.
Transplanting vegetable
seedlings from a nursery bed
Suggested learning resources
By the end of the lesson, the learner should
be able to transplant seedlings from a
vegetable nursery bed to a suitable site.
Key inquiry question
How do we transplant vegetable
seedlings?
Additional information to the teacher
Vegetable seedlings with 4-6 leaves are
transplanted to a prepared land. Care
should be taken to avoid damage of
the seedlings when transplanting. The
seedlings are lifted with a ball of soil
around the roots.
Suggested learning resources
Pictures, watering can, garden trowel,
container, a wheelbarrow and the Learner’s
Book.
Suggested learning experiences
Activity 12 and 13: Transplanting of
vegetable seedlings from a nursery bed
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 85.
The question helps the learners think
of ways of minimising damages when
transplanting vegetable seedlings. Listen
to their responses and correct any wrong
responses.
Activity
12
(Learner’s Book page 85)
1. Group the learners and ask them to
look at the picture shown and say
what the children are doing in the
picture. The picture shows watering
of plants in a nursery bed before
transplanting.
2. Guide the learners to discuss the
reasons for the practice shown before
transplanting the vegetable seedlings.
3. Explain to them the reasons
for watering seedlings before
transplanting.
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Activity
13
(Learner’s Book page 85)
1. Group and guide the learners to name
the tools required for transplanting
seedlings. Ask them to discuss how
they are used.
2. Show them how to water and remove
the seedlings from the nursery bed
using a garden trowel.
3. Demonstrate to them how to
transplant the seedlings to the
seedbed.
4. Let them transplant the seedlings.
Guide them to follow the procedure
given in the Learner’s book page 85.
Conclusion
Conclude and emphasise the concept
of transplanting vegetable seedlings by
explaining to the learners the content in
the Learning point section in the Learner’s
Book page 86.
Assessment rubrics
Use the following indicator to assess each
learner.
Transplanting vegetable seedlings
• The learner exceeds expectation if he
or she correctly and proficiently follows
the procedure in transplanting vegetable
seedlings.
• The learner meets expectation if he or she
correctly follows the right procedure of
transplanting vegetable seedlings.
• The learner approaches expectation if he
or she partially follows the procedure in
transplanting vegetable seedlings.
• The learner is below expectation if he
or she struggles to follow the right
procedure of transplanting vegetable
seedlings.
Help those learners who are approaching
and those below expectation to meet or
exceed expectation.
Sale of extra vegetable seedlings
Specic learning outcome
By the end of the lesson, the learner should
be able to sell surplus vegetable seedlings
to earn income.
Key inquiry question
What places can you sell vegetable
seedlings?
Additional information to the teacher
Extra vegetable seedlings can be sold to
the people in the market, to farmers and
even teachers. The income received by the
learners from the sale of extra vegetable
seedlings can be used to buy manure that
will be applied to the growing vegetables.
Suggested learning resources
Wheelbarrow, garden trowel and a
Learner’s book.
Suggested learning experiences
Activity 14: Sale of extra vegetable
seedlings
Introduce this concept by asking the
learners the question in Let us think
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section in the Learner’s Book page 86.
The question makes the learners think
of people whom they can sell the extra
vegetables to. Listen to their responses and
correct any wrong responses.
Activity
14
(Learner’s Book page 86)
1. Ask the learners to name the places
where people can sell or buy vegetable
seedlings from.
2. Ask the learners if they have ever
sold anything in the market and how
much it cost.
3. Guide them to do some research
on the approximate number of
seedlings the market they identified
require. This will help them avoid
carrying excess seedlings that will
not be bought.
4. Lead the learners to the nursery
bed. Guide them to select healthy
and vigorously growing seedlings
for sell.
5. Let them carry the seedlings to the
site where they are going to sell them.
They can use a wheelbarrow.
6. Guide them to practice good
customer relations. They should
warmly welcome the buyers and sell
to them.
7. Guide them to discuss what they want
to do with the money they get from
the sale. This helps the learners build
their financial skills.
Conclusion
Conclude and emphasise the concept
of selling extra vegetable seedlings by
explaining to the learners the content in
the Learning point section in the Learner’s
Book page 86.
Taking care of growing
vegetable crops
Specic learning outcome
By the end of the lesson, the learner should
be able to take care of growing vegetable
crops after transplanting.
Key inquiry question
How are growing vegetables cared for?
Additional information to the teacher
Growing vegetables need to be taken
care of by mulching, weeding, watering,
applying manure and fertiliser.
Suggested learning resources
Watering can, jembe or panga, dry grass,
manure, a camera or a smartphone and the
Learner’s Book.
Suggested learning experiences
Activity 15 and 16: Taking care of growing
vegetable crops
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 87.
The question makes the learner think
about the practices done in order to take
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care of growing vegetable crops. Listen
to their responses and correct any wrong
responses.
Activity
15
(Learner’s Book page 87)
1. Group and guide the learners to
observe the pictures shown. Let them
say whatactivity is taking place in the
pictures. Picture A shows watering
and picture B shows manuring.
2. Ask the learners to discuss why
the practices shown in the pictures
should be carried out on vegetables.
Correct any wrong answers they
give.
3. Let the learners discuss other care
practices that should be carried
out on growing vegetables. Ask the
learners to describe how each practice
is carried out. These care practices are
watering, weeding, applying manure
and fertiliser, and control of pest and
diseases.
Activity
16
(Learner’s Book page 87)
1. Group the learners and review what
they learnt in the previous activity.
2. Ask them to name the care practices
that are done on vegetables.
3. Assemble the required tools and
equipment and lead learners to where
they planted the vegetables in the
farm. The tools are watering can,
jembe, panga, dry grass, manure,
gloves and a camera or a smartphone.
4. Demonstrate to the learners how
to do the various practices such as
watering, weeding and mulching.
5. Let the learners do the practices as you
guide them. They can do the practices
as necessary and on different days.
For example, they can weed for the
vegetables when weeds grow.
6. Back in class, let each group describe
how they performed the various care
practices.
7. Explain to the learners the importance
of each care practice.
Conclusion
Conclude and emphasise the need of
taking care of growing vegetable crops by
explaining to the learners the content in
the Learning point section in the Learner’s
Book page 88.
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Assessment rubrics
Use the following indicator to assess
each learner.
Care for vegetable crop in the
seedbed
• The learner exceeds expectation if he
or she correctly and proficiently takes
care of vegetable crops in a seedbed.
• The learner meets expectation if he or
she correctly takes care of vegetable
crops in a seedbed.
• The learner approaches expectation
if he or she partially takes care of
vegetable crops in a seedbed.
• The learner is below expectation if he
or she partially takes care of vegetable
crops in a seedbed when guided.
Help those learners who are approaching
and below expectation to meet or exceed
expectation.
Using correct tools and
appropriate equipment for safety
Specic learning outcome
By the end of the lesson, the learner
should be able to use correct tools and
appropriate equipment in taking care of
growing vegetables to ensure safety of
self and others.
Key inquiry question
How do we ensure safety of self and others
when using tools to care for growing
vegetables?
Additional information to the teacher
When taking care of growing vegetables
through weeding, watering, applying
manure and mulching, correct tools and
appropriate equipment need to be used.
For example, a watering can is used to
water vegetables but cannot be used to
weed for vegetables. Weeding requires use
of a jembe or a panga.
Suggested learning resources
• Pictures
• Learner’s Book
• Realia
Suggested learning experiences
Activity 17 and 18: Using correct tools and
appropriate equipment for safety.
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 88.
The question make the learners think of
ways of ensuring safety when using tools
to care for growing vegetables. Listen to
their responses and correct any wrong
responses.
Activity
17
(Learner’s Book page 88)
1. Group and guide the learners to
observe the pictures shown. Ask
learners to discuss what is happening
in the pictures and identify the tool
being used.
2. Ask the learners to compare picture
A and B. Let them say the picture that
shows correct way of working with
tools such as a jembe when they are
with fellow learners or other people.
3. Guide them to discuss the correct
way of working with tools such as
jembe, panga, slasher, manure fork,
fork jembe, and spade for safety of self
and others while working in the farm.
4. Explain to them the correct way of
working with the tools for safety of
self and others.
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Assessment rubric
Use the following indicator to assess
each learner.
Using tools and equipment
appropriately to ensure safety
• The learner exceeds expectation if
he or she responsibly and skillfully
uses correct tools and equipment
appropriately while taking care of
vegetable crops and ensuring safety.
• The learner meets expectation if he or
she responsibly uses correct tools and
equipment appropriately while taking
care of vegetable crops and ensuring
safety.
• The learner approaches expectation if
he or she partially uses correct tools
and equipment appropriately while
taking care of vegetable crops and
ensuring safety.
• The learner is below expectation if he
or she partially uses correct tools and
equipment appropriately while taking
care of vegetable crops and ensuring
safety when assisted.
Help those learners who are approaching
and those below expectation to meet or
exceed expectation.
Activity
18
(Learner’s Book page 88)
1. Group and guide the learners to
observe the picture shown. Let them
discuss the picture.
2. Ask them to discuss if the girl in the
picture is using the correct tool to
weed for vegetables.
3. Ask them to name the correct tool
used when weeding for vegetables.
Conclusion
Conclude and emphasise the importance
of using correct tools and appropriate
equipment when taking care of vegetable
crops by explaining to the learners the
content in the Learning point section in
the Learner’s Book page 89.
Assessment rubrics
Use the following indicator to assess
each learner.
Choice of tools and equipment
• The learner exceeds expectation if
he or she correctly and proficiently
selects and explains the choice of
appropriate tools and equipment for
taking care of vegetable crops.
• The learner meets expectation if he
or she correctly selects appropriate
tools and equipment for taking care of
vegetable crops.
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Activity
19
(Learner’s Book page 89-90)
1. Group and ask the learners to observe
the photographs shown.
2. Let them identify the tomatoes and
cabbages when ready for harvesting.
Guide them to say how they
identified them.
3. Guide them to discuss how one
would know when vegetables such
as carrots, beans, peas and kales are
ready for harvesting. Let them share
what they have discussed in each
group.
4. Point out to the learners that some
of the things to look out for to know
whether vegetables are ready for
harvesting include colour, size and
firmness.
Conclusion
Conclude and emphasise the right stage of
harvesting vegetables by explaining to the
learners the content in the Learning point
section of the Learner’s Book page 90.
Harvesting vegetables
Specic learning outcome
By the end of the lesson, the learner
should be able to harvest vegetable crops
appropriately to avoid damage.
• The learner approaches expectation
if he or she correctly selects some
appropriate tools and equipment for
taking care of vegetable crops.
• The learner is below expectation
if he or she correctly selects some
appropriate tools and equipment for
taking care of vegetable crops when
guided.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Right stage of harvesting vegetables
Specic learning outcome
By the end of the lesson, the learner should
be able to determine the appropriate stage
of harvesting vegetables.
Key inquiry question
How do we determine the right stage of
harvesting vegetables?
Additional information to the teacher
Vegetables are perishable. This means that
they need to be harvested at the right time
to avoid damage.
Suggested learning resources
• Pictures or photographs
• Learner’s Book
Suggested learning experiences
Activity 19: Right stage of harvesting
vegetables
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 89. The
question help the learners think of how to
identify tomatoes and cabbages are ready
for harvesting. Listen to their responses
and correct any wrong responses.
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Key inquiry question
How do we harvest vegetables?
Additional information to the
teacher
Vegetables need to be harvested using the
correct tools and ways to avoid damage.
They also need to be put in clean containers.
Suggested learning resources
• Pictures or photographs
• Learner’s Book
Suggested learning experiences
Activity 20 and 21: Harvesting vegetables
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 90. The
question makes the learners think about
how different is harvesting carrots from
cabbages. Listen to their responses and
correct any wrong responses.
Activity
20
(Learner’s Book page 90)
1. Ask the learners to observe the
pictures shown. Let learners say what
is happening in each picture. Let
them name the tool being used to
harvest the vegetables shown. Picture
A shows harvesting of tomatoes
by handpicking, picture B shows
harvesting of cabbages using a knife
and picture C shows harvesting of
carrots by uprooting.
2. Guide the learners to discuss how
harvesting of various vegetables is
done.
3. Explain to the learners how
harvesting of various vegetables is
done.
Activity
21
(Learner’s Book page 91)
1. Recap with the learners the ways of
harvesting various vegetables.
2. Lead learners to where they planted
vegetables and demonstrate to them
how to do the harvesting of those
vegetable crops.
3. Provide the learners with a
wheelbarrow, containers or sacks
and guide them in groups to harvest
the vegetables crops they planted.
4. Point out to the learners that fruits,
leaves, roots or flowers of vegetables
are harvested depending on the
vegetable crop being harvested.
5. After harvesting, guide learners
to weigh and store the harvested
vegetable crops well to avoid damage.
Assessment
Observation: Observe the learners as they
harvest the vegetables to see if they are
harvesting the mature ones.
Conclusion
Conclude and emphasise the method of
harvesting vegetables by explaining to the
learners the content in the Learning point
section of the Learner’s Book page 91.
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Sale of extra vegetables
Specic learning outcome
By the end of the lesson, the learner should
be able to sell extra vegetable crops to earn
income.
Key inquiry question
Who can buy extra vegetables?
Additional information to the
teacher
Extra vegetables can be sold to get money.
Suggested learning experiences
Activity 22: Sale of extra vegetables
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 91. The
question makes the learners think of what
to consider before selling extra vegetables.
Listen to their responses and correct any
wrong responses.
Activity
22
(Learner’s Book page 91-92)
1. Ask the learners to mention places
where they can sell the extra
vegetables.
2. Let them read the story and answer
the questions.
3. Ask them to say what they do with
extra vegetables at home. In rural
areas, exchanging another product
with vegetables is done. For example,
an egg can be exchanged with a
cabbage or with bundles of kales.
4. Guide the learners to discuss and
role play selling of vegetables in a
market.
5. Explain to learners that extra
vegetables can be sold at the market
or to people in the community.
Conclusion
Conclude and emphasise the concept of
selling extra vegetables by explaining to
the learners the content in the Learning
point section in the Learner’s Book page 92.
Importance of vegetables in
nutrition
Specic learning outcome
By the end of the lesson, the learner should
be able to appreciate the importance of
growing vegetables for nutrition and food
security.
Key inquiry question
Why should we grow vegetables?
Additional information to the teacher
Vegetables are eaten by human beings as
food. They are an important source of
many nutrients, including vitamin A and
C, potassium, and dietary fiber. These
nutrients are essential in our bodies.
Suggested learning resources
• Pictures
• Learner’s Book
• Realia
Suggested learning experiences
Activity 23: Importance of vegetables in
nutrition
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 92.
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The question makes the learners think of
nutrients we get from vegetables. Listen
to their responses and correct any wrong
responses.
Activity
23
(Learner’s Book page 92)
1. Group and guide the learners to study
the pictures shown.
2. Guide them to identify what they can
see in the pictures shown.
3. Ask the learners to name the
vegetables used to make the tomato
sauce, chilli sauce and the vegetable
salad shown.
4. Let the learners identify the nutrients
that we get from vegetables. Let
them discuss how the nutrients are
important to our bodies. Ask them
to share with the class what they have
discussed.
Conclusion
Conclude and emphasise the importance
of vegetables in nutrition by explaining to
the learners the content in the Learning
point section in the Learner’s Book page 93.
Home activity
(Learner’s Book page 93)
Ask learners to assist their parents and
guardians in growing vegetables. Let them
take photographs and carry them to school
to be used in class for discussion.
Community service learning activity
(Learner’s Book page 93)
Guide learners in composing songs and
poems on importance of vegetables in
human nutrition. They will present the
songs and poems during parent’s day.
Possible answers to Assessment 2
(Learner’s Book page 93)
1. Thinning, weeding, watering,
manuring, mulching and pest and
disease control.
2. Accept correct answers.
3.
(a) Tomato_____ fruit
(b) Cabbage_____leaves
(c) Carrots_____roots
(d) Onions_____bulbs
4. We take care of a nursery bed for
vegetables by doing the following
practices;
(a) Thinning
(b) Watering
(c) Weeding
(d) Mulching
(e) Manure and fertiliser
application
(f) Control of pests and diseases
5. Money.
6. It adds nutrients into the soil which
makes soil fertile.
7. Jembe, panga
8. When the head is compact.
9. To prevent the tomatoes from being
crushed.
10. They keep our bodies healthy, they
provide vitamins and can be sold to
earn income.
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11.
Vegetable Method of harvesting
Tomato es Uprooting
Cabbages Picking
Carrots Cutting
3.3 Innovative gardening
Number of lessons: 18 lessons
(Learner’s Book page 94 to 108)
Background information
In Grade 4, the learners learnt about
container gardening. That enabled them
acquire knowledge about innovative
farming. Similarly, they have learnt about
growing of vegetables in both Grade 4
and 5. The knowledge so far acquired will
help them to successfully do project on
innovative gardening.
Core competencies to be developed
Imagination and creativity are developed
as learners design and prepare innovative
gardens.
Digital literacy is developed as learners
search and compile data on innovative
gardens that have been done by others.
Communication and collaboration as
learners communicate and work together
during the innovative gardening project.
Link to pertinent and contemporary
issues (PCIs)
Environmental protection: This is achieved
through re-use of waste plastics, metal
and wood waste materials in preparing
innovative gardens.
Food security: This is achieved by
contributing to the community food
production through innovative gardens.
Health education: This is achieved through
vegetables production in innovative
gardens which provide nutrients to human
body. This is important in preventive
health.
Link to values
Personal responsibility and initiative
are instilled as learners participate in
innovative gardening activities.
Understanding and tolerance are instilled
during group discussions and projects
where learners collaborate.
Care and compassion are instilled when
learners care for vegetables in innovative
gardens.
Link to other subjects
Science and Technology in the use of
technology and innovations in innovative
gardens.
Mathematics in the use of measurements
when preparing innovative gardens.
English as learners communicate during
group and class discussions and when
giving instructions during project work.
Suggested assessment methods
• Oral questions
• Observation
• Demonstration
• Written exercise
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3.3.1 Vertical and horizontal
gardening
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) Distinguish between horizontal and
vertical innovative gardening.
(b) Prepare innovative gardens for
sowing vegetable seeds.
(c) Sow vegetable seeds in the
innovative gardens.
(d) Show interest in growing of crops in
innovative gardens.
Key inquiry questions
1. How can gardening be done on
vertical and horizontal spaces?
2. What materials can be used to
construct innovative gardens?
Dierences between vertical and
horizontal gardening
Specic learning outcome
By the end of the lesson, the learner should
be able to distinguish between horizontal
and vertical innovative gardening.
Key inquiry question
How can gardening be done on vertical
and horizontal spaces?
Additional information to the teacher
Vertical gardens are those arranged on a
vertical structure. Horizontal gardens are
those arranged on a horizontal space.
Suggested learning resources
Photographs, videos and the Learner’s
Book.
Suggested learning experiences
Activity 1 and 2: Differences between
vertical and horizontal gardening
Introduce this concept by asking the
learners the question in the Let us think
section in the Learner’s Book page 94. The
question makes the learners brainstorm
in the meaning of vertical and horizontal
gardening. Listen to their responses and
correct any wrong responses.
Activity
1
(Learner’s Book page 95)
1. Group and ask the learners to observe
the photographs shown. Ask them
to name the plants they can see in
picture B.
2. Ask the learners to compare the two
photographs. Let them identify a
photograph where plants have been
arranged vertically and a photograph
where plants have been arranged
horizontally.
3. Ask them to identify vertical and
horizontal innovative gardening in
the two photographs.
4. Point out to the learners that vertical
innovative gardens are those in which
the crops are arranged up a wall or a
vertical structure while horizontal
innovative gardens are those in which
the crops are arranged horizontally
along a surface or floor.
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Key inquiry question
What materials can be used to construct
innovative gardens?
Additional information to the teacher
Materials such as sacks, plastic bottles,
plastic pipes and old tyres can be used for
practicing innovative gardening.
Suggested learning resources
• Photographs
• Learner’s Book
Suggested learning experiences
Activity 3, 4, 5, 6 and 7: Preparing of
innovative gardens for sowing vegetable
seeds
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 96. The
question makes the learners think of how
to make innovative gardens and where to
place them. Listen to their responses and
correct any wrong responses.
Ways and materials for practising
innovative gardening
Activity
3
(Learner’s Book page 96)
1. Group the learners and ask them to
study the photographs.
2. Ask the learners to identify the
materials used in the photographs to
practise innovative gardening.
3. Ask the learners to brainstorm how
the materials are used for practicing
innovative gardening.
4. Point out to the learners that
the materials used in innovative
gardening include sacks, used water
plastic bottles, plastic pipes and old
tyres.
Activity
2
(Learner’s Book page 95)
1. Download a video clip on vertical and
horizontal gardening.
2. Let the learners watch the video clip.
After watching, ask them to mention
the vegetables grown in the innovative
gardens they saw in the video.
3. Ask them to discuss how vertical
and horizontal gardening are done
and instruct them to note down the
differences between vertical and
horizontal innovative gardening.
4. Point out to the learners that
innovative gardening utilises small
spaces.
Conclusion
Conclude and emphasise to the learners
the differences between vertical and
horizontal gardening by explaining to them
the content in the Learning point section
in the Learner’s Book page 96.
Preparing of innovative gardens for
sowing vegetable seeds
Specic learning outcome
By the end of the lesson, the learner should
be able to prepare innovative gardens for
sowing vegetable seeds.
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innovative gardens are located up
the walls, along the walls and on
flower beds around the buildings.
Assessment
Activity
4
(Learner’s Book page 97)
1. Group and guide the learners to study
the photographs given.
2. Ask them to state how the plants have
been arranged.
3. Ask them to state the suitable ways
in which innovative gardening can
be practised.
4. Point out to the learners that
innovative gardening can be done
on vertical and horizontal spaces.
Conclusion
Conclude and emphasise the ways and
materials for practicing innovative
gardening by explaining to the learners
the content in the Learning point section
of the Learner’s Book page 97.
Where innovative gardens can be
located
Activity
5
(Learner’s Book page 97)
1. Group the learners and ask them to
study the photographs given.
2. Ask them to identify and discuss
where the innovative gardens shown
in the photographs are located.
3. Let them explain how the
innovative gardens are arranged and
their location.
4. Point out to the learners that
Conclude and emphasise to the learners
the places where innovative gardens can
be located by explaining to them the
content in the Learning point section in
the Learner’s Book page 97.
Preparing plastic bottles and pipes
for sowing vegetables seeds
Activity
6
(Learner’s Book page 98)
1. Group the learners and let them
brainstorm on how to prepare plastic
bottles and pipes for sowing vegetable
seeds.
2. Demonstrate to the learners how
to prepare plastic bottles and pipes
for sowing vegetables seeds. Follow
the steps given in the Learner’s Book
page 98.
3. Provide the learners with the
necessary materials and tools to use:
plastic bottles, plastic pipes, timber
or poles, nails, a knife and garden
soil.
4. Supervise the learners as they
prepare the innovative gardens. Let
them follow the steps given in the
Learner’s Book page 98.
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Preparing sacks for sowing
vegetable seeds
Activity
7
(Learner’s Book page 99)
1. Demonstrate to the learners how to
prepare sacks for sowing vegetable
seeds. Follow the steps given in the
Learner’s Book page 99.
2. Provide the learners with the
necessary materials to use: sacks,
garden soil, perforated plastic pipe
and small stones.
3. Supervise the learners as they prepare
innovative gardens using sacks.
Let them follow the steps given in
Learner’s Book page 99.
4. Point out to the learners that
innovative gardens can be made
from sacks. The sacks can then be
arranged on horizontal spaces.
Conclusion
Conclude and emphasise to the learners
ways of preparing innovative gardens for
sowing vegetable seeds by explaining to the
learners the content in the Learning point
section of the Learner’s Book page 99.
Assessment rubrics
Use the following indicator to assess
each learner.
Preparing horizontal and vertical
gardens
• The learner exceeds expectation
if he or she correctly and skillfully
prepares suitable horizontal and
vertical gardens for sowing vegetables.
• The learner meets expectation if he
or she correctly prepares suitable
horizontal and vertical gardens for
sowing vegetables.
• The learner approaches expectation
if he or she partially prepares suitable
horizontal and vertical gardens for
sowing vegetables.
• The learner is below expectation if
he or she partially prepares suitable
horizontal and vertical gardens for
sowing vegetables when guided.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
5. Caution the learners to be careful
when using sharp tools such as a
knife.
6. Point out to the learners that they
should locate their innovative gardens
in the right places within the school
compound and protect them against
damage by animals and people.
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Sowing vegetable seeds in
innovative gardens
Specic learning outcome
By the end of the lesson, the learner
should be able to sow vegetable seeds in
the innovative gardens.
Key inquiry question
How are vegetable seeds sown in
innovative gardens?
Additional information to the teacher
When sowing seeds in innovative gardens,
care should be taken to avoid putting too
many seeds on the drills or holes made.
Suggested learning resources
Photographs, vegetable seeds, watering
cans, dry grass and sticks
Suggested learning experiences
Activity 8: Sowing vegetable seeds in
innovative gardens
Introduce this concept by asking the
learners the question on Let us think
section in learner’s Book page 99. The
question make the learners think of how
to sow seeds in innovative gardens. Listen
to their responses. Correct any wrong
responses.
Activity
8
(Learner’s Book page 99-100)
1. Demonstrate to them how to sow
vegetable seeds. Follow the steps given
in the Learner’s Book page 99-100
2. Provide them with the necessary
tools and materials to use: dry grass,
vegetable seeds, watering cans, and
sticks.
3. Instruct them to sow the vegetable
seeds.
4. Supervise the learners as they sow
the vegetable seeds in the innovative
gardens.
5. Remind the learners to be careful
when sowing vegetable seeds in the
made drills so as not to put a lot of
seeds within a drill.
6. Point out to the learners that they
should make shallow drills and place
seeds singly in those drills. The seeds
are then lightly covered with soil.
Observation: Observe the learners as they
sow seeds in innovative gardens.
Conclusion
Conclude and emphasise to the learners
the concept of sowing vegetable seeds in
innovative gardens by explaining to the
learners the content in the Learning point
section of the Learner’s Book page 100.
Assessment rubrics
Use the following indicator to assess
each learner.
Establishing a vegetable crop in
horizontal and vertical gardens
• The learner exceeds expectation
if he or she correctly and skilfully
establishes a vegetable crop using seeds
in horizontal and vertical gardens.
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The question makes the learners to
brainstorm on why it is advisable to
practise innovative gardening in areas with
limited space of land.
Activity
9
(Learner’s Book page 100)
1. Group the learners and provide them
with digital devices with internet
connection.
2. Ask the learners to search the internet
for the importance of innovative
gardening. Let them discuss and
present their findings in class.
3. Explain to the learners that innovative
gardening requires little space and
enables families to get fresh vegetables
without buying.
• The learner meets expectation if he or
she correctly establishes a vegetable crop
using seeds in horizontal and vertical
gardens.
• The learner approaches expectation
if he or she partially establishes
a vegetable crop using seeds in
horizontal and vertical gardens.
• The learner is below expectation if he or
she partially establishes a vegetable crop
using seeds in horizontal and vertical
gardens, with some guidance.
Help those learners who are approaching
and those below expectation to meet or
exceed expectation.
Importance of innovative
gardening for vegetables
Specic learning outcome
By the end of the lesson, the learner should
be able to show interest in growing of crops
in innovative gardens.
Key inquiry question
Why should we grow vegetables in
innovative gardens?
Additional information to the teacher
Innovative gardens require little space and
can be practiced during dry season since it
requires less water.
Suggested learning resources
Digital devices with internet connection
Suggested learning experiences
Activity 9: Importance of innovative
gardening for vegetables
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 100.
Conclusion
Conclude and emphasise to the learners
the importance of innovative gardening
for vegetables by explaining to the learners
the content in the Learning point section
in the Learner’s Book page 100.
Home activity
Learner’s Book page 100
Instruct the learners to go and establish
innovative gardens at home and sow
vegetable seeds.
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Additional information to the
teacher
Information on innovative gardening can
be obtained from digital and print sources.
The internet is an example of a digital
source while printed books are examples
of print sources.
Suggested learning resources
Pictures, internet and Learner’s book
Suggested learning experiences
Activity 1, 2 and 3: Information on
innovative gardening
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 101. The
question makes the learners think of areas
where to find information on innovative
gardening. Listen to their responses.
Correct any wrong responses.
Activity
1
(Learner’s Book page 101)
1. Group and ask the learners to
observe the photographs shown.
2. Guide them to name the sources of
information shown.
3. Ask the learners to discuss the source
of information that can be used
to know more about innovative
gardening.
4. Point out to the learners that
information about innovative
gardening can be obtained from
both digital and print media.
3.3.2 Innovative gardening
project
Specic learning outcomes
By the end of the sub strand the, learner
should be able to:
(a) Find information on innovative
gardening.
(b) Identify the gardening practices for
vegetables in innovative gardens.
(c) Carry out the gardening practices
for vegetables in innovative
gardens.
(d) Store photographs records on
activities carried out on innovative
gardening.
(e) Harvest vegetables from innovative
gardens.
(f) Show responsibility in growing
crops in innovative gardens at
home and at school.
Key inquiry questions
1. How can we care for vegetables in
innovative gardens?
2. How are vegetables in innovative
gardens harvested?
Information on innovative
gardening
Specic learning outcome
By the end of the lesson, the learner should
be able to find information on innovative
gardening.
Key inquiry question
What are the sources of information on
innovation gardening?
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the necessary materials to use:
newspapers, books and magazines
with information on innovative
gardening.
3. Ask them to check the identified
books, newspapers and magazines
for information on innovative
gardening.
4. Guide them to discuss the information
they have obtained and present it to
the rest of the class.
5. Point out to the learners that
information on innovative
gardening can be obtained from
print sources such as books,
magazines and newspapers.
Digital sources of information
on the innovative gardening
Activity
2
(Learner’s Book page 103)
1. Group and provide the learners
with the necessary devices to use:
laptop, smartphone or computer with
internet connection.
2. Guide them to search the internet
for information on innovative
gardening. Tell them to note down
the information in their notebooks.
This helps to build the learners
digital literacy skills.
3. Let the learners share the information
with the rest of the class.
4. Point out to the learners that relevant
information on innovative gardening
can be obtained from the internet.
Print sources of information on
innovative gardening
Activity
3
(Learner’s Book page 102)
1. Lead the learners to the school library.
2. Group and provide them with
Conclusion
Conclude and emphasise to the learners
the sources of information on innovative
gardening by explaining to the learners the
content on the Learning point section in
the Learner’s Book page 102.
Gardening practices for
vegetables in innovative gardens
Specic learning outcome
By the end of the lesson, the learner should
be able to identify the gardening practices
for vegetables in innovative gardens.
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Key inquiry question
What gardening practices are carried out
on vegetables in innovative gardens?
Additional information to the
teacher
Vegetables in innovative gardens need to
be cared for through mulching, watering,
weeding, application of manure and
removing pests and the diseased plants.
Suggested learning resources
Picture, a video clip and the Learner’s
Book
Suggested learning experiences
Activity 4 and 5: Gardening practices for
vegetables in innovative gardens
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 102.
The question makes the learners think
of gardening practices for vegetables
in innovative gardens. Listen to their
responses and correct the wrong responses.
Activity
4
(Learner’s Book page 103)
1. Ask the learners to look at the picture
shown. Let them read and mention
the practices that are carried out on
vegetables in innovative gardens.
2. Ask the learners to discuss how each
of the practices is carried out. You can
remind them of what they have learnt
in gardening practices for vegetables.
3. Point out to learners that the
practices carried out on vegetables
in the innovative gardens are
mulching, watering, weeding,
application of manure, removing
pests and removing diseased plants.
Activity
5
(Learner’s Book page 103)
1. Download and watch a video clip on
gardening practices carried out on
vegetables in innovative gardens.
2. Show the learners the video clip and
let them note down all the practices
carried out on the vegetables shown
in the video clip.
3. Ask the learners to discuss the
gardening practices shown in the
video clip.
4. Point out to the learners that the
gardening practices carried out on
vegetables are important for the
survival of the vegetables.
Conclusion
Conclude by emphasising to the learners
the gardening practices for vegetables in
innovative gardens by explaining to the
learners the content on the Learning point
section in the Learner’s Book page 103.
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2. Demonstrate to them how to do
mulching.
3. Provide them with the necessary
materials to use: a camera, dry grass
and gloves.
4. Guide them to take photographs as
they mulch the vegetables. Guide
the learners to store the photographs
properly.
5. Encourage them to keep records
of the date and day when they
mulched the vegetables.
Carrying out gardening practices
for vegetables in innovative
gardens
Specic learning outcome
By the end of the lesson, the learner should
be able to carry out the gardening practices
for vegetables in innovative gardens.
Key inquiry question
How are gardening practices carried out
on vegetables in innovative gardens?
Additional information to the
teacher
Gardening practices should be done on
vegetables for them to do well and produce
high yields.
Suggested learning resources
Camera or a smartphone and Learner’s
Book.
Suggested learning experiences
Activity 6 and 7: Carrying out gardening
practices for vegetables in innovative
gardens
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 104.
The question makes learners think of the
differences between weeding for vegetables
in innovative gardens and weeding for
vegetables in an ordinary farm. Listen
to their responses and correct wrong
responses.
Activity
6
(Learner’s Book page 104)
Mulching
1. Lead the learners to visit the site
where they located their innovative
gardens.
Weeding
1. Lead the learners to visit the site
where they located their innovative
gardens.
2. Demonstrate to them how to weed
the vegetables.
3. Provide them with the necessary
materials to use: camera, panga and
gloves.
4. Guide the learners to take photographs
as they weed the vegetables. Guide
them to store the photographs
properly.
5. Encourage the learners to keep
records of the date and day when
they weeded the vegetables.
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Watering
1. Lead the learners to visit the site where
they located their innovative gardens.
2. Demonstrate to them how to water
vegetables.
3. Provide them with the necessary
materials to use: camera, water,
watering cans and gloves.
4. Ask them to take photographs as they
water the vegetables. Guide them to
store the photographs properly.
5. Encourage them to keep records of
the date and day when they did the
watering.
where they located their innovative
gardens.
2. Demonstrate to learners how
to control pests and diseases by
handpicking. Inform the learners
that vegetables can be sprayed with
chemicals if necessary.
3. Provide them with the necessary
materials to use: camera and gloves.
4. Ask them to take photographs
as they remove pests from the
vegetables and as they remove
diseased vegetables. Guide the
learners to store the photographs
properly.
5. Ask them to keep records of the date
and day when they controlled pest
and diseases.
How to do manuring
1. Lead the learners to visit the site where
they located their innovative gardens.
2. Demonstrate to them how to manure
the vegetables.
3. Provide them with the necessary
materials to use: camera, manure,
spade and gloves.
4. Ask them to take photographs as
they apply manure to the vegetables.
Guide the learners to store the
photographs properly.
5. Ask them to keep records of the
date and day when they applied
manure to the vegetables.
Controlling pests and diseases
1. Lead the learners to visit the site
Activity
7
(Learner’s Book page 105)
1. Ask the learners to discuss and share
experiences on innovative gardening
practices for vegetables.
2. Ask them to list down some of the
challenges they encountered while
doing the gardening practices and
how they overcame them. Tell them
to make notes and use them to make
a presentation.
3. Guide them to make the
presentation in turns. Ensure each
learner participates.
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if he or she partially carries out some
routine practices on vegetable crops in
horizontal and vertical gardens.
• The learner is below expectation if
he or she partially carries out some
routine practices on vegetable crops
in horizontal and vertical gardens
with guidance.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Harvesting vegetables from
innovative gardens
Specic learning outcome
By the end of the lesson, the learner
should be able to harvest vegetables from
innovative gardens.
Key inquiry question
How are vegetables in innovative gardens
harvested?
Additional information to the
teacher
Ripe vegetables need to be harvested at
the right time to avoid damage. Different
vegetables take different times to ripen.
Suggested learning resources
• Farm
• Learner’s Book
Suggested learning experiences
Activity 8 and 9: Harvesting vegetables
from innovative gardens
Introduce this concept by asking the
learners the question in Let us think
section in the Learner’s Book page 105. The
question makes the learners brainstorm
on how different vegetables in innovative
4. Ask each group to answer the
questions asked by the class
members when they were
presenting.
5. Point out to the learners that
gardening practices such as
watering and weeding need to be
done regularly. They need not carry
out all the gardening practices at the
same time except where necessary.
Conclusion
Conclude and emphasise to the learners
the challenges encountered while doing the
gardening practices by explaining to them
the content on the Learning point section
in the Learner’s Book page 105.
Assessment rubrics
Use the following indicator to assess each
learner.
Carrying out routine practices on
horizontal and vertical gardens
• The learner exceeds expectation if he
or she correctly and skilfully carries
out routine practices on vegetable
crops in horizontal and vertical
gardens.
• The learner meets expectation if he
or she correctly carries out routine
practices on vegetable crops in
horizontal and vertical gardens.
• The learner approaches expectation
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gardens are harvested. Listen to their
responses. Correct any wrong responses.
Activity
8
(Learner’s Book page 105)
1. Lead the learners to where they
constructed their innovative gardens
or a nearby farm with ripe vegetables.
Demonstrate to them how to harvest
the vegetables they planted.
2. Group the learners and provide
them with the necessary tools and
materials: crates, containers, knives
and garden forks.
3. Ask the learners to identify the ripe
vegetables and harvest them using
appropriate methods.
4. Tell the learners to take photographs
as they harvest the vegetables and
store them for later use in class.
5. Instruct the learners to put the
harvested vegetables in clean crates
or containers, and take them to the
school store. Then weigh and record
the produce weight. Inform the
learners to keep records of the date
each vegetable was harvested and
yield obtained.
6. Explain to the learners that ripe
vegetables should be harvested and
placed in clean containers, weighed
and yield recorded. This project
enables the learners to contribute
to food security by producing food
through innovative gardening.
Activity
9
(Learner’s Book page 106)
1. Ask the learners to discuss and share
their experiences on harvesting of
vegetables in innovative gardens .
2. Ask learners to list down the
challenges they faced when harvesting
vegetables and how they overcame
them. Tell them to make notes and
use them to make presentations.
3. Guide them to make the presentation
in turns. Ensure each learner
participates.
4. Ask learners to share roles in
presenting the group’s work to the
rest of the class. Let them answer
any questions asked by the class
members.
5. Point out to the learners that
harvesting of vegetables can be
faced with many challenges such as
heavy rainfall.
Conclusion
Conclude and emphasise to the learners
the methods of harvesting vegetables from
innovative gardens by explaining to the
learners the content on the Learning point
section in the Learner’s Book page 106.
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Assessment rubrics
Use the following indicator to assess each
learner.
Harvesting vegetables from
innovative gardens
• The learner exceeds expectation if he
or she correctly and skilfully harvests
the vegetables at the right stage.
• The learner meets expectation if he or
she correctly harvests the vegetables at
the right stage.
• The learner approaches expectation if
he or she harvests some vegetables at
the right stage.
• The learner is below expectation if he
or she harvests some vegetables at the
right stage with some guidance.
Help learners who are approaching and
below expectation to meet or exceed
expectation.
Pictorial presentation on
innovative gardening project
Specic learning outcome
By the end of the lesson, the learner should
be able to make a pictorial presentation on
innovative gardening project.
Key inquiry question
How is a pictorial presentation made?
Additional information to the
teacher
The learners are required to make a
pictorial presentation on innovative
gardening. They will need to use the
photographs they took when planting,
weeding, watering and harvesting of
vegetables in the innovative gardens.
Suggested learning resources
• Photographs
• Learner’s Book
Suggested learning experiences
Activity 10: Pictorial presentation on
innovative gardening
Introduce this concept by asking the
learners the question on Let us think
section in the Learner’s Book page 106. The
question makes the learners think of how
to make a pictorial presentation. Listen
to their responses. Correct them where
necessary.
Activity
10
(Learner’s Book page 106)
1. Ask the learners to retrieve the
photographs they had stored on the
various gardening practices done on
vegetables in innovative gardens.
2. Let each group make a pictorial
presentation of the photographs.
Guide them to start with photographs
taken during planting, mulching,
watering, weeding and then
harvesting. Guide the learners to label
the photographs correctly.
3. Let the members of each group share
roles of presenting and answering
questions asked by the class.
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Project
(Learner’s Book page 107)
Guide the learners to collaborate with
the community Agricultural Extension
Officers and develop innovative gardens
for demonstration purposes.
Let the learners visit the community and
convince the people to establish innovative
gardens and plant vegetables to enhance
food nutrition at their homes.
Possible answers to Assessment 3
Learner’s Book page 107
1. Horizontal gardens involve crops
arranged horizontally along the
ground while vertical gardens involve
crops arranged up a wall or a vertical
structure.
2. Used plastic bottles, plastic pipes,
sacks and old tyres.
3. Watering, mulching, weeding,
manure application, controlling
pests and diseases.
4. (a)Tomatoes- harvested
by handpicking ripe tomatoes
which are usually red in colour.
(b) Carrots- harvested by uprooting
mature carrots by hands.
5. Memory cards, flash disks and
external hard drive.
6. To know the yield per plant or unit
area.
7. True
8. A.
Assessment rubrics
Use the following indicators to assess each
learner.
Participating in innovative garden
project activities
• The learner exceeds expectation if he
or she actively and enthusiastically
participates in all project activities for
growing vegetable crops in horizontal
and vertical gardens.
• The learner meets expectation if he or
she actively participates in all project
activities for growing vegetable crops
in horizontal and vertical gardens.
• The learner approaches expectation
if he or she fairly participates in
some project activities for growing
vegetable crops in horizontal and
vertical gardens.
• The learner is below expectation
if he or she fairly participates in
some project activities for growing
vegetable crops in horizontal and
vertical gardens when followed or
probed.
Help learners who are approaching
expectation and below expectation to meet
or exceed expectation.
Home activity
(Learner’s Book page 107)
Instruct the learners to use the knowledge
they have gained in innovative gardening
project to collaborate with their parents or
guardian in harvesting the vegetables they
grew at home. Ask them to keep records
of the amount of the harvest and the date
of harvesting.
