SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 6 AGRICULTURE AND NUTRITION

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WEEK 1: LESSON 1

Strand: CONSERVATION OF RESOURCES

Sub Strand: Controlling Soil Erosion

Learning Outcomes
By the end of the lesson, learners should be able to:
- Identify types of soil erosion.
- Use digital devices to observe types of soil erosion.
- Appreciate the importance of conserving soil.
Key Inquiry Question
- What is soil erosion?

Learning Resources
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning

Introduction (5 minutes)
- Review the previous lesson on soil and its importance for agriculture.
- Guide learners to read and discuss key concepts related to soil erosion from the learning
resources, focusing on definitions and processes involved.

Lesson Development (25 minutes)

Step 1: Understanding Soil Erosion

- Discussion: Introduce the concept of soil erosion. Ask learners to share what they think soil
erosion is and why it might happen. Present key terms (gulley, rill, splash, sheet erosion).
- Activity: Have students draw a simple diagram illustrating the four types of soil erosion
mentioned.

Step 2: Exploring Erosion Types

- Group Activity: Divide students into small groups, assigning each group one type of erosion
(gulley, rill, splash, sheet). Each group researches their type of erosion using digital devices
(tablets or laptops).
- Presentation: Each group shares findings with the class, explaining how their assigned type of
erosion occurs and examples from the real world.

Step 3: Observational Learning

- Observation Activity: Use a digital device to show a video or animations that depict different
types of soil erosion in action.
- Class Discussion: Facilitate a discussion about what they observed. Ask guiding questions
about how each type of erosion affects the soil.

Step 4: Importance of Soil Conservation

- Discussion: Engage the class in a discussion about why it is important to prevent soil erosion.
Prompt students to think about how erosion can impact farming and the environment.
- Concept Connection: Relate soil conservation methods (like planting cover crops or building
terraces) to how they help prevent erosion.

Conclusion (5 minutes)
- Summarize key points discussed in the lesson regarding the types of erosion and the importance
of conserving soil.
- Conduct a quick interactive quiz (either verbally or using a digital tool) to reinforce the main
topics covered.
- Preview next session’s topic—perhaps focusing on soil conservation techniques—and pose
questions for students to think about over the next few days.

Extended Activities
- Research Project: Assign students to research how different countries handle soil erosion and
conservation. They can create a presentation or a poster illustrating their findings.
- Field Trip: Plan a field trip to a local farm, nature reserve, or conservation area where students
can observe soil conservation techniques in practice.
- Creative Writing: Have students write a short story or a personal reflection on how they could
help prevent soil erosion in their local areas, encouraging them to think critically about their
surroundings.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 1: LESSON 2

Strand: Conservation of Resources

Sub Strand: Controlling Soil Erosion

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify types of soil erosion.
- Use digital devices to observe types of soil erosion.
- Appreciate the importance of conserving soil.

Key Inquiry Question(s):

- What are the different types of soil erosion?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Digital devices (tablets, smartphones, computers)
- Videos and images of soil erosion types

Organisation of Learning:

Introduction (5 minutes)
- Begin by reviewing the previous lesson on the importance of soil in agriculture.
- Ask students to share any insights or interesting facts learned in the last class.
- Introduce the day’s topic by guiding learners to read and discuss relevant content from the
learning resources, particularly focusing on soil erosion.

Lesson Development (25 minutes)

Step 1: Discussion on Soil Erosion

- Explain what soil erosion is and why it matters.
- Introduce the four types of soil erosion: gully, rill, splash, and sheet erosion.
- Use visuals (diagrams or images) to help students understand each type.

Step 2: Group Activity - Identifying Erosion Types

- Divide students into small groups and assign each group one type of soil erosion.
- Each group will discuss and come up with real-world examples or scenarios where their
assigned type can occur.
- Groups will then present their findings to the class.

Step 3: Digital Observation

- Instruct students to use digital devices to access resources (videos or interactive maps) that
show examples of the different types of soil erosion in various environments.
- Encourage students to take notes on key features they observe.

Step 4: Class Discussion

- Bring the class back together and ask each group to share what they learned from their
observations.
- Facilitate a discussion on how each type of erosion might affect farms, gardens, and natural
ecosystems.

Conclusion (5 minutes)
- Recap the key points: what soil erosion is, the types discussed, and their implications for
agriculture and the environment.
- Conduct a brief interactive quiz using Kahoot or a similar platform to reinforce main topics.
- Prepare students for the next class by previewing topics related to soil conservation techniques.

Extended Activities:
- Soil Erosion Experiment: Have students create a mini-model of a landscape using soil, water,
and various objects (like rocks and plants) to demonstrate how different types of erosion occur.
- Field Trip: Organize a visit to a local farm or natural area to observe soil erosion in action and
discuss conservation practices with farmers or land managers.
- Research Project: Assign students to research a specific type of soil erosion and present their
findings via a poster, slideshow, or digital format.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 1: LESSON 3

Strand: Conservation of Resources

Sub Strand: Controlling Soil Erosion

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- State the types of soil erosion.
- Visit places with different types of soil erosion and take photographs.
- Appreciate the importance of conserving soil.

Key Inquiry Question(s):

- Explain how gully erosion is formed?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning:

Introduction (5 minutes):
- Begin the lesson by reviewing key points from the previous lesson on soil conservation.
- Guide learners to read relevant sections from the curriculum design, facilitating a brief
discussion to check their understanding of basic soil erosion concepts and the importance of
conservation.

Lesson Development (25 minutes):

Step 1: Understanding Soil Erosion

- Introduce the different types of soil erosion: splash erosion, sheet erosion, rill erosion, and gully
erosion.
- Use visual aids (images or diagrams) to illustrate each type of erosion.

Step 2: Exploring Gully Erosion

- Discuss gully erosion in detail, asking students to explain how it is formed.
- Explain factors leading to its development, like water flow and soil type, guiding the discussion
towards real-world implications.

Step 3: Field Visit Preparation

- Prepare students for their field visit by discussing safety measures and identifying locations
where different types of erosion can be observed.
- Emphasize the importance of photographing different types of erosion they observe.
Step 4: Practical Activity
- Have students think about how they would present their findings back in class. They should
plan to discuss what they observed and the photographs they took.
- Encourage cooperative strategies, such as working in groups or pairs for better engagement
during the visits.

Conclusion (5 minutes):
- Summarize key points about the types of soil erosion and the specifics of gully erosion.
- Conduct a brief interactive activity, such as a quick quiz or a “think-pair-share” where students
discuss what they learned about gully erosion.
- Preview upcoming lessons (e.g., soil conservation methods) and pose questions for reflection:
“How can we prevent soil erosion?”

Extended Activities:
- Research Project: Students can choose one type of soil erosion to research further and present
their findings to the class.
- Creative Presentation: Create a poster or digital presentation on the effects of soil erosion in
their local area or globally, demonstrating awareness and understanding of the issue.
- Community Involvement: Organize a community cleanup or planting event to help prevent soil
erosion, emphasizing practical applications of soil conservation.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 1: LESSON 4

Strand: Conservation of Resources

Sub Strand: Controlling Soil Erosion

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Describe types of soil erosion.
- Visit places with different types of soil erosion and take photographs.
- Appreciate the importance of conserving soil.

Key Inquiry Question:

- How is rill erosion formed?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design.

Organisation of Learning:

Introduction (5 minutes):
- Begin the lesson by reviewing the previous class content related to soil and its importance.
- Prompt students to share what they remember about soil erosion and any effects it may have on
agriculture.
- Guide learners to read a section from the learning resources that introduces the types of soil
erosion.

Lesson Development (25 minutes):

Step 1: Introduction to Soil Erosion

- Explain what soil erosion is and why it matters. Use simple language and relatable examples
(e.g., how a muddy driveway is formed after rains).
- Introduce types of soil erosion: rill, sheet, gully, and wind erosion. Briefly define each type and
provide visual aids or images to enhance understanding.

Step 2: Focus on Rill Erosion

- Dive deeper into rill erosion. Discuss how it forms when water flows over soil, creating small
channels.
- Engage students in a demonstration using a small container of soil and water to visually
illustrate how water movement creates rills.
- Use guiding questions and prompts to encourage students to think critically about conditions
contributing to rill erosion (e.g., slope, rainfall).
Step 3: Field Visit Preparation
- Discuss the importance of visiting local sites to observe soil erosion firsthand. Encourage
students to think about different types of environments (e.g., hills, fields) where erosion may be
visible.
- Explain that they will be tasked with taking photographs of different erosion types during their
visit for discussion in the next lesson.

Step 4: Discussion on Conservation

- Conclude the lesson by discussing the importance of conserving soil to prevent erosion.
Emphasize how healthy soil supports agriculture and the environment.
- Encourage students to share ideas about how they can help conserve soil at home or community
gardens.

Conclusion (5 minutes):
- Summarize the key points covered in the lesson: types of soil erosion, how rill erosion forms,
and the value of conservation.
- Conduct a quick interactive activity, such as a “think-pair-share,” where students discuss with a
partner one thing they can do to help conserve soil.
- Preview the next session by asking students to think about what they learned about erosion:
“How do you think farmers can prevent soil erosion on their farms?”

Extended Activities:
- Create a Soil Erosion Journal: Have students keep a journal during their field visit to document
different types of erosion they observe, complete with photos and descriptions.
- Research Project: Assign students to pick one type of soil erosion to research and present on its
causes, effects, and possible solutions.
- Soil Conservation Campaign: Encourage students to create posters or digital presentations
promoting ways to conserve soil, which can be shared with their families or displayed at school.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 2: LESSON 1

Strand: Conservation of Resources

Sub Strand: Controlling Soil Erosion

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Describe types of soil erosion.
- Visit places with different types of soil erosion and take photographs.
- Appreciate the importance of conserving soil.

Key Inquiry Question(s):

- What are 3 ways to conserve soil and prevent erosion?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design.

Organisation of Learning:

Introduction (5 minutes)
- Begin with a brief review of the previous lesson focused on natural resources.
- Guide learners to read and discuss relevant content from the Agriculture and Nutrition
curriculum, particularly the section on soil erosion.
- Encourage students to share their prior knowledge about soil erosion.

Lesson Development (25 minutes)

Step 1: Discuss Types of Soil Erosion

- Divide students into small groups. Each group will discuss the different types of soil erosion:
water erosion, wind erosion, and tillage erosion.
- Each group will prepare a short presentation (2-3 minutes) summarizing their findings.

Step 2: Explore Local Erosion

- Plan a field trip to a local area where students can observe soil erosion (e.g., a park,
construction site, or a riverbank).
- Equip students with cameras (or use smartphones/tablets) to take photographs of different types
of soil erosion they encounter.

Step 3: Share and Reflect

- Return to class and have groups share their photographs and observations.
- Discuss the importance of soil health and the impact of erosion on agriculture and the
environment.
Step 4: Brainstorm Conservation Strategies
- As a class, brainstorm and list at least three effective ways to conserve soil and prevent erosion
(e.g., planting cover crops, creating terraces, and using mulch).
- Lead a discussion on how these methods can be implemented in their own gardens or homes.

Conclusion (5 minutes)
- Summarize the key points discussed, including types and causes of soil erosion and
conservation methods.
- Conduct a quick interactive quiz using their photographs as prompts to reinforce the main
topics.
- Preview the next lesson on sustainable agriculture practices and ask students to consider what
sustainable gardening means.

Extended Activities:
- Soil Erosion Experiment: Have students conduct a simple experiment to observe the effects of
water on soil erosion using soil, water, and containers (one with vegetation and one without).
- Create a Soil Erosion Awareness Poster: Encourage students to design a poster illustrating types
of soil erosion and ways to prevent it, which could be displayed in the school to raise awareness.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 2: LESSON 2

Strand: CONSERVATION OF RESOURCES

Sub Strand: Soil Conservation

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify types of soil erosion in their school environment.
- Cut and paste pictures of various types of soil erosion in their books.
- Appreciate the importance of conserving soil.

Key Inquiry Question:

- Which form of soil erosion is considered to be a landslide?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on soil types and their importance in agriculture.
- Guide learners to read and discuss relevant content from the learning resources, focusing on the
types of soil erosion and why soil conservation is important.

Lesson Development (25 minutes)

Step 1: Introduction to Soil Erosion

- Briefly explain what soil erosion is and the different types, such as water erosion, wind erosion,
and landslides.
- Show pictures or diagrams of each type for visual reference.

Step 2: Environmental Observation

- Take students outside (if possible) or examine photographs of areas around the school where
signs of erosion might be visible.
- Discuss and identify locations where they can see evidence of erosion.

Step 3: Research and Collect

- Provide students with magazines, books, or printed resources to find and cut out images that
represent different types of soil erosion.
- Encourage them to look for examples of landslides specifically and other types of erosion.

Step 4: Create an Erosion Collage

- Have students paste the pictures in their books, labeling each type of erosion (e.g., "Landslide,"
"Water Erosion," etc.).
- As they create, emphasize the importance of recognizing and conserving soil in their
environment.

Conclusion (5 minutes)
- Summarize key points about the types of soil erosion and the importance of conserving soil.
- Conduct a brief interactive activity, such as a true/false quiz on soil erosion facts to reinforce
understanding.
- Preview the next session's topic: “The Effects of Soil Conservation Practices” and ask students
to think of ways they could help conserve soil at home or school.

Extended Activities:
- Soil Observation Journal: Have students keep a week-long journal noting any signs of soil
erosion they observe in their neighborhoods or on school grounds.
- Erosion Prevention Project: Challenge students to design simple erosion prevention measures
(like planting vegetation) that could be implemented in their school garden.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 2: LESSON 3

Strand: Conservation of Resources

Sub Strand: Soil Conservation

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify ways of controlling soil erosion.
- Control soil erosion in the environment.
- Appreciate the importance of conserving soil.

Key Inquiry Question(s):

- What is rill erosion?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning:

Introduction (5 minutes)
1. Review the previous lesson by asking students key questions about soil conservation.
2. Guide learners to read and discuss relevant content from the learning resources, emphasizing
the definition of rill erosion and its effects on soil.

Lesson Development (25 minutes)

Step 1: Discuss Types of Soil Erosion

- Briefly introduce the different types of soil erosion (sheet, rill, and gully).
- Define rill erosion and describe its characteristics (small channels formed by running water).

Step 2: Group Discussion

- Divide the class into small groups.
- Ask each group to discuss at least three ways to control soil erosion, focusing specifically on
rill erosion.
- Encourage them to think of both natural methods (like planting vegetation) and man-made
solutions (like building terraces).

Step 3: Demonstrate Erosion Control

- Bring in materials such as soil, small rocks, and grass seeds to simulate a small hill.
- Show how water running over this hill can create rills, then demonstrate how to use barriers
(like small rocks or plant roots) to minimize erosion.
Step 4: Action Plan Creation
- Have each group create a quick action plan for controlling soil erosion in their local
environment.
- Groups will write down their proposed methods and share them with the class.

Conclusion (5 minutes)
- Summarize the key points learned about soil types and erosion control methods. Highlight the
importance of conserving soil.
- Conduct a brief interactive activity, such as a quiz or a think-pair-share on what they learned
about soil conservation.
- Preview the next topic: "The Role of Plants in Soil Conservation." Encourage students to think
about how different plants might help with erosion control.

Extended Activities:
- Soil Health Investigation: Ask students to collect soil samples from different areas (e.g., home,
park) and observe characteristics such as texture and moisture.
- Erosion Experiment: Set up a controlled experiment where students can see how different
surfaces (bare soil, grass-covered soil, etc.) resist erosion when water is poured over them.
- Planting Trees: Organize a class project to plant trees in a nearby vacant area to see firsthand
the effects of vegetation on soil conservation.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 2: LESSON 4

Strand: Conservation of Resources

Sub Strand: Soil Conservation

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify ways of controlling soil erosion.
- Control soil erosion in the environment.
- Appreciate the importance of conserving soil.

Key Inquiry Question:

- How can we control splash and sheet erosion?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning:

Introduction (5 minutes):
- Begin the lesson by reviewing what students learned about soil in the previous class.
- Encourage students to share any thoughts or questions they have had since the last lesson.
- Introduce the topic of soil erosion and its importance in agriculture.
- Guide learners to read relevant sections from the learning resources that discuss erosion and its
impact on soil health.

Lesson Development (25 minutes):

In this section, students will work collaboratively to understand different ways to control soil
erosion. The development will be divided into 4 distinct steps.

Step 1: Introduction to Erosion Types

- Explain splash and sheet erosion.
- Use illustrations or diagrams to demonstrate how each type of erosion occurs.
- Discuss how these types can negatively affect the environment.

Step 2: Group Discussions

- Divide students into small groups.
- Assign each group to brainstorm and write down methods for controlling splash and sheet
erosion. Suggestions can include planting vegetation, using mulch, building terraces, and more.
- Each group should prepare to share their ideas with the rest of the class.

Step 3: Demonstration
- Have groups present their findings and methods to the class.
- Conduct a demonstration of one or two erosion control methods (e.g., how to plant a cover crop
or how to apply mulch).
- Encourage students to ask questions after each presentation for clarification.

Step 4: Table Discussion

- Lead a class discussion to compile the different methods discussed.
- Emphasize the importance of each method in improving soil health and preventing erosion.
- Highlight how soil conservation plays a vital role in sustainable agriculture.

Conclusion (5 minutes):
- Summarize key points: what soil erosion is, the impact it has, and how we can control it.
- Conclude with a brief interactive activity – students could create a simple poster that illustrates
one erosion control method they learned today.
- Preview upcoming topics related to soil conservation such as composting or soil fertility, and
pose the question: "What can we do at home or in our community to help conserve soil?"

Extended Activities:
- Field Trip: Organize a trip to a local farm to observe soil conservation practices in action.
- Research Assignment: Ask students to research a specific soil conservation method and present
their findings in a future class.
- Community Project: Challenge students to devise a plan to implement one method of soil
erosion control in their community or schoolyard.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 3: LESSON 1

Strand: Conservation of Resources

Sub Strand: Soil Conservation

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Outline the importance of controlling soil erosion
- Use digital devices to watch video clips on soil conservation
- Appreciate the importance of conserving soil

Key Inquiry Question(s):

- How does erosion control conserve the environment?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Digital devices for video viewing
- Pre-selected video clips on soil conservation

Organisation of Learning:

Introduction (5 minutes)
- Begin by reviewing the previous lesson on natural resources.
- Engage students in a brief discussion about how they think soil is a vital resource.
- Introduce the topic of soil erosion and ask if anyone has heard about it before.

Lesson Development (25 minutes)

Step 1: Discussion on Soil Erosion

- Lead a class discussion on soil erosion: What is it? What causes it?
- Allow students to share their thoughts and experiences related to soil erosion, such as seeing it
in their community or during past lessons.
- Highlight the negative effects of soil erosion on agriculture and the environment.

Step 2: Importance of Soil Conservation

- Divide the class into small groups and assign each a specific aspect of soil conservation to
discuss (e.g., preventing erosion, improving plant growth, protecting water quality).
- Each group prepares a short presentation to share with the class about why their aspect is
important.
- Invite groups to present and encourage questions from students.

Step 3: Digital Learning – Video Clips

- Each student uses digital devices to watch selected video clips that demonstrate various soil
conservation techniques (e.g., contour farming, terracing, planting cover crops).
- After viewing, ask students to take notes on what techniques they found most interesting.

Step 4: Class Reflection and Discussion

- Have a whole-class discussion based on the videos.
- Ask students guiding questions such as: What techniques did you learn about? How can these
methods help in soil conservation?
- Encourage students to connect what they learned about erosion control back to their earlier
discussions on its importance.

Conclusion (5 minutes)
- Summarize the key points covered, emphasizing the importance of controlling soil erosion and
practices to conserve soil.
- Conduct a brief interactive activity where students can draw a quick diagram of a soil
conservation technique discussed in class.
- Provide a preview of the next session by asking students to think about what plants need for
healthy growth and how soil quality plays a part.

Extended Activities:
- Research Project: Have students research a local farm or natural area to identify how soil
conservation methods are applied in their community. They can create a poster or presentation to
share their findings with the class.
- Soil Erosion Experiment: Students can conduct an experiment using different soil types and
materials to see which one erodes the slowest when water is applied. They can document their
findings and present them to the class.
- Creative Writing: Ask students to write a short story from the perspective of a farmer dealing
with soil erosion and how they implement conservation techniques.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 3: LESSON 2

Strand: Conservation of Resources

Sub Strand: Conserving Water in Seedbeds

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify types of seedbeds that conserve soil moisture.
- Use digital devices to watch video clips on various types of seedbeds that conserve moisture.
- Appreciate the importance of conserving moisture in a seedbed to increase the chances of plant
growth.

Key Inquiry Questions:

- What are the seedbeds which help to conserve soil moisture?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Digital devices (tablets or computers) for video viewing
- Video clips on seedbed types

Organisation of Learning

Introduction (5 minutes)
- Briefly review the previous lesson on plant growth and what plants need to thrive.
- Introduce the concept of seedbeds and their role in water conservation by discussing how
different soil conditions affect plant health.

Lesson Development (25 minutes)

Step 1: Introduction to Seedbeds

- Explain what seedbeds are and why they are crucial for plant growth.
- Discuss various types of seedbeds, emphasizing those designed to conserve moisture (e.g.,
raised beds, mulched beds, and no-till beds).
- Engage students in a conversation about their experiences with gardening or seeing plants
grow.

Step 2: Exploration of Seedbed Types

- Use digital devices to access video clips that showcase different types of seedbeds that conserve
moisture.
- As students watch, they should take notes on the types of seedbeds presented and key features
that help conserve water.
Step 3: Class Discussion
- After the videos, facilitate a class discussion where students share and compare their notes on
the different seedbeds viewed.
- Ask guiding questions to prompt critical thinking, such as: "Which seedbed do you think is the
best for conserving moisture and why?"

Step 4: Importance of Moisture Conservation

- Conclude the lesson development by discussing why conserving moisture in seedbeds is
essential for plant growth.
- Highlight the impact of water conservation on the environment and sustainability practices.

Conclusion (5 minutes)
- Summarize the key points covered during the lesson: types of seedbeds and their importance in
conserving moisture.
- Conduct a quick interactive activity (e.g., a quiz or think-pair-share) to reinforce the topics.
- Provide a preview of the next session, where students will explore the impact of moisture
conservation on specific plants.

Extended Activities:
- Research Project: Assign students to choose one type of seedbed and create a poster or
presentation detailing its benefits for moisture conservation.
- Gardening Project: If feasible, have students design their own small seedbed at home or in
school, applying principles of moisture conservation.
- Field Trip: Plan a visit to a local farm or botanical garden where students can observe and
document the types of seedbeds in use.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 3: LESSON 3

Strand: Conservation of Resources

Sub Strand: Conserving Water in Seedbeds

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify types of seedbeds that conserve soil moisture.
- Use digital devices to watch video clips on various types of seedbeds that conserve moisture.
- Appreciate the importance of conserving moisture in a seedbed to increase the chances of plant
growth.

Key Inquiry Question:

- Name the crops that are mostly grown in seedbeds.

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design.
- Digital devices (tablets, computers) for video access.

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on the importance of soil and water conservation in agriculture.
- Guide learners to read and discuss relevant content from the learning resources about moisture
conservation in seedbeds, focusing on key terms and concepts.

Lesson Development (25 minutes)

- Step 1: Introduction to Seedbeds
- Discuss the concept of seedbeds and their role in plant growth.
- Highlight different types of seedbeds and introduce moisture conservation methods.
- Use diagrams or simple sketches to illustrate different seedbed types.

- Step 2: Types of Seedbeds that Conserve Moisture

- Share examples of specific seedbeds, such as raised beds, mulched seedbeds, and wicking beds.
- Discuss how each type helps in conserving moisture and benefiting plant growth.
- Encourage students to share any personal experiences they have had with these types of
seedbeds.

- Step 3: Video Clips

- Students will watch a curated selection of short video clips showcasing different seedbed types
that conserve moisture.
- After viewing, facilitate a brief discussion about what they learned from the videos.
- Step 4: Group Discussion
- In groups, have students discuss which seedbed type they think is most effective at conserving
moisture and why.
- Groups will then share their thoughts with the class, allowing for different viewpoints and
collaborative learning.

Conclusion (5 minutes)
- Summarize the key points regarding the importance of moisture conservation in seedbeds and
the types discussed.
- Conduct a quick interactive quiz or a game (like a Kahoot!) to reinforce main topics learned in
the lesson.
- Prepare students for the next session by previewing the upcoming topic of plant growth stages
and what factors influence them.

Extended Activities:
- Activity 1: Have students create a small poster that illustrates one type of seedbed, including its
advantages for water conservation and the crops suitable for it.
- Activity 2: Start a class project where each student plants a small seedling in a seedbed they
design at home (like a small container or raised bed) and monitor the moisture levels over a few
weeks. Students can keep a journal of their results.
- Activity 3: Organize a guest speaker session with a local farmer who practices moisture
conservation techniques in their seedbeds to provide real-world insights.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 4: LESSON 1

Strand: CONSERVATION OF RESOURCES

Sub Strand: Conserving Water in Seedbeds

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify types of seedbeds that conserve soil moisture.
- Use digital devices to watch video clips on various types of seedbeds that conserve moisture.
- Appreciate the importance of conserving moisture in a seedbed to increase the chances of plant
growth.

Key Inquiry Question:

- What is the importance of conserving soil moisture?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design.
- Digital devices for video viewing.

Organisation of Learning:
Introduction (5 minutes)
- Begin by reviewing the previous lesson on basic plant needs.
- Ask learners to recall what plants require to grow and lead a brief discussion on what moisture
means in a seedbed context. Introduce the topic of conserving moisture.

Lesson Development (25 minutes)

Step 1: Introduction to Seedbeds

- Discuss what a seedbed is and why it’s important for growing plants.
- Explain the relationship between soil moisture and plant health.

Step 2: Types of Seedbeds that Conserve Moisture

- Introduce different types of seedbeds such as:
- Mulched seedbeds
- Raised beds
- No-till seedbeds
- Briefly explain how each type of seedbed helps conserve moisture.

Step 3: Video Clips and Discussion

- Have students use digital devices to watch selected video clips that showcase various types of
moisture-conserving seedbeds.
- After each clip, engage the class in a discussion about what they saw and how each seedbed
type helps conserve moisture.

Step 4: Moisture Conservation Importance

- Lead a discussion highlighting why conserving soil moisture is vital for:
- Improving plant growth
- Reducing water usage
- Maintaining soil health
- Allow students to share their thoughts on the benefits they see.

Conclusion (5 minutes)
- Summarize the key points covered, emphasizing the types of seedbeds and their importance in
conserving moisture.
- Facilitate a quick interactive quiz or a group brainstorm to reinforce the concepts learned
during the lesson.
- Preview the next session, encouraging students to think about how crops can be affected by
different environmental factors.

Extended Activities:
- Research Project: Have students select one type of moisture-conserving seedbed and prepare a
presentation on its advantages and any challenges.
- DIY Seedbed Project: Encourage students to create a small seedbed in their yard or school
garden, testing different moisture-conserving techniques (e.g., mulching).
- Water Conservation Campaign: Have students develop posters or digital presentations that raise
awareness about the importance of conserving soil moisture and promote best practices in their
communities.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 4: LESSON 2
Strand: Conservation of Resources
Sub Strand: Conserving water in seedbeds

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify and mention types of seedbeds that conserve soil moisture.
- Conduct a site visit to observe and photograph different types of seedbeds.
- Appreciate the importance of conserving moisture in seedbeds to increase plant growth.

Key Inquiry Questions:

- Give an example of a seedbed that conserves water.

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Local farm sites (for site visit)
- Camera or smartphone (for photographs)

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on soil health and its impact on plant growth.
- Guide learners to read and discuss relevant content from the agriculture curriculum, introducing
the concepts of seedbeds and moisture conservation.

Lesson Development (25 minutes)

Step 1: Introduction to Seedbeds

- Discuss what a seedbed is and its role in planting crops.
- Introduce different types of seedbeds (e.g., raised beds, mulched beds, and traditional flat beds)
and how they can conserve water.
- Encourage students to share any experiences they have with gardening or planting.

Step 2: Group Activity

- Divide the class into small groups.
- Each group will research one type of seedbed that conserves water, using the curriculum
resource.
- Groups will prepare a short presentation on their findings, including how the seedbed helps to
conserve moisture.

Step 3: Site Visit Planning

- Discuss upcoming field trips to local farms or gardens where different types of seedbeds can be
seen.
- Assign roles for the visit (e.g., photographers, note-takers) and explain what to observe during
the visit.

Step 4: Reflection and Share

- Have each group share what they found out about their seedbed type.
- Discuss how moisture conservation in seedbeds can impact plant health and yield.

Conclusion (5 minutes)
- Summarize the key points discussed, highlighting the types of seedbeds that conserve water and
their benefits.
- Conduct a brief interactive quiz using questions from the lesson to reinforce learning.
- Preview the next session, which will involve hands-on activities in the garden.

Extended Activities:
1. Seedbed Creation: Have students design a small model of a seedbed that conserves water
using recycled materials and share their designs with the class.
2. Field Journal: Assign students to keep a journal during the field visit to document
observations, including photographs and notes about the seedbeds they see.
3. Research Project: Assign students to research another agricultural practice that conserves
resources (besides water) and prepare a short report to present.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 4: LESSON 3

Strand: Conservation of Resources

Sub Strand: Conserving Water in Seedbeds

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify and mention types of seedbeds that conserve soil moisture.
- Visit sites that have different types of seedbeds and take photographs.
- Appreciate the importance of conserving moisture in a seedbed to increase the chances of plant
growth.

Key Inquiry Question(s):

- What is water conservation?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Camera or smartphone for photographs
- Local sites with different seedbed types (e.g., school garden, community farm, etc.)

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson about the importance of plants and their growth needs.
- Engage learners in a brief discussion on what they remember about water use in farming.
- Introduce the key concepts of water conservation and its significance.

Lesson Development (25 minutes)

Step 1: Explore Seedbed Types

- Discuss different types of seedbeds that conserve soil moisture (e.g., raised beds, mulched beds,
no-till seedbeds).
- Use illustrations or charts from the curriculum to provide visual understanding.
- Ask students to share any experiences they have had with different seedbeds.

Step 2: Planning the Field Visit

- Outline the logistics of visiting a nearby farm or garden with various types of seedbeds.
- Assign roles (photographer, note-taker, etc.) to students for the visit.
- Discuss what characteristics they will look for (e.g., soil condition, moisture level, plant
health).

Step 3: Field Visit

- Visit the selected site and observe different types of seedbeds.
- Students take photographs and notes on each type.
- Encourage them to discuss with the site manager about the benefits of each seedbed type in
conserving moisture.

Step 4: Reflection and Discussion

- Back in the classroom, allow students time to share their photographs and observations.
- Facilitate a discussion about what they learned regarding the importance of conserving
moisture in seedbeds.

Conclusion (5 minutes)
- Summarize key points and reiterate learning objectives achieved during the lesson.
- Conduct a brief interactive activity where students can share the best watering practices they
learned, using charades or a quick poster creation.
- Preview upcoming topics about plant growth and how different factors affect this growth in the
next session.

Extended Activities:
- Create a mini-project where students design their own ideal seedbed that conserves moisture,
including illustrations and explanations of their choices.
- Start a class garden project where students can implement learned techniques on planting and
maintaining a moisture-conserving seedbed.
- Compare and contrast the differences between water-sufficient and water-deficient areas using
local case studies.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 4: LESSON 4

Strand: CONSERVATION OF RESOURCES

Sub Strand: Conserving Water in Seedbeds

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify tools used for preparing a seedbed.
- Prepare different types of seedbeds that conserve moisture.
- Appreciate the importance of conserving moisture in a seedbed.

Key Inquiry Question:

- Why is it necessary to plant seeds in a seedbed?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning:

Introduction (5 minutes)
- Review last lesson: Briefly recap the previous lesson, focusing on why planting seeds is
essential.
- Discussion: Introduce the concept of seedbeds. Guide learners to read and discuss relevant
sections of the learning resource, focusing on the importance of conserving moisture.

Lesson Development (25 minutes)

Step 1: Introduction to Seedbed Tools

- Activity: Show images or physical examples of tools used to prepare a seedbed (e.g., spade,
rake, hoe).
- Discussion: Ask students to identify the tools and their uses. Have students draw the tools in
their notebooks, labeling each tool.

Step 2: Understanding Seedbed Types

- Instruction: Explain the different types of seedbeds, highlighting the sunken seedbed. Discuss
how it helps to conserve moisture.
- Visual Aid: Present illustrations or videos demonstrating sunken seedbeds and their benefits.

Step 3: Group Activity - Seedbed Preparation

- Group Work: In small groups, have students plan a small garden and decide what type of
seedbed they would create. They should justify their choice based on moisture conservation.
- Share Plans: Invite one student from each group to share their plans with the class.
Step 4: Importance of Moisture Conservation
- Discussion: Engage the class in understanding why conserving moisture is critical for seedbeds
and plant health. Discuss factors like climate, soil type, and plant needs.
- Think-Pair-Share: Have students think of at least one reason why conserving moisture is
beneficial, discuss with a partner, and then share with the class.

Conclusion (5 minutes)
- Summarize Key Points: Highlight the tools for preparing seedbeds, the types of seedbeds, and
the importance of moisture conservation.
- Interactive Activity: Conduct a quick quiz to recap key terms and concepts learned in the
lesson.
- Preview Next Lesson: Introduce the upcoming lessons on soil health and types of seeds.

Extended Activities:
- Hands-On Gardening: Encourage students to create a small seedbed in a school garden or at
home, using the principles learned in class. They can document their process and outcomes.
- Research Project: Assign students to research different methods used around the world to
conserve moisture in agriculture and present their findings to the class.
- Create a Poster: Have students create a poster that educates others on the importance of
conserving moisture in seedbeds, using illustrations and facts.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 5: LESSON 1

Strand: Conservation of Resources

Sub Strand: Conserving Waterseedbeds

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify tools used for preparing a seedbed.
- Prepare different types of seedbeds that conserve moisture.
- Appreciate the importance of conserving moisture in a seedbed.

Key Inquiry Question(s):

- Which tools can we use to prepare a seedbed?

Learning Resources:
- Agriculture and Nutrition Grade 6 Curriculum Design

Organisation of Learning:

Introduction (5 minutes):
- Begin the lesson with a quick review of the previous lesson about soil types and their
importance in agriculture.
- Invite students to read a section from their learning resources related to seedbeds and moisture
conservation.
- Encourage a brief discussion on the importance of conserving moisture in growing plants.

Lesson Development (25 minutes):

Step 1: Identifying Tools

- Ask students to think about tools they might need to prepare a seedbed.
- Provide a list of common tools (e.g., shovel, hoe, rake).
- Have students draw and label these tools in their notebooks.

Step 2: Discussion on Seedbeds

- Lead a discussion on the purpose of seedbeds.
- Highlight the different types of seedbeds: traditional furrow, raised bed, and shallow pit.
- Ask guiding questions to stimulate thinking: “Which type of seedbed do you think conserves
moisture best?”

Step 3: Preparing a Seedbed

- Divide students into small groups and assign them a type of seedbed to prepare (e.g., drawing a
shallow pit).
- Have groups create a step-by-step plan on how to prepare their assigned seedbed.
- Encourage groups to consider how their seedbed design conserves moisture.

Step 4: Class Presentation

- Each group will present their seedbed design and explain how it conserves moisture.
- Encourage classmates to ask questions and provide constructive feedback.

Conclusion (5 minutes):
- Summarize the main points covered in the lesson: the tools for preparing a seedbed and the
importance of moisture conservation.
- Conduct a quick interactive activity: ask students to match tools with their uses or guess the
type of seedbed based on descriptions.
- Preview the next lesson, which will explore crop selection and how it relates to seedbed
preparation. Pose the question: "What plants do you think grow best in different seedbed types?"

Extended Activities:
- Gardening Project: Have students create their own small seedbeds at home or in the school
garden, applying the concepts learned about moisture conservation.
- Research Assignment: Ask students to research a specific crop and report on the best seedbed
preparation methods for that crop and why moisture conservation is critical for its growth.
- Seedbed Model: Encourage students to build a model of their designed seedbed using
recyclables or clay, which can be displayed in class.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 5: LESSON 2

Strand: Conservation of Resources

Sub Strand: Conserving Water in Seedbeds

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Outline the importance of conserving moisture in a seedbed.
- Draw seedbeds that are used to conserve moisture.
- Appreciate the importance of conserving moisture in a seedbed.

Key Inquiry Question:

- What is the importance of conserving moisture in a seedbed?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Video clips on conserving moisture in seedbeds
- Drawing materials (paper, pencils, markers)

Organisation of Learning:

Introduction (5 minutes):
1. Review the previous lesson on factors that affect plant growth, with a focus on water.
2. Guide learners to read a selected passage from the learning resources about moisture
conservation. Encourage discussion on any new terms or concepts.

Lesson Development (25 minutes):

Step 1: Introduction to Moisture Conservation

- Present a short video clip on the importance of conserving moisture in seedbeds.
- After the video, facilitate a class discussion asking questions like: "Why do you think moisture
conservation is important?"

Step 2: Group Discussion

- Divide the class into small groups. Each group should discuss their thoughts on the video,
focusing on the benefits of conserving moisture.
- Ask each group to come up with 1-2 advantages of maintaining moisture in a seedbed, and
write them down.

Step 3: Draw Seedbeds

- Ask students to take out drawing materials.
- Instruct them to draw different types of seedbeds they learned about that can help conserve
moisture. If needed, reference examples from the video or learning resources.

Step 4: Present and Share

- Invite each group to share their advantages of conserving moisture and their drawings with the
class.
- Encourage positive feedback and questions from peers.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson, including the importance of moisture
conservation and the types of seedbeds.
- Conduct a quick interactive quiz or game to reinforce concepts, such as a “moisture
conservation charades” where students act out different ways to conserve moisture.
- Preview upcoming topics, such as soil types and their ability to retain water, to stimulate
interest for the next session.

Extended Activities:
- Research Project: Have students research a specific type of seedbed used in their region that
conserves moisture. They can present their findings to the class.
- Gardening Activity: If possible, plan a small garden activity where students can create their
own seedbeds, implementing methods to conserve moisture.
- Water Cycle Connection: Create a poster that connects the water cycle to the importance of
moisture in agriculture, highlighting how each component contributes to plant health.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 5: LESSON 3

Strand: Conservation of Resources

Sub Strand: Conserving Water in Seedbeds

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Outline the importance of conserving moisture in a seedbed.
- Draw seedbeds that are used to conserve moisture.
- Appreciate the importance of conserving moisture in a seedbed.

Key Inquiry Question:

- Which crops can we grow in a seedbed?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Video clips on water conservation in agriculture

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on agriculture and the importance of water in plant growth.
- Guide learners through reading relevant content from the curriculum. Facilitate a discussion to
check for understanding of key concepts related to seedbeds and moisture conservation.

Lesson Development (25 minutes)

Step 1: Introduction to Seedbeds

- Present a brief explanation about what seedbeds are and their role in planting crops.
- Discuss different types of seedbeds and their purposes, highlighting how they can conserve
moisture.

Step 2: Importance of Conserving Moisture

- Show video clips that illustrate the importance of conserving moisture in seedbeds.
- After watching, divide the class into small groups to discuss what they learned from the video.
Encourage them to think about why it is essential to keep seedbeds moist for healthy plant
growth.

Step 3: Drawing Seedbeds

- Provide each student with paper and colors to draw their own version of a seedbed that
conserves moisture.
- Circulate around the room to offer guidance and ensure they include features such as mulch,
rows, and water-retaining materials.

Step 4: Group Sharing

- Ask volunteers to share their drawings with the class.
- Encourage them to explain how their design helps in conserving moisture based on what they
learned.

Conclusion (5 minutes)
- Summarize the main points discussed in the lesson: the role of seedbeds in crop growth, the
importance of moisture conservation, and key features of effective seedbeds.
- Conduct a brief quiz (interactive activity) where students can answer questions about seedbeds
and moisture conservation.
- Preview the next session: “Exploring Different Crops that Can Be Grown in Seedbeds” and ask
what crops they think might thrive in a seedbed.

Extended Activities:
- Research Project: Have students research different types of crops that can be grown in seedbeds
and their specific moisture requirements. They can present their findings in a poster format.
- Field Trip: Plan a visit to a local farm or garden to observe seedbeds in practice and see
moisture conservation techniques firsthand.
- Water Monitoring: Encourage students to conduct a simple experiment at home or in school,
where they create their own seedbed and monitor the moisture levels over a week, noting how
plants respond to different moisture conditions.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 5: LESSON 4
Strand: Conservation of Resources
Sub Strand: Conserving Wild Animals Using Physical Deterrents

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify physical deterrents that help keep wild animals away from crops and domestic animals.
- Watch video clips on physical deterrents.
- Appreciate the importance of using deterrents in conserving wild animals while safeguarding
crops and domestic animals.

Key Inquiry Question:

- What are deterrents in agriculture?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Video clips demonstrating various physical deterrents

Organisation of Learning:

Introduction (5 minutes)
- Review previous lesson: Start with a quick recap of what was covered in the last class, focusing
on conservation and the importance of protecting agricultural resources.
- Guide learners: Read and discuss relevant sections from the learning resources. Emphasize key
concepts related to deterrents and their role in agriculture. Ask students what they think a
deterrent is and how it might help in farming.

Lesson Development (25 minutes)

Step 1: Introduction to Deterrents

- Discussion: Present the definition of physical deterrents. Explain how they can protect crops
and domestic animals from wild animals.
- Examples: Introduce different types of physical deterrents like mesh fences, thorny fences, safe
traps, innovative lights, and innovative sounds.

Step 2: Watch Video Clips

- Engagement: Show short video clips demonstrating various physical deterrents in action.
- Observation: Ask students to take notes on what types of deterrents they see and how they
work.

Step 3: Class Discussion

- Reflection: After watching the videos, engage the class in a discussion. Ask students which
deterrent they think is the most effective and why.
- Comparison: Encourage them to compare different deterrents based on materials, effectiveness,
and cost.

Step 4: Group Activity

- Collaboration: Divide students into small groups and assign each group a type of deterrent.
Have them create a quick poster explaining how their assigned deterrent works, its benefits, and
any challenges it might have.

Conclusion (5 minutes)
- Summarize: Review key points discussed in the lesson and restate the learning objectives.
- Interactive Activity: Conduct a quick quiz or raise-your-hand response to reinforce which
deterrents learned in class were most effective.
- Preview Next Lesson: Explain what will be covered in the next session, including topics on
crop selection and sustainable farming practices.

Extended Activities:
- Research Assignment: Have students research one specific physical deterrent, detailing how it
is made and used in agriculture. They can present their findings in the next class.
- Field Trip: Plan a visit to a local farm where students can see real-life applications of physical
deterrents or invite a guest speaker such as a farmer to discuss their experiences.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 6: LESSON 1

Strand: Conservation of Resources

Sub Strand: Conserving Wild Animals Using Physical Deterrents

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify deterrents that can keep wild animals off crops and domestic animals.
- Watch video clips on physical deterrents.
- Appreciate the importance of deterrents in conserving wild animals and safeguarding crops and
domestic animals.

Key Inquiry Question(s):

- Name two deterrents that can be used to keep off wild animals?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Video clips demonstrating physical deterrents

Organisation of Learning

Introduction (5 minutes):
- Review the previous lesson by asking students about what they learned about wild animals and
their impact on agriculture.
- Guide learners to read and discuss relevant content from the Agriculture and Nutrition
curriculum, focusing on the importance of protecting crops and animals from unwanted wildlife.

Lesson Development (25 minutes):

Step 1: Introduction to Physical Deterrents

- Introduce the concept of physical deterrents by asking students what they think might keep wild
animals away from farms.
- Write the students' responses on the board and guide them toward understanding how these
methods work.

Step 2: Examples of Deterrents

- Discuss specific types of physical deterrents:
- Mesh fences
- Thorny fences
- Safe traps
- Innovative lights (e.g., solar-powered lights that flash)
- Innovative sounds (e.g., recordings of predator calls)
- Deflectors (e.g., reflective materials that scare animals)
- Provide real-life examples of how farmers use these methods.

Step 3: Video Clips

- Show short video clips that demonstrate various physical deterrents in use.
- Pause after each clip to engage students by asking questions about what they saw and how it
relates to the discussion.

Step 4: Group Discussion

- Divide students into small groups and assign each group one type of deterrent.
- Ask them to discuss and list pros and cons of their assigned deterrent.
- Have each group share their findings with the class.

Conclusion (5 minutes):
- Summarize the key points discussed, reiterating the importance of physical deterrents in
agriculture.
- Conduct a brief interactive activity by asking students to think of places (like their backyards or
schools) where they might need to use these deterrents.
- Prepare students for the next session by giving them a question to think about: "Why do we
need to protect both crops and wild animals?"

Extended Activities:
1. Research Project: Assign students to research a specific type of physical deterrent and report
back to the class with facts about how it works and its effectiveness.
2. Field Trip: If possible, arrange a visit to a local farm or wildlife preserve where students can
see deterrents in action.
3. Creative Project: Have students design a poster or a model demonstrating their own innovative
deterrent for protecting crops and animals.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 6: LESSON 2

Strand: Conservation of Resources

Sub-Strand: Conserving Wild Animals Using Physical Deterrents

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. State deterrents that can keep off wild animals from crops and domestic animals.
2. Establish effective deterrents to protect crops from wild animal destruction.
3. Appreciate the importance of using deterrents in wildlife conservation and safeguarding crops.

Key Inquiry Question:

- Which deterrents are common in your locality?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Visual aids (pictures or videos of deterrents)
- Local community examples or case studies

Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson on wild animal behavior and the challenges
they pose to agriculture.
- Ask students to share their thoughts on what they remember.
- Introduce the day's topic: "Using Physical Deterrents to Conserve Wildlife and Protect Our
Crops."

Lesson Development (25 minutes):

- The lesson will be divided into four steps:

Step 1: Identifying Deterrents

- Discuss various physical deterrents used to keep animals away from crops (e.g., fences,
scarecrows, noise makers).
- Ask students to share any examples of deterrents they have seen or used.

Step 2: Explaining Effectiveness

- Discuss why certain deterrents work better than others.
- Introduce the concept of how different animals react to various deterrents – such as visual vs.
auditory deterrents.

Step 3: Establishing Deterrents

- Have students work in small groups to brainstorm and design their own deterrent strategies for
a hypothetical farm facing threats from local wildlife.
- Each group will present their idea to the class.

Step 4: Discussion on Conservation

- Engage the class in discussing why it is important to use these deterrents not just for farmers,
but also for wildlife conservation.
- Highlight the balance between protecting crops and conserving animal habitats.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson: types of deterrents, their effectiveness, and
their importance in conservation.
- Conduct a quick Q&A session to reinforce understanding of the material.
- Preview the next session on “Creative Solutions to Animal Encroachment” and encourage
students to think about potential solutions based on today’s learning.

Extended Activities:
- Research Activity: Students can research a specific wildlife species in their locality and present
how it interacts with local agriculture and what deterrents are most effective against it.
- Design Project: Create a mini model or drawing of a deterrent for display in the classroom,
including a brief explanation of why it would be effective.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 6: LESSON 3

Strand: CONSERVATION OF RESOURCES

Sub Strand: Conserving Wild Animals Using Physical Deterrents

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. State deterrents that can keep wild animals away from crops and domestic animals.
2. Establish deterrents to protect crops from wild animals.
3. Appreciate the importance of deterrents in conserving wild animals while safeguarding crops
and domestic animals.

Key Inquiry Question:

- How can wild animals be kept away from crops and domestic animals?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Examples of physical deterrents (pictures, articles)
- Videos demonstrating the use of deterrents in agriculture

Organisation of Learning:
Introduction (5 minutes)
- Review the previous lesson on the importance of protecting crops and domestic animals.
- Guide learners to read and discuss relevant content from the learning resources to clarify the
key concepts of deterrents.

Lesson Development (25 minutes)

Step 1: Introduction to Deterrents

- Explain what deterrents are and discuss different types (physical, chemical, electronic).
- Ask students to brainstorm examples of physical deterrents they can think of, such as fences,
nets, and scarecrows.

Step 2: Discussing Real-Life Applications

- Share examples of farmers using physical deterrents effectively. For instance, discussing how a
farmer might use a fence or noise-making devices to keep animals away.
- Discuss the impact of not using deterrents, such as crop damage and loss of domestic animals.

Step 3: Establishing a Deterrent System

- In small groups, have students design their physical deterrent. They can draw or create a small
model, choosing the type of deterrent they think would be most effective for a specific problem.
Step 4: Importance of Deterrents
- Engage learners in a discussion about the role of deterrents in wildlife conservation and
agriculture.
- Emphasize the balance needed to protect crops while being kind to wild animals.

Conclusion (5 minutes)
- Summarize the key points covered: the types of deterrents, real-life applications, and their
importance.
- Conduct a brief interactive quiz using questions about the deterrents discussed to reinforce
learning.
- Prepare learners for the next session by presenting a question: "What might happen if we didn’t
use any deterrents at all?"

Extended Activities:
- Activity 1: Research Project - Have students research a local farmer and report on the deterrents
they use.
- Activity 2: Nature Walk - Organize a field trip to observe local wildlife and discuss what
methods are used in the area to keep them away from crops.
- Activity 3: Poster Creation - Students create informative posters about the importance of
conserving wildlife and the use of deterrents in agriculture.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 6: LESSON 4

Strand: Conservation of Resources

Sub Strand: Conserving Wild Animals Using Physical Deterrents

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. List the importance of deterrents in conserving wild animals for safeguarding crops and
domestic animals.
2. Use digital devices to search for ways of keeping wild animals away using physical deterrents.
3. Appreciate the importance of deterrents in conserving wild animals.

Key Inquiry Question(s):

- What is the importance of deterrents?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Digital devices (tablets/laptops)
- Visual aids (posters or images of physical deterrents)

Organisation of Learning

Introduction (5 minutes)
- Begin the lesson by reviewing the previous topic covered in the class.
- Ask students to share examples of wild animals they have encountered and discuss their
impacts on agriculture and domestic animals.
- Guide learners to read and discuss relevant content from the curriculum, emphasizing the
understanding of the key concepts related to wild animals and deterrents.

Lesson Development (25 minutes)

- Step 1: Importance of Deterrents

- In groups, students will brainstorm and list reasons why using deterrents is important for
conserving wild animals.
- Lead a discussion where they can share their lists and compile a class-wide importance chart on
the board.

- Step 2: Research on Physical Deterrents

- Students will use digital devices to search for various physical deterrents that can be used to
keep wild animals away from crops and domestic animals.
- Ask them to find at least three different methods and prepare to share their findings.
- Step 3: Presentation of Findings
- Each group will briefly present the deterrents they discovered, explaining how they work and
where they are commonly used.
- Encourage classmates to ask questions or provide additional information based on their
research.

- Step 4: Reflection on Importance

- Conclude the lesson development by asking students to reflect on why understanding and using
these deterrents is vital for both the safety of crops and the conservation of wildlife.
- Facilitate a short discussion on any unexpected findings or interesting facts.

Conclusion (5 minutes)
- Summarize key points discussed about the importance of deterrents and the different types
identified.
- Conduct a quick interactive activity, such as a "two truths and a lie" game, where students state
two facts and one false statement about deterrents to reinforce the concepts learned.
- Prepare students for the next session by introducing the next topics or posing questions they
should consider, such as the ethical implications of using different types of deterrents.

Extended Activities
1. DIY Deterrent Project: Students can create a small model or prototype of a physical deterrent
at home and bring it to class for a "Show and Tell" session.
2. Field Research: Organize a trip to a local farm or nature reserve to observe how farmers
implement physical deterrents and conservation methods in real-life settings.
3. Creative Writing: Assign students to write a short story or a report on a wild animal and how
its population can be preserved while protecting crops or livestock.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 7: LESSON 1

Strand: Conservation of Resources

Sub Strand: Conserving Wild Animals: Using Physical Deterrents

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- List the importance of deterrents in conserving wild animals while safeguarding crops and
domestic animals.
- Use digital devices to search for ways to keep wild animals away using physical deterrents.
- Appreciate the importance of deterrents in conserving wild animals.

Key Inquiry Question(s):

- Why should we use deterrents to keep wild animals off instead of killing them?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design materials
- Digital devices for research (tablets, computers, etc.)

Organisation of Learning

Introduction (5 minutes):
- Begin with a quick review of the previous lesson about wild animals and their impact on
agriculture.
- Guide students to discuss why it is important to protect crops and domestic animals from wild
animals. Encourage them to reflect on ways to do this without harming the wildlife.

Lesson Development (25 minutes):

Step 1: Importance of Deterrents

- Introduce the concept of physical deterrents. Discuss with students:
- What a deterrent is and examples of common physical deterrents (e.g., fences, scarecrows).
- Why it is essential to find ways to protect crops and animals without killing wildlife.
- Activity: Students will list advantages of using deterrents on the board.

Step 2: Research
- Divide the class into small groups and assign each a digital device.
- Task: Each group will research and identify at least three different physical deterrents used in
agriculture around the world to keep wild animals away.
- Encourage groups to look for creative and effective ideas, noting down what they find.

Step 3: Group Sharing

- Bring the class back together. Each group will present one deterrent they found during their
research, explaining how it works and where it is used.
- Allow for brief questions after each presentation to foster discussion.

Step 4: Discussion on Conservation

- Lead a discussion around why using deterrents is better for wildlife conservation compared to
killing animals. Ask guiding questions:
- What happens to ecosystems when wild animals are killed?
- How can using deterrents help maintain a balance between agriculture and wildlife?

Conclusion (5 minutes):
- Summarize the key points discussed:
- The importance of using physical deterrents to protect crops and domestic animals.
- Examples of effective deterrents found through research.
- Conduct a quick interactive activity: Ask students to choose one deterrent and present how they
would implement it on their farm or in their community.
- Provide a preview of the next session focused on more sustainable practices in agriculture.

Extended Activities:
1. Create a DIY Deterrent Project: Have students design and create a simple model of a deterrent
using recycled materials. They can present their models, explaining how they work to protect
crops or animals.
2. Wildlife Conservation Campaign: Organize a small campaign where students create posters or
digital presentations promoting the use of deterrents instead of lethal methods. These can be
shared in their community.
3. Field Trip: If possible, arrange a visit to a local farm or wildlife sanctuary where students can
see deterrents in use and understand their practical application in preserving wildlife and
agriculture.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 7: LESSON 2
Strand: Conservation of Resources
Sub Strand: Conserving Wild Animals Using Physical Deterrents

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- State ways of conserving wild animals.
- Visit a nearby farm and take photographs of deterrents used.
- Appreciate the importance of deterrents in conserving wild animals.

Key Inquiry Question(s):

- What are different ways we can conserve wildlife?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design.

Organisation of Learning:

Introduction (5 minutes):
1. Review the previous lesson on the role of agriculture in the ecosystem. Ask students to raise
one key point they remember.
2. Introduce today’s topic by discussing the importance of conserving wild animals and the role
of physical deterrents. Guide learners to read a relevant section in their textbooks that highlights
conservation methods.

Lesson Development (25 minutes):

Step 1: Discuss Ways of Conserving Wild Animals

- Engage students in a discussion about what they already know about wildlife conservation.
- Write their ideas on the board. Possible responses may include creating protected areas, laws
against poaching, and habitat restoration.

Step 2: Introduce Physical Deterrents

- Explain what physical deterrents are and give examples (e.g., fences, scarecrows).
- Discuss why they are important and how they help protect both wild animals and crops.
- In pairs, students brainstorm additional deterrent methods and share their thoughts with the
class.

Step 3: Conduct a Farm Visit

- Plan a visit to a nearby farm.
- Explain that during the visit, students will take photographs of physical deterrents used by the
farmer to protect crops from wild animals.
- Give instructions on how to document their findings and ask questions during the visit (who,
what, where, why).

Step 4: Reflection and Sharing (if time allows)

- After the visit, allow students time in class to organize and share their photographs and notes.
- Facilitate a discussion about the various deterrents observed and their effectiveness,
encouraging students to think critically about what was most interesting or surprising.

Conclusion (5 minutes):
1. Summarize the key points from the lesson, highlighting the methods of conserving wildlife
and the importance of deterrents.
2. Conduct a quick interactive quiz using a few questions about today's lesson to reinforce key
concepts.
3. Preview the next session by mentioning how conservation impacts agricultural practices and
what students can consider when learning more about local wildlife.

Extended Activities:
- Research Project: Students can choose a specific wild animal and research the threats it faces.
They can present their findings along with conservation methods, including physical deterrents.
- Create a Poster: Invite students to create a poster on ways to conserve wildlife, including
images or drawings of physical deterrents. This could be displayed around the school.
- Pen Pals with Farmers: Connect with a local farmer through correspondence to learn about their
conservation practices.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 7: LESSON 3

Strand: Conservation of Resources

Sub Strand: Conserving Wild Animals Using Physical Deterrents

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- State ways of conserving wild animals.
- Visit a nearby farm and take photographs of deterrents used.
- Appreciate the importance of deterrents in conserving wild animals.

Key Inquiry Question(s):

- Why should we conserve wildlife?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design.

Organisation of Learning:

Introduction (5 minutes)
1. Begin with a brief review of the previous lesson, discussing any key points related to wildlife
conservation.
2. Introduce the topic of deterrents and their role in protecting wild animals.
3. Engage the class by asking, "Why do you think we should conserve wildlife?" and allow a few
students to share their thoughts.

Lesson Development (25 minutes)

Step 1: Discussion on Conservation

- Initiate a group discussion on what wildlife conservation means.
- Ask students to suggest methods that can be used to conserve wild animals.
- List responses on the board, emphasizing methods like habitat protection, laws against
poaching, and the use of physical deterrents.

Step 2: Understanding Physical Deterrents

- Explain what physical deterrents are and how they help in safeguarding wildlife.
- Provide examples of physical deterrents used in agriculture (e.g., fences, noise makers, and
guard animals).
- Display images or short videos of these deterrents and discuss their effectiveness.

Step 3: Farm Visit Preparation

- Discuss the upcoming visit to a nearby farm.
- Explain the purpose of the visit: to observe and photograph different types of physical
deterrents used on the farm.
- Assign students to small groups to discuss what they will look for and what questions they will
ask during the visit.

Step 4: Interactive Q&A

- Encourage students to ask questions about wildlife conservation and the use of deterrents.
- Facilitate a brief Q&A session to clarify any uncertainties before the farm visit.

Conclusion (5 minutes)
- Summarize the key points discussed during the lesson, including the definition of wildlife
conservation, the purpose of physical deterrents, and their significance.
- Conduct a quick interactive activity, such as having students match images of animals with
their corresponding deterrents.
- Prepare students for the next session by hinting at discussing the impact of human activities on
wildlife.

Extended Activities:
- Research Project: Have students choose a specific wild animal and research its conservation
status and any known deterrents used to protect it. They can create a poster or slideshow
presentation to share with the class.
- Creative Writing: Ask students to write a short story from the perspective of a wild animal and
how it encounters physical deterrents in its habitat.
- Community Involvement: Encourage students to organize a small awareness campaign about
wildlife conservation in their community, such as creating flyers or skits.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 7: LESSON 4

Strand: FOOD PRODUCTION PROCESSES

Sub Strand: Rearing Small Domestic Animals

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify small domestic animals and cut and paste pictures of these animals in their books.
- Appreciate the importance of deterrents in conserving wild animals.

Key Inquiry Questions:

- Can you give two examples of small domestic animals?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Pictures of small domestic animals (printed or digital)
- Scissors and glue sticks

Organisation of Learning:

Introduction (5 minutes):
- Begin by greeting the students and reviewing what was learned in the previous lesson,
connecting it to today's focus on small domestic animals.
- Ask students what they remember about domestic animals. Encourage them to briefly share
their thoughts with a partner.

Lesson Development (25 minutes):

Step 1: Introduction to Small Domestic Animals
- Show a chart with various small domestic animals (like chickens, rabbits, goats, and pigs).
- Ask students to name the animals and discuss where they might see or find them.
- Explain that these animals help in food production and can also be pets.

Step 2: Identifying Animals

- Distribute printed pictures of small domestic animals along with scissors and glue.
- Guide students to choose two animals from the chart, cut them out, and paste them into their
books.
- While they work, walk around and ask questions like, “What do you think these animals need
to thrive?”

Step 3: Conservation Discussion

- Briefly discuss the importance of wild animals and the impact of domestic animals on wildlife.
- Introduce the concept of deterrents, explaining how they can help protect wild animals from
dangers that domestic animals might cause.

Step 4: Classroom Sharing

- Invite a few students to share the pictures they chose and explain why they selected those
animals.
- Highlight their contributions to food production or companionship, making connections to the
lesson's objectives.

Conclusion (5 minutes):
- Recap key points: What are small domestic animals? Why are they important?
- Engage students in a brief interactive activity by asking them to think of one reason why
someone would want to rear these animals. Have them share their thoughts with the class.
- Preview the next session by saying it will focus on farm animal care and how to ensure the
animals stay healthy.

Extended Activities:
- Home Project: Have students choose a small domestic animal and research its care
requirements. They can present their findings to the class next week.
- Art Activity: Create a poster about the importance of conserving wildlife, including images of
both small domestic and wild animals.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 9: LESSON 1

Strand: Food Production Processes

Sub Strand: Rearing Small Domestic Animals

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify small domestic animals.
- Draw small domestic animals.
- Appreciate the importance of rearing small domestic animals.

Key Inquiry Question(s):

- What are domestic animals?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning:

Introduction (5 minutes)
- Begin by reviewing the previous lesson about farm animals and their roles in agriculture.
- Ask students what they remember about domestic animals. Lead a brief discussion, guiding
them through the relevant content from the learning resources and focusing on definitions and
examples of domestic animals.

Lesson Development (25 minutes)

1. Step 1: Identification of Small Domestic Animals
- Introduce a variety of small domestic animals (e.g., chickens, rabbits, goats).
- Use pictures or real-life examples to help students identify these animals.
- Have students share any experiences they have with these animals and discuss their importance
in farming.

2. Step 2: Drawing Small Domestic Animals

- Provide students with drawing materials (paper, colored pencils).
- Instruct them to choose one small domestic animal and draw it. Encourage creativity in their
illustrations.
- Allow students to share their drawings with the class and explain why they chose that particular
animal.

3. Step 3: Discussing the Importance of Rearing Small Domestic Animals

- Facilitate a class discussion on why rearing small domestic animals is beneficial. Prompt
students with questions such as "How do these animals help farmers?" and "What products do
we get from them?"
- Write students' responses on the board to create a visual summary of the discussion.

4. Step 4: Appreciate Rearing Small Domestic Animals

- Discuss the care and responsibilities involved in rearing small domestic animals.
- Highlight the roles of these animals in contributing to food security and community livelihoods.
- Engage students by asking them to think about how they would care for their chosen animal.

Conclusion (5 minutes)
- Summarize the key points discussed: identification of small domestic animals, the drawing
activity, and their importance in agriculture.
- Conduct a brief interactive quiz (e.g., "Raise your hand if you can name a small domestic
animal") to reinforce learning.
- Preview the next lesson, which will discuss the different types of feed for these animals and
their nutritional needs.

Extended Activities:
- Have students create a small booklet that includes drawings and facts about different small
domestic animals they learn about at home or in the community.
- Organize a field trip to a local farm where students can see and interact with small domestic
animals firsthand.
- Assign students to research a specific small domestic animal and prepare a short presentation
for the class.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 9: LESSON 2
Strand: Food Production Processes
Sub Strand: Rearing Small Domestic Animals

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify small domestic animals.
- Draw small domestic animals.
- Appreciate rearing small domestic animals.

Key Inquiry Question(s):

- List two small domestic animals?

Organisation of Learning

Introduction (5 minutes)
- Review the previous lesson on food production systems and the importance of small domestic
animals in agriculture.
- Guide learners to read and discuss relevant sections from the Agriculture and Nutrition Grade 6
curriculum, focusing on identifying small domestic animals. Encourage students to think about
their characteristics and roles.

Lesson Development (25 minutes)

Step 1: Identify Small Domestic Animals

- Begin by asking students to name small domestic animals. Write their responses on the board
(e.g., chickens, rabbits, goats).
- Discuss briefly the characteristics of these animals and their uses in agricultural practices.
- Encourage students to think about where they commonly see these animals and what they
provide to families and communities.

Step 2: Drawing Small Domestic Animals

- Instruct students to choose one of the small domestic animals discussed and create a simple
drawing of it.
- Provide them with blank paper and colored pencils. Motivate creativity by suggesting they
illustrate the animal’s habitat as well.
- Circulate around the room to assist and encourage students as they work on their drawings.

Step 3: Discussion and Sharing

- Once students have completed their drawings, host a quick sharing session.
- Allow students to present their drawings to a partner or small group, explaining why they chose
that animal and any interesting facts they learned during the discussion.
Step 4: Understanding the Importance of Rearing
- Lead a discussion on the advantages of rearing small domestic animals, such as food production
(eggs, meat, milk), companionship, and pest control.
- Ask students why they think these animals are important to families and communities,
reinforcing the concepts discussed previously.

Conclusion (5 minutes)
- Summarize the key points discussed during the lesson: identification, drawing, and the
importance of small domestic animals.
- Conduct a brief interactive quiz where students can shout out answers when asked questions
related to the lesson's key points (e.g., "What is one benefit of raising rabbits?").
- Briefly preview the next lesson, which will focus on animal care and management practices
concerning small domestic animals. Ask students to think about what they might want to learn
about taking care of these animals.

Extended Activities
1. Animal Care Journal: Students can keep a journal for one week documenting daily care
routines for any small domestic animals they encounter (own pets, neighbor's pets, etc.).
2. Presentations: Groups of students can research different small domestic animals and present
their findings to the class. They can cover topics like habitat, diet, and benefits to humans.
3. Create a Poster: Students can design an informational poster on their chosen small domestic
animal, including facts about their care and importance in agriculture.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 9: LESSON 3

Strand: FOOD PRODUCTION PROCESSES

Sub Strand: Rearing Small Domestic Animals

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Outline routine practices in rearing small domestic animals.
- Cut and paste pictures of small domestic animals in their books.
- Appreciate the importance of rearing small domestic animals.

Key Inquiry Question:

- How does rearing animals contribute to food production?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning

Introduction (5 minutes)
- Begin by reviewing key concepts from the previous lesson on food production.
- Engage students in a discussion about what they remember, promoting ideas related to small
domestic animals.
- Introduce the day’s focus: rearing small domestic animals and their role in food production.

Lesson Development (25 minutes)

Step 1: Group Discussion

- Divide students into small groups.
- Prompt them to share their personal experiences with small domestic animals (e.g., pets, farm
animals).
- Use guiding questions:
- What animals do you know about?
- What care do these animals need?
- Why are these animals valuable?

Step 2: Key Practices Exploration

- Provide students with a simple outline of routine practices for caring for small domestic
animals, such as feeding, cleaning, and healthcare.
- Ask groups to discuss and identify routines they think are important in rearing small domestic
animals.
- Groups will take notes on these practices to share later.
Step 3: Art Activity - ‘Animal Cut and Paste’
- Supply magazines, printed animal pictures, or resources for images of small domestic animals
(e.g., chickens, rabbits, goats).
- Instruct students to cut out and paste pictures of at least three small domestic animals into their
books.
- Encourage them to label each picture with its name and a fact about its care or use in food
production.

Step 4: Reflection and Sharing

- Have each group briefly share one routine practice they discussed and each student share one
animal picture they pasted.
- Discuss how rearing these animals plays a part in food production and the importance of
responsible animal care. Include connections to ethical practices and sustainability.

Conclusion (5 minutes)
- Summarize key points about the routines in rearing small domestic animals and their
contributions to food production.
- Conduct a quick Q&A where students can ask about anything they found interesting or
confusing.
- Preview the next lesson on specific types of small domestic animals and their nutritional value.

Extended Activities:
1. Animal Care Journal:
- Ask students to choose one small domestic animal and create a weekly care journal, writing
down what they would do each day to care for the animal.

2. Virtual Farm Tour:

- Organize a virtual field trip to a local farm or a documentary viewing about small domestic
animals and their care.

3. Class Presentation:
- Have students research a specific small domestic animal, prepare a short presentation, and share
with the class about its care routines, benefits, and food production roles.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 9: LESSON 4
Strand: Food Production Processes
Sub Strand: Rearing Small Domestic Animals

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Outline routine practices in rearing small domestic animals.
- Cut and paste pictures of small domestic animals in their books.
- Appreciate the importance of rearing small domestic animals.

Key Inquiry Question:

- Which routine practices are involved in rearing small domestic animals?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Pictures of small domestic animals (magazines, printed images, or online resources)

Organisation of Learning

Introduction (5 minutes)
- Begin the lesson by reviewing what was learned in the previous session about food production.
- Ask students to share any experiences or knowledge they have about small domestic animals.
- Introduce the lesson's focus on routine practices in rearing these animals, prompting a
discussion based on key concepts from the learning resources.

Lesson Development (25 minutes)

- Step 1: Group Discussion

- Divide students into small groups.
- Prompt them to discuss their experiences and knowledge regarding how to care for small
domestic animals (e.g., feeding, shelter, health care).
- Each group will select a spokesperson to share their thoughts with the class.

- Step 2: Identification of Routine Practices

- As a class, compile a list on the board of the routine practices for rearing small domestic
animals (e.g., feeding schedules, cleanliness, health checks).
- Encourage students to ask questions about any practices they are unfamiliar with and provide
further information where needed.

- Step 3: Picture Activity

- Provide magazines or printed images showing various small domestic animals (e.g., chickens,
rabbits, goats).
- Instruct students to cut out these pictures and paste them into their books, labeling them and
writing one routine practice for each animal.

- Step 4: Reflection and Sharing

- Invite students to share their pictures and the routine practices they wrote about.
- Discuss why each practice is important for the health and wellbeing of the animals.

Conclusion (5 minutes)
- Summarize the key points discussed about the routine practices in rearing small domestic
animals.
- Conduct an interactive activity (e.g., a quick game or quiz) where students can match animals
to their care requirements.
- Briefly explain what will be covered in the next lesson, such as the benefits of rearing specific
animals or how to recognize healthy animals.

Extended Activities
- Visit to a Local Farm: Plan a field trip to a local farm to observe the rearing of small domestic
animals firsthand.
- Animal Care Journal: Encourage students to create a journal to track the care of a small pet they
may have at home, documenting their routine practices for a week.
- Research Assignment: Assign students to research a specific small domestic animal and prepare
a short presentation on its care and benefits to farmers or families.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 10: LESSON 1

Strand: Food Production Processes

Sub Strand: Rearing Small Domestic Animals

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. State small domestic animals used as sources of food.
2. Rear small domestic animals used as sources of food.
3. Appreciate rearing of small domestic animals.

Key Inquiry Question:

- Which small domestic animals are mostly reared in your locality?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning:

Introduction (5 minutes):
- Review key concepts from the previous lesson on food production.
- Ask students about any small domestic animals they know. Guide learners to explore the
curriculum materials relevant to small domestic animals.

Lesson Development (25 minutes):

Step 1: Identification of Small Domestic Animals
- Discuss with students the common small domestic animals that can be reared for food, such as
rabbits and guinea pigs.
- Have students list these animals on the board and share any personal experiences or knowledge
they have about them.

Step 2: Benefits of Rearing Small Animals

- Explain the advantages of rearing small domestic animals, including the types of food they
provide, low maintenance costs, and their contribution to sustainable farming.
- Encourage students to think about how these animals can be used for food in their community.

Step 3: Caring for Small Domestic Animals

- Discuss the basic needs of small domestic animals including shelter, food, and water.
- Talk about the importance of hygiene and regular care in rearing these animals.

Step 4: Group Discussion

- Organize students into small groups to discuss which small domestic animals are most
commonly reared in their locality and why.
- Allow groups to present their findings, fostering peer interaction and learning.

Conclusion (5 minutes):
- Summarize the key points: different small domestic animals, their benefits, and care
requirements.
- Engage the class in a quick interactive activity, like a quiz or a hands-on demonstration of
feeding a model animal.
- Prepare learners for the next session by previewing the topic on animal health and nutrition.

Extended Activities:
1. Visit a Local Farm: Arrange a field trip to a local farm that rears small animals. This will
provide students with hands-on experience.
2. Research Project: Assign students to research a specific small domestic animal and create a
poster detailing its care, feeding, and benefits as a source of food.
3. Animal Diary: Have students maintain a diary of a week in the life of a small domestic animal,
detailing daily routines and needs.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 10: LESSON 2

Strand: Food Production Processes

Sub Strand: Rearing Small Domestic Animals

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Name small domestic animals used as sources of food.
- Understand the practices involved in rearing these animals.
- Appreciate the importance of rearing small domestic animals.

Key Inquiry Question(s):

- List 3 rearing practices for small domestic animals.

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Images and factsheets on small domestic animals (rabbits, guinea pigs, chickens)

Organisation of Learning

Introduction (5 minutes)
- Begin with a brief review of the previous lesson on animal husbandry and the importance of
animals in food production.
- Ask the students what they remember about wild and domestic animals. Engage them in a
discussion about how some animals can be raised for food.

Lesson Development (25 minutes)

Step 1: Naming Small Domestic Animals

- Introduce small domestic animals such as rabbits, guinea pigs, and chickens.
- Show pictures and discuss their characteristics.
- Ask students to name other small domestic animals they know and why these animals are good
sources of food.

Step 2: Rearing Practices

- Discuss the key practices involved in rearing small domestic animals:
1. Feeding: Explain what these animals eat and how it impacts their growth.
2. Housing: Discuss the types of shelters required for different animals.
3. Health Care: Talk about the importance of vaccination and regular check-ups.
- Encourage learners to think about what they would need to consider if they were to raise any of
these animals at home.
Step 3: Benefits of Rearing
- Discuss the benefits of rearing small domestic animals for food, including sustainability, source
of nutrition, and economic advantages.
- Invite students to share any experiences they have had with rearing animals, whether at home
or in their community.

Step 4: Group Discussion

- Divide students into small groups. Ask them to discuss and list at least three good practices for
rearing small domestic animals.
- Each group shares their ideas with the class, promoting collaborative learning.

Conclusion (5 minutes)
- Summarize the main points from the lesson, reinforcing the importance of raising small
domestic animals and the practices involved.
- Conduct a quick game where students guess the animal based on clues provided about its
rearing practices or benefits.
- Briefly introduce what will be covered in the next session regarding animal welfare.

Extended Activities:
1. Research Project: Have students choose one small domestic animal, research its rearing
practices, and present their findings to the class.
2. Field Trip: Plan a visit to a local farm where students can see small domestic animals and
observe the rearing practices in action.
3. Creative Activity: Encourage students to create a poster or a presentation on "How to Care for
Your Pet" focusing on one type of small domestic animal.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 10: LESSON 3

Strand: Food Production Processes

Sub Strand: Rearing Small Domestic Animals

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify the importance of rearing small domestic animals
- Use digital devices to observe pictures of rearing small domestic animals
- Appreciate the rearing of small domestic animals

Key Inquiry Question:

- What is the importance of keeping small domestic animals?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Digital devices with internet access (tablets or computers)

Organisation of Learning:

Introduction (5 minutes)
- Begin by reviewing the previous lesson on food production processes and the role of animals in
agriculture.
- Ask students guiding questions such as: “What animals can we keep at home or on a farm?
Have you ever seen these animals?”

Lesson Development (25 minutes)

Step 1: Importance of Small Domestic Animals

- Facilitate a discussion about small domestic animals (e.g., chickens, rabbits, goats).
- Ask students to brainstorm and share their ideas on why these animals are important. Record
their responses on the board.
- Emphasize contributions like food (eggs, milk, meat), companionship, and work (e.g., pest
control, land management).

Step 2: Researching and Observing

- Divide students into pairs and provide them with digital devices.
- Instruct them to search for images and information about different small domestic animals and
their roles in agriculture.
- Guide them to write down one interesting fact about each animal they investigate.

Step 3: Sharing Findings

- Invite each pair to share their findings with the class. Encourage them to show images on their
devices.
- Ensure each student has the opportunity to contribute and express appreciation for the diversity
of roles these animals play.

Step 4: Reflecting on Rearing Practices

- Ask students to reflect on one small domestic animal they would like to have and why.
- Lead a brief discussion on what is needed to care for these animals, including food, shelter, and
companionship.

Conclusion (5 minutes)
- Summarize the key points discussed: the importance of small domestic animals, their roles, and
care needed.
- Conduct a quick interactive quiz using a show of hands: “Who thinks raising chickens is
important? Who prefers rabbits?”
- Prepare learners for the next session, hinting that they will explore breeding and training small
domestic animals.

Extended Activities:
- Poster Project: Have students create posters about a specific small domestic animal including
its importance, care needs, and contributions to farming.
- Field Trip Idea: Organize a visit to a local farm or animal shelter to see small domestic animals
firsthand.
- Journal Entry: Ask students to write a journal entry about their experience observing animals,
real or digital, and what they learned about their importance.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 10: LESSON 4

Strand: FOOD PRODUCTION PROCESSES

Sub Strand: Rearing Small Domestic Animals

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify the importance of rearing small domestic animals.
- Use digital devices to observe pictures of rearing small domestic animals.
- Appreciate the rearing of small domestic animals.

Key Inquiry Question(s):

- What are the benefits of rearing small domestic animals to a farmer?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson: Discuss key takeaways and connect them to the current topic of
small domestic animals.
- Guide learners to read from the learning resources, focusing on the importance of rearing small
domestic animals.

Lesson Development (25 minutes)

Step 1: Importance of Rearing Small Domestic Animals

- Discuss with students why small domestic animals (like chickens, rabbits, goats) are important.
Write key points on the board: nutrition, economic benefits, companionship, etc.
- Encourage students to think-pair-share about how these animals can be beneficial to families
and small farms.

Step 2: Digital Exploration

- Divide students into pairs and provide access to digital devices.
- Instruct them to search for and observe pictures of various small domestic animals and their
living conditions.
- Ask each pair to select one animal and prepare to share one interesting fact they learned.

Step 3: Group Discussion

- Bring the class back together. Have each pair present their chosen animal and the facts they
found. Facilitate a discussion on the qualities that make these animals valuable.
Step 4: Reflection on Appreciation
- Conclude with a guided reflection where students think about how the rearing of small
domestic animals can positively influence a farmer's life.
- Ask students to write one sentence about how they appreciate small domestic animals.

Conclusion (5 minutes)
- Summarize key points made about the importance of small domestic animals and their role in
agriculture.
- Conduct a brief interactive activity: Have students raise their hands to share the benefits they
discussed in pairs.
- Prepare learners for the next session: Introduce the upcoming topic of animal care and what it
entails.

Extended Activities:
- Create a Poster: Students can make a poster on one small domestic animal, including its
benefits, needs, and fun facts.
- Field Trip or Virtual Tour: If possible, arrange a visit to a local farm or a virtual tour of a farm
that practices rearing small domestic animals.
- Guest Speaker: Invite a local farmer to talk about their experience with small domestic animals
and how it impacts their farming practices.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 11: LESSON 1

Strand: Food Production Processes

Sub Strand: Preserving Crop Products: Fruits and Vegetables

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify fruits and vegetables.
- Describe how to preserve fruits and vegetables at home.
- Adopt preservation of fruits and vegetables to avoid food wastage.

Key Inquiry Question(s):

- Name 3 fruits?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on the importance of food production in daily life.
- Guide learners to read and discuss relevant content from the Agriculture and Nutrition
curriculum, focusing on the key inquiry questions and concepts related to identifying fruits and
vegetables.

Lesson Development (25 minutes):

- Divide the lesson into 4 distinct steps:

Step 1: Identification of Fruits and Vegetables

- In groups of 4-5, students will brainstorm and list at least 8 different fruits and 8 vegetables.
- Each group will choose three fruits and three vegetables to draw on chart paper.
- Students will present their drawings to the class and briefly explain why they chose those
particular items.

Step 2: Discussion on Preservation Methods

- Teacher will lead a discussion on different ways to preserve fruits and vegetables (e.g., canning,
freezing, drying).
- Introduce the concept of sun drying as a method of preservation.
- Students will discuss in their groups the benefits of preserving food and how it helps reduce
food wastage.

Step 3: Watching Video Clips

- Show short video clips demonstrating the sun drying method for preserving fruits and
vegetables.
- Ask students to take notes on the process and the materials needed.

Step 4: Hands-on Activity Planning

- In their groups, students will brainstorm how they can preserve a fruit or vegetable at home.
- Each group will outline their plan including what fruits or vegetables they will choose, and the
methods they intend to use.

Conclusion (5 minutes):
- Summarize the key points learned about identifying fruits and vegetables and preservation
methods discussed in class.
- Conduct a brief interactive activity, such as a quick quiz or a "name that fruit" challenge, to
reinforce topics covered.
- Preview upcoming sessions, highlighting the next topic on the importance of food preservation
in sustainability.

Extended Activities:
- Create a "Preservation Journal" where students document any preservation techniques they try
at home over the next few weeks.
- Conduct a class project where students research and present a fruit or vegetable from a different
culture and its preservation techniques.
- Organize a food fair where students can bring in preserved or dried fruits and vegetables to
share with their classmates.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 11: LESSON 2

Strand: Food Production Processes

Sub Strand: Preserving Crop Products: Fruits and Vegetables

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify fruits and vegetables.
- Describe how to preserve fruits and vegetables at home.
- Adopt practices for preserving fruits and vegetables to avoid food wastage.

Key Inquiry Question(s):

- Name three crops used as vegetables?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Video clips on sun drying fruits and vegetables
- Art materials (paper, colored pencils, markers)

Organisation of Learning:

Introduction (5 minutes)
- Begin with a quick review of the previous lesson on types of crops and their importance.
- Engage students in a discussion about what they learned in the last class.
- Present the key inquiry question, prompting them to name three vegetables.

Lesson Development (25 minutes)

Step 1: Identify Fruits and Vegetables

- Divide students into small groups.
- Provide each group with images or real examples of various fruits and vegetables.
- Ask each group to identify and list as many fruits and vegetables as they can in 5 minutes.

Step 2: Understanding Preservation Methods

- Introduce the concept of food preservation and why it is essential.
- Show selected video clips demonstrating traditional and modern methods of preserving fruits
and vegetables, focusing on sun drying.
- Discuss the benefits of preserving food, including reducing waste and saving money. Share a
brief story or fact about preserving fruits historically.

Step 3: Creating a Preservation Plan

- Still in groups, have students pick one fruit and one vegetable they could preserve.
- Each group will outline a simple plan on how they would preserve these foods at home (e.g.,
sun drying, freezing).
- Encourage them to think about materials needed and steps involved.

Step 4: Group Sharing and Discussion

- Each group presents their preservation plans to the class.
- Discuss any similarities or differences in their approaches and encourage questions from peers.

Conclusion (5 minutes)
- Recap the key points of the lesson: identifying fruits and vegetables, understanding
preservation methods, and the importance of reducing food waste.
- Conduct an interactive game where students match pictures of fruits and vegetables to their
preservation methods.
- Preview the next session focused on other preservation techniques and their roles in reducing
food waste.

Extended Activities:
- Garden Project: Encourage students to grow a small vegetable or herb plant at home. They will
keep a journal of its growth, and they can apply preservation techniques learned in class if they
have a surplus.
- Community Survey: Have students conduct a survey in their homes about preservation
practices and report back to the class on what methods their families use.
- Culinary Challenge: Organize a healthy recipe creation challenge using preserved fruits and
vegetables. Students can present their dishes, focusing on both taste and nutritional value.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 11: LESSON 3
Strand: Food Production Processes
Sub Strand: Preserving Crop Products: Fruits and Vegetables

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. Outline the importance of preservation of fruits and vegetables.
2. Preserve fruits and vegetables using the sun drying method.
3. Adopt preservation methods of fruits and vegetables to avoid food wastage.

Key Inquiry Question:

- What is the importance of fruits and vegetables to our health?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design

Organisation of Learning:

Introduction (5 minutes)
- Begin the lesson with a short review of the previous topic, asking students about any
preservation methods they learned.
- Encourage students to read and discuss sections of the learning resources related to fruits and
vegetables, guiding them to recognize how they contribute to our health.

Lesson Development (25 minutes)

Step 1: Understanding the Importance of Preservation

- Discuss the nutritional value of fruits and vegetables. Ask students to list their favorite fruits
and vegetables and why they like them.
- Explain how preservation helps retain nutrients, prevents spoilage, and allows us to enjoy fruits
and vegetables year-round.

Step 2: Exploring Sun Drying as a Preservation Method

- Introduce the sun drying method. Show images or videos demonstrating the process.
- Discuss the materials needed for sun drying (e.g., fresh fruits/vegetables, trays, sunlight).
- Engage students by asking if anyone has seen or experienced sun drying at home.

Step 3: Hands-on Activity: Sun Drying Process

- Let students participate in a simulation by "pretending" to prepare fruits/vegetables for sun
drying. They can create a step-by-step plan on how they would do this at home with an adult's
help.
Step 4: Discussing Alternatives to Avoid Food Wastage
- Ask students to brainstorm other methods of food preservation (e.g., canning, freezing).
- Discuss the role of proper storage and how it can help avoid food wastage, encouraging
students to think about their household practices.

Conclusion (5 minutes)
- Summarize the key points discussed regarding the importance of preservation, the sun drying
method, and how to minimize food wastage.
- Conduct a brief interactive quiz where students can raise their hands to answer questions based
on what they learned during the lesson.
- Preview the next session by hinting at different food preservation methods and how they relate
to local agriculture.

Extended Activities:
- Create a Preservation Journal: Students can keep a journal of fruits and vegetables they eat over
a week, focusing on how they were preserved.
- Research Project: Assign a project where students research a different method of preservation
(e.g., pickling or canning) and present their findings to the class.
- Food Waste Challenge: Challenge students to take note of any food waste at home and
brainstorm how they could use or preserve those items better.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 6 AGRICULTURE AND NUTRITION
WEEK 11: LESSON 4

Strand: Food Production Processes

Sub-Strand: Preserving Crop Products: Fruits and Vegetables

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Outline the importance of preservation of fruits and vegetables.
- Preserve fruits and vegetables using the sun drying method.
- Adopt preservation methods for fruits and vegetables to avoid food wastage.

Key Inquiry Question(s):

- What is the importance of preservation of fruits and vegetables?

Learning Resources:
- Agriculture and Nutrition Grade 6 curriculum design
- Samples of dried fruits and vegetables (if available)
- Visual aids showing the sun drying process

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on food production and its impact on agriculture. Encourage
learners to share what they remember.
- Guide learners to discuss the importance of saving food for future use, setting the stage for the
new topic on preservation.

Lesson Development (25 minutes)

Step 1: Understanding the Importance of Preservation

- Engage students in a discussion about why we need to preserve fruits and vegetables.
- Points to cover: reduces waste, retains nutrients, makes food last longer, enhances flavor, and
contributes to food security.

Step 2: Methods of Preservation

- Introduce different methods of preservation with a focus on sun drying.
- Discuss how sun drying works, the benefits of this method, and suitable fruits and vegetables
for sun drying.
- If possible, show a video or images of the sun drying process.

Step 3: Demonstrate Sun Drying

- Explain the step-by-step process of sun drying:
1. Choose ripe fruits or vegetables.
2. Wash and cut them into small pieces.
3. Spread them out in the sun on a clean surface.
4. Cover with a net to protect from pests.
5. Leave in the sun until fully dried.
- Encourage students to ask questions and make predictions about the drying process.

Step 4: Discussion on Avoiding Food Waste

- Facilitate a discussion on how preserving fruits and vegetables can help reduce food waste.
- Encourage students to think of examples from their own lives where they might have wasted
food and how preservation could help.

Conclusion (5 minutes)
- Summarize the key points: the importance of preservation, the sun drying method, and how
preservation can reduce food waste.
- Conduct a brief interactive activity where students can share one fruit or vegetable they would
like to preserve and how they would do it.
- Prepare learners for the next session, previewing the next topic: "Canning and Fermentation of
Foods."

Extended Activities:
- Research Project: Assign students to find out about different preservation methods used around
the world and present their findings in the next class.
- Home Activity: Encourage students to try sun drying fruits or vegetables at home (with
supervision), documenting the process and results in a journal.

Teacher Self-Evaluation: