Grade 9 Agriculture & Nutrition Strands, Sub-strands & Schemes of Work (2026)

• How can hay conservation contribute to coping with drought?

• use digital and print resources to search for information and share experiences on methods of conserving forage in coping with drought (baled hay making, standing forage, stacking)
• conserve forage using methods such as stacking or box bailing using locally available such as maize stover and straw to conserve hay for drought season
• discuss and make class presentation on how households can adopt conservation of forage in coping with drought
• problem solving skills as learners apply applicable methods to conserve forage, associate peaceful coexistence through conservation of forage during drought, disaster risk reduction using conserved forage to save animals

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How is left over food prepared for use to prevent food wastage?

• search and share experiences on how left over foods importance of conserving leftover foods at home
• prepare leftover foods for consumption through methods such as reheating or preparing another recipe to avoid wastage
• make presentations on various recipes adopted from leftover foods to avoid food wastage
• creativity and imagination skills on preparing leftover foods, value of integrity to avoid wasteful use of resources, hygiene in the food handling to prevent food wastage and contamination

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can integrated farming conserve resources?

• take an excursion or search information on integrated farming practices find out how components of integrated farming help to conserve resources
• design or sketch and make a model to illustrate integrated farming components such as fish rearing, rabbit keeping, poultry keeping and vegetable production on the same plot of land to show their relational benefits
• learners make class presentations on the models of integrated farming and the importance of the integration in conserving resources
• creativity skills in the designing and making a model of integrated farming, respect for each others creative work in modelling integrated farming, environmental conservation as they relate the benefits of each component of integrated farming

Approved course books, concrete realia, charts, manipulatives & digital devices.

• Why should we practise organic gardening?
• How can we produce food crops through organic gardening?

• search and share information organic gardening practices in crop production
• grow a selected short season crop such as a vegetable, legume or spice crop using organic gardening practices such as use of organic manure organic pesticides, mechanical weed control, use of organic foliar feed made from animal wastes and plants like Mexican sunflower
• learners share experiences through class presentations to appreciate importance of organic gardening in production of healthy foods
• learning to learn as learners make self-discovery of applicable gardening techniques, integrity as learners honestly declare organic practices, unity as they work in teamwork, health promotion as learners acquire skills of producing foods without use of chemicals

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can we prepare facility in readiness for storage of crop produce?
• How should crop produce be managed during storage?

• use digital devices or print media to search for information on ways of preparing storage structures in readiness for storage of crop produce and share findings in plenary
• prepare an existing storage structure or facility (container, store room, granary, storage bags) in readiness for storage through practices such as cleaning, dusting, sealing cracks, repairing leakages, emptying previous crop produce and controlling rodents
• manage stored crop produce (checking moisture content in cereals and pulses, ensuring ventilation, controlling rodents, turning the stored crop produce and disposing off spoilt produce)
• critical thinking skills (open mindedness) as learners manage storage structures to avoid spoilage, responsibility as learners team play to maintenance chores, food safety to prevent aflatoxin in food storage

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can we make products from flour mixture?

• use print or digital resources to identify types of flour mixtures used in food production such as batters and dough
• prepare flour mixtures such as batters and doughs for food production
• make products such as pancake, mandazi and chapati from various flour mixtures
• learning to learn as learners apply procedures of making flour mixtures, integrity as learners use ethically acceptable procedures to prepare foods and safety in the use of tools and equipment

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How does cleaning waste disposal facilities promote hygiene?

• discuss and share experiences on importance of cleaning waste disposal facilities such as waste bin, sink and open drains
• clean waste disposal facilities such as dust bin, sink and open drains
• problem solving skills while learners identify the waste disposal facilities and clean them, responsibility as learner take initiative to maintain cleanliness and promotion of environmental hygiene

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can we disinfect household articles for hygiene purposes?

• search for information or observe demonstration on methods of disinfecting clothing and household articles such as sunlight, salting, boiling, use of disinfectants, ironing
• disinfect clothing and household articles like aprons, gloves, towels, dustcoats, handkerchief, socks among other personal items using methods such as sunlight, salting, boiling, use of disinfectants, ironing
• make class presentations on the importance of disinfecting clothing and household articles for hygiene purposes
• learning to learn as learners acquire new skills and follow guided procedures, value of responsibility as learners take care of their personal items, personal hygiene as they disinfect their personal articles to prevent communicable diseases

Approved course books, concrete realia, charts, manipulatives & digital devices.

• Why is grafting done on a plant?

• use print media or digital resources to search for information on grafting as a method of plant propagation
• carry out grafting in plants (with the help of a resource person) for repair, aesthetic, rejuvenation or improvement purposes
• carry out caring practices such as watering, protecting the union, removal of the graft tape after successful union, removal of other buds on the root stock
• appraise grafting for reasons of (repairing a damaged plant, aesthetic, rejuvenation and plant improvement)
• learning to learn as learners realize new field practices in crop management, respect as learners interact with the resource person and personal safety as learners use sharp tools in grafting

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can innovative technology be used to preserve vegetables?

• use digital and print media resources to search for information on how to make a homemade sun dryer for vegetables
• sketch and construct homemade sun dryer for drying vegetables using locally available materials
• use the constructed homemade sun dryer to dry vegetables
• problem solving skills by analyzing and developing homemade sun dryer, patriotism as learners contribute to solving problem of vegetable spoilage, food security and nutrition as learners conserve foods to reduce losses

Approved course books, concrete realia, charts, manipulatives & digital devices.