| 1 | 1 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) describe methods of conserving forage in coping with drought | 1. 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) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) describe methods of conserving forage in coping with drought | 1. 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) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) describe methods of conserving forage in coping with drought | 1. 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) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) describe methods of conserving forage in coping with drought | 1. How can hay conservation contribute to coping with drought? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) conserve forage to cope with drought | 1. How can hay conservation contribute to coping with drought? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) conserve forage to cope with drought | 1. How can hay conservation contribute to coping with drought? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) conserve forage to cope with drought | 1. How can hay conservation contribute to coping with drought? | - discuss and make class presentation on how households can adopt conservation of forage in coping with drought | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) conserve forage to cope with drought | 1. How can hay conservation contribute to coping with drought? | - discuss and make class presentation on how households can adopt conservation of forage in coping with drought | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) adopt conservation of forage in coping with drought | 1. How can hay conservation contribute to coping with drought? | - discuss and make class presentation on how households can adopt conservation of forage in coping with drought | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) adopt conservation of forage in coping with drought | 1. How can hay conservation contribute to 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 textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) adopt conservation of forage in coping with drought | 1. How can hay conservation contribute to 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 textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) adopt conservation of forage in coping with drought | 1. How can hay conservation contribute to 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 textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) adopt conservation of forage in coping with drought | 1. How can hay conservation contribute to 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 textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) adopt conservation of forage in coping with drought | 1. How can hay conservation contribute to 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 textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Conservation of Resources | Conserving Animal Feed: Hay | By the end of the sub strand, the learner should be able to; a) adopt conservation of forage in coping with drought | 1. How can hay conservation contribute to 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 textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
