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    Agriculture Grade 4

    Uploaded by

    Dennis Onchieku Onyando
    The document outlines key concepts from the Kenyan agriculture curriculum including strands on conserving the environment, domestic animals, and gardening practices. It describes sub-strands within each strand such as soil conservation, water usage, growing fruit trees, and rearing domestic animals. Expectations for each sub-strand are provided, emphasizing sustainable farming techniques like drip irrigation, co-existing with wild animals, and innovative gardening methods like container gardens. The overarching goals are to develop skills for effective and sustainable agricultural production while conserving natural resources.

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    © All Rights Reserved
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    Agriculture Grade 4

    Uploaded by

    Dennis Onchieku Onyando
    3K views20 pages
    The document outlines key concepts from the Kenyan agriculture curriculum including strands on conserving the environment, domestic animals, and gardening practices. It describes sub-strands within each strand such as soil conservation, water usage, growing fruit trees, and rearing domestic animals. Expectations for each sub-strand are provided, emphasizing sustainable farming techniques like drip irrigation, co-existing with wild animals, and innovative gardening methods like container gardens. The overarching goals are to develop skills for effective and sustainable agricultural production while conserving natural resources.

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    AGRICULTURE GRADE 4

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    The document outlines key concepts from the Kenyan agriculture curriculum including strands on conserving the environment, domestic animals, and gardening practices. It describes sub-strands within each strand such as soil conservation, water usage, growing fruit trees, and rearing domestic animals. Expectations for each sub-strand are provided, emphasizing sustainable farming techniques like drip irrigation, co-existing with wild animals, and innovative gardening methods like container gardens. The overarching goals are to develop skills for effective and sustainable agricultural production while conserving natural resources.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    3K views20 pages

    Agriculture Grade 4

    Uploaded by

    Dennis Onchieku Onyando
    The document outlines key concepts from the Kenyan agriculture curriculum including strands on conserving the environment, domestic animals, and gardening practices. It describes sub-strands within each strand such as soil conservation, water usage, growing fruit trees, and rearing domestic animals. Expectations for each sub-strand are provided, emphasizing sustainable farming techniques like drip irrigation, co-existing with wild animals, and innovative gardening methods like container gardens. The overarching goals are to develop skills for effective and sustainable agricultural production while conserving natural resources.

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    KENYA INSTITUTE OF

    CURRICULUM DEVELOPMENT

    Agriculture key competencies


    1. Sustainable consumption
    2. Effective Production
    STRANDS AND SUBSTRANDS
    Strand Sub strand
    1.0 Conserving our Soil
    Environment  Soil particles
     Uses of soil in farming
     Compost manure

    Water
     Uses of water in farming
     Water conservation in farming

    Living better with wild animals


    Growing fruit trees
    Conservation project: Edible crop gardening
    2.0 Domestic animals Domestic animals and their uses
    3.0 Gardening Practices Crops for gardening
     Vegetables
     Cereals
     Legumes

    Selected gardening practices


    Innovative gardening project
     Container gardening
     Care for container gardens
    Expectations of the Curriculum
    Strand 1: Conserving our Environment
    Water: Uses of Water
    The uses of water include watering domestic animals and plants.
    Conduct these activities using the plants and animals available in the
    locality, or take the learners for an excursion where no animals are
    available in the school.

    Water Conservation in Farming


    There are many conservation measures on water as a scarce resource in our day
    to day life. These have been covered in the previous grades. This section expects
    conservation of water in farming by utilizing drip irrigation. Drip irrigation in its
    simplest form utilizes a bottle with water inverted at the base of the plant. In
    other forms, guide the learners to the next level to utilize a pipe of water,
    attached to a source of water such as a bucket.
    Expectations of the Curriculum
    Strand 1: Conserving our Environment
    Living Better with Wild Animals
    Agriculture enterprises may be destroyed by wild animals. The wild
    animals could destroy animal enterprises as well as crops. This sub
    strand intends to concentrate on small wild animals that destroy
    crops and animals with an aim to develop competencies of
    controlling animals while coexisting with them in the ecosystem. The
    small animals include but are not limited to the birds, squirrels,
    monkeys, mongoose and moles among others. This is essential to
    establish peaceful coexistence of human beings with wild animals in
    the country, while at the same time conserving the natural
    environment.
    Expectations of the Curriculum
    Strand 1: Conserving our Environment
    Growing Fruit Trees
    This sub strand intends to develop the skills of learners in growing
    their own fruits and give them opportunity to benefit from their
    nutrients. Please note that this sub strand concentrates on fruits
    that grow on hardy trees. Fruit production is a whole process
    comprising of:
    • Collection of fruit seeds
    • Fruit seed extraction
    • Fruit seed preparation
    • Fruit tree nursery bed
    • Transplanting, and
    • Care for young fruit trees
    Expectations of the Curriculum
    Strand 1: Conserving our Environment
    Conservation Project: Edible Crop Gardening
    This sub strand is a progressive concept development of the
    previous sub strand (growing fruit trees). The essence of this sub
    strand is that successful production of fruits will only take place if
    the whole process of taking care of the planted fruit trees is
    provided. In implementation of this sub strand, the lessons can be
    planned to run concurrently with another sub strand such that in a
    week, there is one lesson for conservation project: Edible crop
    garden practices while the remaining two lessons are allocated to
    another sub strand.

    This is because taking care of a crop is a process and not a one-off


    activity.
    Expectations of the Curriculum
    Strand 2: Domestic Animals
    Domestic Animals
    Domestic animals are components of agriculture
    enterprises. This strand aims to develop basic
    concepts (introductory level) to animals rearing for
    the purpose of appreciation of animals as a worth
    part of agriculture while recognizing the age limit
    of the learner and laying foundation for animal
    production to be developed at a later grade.
    Expectations of the Curriculum
    Strand 3: Gardening Practices
    This strand introduces the concept of gardening which is a
    vital practice in Kenya today where land, among other
    agricultural resources, is becoming progressively scarce.
    Agriculture is a core source of food and nutrition in Kenya.
    To ensure that we achieve food security, it is important to
    use any available opportunity to contribute to food
    production, either for our consumption or for sale. While
    agricultural space is getting limited, the demand for food is
    increasing.
    Guide the learners to practice the basic crop production
    of:
    Expectations of the Curriculum
    Strand 3: Gardening Practices
    Vegetables such as carrots (root vegetables), spinach (leafy
    vegetables), and tomatoes (fruit vegetables). However, you may
    adopt use of other types of vegetables that grow in the locality and
    that may develop relevant knowledge and skills on vegetables.

    Cereals such as wheat, maize and rice. You may also expose them to
    other cereals to develop relevant knowledge and skills on cereals.

    Legumes such as beans, peas and green grams. You may also expose
    them to other legumes to develop relevant knowledge and skills on
    legumes.
    Expectations of the Curriculum
    Strand 3: Gardening Practices
    Selected Gardening Practices: Direct Sowing of Tiny Seeds
    Direct sowing of seeds is common with large seeds such as those of
    maize. However, some crops such as carrots have small seeds and
    require to be planted directly to the seedbed (without the nursery
    stage). It is with this understanding that the same skills should be
    learnt by the pupils.

    Gardening Tools and Equipment


    In this area, guide the learners to identify the tools and equipment
    that they use in the various gardening practices. It is appropriate to
    ensure that the learners use appropriate tools and equipment for
    the various tasks in gardening activities.
    Expectations of the Curriculum
    Strand 3: Gardening Practices
    Innovative Gardening Project
    The sub strand innovative gardening project aims to ensure that
    gardening takes an interesting dimension to ensure that every
    individual learner is empowered to participate in food production
    regardless of space limitation. Innovative gardening project
    recognizes that a learner cannot be taught how to be innovative, but
    can be shown innovative ideas that can trigger their innovativeness.
    Expectations of the Curriculum
    Container Gardening
    Container gardening implies making space for growing crops in a
    container.

    The size and type of the container varies with the choice of the user,
    availability of the containers and the crop to be grown.

    Container gardens give opportunity to grow crops on ground that


    could be inappropriate for cropping either because of limited space,
    spaces with stones or bushes, space between structures, cemented
    space or on storey buildings
    Container gardens provoking innovativeness of the user.

    Container gardens empower the learner’s self-efficacy by enabling


    them produce useable crops at their age regardless of landlessness
    or urban and peri-urban life limitations.
    POWER OF Container Gardens

    Can be used to grow fruits

    Can be used to grow vegetables

    Can be used for nursery beds

    Can be used as plots for cereals

    CAN BE USED FOR ALL PRACTICES


    Sack gardens

    Plastic container
    gardens
    Commercial
    germination pots

    Wooden box
    garden
    Storey tyre garden

    Fruits and
    vegetables
    in Basin
    gardens
    Hanging container
    garden

    Trough garden
    Double tyre garden

    Deep triple tyre


    garden for fruit trees
    The Innovations are endless

    Quote: Anonymous

    “I don’t need a farm to produce my


    HEALTHY VEGETABLES, I only need my
    BRAINS”
    A Hungry Nation
    is an Ugly Nation
    Anonymous

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