Basic 9 Career Technology Term 1 Week 6 Lesson Plan

Display two images side by side: one showing traditional open- fire cooking and the other depicting solar panels or wind turbines. Ask learners: "How do these images relate to energy? What might be the differences in the type of energy they represent?" Share performance indicators with learners.

Concrete-resource task: Set out these resources for each group: Improved charcoal stove; Three-stone stove model; Charcoal pieces. Learners inspect and safely handle each item, then use the items in the practical health, food, materials, or workshop task below. Guide learners to explain what is meant by clean energy. E.g., It is energy produced through means that do not pollute the atmosphere. Have learners identify improved cookstoves and fuels Engage learners to watch pictures and videos on improved cookstoves and fuels and traditional cookstoves and fuels and make comparison of them. Note: Visit the website https://www.ghacco.org for more information. Lead learners to discuss what happens when clean energy is used. E.g., They are more efficient, give off less emission and are safer than the traditional cook stoves or three-stone-fires. Learners in their groups search and present in class, the various improved cookstoves and fuels using ICT tools and other sources. E.g., Gyapa, holy cook, gas stoves, pellets, briquettes, Liquefied Petroleum Gas (LPG). Assessment How does clean energy differ from traditional energy sources? Why is there a push towards using cleaner fuels in cookstoves? Name one type of improved cookstove and its advantage. What is one significant benefit of transitioning to clean energy? Brainstorm the benefits of improved cookstoves and fuels. Divide learners into small groups and provide each group with a chart paper and markers. Ask them to brainstorm and jot down the benefits of using improved cookstoves and cleaner fuels. Benefits might include health, environmental impact, efficiency, They save money, protect the cook and people around against illness, etc. after brainstorming, each group presents their list to the class. Demonstrate the uses of the following stoves. E.g. • improved cookstoves and fuels • traditional stoves. Stove type Description Uses Improved Cookstoves Rocket Stoves These stoves are They are primarily used designed with an for boiling and insulated vertical simmering. Can be used chimney that ensures with a variety of complete combustion biomass fuels including of fuel. It reduces the wood and agricultural amount of smoke residues. and emissions produced. Gasifier Stoves These stoves use a Cooking various dishes, process called especially in regions gasification to where wood or convert solid biomass is the primary biomass into a fuel source. gaseous form before combustion. This process reduces harmful emissions. Solar Cookers Uses the sun's energy Baking, boiling, and to cook food.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.

Display pictures of traditional open-fire cooking methods and improved cookstoves. Ask learners: "What differences do you see between these cooking methods? Why might someone choose one method over the other?" Share performance indicators with learners.

Concrete-resource task: Set out these resources for each group: Improved charcoal stove; Three-stone stove model; Charcoal pieces. Learners inspect and safely handle each item, then use the items in the practical health, food, materials, or workshop task below. It can simmering food without either concentrate the need for fuel. sunlight to produce Suitable for sunny heat or trap sunlight regions. within an insulated box to cook. LPG (Liquefied These stoves run on Frying, boiling, Petroleum propane or butane. simmering, and baking. Gas) Stoves They produce a clean They're used worldwide flame with minimal for a range of cooking emissions. needs and are particularly sought after for their clean and efficient burn. Traditional Stoves Open Hearth Essentially a Basic cooking tasks but or Indoor contained open fire comes with significant Open Fire inside a dwelling, health risks due to often without proper indoor air pollution. ventilation. Charcoal Made of metal or Frying, boiling, and Stoves clay, these stoves other basic cooking burn charcoal as fuel. tasks. Common in While they are more urban areas where efficient than open wood is less available fires, they still emit but charcoal can be harmful fumes. purchased. Clay or Mud Made from local Boiling, simmering, and Stoves materials, these are other basic cooking sometimes an tasks. common in rural upgrade from the parts of many three-stone fire but developing countries. still emit a lot of smoke. Three-Stone As the name General cooking needs. Fire suggests, it's a basic Predominantly used in setup with three rural areas due to its stones placed in a simplicity. triangle, supporting a pot, with an open fire beneath. Use real cookstoves, models, or pictures to show how each stove operates. Highlight the specific benefits of each stove type. If possible, demonstrate the difference in emissions or fuel efficiency between traditional methods and the improved stoves. In groups, plan and organize a campaign to educate the school and the community on the use and benefits of improved cookstoves. Assessment 1. Why are improved cookstoves better for our health compared to traditional cooking methods? 2. How do improved cookstoves benefit the environment? 3. Name one type of improved cookstoves you learned about today. 4. How can using cleaner fuels be more cost-effective in the long run?

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson. Emphasize the importance of transitioning to improved cookstoves and cleaner fuels, not just for individual health and savings but also for the broader environmental and societal benefits.