If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Food Production Processes
|
Crop Pest and Disease Control - Identifying crop pests
|
By the end of the
lesson, the learner
should be able to:
I. Identify vegetable crops attacked by pests II. Recognize signs of pest infestation III. Show curiosity in learning about crop pests |
- Visit a vegetable garden
- Observe vegetable crops attacked by pests - Identify signs like punctured leaves, curling leaves, cut-off seedlings - Find out common parts that pests attack |
How can we identify vegetable crops attacked by pests?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden |
- Observation. - Oral questions . - Written assignments
|
|
| 2 | 2 |
Food Production Processes
|
Crop Pest and Disease Control - Learning about crop pests
Crop Pest and Disease Control - Controlling pests through handpicking |
By the end of the
lesson, the learner
should be able to:
I. Identify different types of pests II. Explain how pests damage crops III. Show interest in pest identification |
- Ask farmers about signs of pest attacks
- Take photographs of affected crops - Discuss what was learnt about crop pests - Create a chart showing different pests and their damage |
What are the common pests that attack vegetable crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Charts - Marker pens - Pest specimens if available - Vegetable garden with pests - Gloves - Container with soapy water - Wooden sticks/tongs |
- Observation. - Oral questions - Written assignments
|
|
| 2 | 3 |
Food Production Processes
|
Crop Pest and Disease Control - Removing affected crop parts
Crop Pest and Disease Control - Uprooting heavily affected crops |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate removing affected crop parts III. Apply the technique effectively III. Control pests on vegetable crops |
- Inspect vegetable crops for pest damage
- Identify specific parts affected by pests - Carefully remove and dispose of the damaged parts - Implement additional pest control measures |
How can removing affected parts help control pests in vegetable crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with pest-affected crops - Gloves - Pruning shears/scissors - Disposal bag - Vegetable garden with heavily affected crops - Garden tools - Disposal bags |
- Practical assessment - Observation. - Project evaluation
|
|
| 2 | 4 |
Food Production Processes
|
Crop Pest and Disease Control - Applying natural pesticides
Crop Pest and Disease Control - Identifying crop diseases |
By the end of the
lesson, the learner
should be able to:
I. Prepare natural pesticides II. Apply natural pesticides correctly III. Value natural pest control methods |
- Make ash from banana leaves or other plants
- Sprinkle the ash around the base of vegetable crops - Replace the ash when it gets wet - Monitor the effectiveness of the treatment |
How can natural pesticides like ash be used to control crop pests?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 34
- Banana leaves or other plant materials - Source of heat - Container for ash - Vegetable garden - SPARK AGRICULTURE GRADE 8 textbook pg. 35 |
- Practical assessment - Observation - Project evaluation
|
|
| 3 |
Opener Exam |
||||||||
| 4 | 1 |
Food Production Processes
|
Crop Pest and Disease Control - Controlling crop diseases
Crop Pest and Disease Control - Importance of pest and disease control Crop Pest and Disease Control - Integrated pest management |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate disease control methods II. Apply appropriate disease control techniques III. Control diseases on vegetable crops |
- Inspect a vegetable garden for signs of diseases
- Remove affected parts of the crop - Uproot heavily affected crops - Dispose of diseased material appropriately |
How can we control diseases in vegetable crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 36
- Vegetable garden with disease-affected crops - Gloves - Garden tools - Disposal bags - SPARK AGRICULTURE GRADE 8 textbook pg. 37 - Digital resources - Print resources - Charts - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 38 |
- Practical assessment. - Observation. - Project evaluation
|
|
| 4 | 2 |
Food Production Processes
|
Preparation of Animal Products - Importance of processing animal products
Preparation of Animal Products - Understanding fish processing |
By the end of the
lesson, the learner
should be able to:
I. Explain the importance of processing fish II. Explain the importance of dressing poultry carcass III. Show interest in learning about animal product processing |
- Observe photographs of fresh and processed fish
- Observe photographs of poultry before and after dressing - Discuss the differences observed - Share discussion points on the importance of processing |
Why is it important to process fish and dress poultry carcass?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 39
- Photographs of fresh and processed fish - Photographs of poultry before and after dressing - Digital resources - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 40 - Photographs showing fish processing methods - Chart paper - Marker pens |
- Observation - Oral questions. - Written assignments
|
|
| 4 | 3 |
Food Production Processes
|
Preparation of Animal Products - Scaling and gutting fish
Preparation of Animal Products - Cleaning and salting fish |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate the process of scaling fish II. Demonstrate the process of gutting fish III. Process fresh fish for various purposes |
- Wash hands with soap and water
- Rinse the fish in clean water - Scale the fish from tail to head using appropriate tools - Split the fish and remove internal organs - Rinse the fish in clean water |
How do we scale and gut fish properly?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 41
- Fresh fish - Knife - Basin or tray - Clean water - Soap - SPARK AGRICULTURE GRADE 8 textbook pg. 42 - Gutted fish - Salt - Clean storage container |
- Practical assessment. - Observation. - Process evaluation
|
|
| 4 | 4 |
Food Production Processes
|
Preparation of Animal Products - Frying fish
Preparation of Animal Products - Understanding poultry dressing |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate the process of frying fish II. Apply safety measures when frying fish III. Process fresh fish through frying |
- Ensure the fish is properly scaled, gutted, and cleaned
- Heat cooking oil in a suitable container - Carefully place the fish in hot oil - Turn the fish until it turns brown - Remove and allow to cool if for storage |
How do we fry fish properly and safely?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 43
- Cleaned fish - Cooking oil - Sufuria or frying pan - Source of heat - Slotted spoon - Storage container - SPARK AGRICULTURE GRADE 8 textbook pg. 44 - Photographs showing poultry dressing - Chart paper - Marker pens - Digital resources |
- Practical assessment. - Observation - Process evaluation
|
|
| 5 | 1 |
Food Production Processes
|
Preparation of Animal Products - Dressing poultry
Preparation of Animal Products - Ethical and safety practices Preparation of Animal Products - Hygiene in animal product preparation |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate poultry dressing techniques II. Apply ethical and safe procedures III. Dress poultry carcass for various purposes |
- Restrain poultry and behead it humanely
- Allow blood to drain - Dip the carcass in hot water to loosen feathers - Pluck feathers until the carcass is clean - Remove internal organs and clean the carcass |
How do we dress a poultry carcass humanely and effectively?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 45
- Poultry - Sharp knife or panga - Hot water - Clean cold water - Basin - Gloves - SPARK AGRICULTURE GRADE 8 textbook pg. 47 - Digital devices - Print resources - Manila papers - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 48 - Hand washing facilities - Cleaning materials - Chart paper |
- Practical assessment. - Observation. - Process evaluation
|
|
| 5 | 2 |
Food Production Processes
|
Preserving Milk and Meat - Importance of preserving milk
Preserving Milk and Meat - Boiling as a milk preservation method |
By the end of the
lesson, the learner
should be able to:
I. Explain the importance of preserving milk at household level II. Identify methods of milk preservation III. Show interest in milk preservation methods |
- Study pictures showing milk preservation methods
- Share experiences on methods used at home - Discuss the importance of preserving milk - Search for information on milk preservation |
Why is it important to preserve milk at the household level?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 52
- Pictures showing milk preservation - Digital devices - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 53 - Fresh milk - Sieve - Clean pot or sufuria - Source of heat - Cooking stick - Storage container |
- Observation - Oral questions. - Written assignments
|
|
| 5 | 3 |
Food Production Processes
|
Preserving Milk and Meat - Fermenting as a milk preservation method
Preserving Milk and Meat - Home cooling as a milk preservation method |
By the end of the
lesson, the learner
should be able to:
I. Explain how fermentation preserves milk II. Demonstrate the fermentation method III. Preserve milk through fermenting |
- Boil milk and allow it to cool
- Put in a container and add starter culture - Close container tightly and leave at moderate temperature - Stir daily or shake for uniform fermentation - Store in a cool place |
How does fermentation help to preserve milk?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk - Fermented milk or yogurt (starter) - Container with lid - Clean utensils - Clean bottles with lids - Basin with cold/ice water - Clean towel |
- Practical assessment. - Observation. - Process evaluation
|
|
| 5 | 4 |
Food Production Processes
|
Preserving Milk and Meat - Importance of preserving meat
Preserving Milk and Meat - Drying as a meat preservation method |
By the end of the
lesson, the learner
should be able to:
I. Explain the importance of preserving meat at household level II. Identify methods of meat preservation III. Show interest in meat preservation methods |
- Search for information on the importance of preserving meat
- Study pictures showing meat preservation methods - Discuss and share experiences on meat preservation - Make summary notes on findings |
Why is it important to preserve meat at the household level?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 55
- Digital devices - Print resources - Pictures showing meat preservation - SPARK AGRICULTURE GRADE 8 textbook pg. 56 - Fresh meat - Clean water - Knife - Sticks or wires - Clean drying surface |
- Observation. - Oral questions. - Written assignments
|
|
| 6 | 1 |
Food Production Processes
|
Preserving Milk and Meat - Smoking as a meat preservation method
Preserving Milk and Meat - Salting and boiling as meat preservation methods Preserving Milk and Meat - Promoting methods of preserving animal products |
By the end of the
lesson, the learner
should be able to:
I. Explain how smoking preserves meat II. Demonstrate the smoking method III. Preserve meat through smoking |
- Wash fresh meat using clean water
- Light a fire and place pieces of wood - Hang the meat and smoke it - Maintain steady temperature and smoke for several hours - Allow to cool and store in a clean container |
How does smoking help to preserve meat?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 57
- Fresh meat - Clean water - Pieces of wood - Source of heat - Storage container - SPARK AGRICULTURE GRADE 8 textbook pg. 58 - Salt - Cooking pot - Storage containers - SPARK AGRICULTURE GRADE 8 textbook pg. 60 - Manila papers - Marker pens - Digital resources - Print resources |
- Practical assessment. - Observation - Process evaluation
|
|
| 6 | 2 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Factors to consider in meal preparation
Cooking: Preparing a Balanced Meal - Planning a balanced meal |
By the end of the
lesson, the learner
should be able to:
I. Explain factors to consider in preparing a balanced meal II. Identify food groups for a balanced meal III. Show interest in balanced meal preparation |
- Read and discuss the scenario about preparing a meal for visitors
- Discuss factors to consider in meal preparation - Identify food groups for a balanced meal - Share discussion points with the class |
What factors should we consider when preparing a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 63
- Digital resources - Print resources - Charts showing food groups - SPARK AGRICULTURE GRADE 8 textbook pg. 64 - Paper - Pen/pencil |
- Observation. - Oral questions - Written assignments
|
|
| 6 | 3 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Preparing ingredients
Cooking: Preparing a Balanced Meal - Cooking protein (meat) |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate proper preparation of ingredients II. Apply hygiene practices in food preparation III. Show responsibility in meal preparation |
- Wash hands and put on protective clothing
- Wash meat, vegetables, spices, and fruits - Cut meat into bite-sized pieces - Chop vegetables into smaller pieces - Organize ingredients for cooking |
How do we properly prepare ingredients for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- Ingredients (meat, vegetables, etc.) - Knife and chopping board - Bowls - Clean water - Soap - Meat - Onions and tomatoes - Cooking oil - Salt - Cooking pot - Source of heat |
- Practical assessment. - Observation - Process evaluation
|
|
| 6 | 4 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)
Cooking: Preparing a Balanced Meal - Cooking vegetables and preparing fruits |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate how to cook rice properly II. Apply appropriate cooking techniques III. Show responsibility in meal preparation |
- Rinse rice and drain water
- Bring water to boil in a pot - Add rice, salt, and oil using proper ratio - Boil until water level equals rice level - Reduce heat, cover, and cook until dry - Turn off heat to save energy |
How do we properly cook rice for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Rice - Water - Salt - Cooking oil - Cooking pot - Source of heat - Spinach or other vegetables - Onions and tomatoes - Avocado or other fruits |
- Practical assessment - Observation. - Process evaluation
|
|
| 7 | 1 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Family serving style
Cooking: Preparing a Balanced Meal - Blue plate serving style Cooking: Preparing a Balanced Meal - Creating balanced meal menus |
By the end of the
lesson, the learner
should be able to:
I. Explain the family serving style II. Demonstrate the family serving style III. Present the meal using family style |
- Transfer foods to large serving dishes
- Place serving dishes at the center of the table - Ensure each person has the required cutlery - Put serving spoons beside the dishes - Allow family members to serve themselves |
How can we present a balanced meal using the family serving style?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 67
- Cooked balanced meal - Large serving dishes - Plates - Cutlery - Serving spoons - SPARK AGRICULTURE GRADE 8 textbook pg. 68 - Serving plates - Napkins - SPARK AGRICULTURE GRADE 8 textbook pg. 69 - Sample meal menus - Digital resources |
- Practical assessment. - Observation - Presentation evaluation
|
|
| 7 | 2 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Nutrition education
Cooking: Preparing a Balanced Meal - Meal planning for special needs |
By the end of the
lesson, the learner
should be able to:
I. Explain the nutritional value of different foods II. Identify nutrient-dense foods III. Value the importance of nutrition knowledge |
- Research the nutritional content of common foods
- Categorize foods based on their primary nutrients - Create nutritional information posters - Discuss the importance of nutrition knowledge |
Why is nutrition knowledge important for preparing balanced meals?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Digital resources - Print resources - Chart paper - Marker pens |
- Observation - Oral questions - Poster evaluation
|
|
| 7 | 3 |
Hygiene Practices
|
Cleaning the Kitchen - Routine cleaning practices
Cleaning the Kitchen - Understanding cleaning schedules |
By the end of the
lesson, the learner
should be able to:
I. Explain the routine cleaning practices of a kitchen II. Identify different types of kitchen cleaning III. Appreciate a clean kitchen for healthy living |
- Share experiences on routine cleaning of the kitchen
- Discuss questions about cleaning practices at home - Identify daily, weekly, and special cleaning tasks - Share discussion points with the class |
How can daily, weekly and special cleaning enhance hygiene in the kitchen?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 71
- Digital resources - Print resources - Charts showing cleaning schedules - SPARK AGRICULTURE GRADE 8 textbook pg. 72 - Sample cleaning schedules |
- Observation. - Oral questions - Written assignments
|
|
| 7 | 4 |
Hygiene Practices
|
Cleaning the Kitchen - Planning kitchen cleaning
Cleaning the Kitchen - Daily kitchen cleaning |
By the end of the
lesson, the learner
should be able to:
I. Plan for kitchen cleaning II. Create a cleaning schedule III. Show responsibility in planning for cleaning |
- Identify a kitchen that needs cleaning
- Discuss and write a plan for cleaning - Make a schedule for cleaning activities - Specify when and how often each activity should be completed |
How do we effectively plan for kitchen cleaning?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 73
- Paper - Pen/pencil - Sample cleaning plans - Kitchen to be cleaned - SPARK AGRICULTURE GRADE 8 textbook pg. 74 - Cleaning supplies - Dishwashing supplies - Broom/mop |
- Plan evaluation. - Observation. - Written assignments
|
|
| 8 |
Midterm Break |
||||||||
| 9 | 1 |
Hygiene Practices
|
Cleaning the Kitchen - Weekly kitchen cleaning
Cleaning the Kitchen - Special kitchen cleaning Cleaning the Kitchen - Importance of a clean kitchen |
By the end of the
lesson, the learner
should be able to:
I. Explain weekly kitchen cleaning tasks II. Demonstrate weekly cleaning techniques III. Show responsibility in kitchen cleaning |
- Mop the floor thoroughly
- Wipe appliances inside and outside - Scrub the sink and taps with disinfectant - Rinse and sanitize sponges or replace them - Replace used dish towels with fresh ones |
What are the essential weekly kitchen cleaning tasks?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 74
- Cleaning supplies - Mop and bucket - Disinfectant - Kitchen to be cleaned - SPARK AGRICULTURE GRADE 8 textbook pg. 75 - Ladder (if necessary) - Chart paper - Marker pens - Digital resources - Print resources |
- Practical assessment - Observation. - Process evaluation
|
|
| 9 | 2 |
Hygiene Practices
|
Cleaning the Kitchen - Kitchen hygiene and food safety
Cleaning the Kitchen - Safe use of cleaning products |
By the end of the
lesson, the learner
should be able to:
I. Explain the relationship between kitchen hygiene and food safety II. Identify practices that prevent contamination III. Value hygiene for food safety |
- Research the connection between kitchen cleanliness and food safety
- Identify common sources of contamination - Discuss preventive measures - Create a food safety poster |
How does kitchen cleanliness affect food safety?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 76
- Digital resources - Print resources - Chart paper - Marker pens - Various cleaning products - Product labels |
- Observation. - Oral questions. - Poster evaluation
|
|
| 9 | 3 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Understanding seams
Sewing Skills: Constructing Household Items - Understanding plain seams |
By the end of the
lesson, the learner
should be able to:
I. Identify the types of seams used in making clothes II. Explain the difference between plain and open seams III. Show interest in learning about seams |
- Observe examples of household items made by sewing
- Search for information on different types of seams - Study how plain and open seams look and how they are made - Share findings with the class |
What types of seams are used to make household items?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 77
- Digital devices - Print resources - Sample sewn items - Sample seams - SPARK AGRICULTURE GRADE 8 textbook pg. 78 - Samples of plain seams - Digital resources - Charts showing seam types |
- Observation. - Oral questions - Written assignments
|
|
| 9 | 4 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making plain seams
Sewing Skills: Constructing Household Items - Understanding open seams |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate how to make a plain seam II. Apply appropriate sewing techniques III. Make samples of seams on a piece of cloth |
- Cut two pieces of cotton fabric
- Place fabrics with right sides together - Pin and tack the pieces together - Sew along the marked line - Press seams to one side |
How can we make a plain seam on a piece of cloth?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 79
- Fabric pieces - Needle and thread - Pins - Scissors - Tape measure - Tailor's chalk - SPARK AGRICULTURE GRADE 8 textbook pg. 80 - Samples of open seams - Digital resources - Print resources - Charts showing seam types |
- Practical assessment. - Observation - Sample evaluation
|
|
| 10 | 1 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making open seams
Sewing Skills: Constructing Household Items - Planning household items Sewing Skills: Constructing Household Items - Making a cushion cover |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate how to make an open seam II. Apply appropriate sewing techniques III. Make samples of seams on a piece of cloth |
- Cut two pieces of cotton fabric
- Place fabrics with right sides together - Pin and tack the pieces together - Sew along the marked line - Press seams open |
How can we make an open seam on a piece of cloth?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 81
- Fabric pieces - Needle and thread - Pins - Scissors - Tape measure - Tailor's chalk - SPARK AGRICULTURE GRADE 8 textbook pg. 82 - Sample household items - Paper - Pen/pencil - Digital resources - SPARK AGRICULTURE GRADE 8 textbook pg. 83 - Fabric for cushion cover - Matching thread - Sewing needles - Iron box |
- Practical assessment. - Observation - Sample evaluation
|
|
| 10 | 2 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making a work bag
Sewing Skills: Constructing Household Items - Making bag straps |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate making a work bag II. Apply appropriate sewing techniques III. Construct a household item using seams |
- Wash, dry, and iron fabric
- Measure and cut fabric pieces - Fold shorter sides and sew using backstitches - Place right sides together and pin edges - Sew pieces together - Turn the bag right side out |
How can we make a work bag using seams?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 85
- Fabric for work bag - Matching thread - Scissors - Pins - Sewing needles - Tape measure - Iron box - SPARK AGRICULTURE GRADE 8 textbook pg. 86 - Fabric for straps - Work bag from previous lesson |
- Practical assessment. - Observation - Product evaluation
|
|
| 10 | 3 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making a pillowcase
Sewing Skills: Constructing Household Items - Safety in sewing |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate making a pillowcase II. Apply appropriate sewing techniques III. Construct a household item using seams |
- Cut a large piece of fabric for the pillowcase
- Fold fabric in half with right sides facing each other - Secure sides and bottom edges with pins - Sew along pinned edges - Turn the pillowcase right side out - Fill with appropriate stuffing material |
How can we make a pillowcase using seams?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 87
- Fabric for pillowcase - Matching thread - Scissors - Pins - Sewing needles - Tape measure - Stuffing material - SPARK AGRICULTURE GRADE 8 textbook pg. 88 - Sewing tools - Chart paper - Marker pens - Digital resources - Print resources |
- Practical assessment. - Observation - Product evaluation
|
|
| 10 | 4 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Creative sewing projects
Sewing Skills: Constructing Household Items - Economic benefits of sewing |
By the end of the
lesson, the learner
should be able to:
I. Design creative sewing projects II. Apply sewing skills to new projects III. Show creativity in sewing |
- Brainstorm ideas for creative sewing projects
- Design a unique household item using seams - Create a plan for making the item - Share design ideas with the class |
How can we apply our sewing skills to creative projects?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 89
- Drawing materials - Fabric samples - Digital resources - Sample creative items - SPARK AGRICULTURE GRADE 8 textbook pg. 90 - Calculator - Print resources |
- Design evaluation - Observation. - Oral presentations
|
|
| 11 | 1 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Final household item project
Constructing Innovative Animal Waterer - Challenges with animal waterers Constructing Innovative Animal Waterer - Presenting findings |
By the end of the
lesson, the learner
should be able to:
I. Plan and execute a complete sewing project II. Apply all learned sewing techniques III. Show pride in completed work |
- Select a household item to create
- Plan the entire process from start to finish - Execute the plan, applying all learned techniques - Evaluate the finished product - Reflect on the process and skills gained |
How can we apply all our learning to create a quality household item?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 93
- Fabric and thread - All necessary sewing tools - Project plan - Evaluation rubric - SPARK AGRICULTURE GRADE 8 textbook pg. 94 - Digital camera/smartphone - Notebook - Pen/pencil - Nearby households with animals - SPARK AGRICULTURE GRADE 8 textbook pg. 95 - Notes from field visits - Chart paper - Marker pens - Photographs from visits |
- Project assessment. - Observation. - Self-evaluation
|
|
| 11 | 2 |
Production Techniques
|
Constructing Innovative Animal Waterer - Researching innovative waterers
Constructing Innovative Animal Waterer - Designing a waterer |
By the end of the
lesson, the learner
should be able to:
I. Identify innovative waterer designs II. Explain how innovative waterers work III. Show interest in innovative solutions |
- Search for information on innovative waterers
- Study designs of innovative waterers - Identify locally available materials for construction - Present findings to the class |
What innovative waterer designs can solve the identified challenges?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 96
- Digital devices with internet - Print resources - Photographs of innovative waterers - SPARK AGRICULTURE GRADE 8 textbook pg. 97 - Pencils - Plain paper - Ruler - Colored pencils |
- Observation. - Oral presentations. - Research evaluation
|
|
| 11 | 3 |
Production Techniques
|
Constructing Innovative Animal Waterer - Constructing a poultry waterer
Constructing Innovative Animal Waterer - Constructing a rabbit waterer |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate construction of a poultry waterer II. Apply appropriate construction techniques III. Design and construct an innovative waterer |
- Collect a plastic bottle and tray
- Clean the bottle and tray thoroughly - Poke a small hole near the bottom of the bottle - Attach the bottle to the tray - Fill with water and test |
How can we construct an innovative waterer for poultry?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 98
- Plastic bottle with lid - Knife - Glue - Water - Plastic tray - Small nail or tool for poking - SPARK AGRICULTURE GRADE 8 textbook pg. 99 - Plastic bottles with caps - Marble or small stone - Tools for hanging |
- Practical assessment. - Observation. - Product evaluation
|
|
| 11 | 4 |
Production Techniques
|
Constructing Innovative Animal Waterer - Testing and adjusting waterers
Constructing Innovative Animal Waterer - Benefits of innovative waterers |
By the end of the
lesson, the learner
should be able to:
I. Test the functionality of constructed waterers II. Make necessary adjustments III. Show responsibility in water conservation |
- Test waterers to determine if they solve identified problems
- Assess whether they conserve water - Check if animals can comfortably drink from them - Ensure water is safe from contamination - Make necessary adjustments |
How can we test and improve our innovative animal waterers?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 100
- Constructed waterers - Water - Small domestic animals - Tools for adjustments - SPARK AGRICULTURE GRADE 8 textbook pg. 101 - Chart paper - Marker pens - Digital resources |
- Practical assessment. - Observation
- -Performance evaluation
|
|
| 12 | 1 |
Production Techniques
|
Constructing Innovative Animal Waterer - Marketing innovative waterers
ICT Support Services - Understanding ICT support services ICT Support Services - Responsible use of ICT platforms |
By the end of the
lesson, the learner
should be able to:
I. Explain how to promote innovative waterers II. Develop a marketing strategy III. Value innovation in solving problems |
- Discuss how to promote innovative waterers in the community
- Develop a marketing strategy - Create promotional materials - Practice pitching the innovation to potential users |
How can we encourage wider adoption of innovative animal waterers?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Constructed waterers - Chart paper - Marker pens - Digital resources - SPARK AGRICULTURE GRADE 8 textbook pg. 102 - Digital devices with internet - Print resources - Charts showing ICT services - SPARK AGRICULTURE GRADE 8 textbook pg. 103 - Charts on internet safety |
- Strategy evaluation - Observation. -
|
|
| 12 | 2 |
Production Techniques
|
ICT Support Services - Accessing weather forecasts
ICT Support Services - Accessing veterinary services |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate accessing weather forecasts II. Apply the information for planning III. Access support services using ICT |
- Visit a meteorological website
- Study the weather forecast - Observe services offered - Discuss how weather forecasts help in agricultural planning |
How can farmers use weather forecast services to improve productivity?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 104
- Digital devices with internet - Meteorological websites - Chart paper - Marker pens - Veterinary service websites/apps |
- Practical assessment. - Observation. - Skill evaluation
|
|
| 12 | 3 |
Production Techniques
|
ICT Support Services - Accessing market information
ICT Support Services - Accessing extension services |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate accessing market information II. Apply the information for decision making III. Access support services using ICT |
- Search for agricultural market information online
- Study current prices and trends - Analyze optimal harvesting and selling times - Discuss benefits of market information |
How can farmers use market information to make better decisions?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 105
- Digital devices with internet - Market information websites/apps - Chart paper - Marker pens - Extension service websites/apps |
- Practical assessment. - Observation. - Skill evaluation
|
|
| 12 | 4 |
Production Techniques
|
ICT Support Services - Accessing banking and other services
ICT Support Services - Promoting responsible ICT use ICT Support Services - Digital literacy and safety ICT Support Services - Future of ICT in agriculture |
By the end of the
lesson, the learner
should be able to:
I. Demonstrate accessing various support services II. Apply the information appropriately III. Show responsibility in ICT use |
- Explore online banking, cleaning, and catering services
- Study how to access these services - Discuss benefits and limitations - Share experiences with the class |
How can ICT help access various support services efficiently?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 106
- Digital devices with internet - Service websites/apps - Chart paper - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 107 - Digital devicee - School communication platforms - SPARK AGRICULTURE GRADE 8 textbook pg. 108 - Print resources |
- Practical assessment - Observation. - Skill evaluation
|
|
| 13-14 |
End Term Exam |
||||||||
Your Name Comes Here