Food Production Processes

Crop Pest and Disease Control - Identifying crop pests

By the end of the lesson, the learner should be able to:

- Identify vegetable crops attacked by pests
- Recognize signs of pest infestation
- 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
- Digital camera/smartphone
- Notebook
- Pen/pencil

- Observation - Oral questions - Written assignments

Food Production Processes

Crop Pest and Disease Control - Learning about crop pests

By the end of the lesson, the learner should be able to:

- Identify different types of pests
- Explain how pests damage crops
- 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
- Digital camera/smartphone
- Charts
- Marker pens
- Pest specimens if available

- Observation - Oral questions - Written assignments

Food Production Processes

Crop Pest and Disease Control - Controlling pests through handpicking

By the end of the lesson, the learner should be able to:

- Demonstrate handpicking as a pest control method
- Apply handpicking effectively
- Show responsibility in pest control

- Identify vegetable crops infested with pests
- Wear gloves and handpick pests like caterpillars and cutworms
- Remove affected parts of the vegetables
- Dispose of the pests appropriately

How can we control pests through handpicking?

- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Vegetable garden with pests
- Gloves
- Container with soapy water
- Wooden sticks/tongs

- Practical assessment - Observation - Project evaluation

Food Production Processes

Crop Pest and Disease Control - Removing affected crop parts
Crop Pest and Disease Control - Uprooting heavily affected crops
Crop Pest and Disease Control - Applying natural pesticides

By the end of the lesson, the learner should be able to:

- Demonstrate removing affected crop parts
- Apply the technique effectively
- Control pests on vegetable crops

- Prepare natural pesticides
- Apply natural pesticides correctly
- Value natural pest control methods

- 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
- 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 removing affected parts help control pests in vegetable crops?
How can natural pesticides like ash be used to control crop pests?

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 34
- Banana leaves or other plant materials
- Source of heat
- Container for ash
- Vegetable garden

- Practical assessment - Observation - Project evaluation

Food Production Processes

Crop Pest and Disease Control - Identifying crop diseases

By the end of the lesson, the learner should be able to:

- Identify vegetable crops affected by diseases
- Recognize signs of disease infestation
- Show curiosity in learning about crop diseases

- Visit a vegetable garden
- Identify crops affected by diseases
- Look for signs like black spots, wilting, and rotting
- Take photographs of affected crops

How can we identify vegetable crops affected by diseases?

- SPARK AGRICULTURE GRADE 8 textbook pg. 35
- Vegetable garden
- Digital camera/smartphone
- Notebook
- Pen/pencil

- Observation - Oral questions - Written assignments

Food Production Processes

Crop Pest and Disease Control - Controlling crop diseases

By the end of the lesson, the learner should be able to:

- Demonstrate disease control methods
- Apply appropriate disease control techniques
- 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

- Practical assessment - Observation - Project evaluation

Food Production Processes

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:

- Explain the importance of controlling pests and diseases
- Identify benefits of pest and disease control
- Acknowledge importance of controlling pests and diseases

- Explain integrated pest management (IPM)
- Identify IPM strategies
- Value environmentally friendly pest control

- Read and discuss information on pest and disease control
- Discuss the importance of controlling pests and diseases
- Share discussion points with the class
- Write a summary of what was learnt
- Discuss the principles of integrated pest management
- Identify different IPM strategies
- Explore how to combine different control methods
- Plan an IPM approach for a vegetable garden

Why is it important to control pests and diseases in vegetable production?
How can integrated pest management improve pest and disease control?

- SPARK AGRICULTURE GRADE 8 textbook pg. 37
- Digital resources
- Print resources
- Charts
- Marker pens
- SPARK AGRICULTURE GRADE 8 textbook pg. 38
- Digital resources
- Print resources
- Charts
- Marker pens

- Observation - Oral presentations - Written assignments
- Observation - Oral questions - Written assignments

Food Production Processes

Preparation of Animal Products - Importance of processing animal products

By the end of the lesson, the learner should be able to:

- Explain the importance of processing fish
- Explain the importance of dressing poultry carcass
- 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

- Observation - Oral questions - Written assignments

Food Production Processes

Preparation of Animal Products - Understanding fish processing

By the end of the lesson, the learner should be able to:

- Describe methods of processing fresh fish
- Identify resources needed for fish processing
- Show interest in fish processing methods

- Observe photographs showing methods of processing fish
- Study scaling, gutting, cleaning, salting, and frying processes
- Discuss what fish processing involves
- Create a chart showing fish processing methods

How can we process fresh fish?

- SPARK AGRICULTURE GRADE 8 textbook pg. 40
- Photographs showing fish processing methods
- Chart paper
- Marker pens
- Digital resources

- Observation - Oral questions - Chart evaluation

Food Production Processes

Preparation of Animal Products - Scaling and gutting fish
Preparation of Animal Products - Cleaning and salting fish
Preparation of Animal Products - Frying fish

By the end of the lesson, the learner should be able to:

- Demonstrate the process of scaling fish
- Demonstrate the process of gutting fish
- Process fresh fish for various purposes

- Demonstrate the process of cleaning fish
- Demonstrate the process of salting fish
- Show responsibility in fish processing

- 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
- Clean the fish thoroughly with clean water
- Remove any remaining scales, blood, or unwanted parts
- Make shallow cuts on the flesh sides of the fish
- Apply salt inside the cuts and on the surface
- Air dry the fish and store in a clean container

How do we scale and gut fish properly?
How do we clean and salt 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
- Basin or tray
- Clean water
- Clean storage container
- SPARK AGRICULTURE GRADE 8 textbook pg. 43
- Cleaned fish
- Cooking oil
- Sufuria or frying pan
- Source of heat
- Slotted spoon
- Storage container

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preparation of Animal Products - Understanding poultry dressing

By the end of the lesson, the learner should be able to:

- Explain the process of dressing poultry carcass
- Identify steps in poultry dressing
- Show interest in poultry dressing methods

- Study photographs showing poultry dressing steps
- Discuss beheading, defeathering, offal removal, and cleaning
- Share discussion points with the class
- Create a flowchart of poultry dressing steps

What are the steps involved in dressing a poultry carcass?

- SPARK AGRICULTURE GRADE 8 textbook pg. 44
- Photographs showing poultry dressing
- Chart paper
- Marker pens
- Digital resources

- Observation - Oral questions - Flowchart evaluation

Food Production Processes

Preparation of Animal Products - Dressing poultry

By the end of the lesson, the learner should be able to:

- Demonstrate poultry dressing techniques
- Apply ethical and safe procedures
- 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

- Practical assessment - Observation - Process evaluation

Food Production Processes

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:

- Identify ethical issues in animal product preparation
- Apply safety practices in preparation
- Value ethical treatment of animals

- Explain the importance of hygiene in animal product preparation
- Apply hygienic practices in preparation
- Value hygiene in food preparation

- Discuss ethical issues in animal product preparation
- Identify safety practices to follow
- Create posters with messages on ethical issues and safety practices
- Present findings to the class
- Discuss the importance of hygiene in animal product preparation
- Identify hygienic practices to follow
- Demonstrate proper hand washing and tool cleaning
- Create a checklist for hygienic preparation

Why are ethical and safety practices important in animal product preparation?
How does hygiene affect the quality and safety of animal products?

- 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
- Marker pens

- Observation - Oral presentations - Poster evaluation
- Observation - Oral questions - Checklist evaluation

Food Production Processes

Preserving Milk and Meat - Importance of preserving milk

By the end of the lesson, the learner should be able to:

- Explain the importance of preserving milk at household level
- Identify methods of milk preservation
- 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

- Observation - Oral questions - Written assignments

Food Production Processes

Preserving Milk and Meat - Boiling as a milk preservation method

By the end of the lesson, the learner should be able to:

- Explain how boiling preserves milk
- Demonstrate the boiling method
- Preserve milk through boiling

- Wash hands with clean water and soap
- Sieve milk to remove impurities
- Boil milk in a clean container
- Stir while boiling and continue for a few minutes
- Store in a clean container

How does boiling help preserve milk?

- SPARK AGRICULTURE GRADE 8 textbook pg. 53
- Fresh milk
- Sieve
- Clean pot or sufuria
- Source of heat
- Cooking stick
- Storage container

- Practical assessment - Observation - Process evaluation

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:

- Explain how fermentation preserves milk
- Demonstrate the fermentation method
- Preserve milk through fermenting

- Explain home cooling methods for milk
- Demonstrate home cooling techniques
- Preserve milk through home cooling

- 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
- Fill a large container with cold water or ice water
- Put boiled and cooled milk in a clean bottle
- Place the bottle in cold water
- Stir occasionally and add cold water as needed
- Alternatively, wrap a wet towel around the milk container

How does fermentation help to preserve milk?
How can we use home cooling methods to preserve milk?

- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk
- Fermented milk or yogurt (starter)
- Container with lid
- Clean utensils
- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk
- Clean bottles with lids
- Basin with cold/ice water
- Clean towel

- Practical assessment - Observation - Process evaluation

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:

- Explain the importance of preserving meat at household level
- Identify methods of meat preservation
- 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

Food Production Processes

Preserving Milk and Meat - Smoking as a meat preservation method

By the end of the lesson, the learner should be able to:

- Explain how smoking preserves meat
- Demonstrate the smoking method
- 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

- Practical assessment - Observation - Process evaluation

Food Production Processes

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:

- Explain how salting and boiling preserve meat
- Demonstrate these preservation methods
- Preserve meat through salting and boiling

- Present various methods of preserving animal products
- Compare effectiveness of different methods
- Value the importance of preserving animal products

- For salting: wash meat, slice, add salt, and store in a dry container
- For boiling: wash meat, cut into pieces, boil thoroughly, cool and store
- Compare the effectiveness of both methods
- Store preserved meat appropriately
- Think about applicable methods of preserving animal products
- Create a table showing animal products, preservation methods, and their usefulness
- Present information to the class
- Discuss how the methods can be used at home or school

How do salting and boiling help to preserve meat?
Which methods of preserving animal products are most effective and practical?

- SPARK AGRICULTURE GRADE 8 textbook pg. 58
- Fresh meat
- Salt
- Clean water
- Cooking pot
- Source of heat
- Storage containers
- SPARK AGRICULTURE GRADE 8 textbook pg. 60
- Manila papers
- Marker pens
- Digital resources
- Print resources

- Practical assessment - Observation - Process evaluation
- Observation - Oral presentations - Table evaluation

Food Production Processes

Cooking: Preparing a Balanced Meal - Factors to consider in meal preparation

By the end of the lesson, the learner should be able to:

- Explain factors to consider in preparing a balanced meal
- Identify food groups for a balanced meal
- 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

- Observation - Oral questions - Written assignments

Food Production Processes

Cooking: Preparing a Balanced Meal - Planning a balanced meal

By the end of the lesson, the learner should be able to:

- Plan a balanced meal
- Identify ingredients and equipment needed
- Show creativity in meal planning

- Discuss how to prepare a balanced meal
- Plan a meal that includes protein, carbohydrate, and vegetables
- List all ingredients and equipment needed
- Consider age, gender, health status or occasion

How do we plan for a balanced meal?

- SPARK AGRICULTURE GRADE 8 textbook pg. 64
- Charts showing food groups
- Paper
- Pen/pencil
- Digital resources

- Plan evaluation - Observation - Oral presentations

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:

- Demonstrate proper preparation of ingredients
- Apply hygiene practices in food preparation
- Show responsibility in meal preparation

- Demonstrate how to cook meat properly
- Apply appropriate cooking techniques
- 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
- Heat oil and fry onions until browned
- Add tomatoes and salt, then stir until cooked
- Add meat and stir
- Add water and simmer until meat is cooked
- Apply safety measures when cooking

How do we properly prepare ingredients for a balanced meal?
How do we properly cook meat for a balanced meal?

- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- Ingredients (meat, vegetables, etc.)
- Knife and chopping board
- Bowls
- Clean water
- Soap
- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- Meat
- Onions and tomatoes
- Cooking oil
- Salt
- Cooking pot
- Source of heat

- Practical assessment - Observation - Process evaluation

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:

- Demonstrate how to cook rice properly
- Apply appropriate cooking techniques
- 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

Food Production Processes

Cooking: Preparing a Balanced Meal - Family serving style

By the end of the lesson, the learner should be able to:

- Explain the family serving style
- Demonstrate the family serving style
- 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

- Practical assessment - Observation - Presentation evaluation

Food Production Processes

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:

- Explain the blue plate serving style
- Demonstrate the blue plate serving style
- Present the meal using blue plate style

- Explain what a balanced meal menu entails
- Create balanced meal menus
- Adopt the use of a balanced meal in day to day life

- Place portions of food on individual plates
- Arrange food neatly with items not touching too much
- Ensure each plate has balanced portions
- Set the table with appropriate cutlery
- Serve the prepared meals to each person
- Study sample balanced meal menus
- Discuss what makes a balanced meal menu
- Create a 3-day balanced meal menu (breakfast, lunch, supper)
- Ensure a healthy balance of food groups
- Present menu to the class

How can we present a balanced meal using the blue plate serving style?
How can we create effective balanced meal menus?

- SPARK AGRICULTURE GRADE 8 textbook pg. 68
- Cooked balanced meal
- Serving plates
- Cutlery
- Napkins
- SPARK AGRICULTURE GRADE 8 textbook pg. 69
- Sample meal menus
- Paper
- Pen/pencil
- Digital resources

- Practical assessment - Observation - Presentation evaluation
- Menu evaluation - Oral presentations - Written assignments

Food Production Processes

Cooking: Preparing a Balanced Meal - Nutrition education

By the end of the lesson, the learner should be able to:

- Explain the nutritional value of different foods
- Identify nutrient-dense foods
- 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

Food Production Processes

Cooking: Preparing a Balanced Meal - Meal planning for special needs

By the end of the lesson, the learner should be able to:

- Identify special dietary needs
- Plan meals for different dietary requirements
- Show empathy for people with special dietary needs

- Discuss different special dietary needs (age, health conditions)
- Research appropriate foods for various needs
- Create sample menus for specific dietary requirements
- Present findings to the class

How can we plan balanced meals for people with special dietary needs?

- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Digital resources
- Print resources
- Paper
- Pen/pencil

- Observation - Oral presentations - Menu evaluation

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:

- Explain the routine cleaning practices of a kitchen
- Identify different types of kitchen cleaning
- Appreciate a clean kitchen for healthy living

- Analyze cleaning schedules
- Create a kitchen cleaning schedule
- Value the importance of organized cleaning

- 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
- Study sample cleaning schedules
- Identify daily, weekly, and special cleaning activities
- Discuss the purpose of each type of cleaning
- Create a cleaning schedule for a kitchen

How can daily, weekly and special cleaning enhance hygiene in the kitchen?
Why is it important to have a well-organized cleaning schedule?

- 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
- Paper
- Pen/pencil

- Observation - Oral questions - Written assignments
- Schedule evaluation - Observation - Written assignments

Hygiene Practices

Cleaning the Kitchen - Planning kitchen cleaning

By the end of the lesson, the learner should be able to:

- Plan for kitchen cleaning
- Create a cleaning schedule
- 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

- Plan evaluation - Observation - Written assignments

Hygiene Practices

Cleaning the Kitchen - Daily kitchen cleaning
Cleaning the Kitchen - Weekly kitchen cleaning

By the end of the lesson, the learner should be able to:

- Explain daily kitchen cleaning tasks
- Demonstrate daily cleaning techniques
- Carry out cleaning of a kitchen to maintain hygiene

- Take out trash and food waste
- Wash dirty dishes promptly
- Clean spills from counters and floors
- Wipe counters with a damp cloth
- Sweep or mop the floor
- Rinse and wipe down the sink

What are the essential daily kitchen cleaning tasks?

- SPARK AGRICULTURE GRADE 8 textbook pg. 74
- Cleaning supplies
- Dishwashing supplies
- Broom/mop
- Kitchen to be cleaned
- Mop and bucket
- Disinfectant

- Practical assessment - Observation - Process evaluation

Hygiene Practices

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:

- Explain special kitchen cleaning tasks
- Demonstrate special cleaning techniques
- Show responsibility in thorough kitchen cleaning

- Explain the importance of a clean kitchen
- Identify health benefits of kitchen cleanliness
- Appreciate a clean kitchen for healthy living

- Empty and clean cabinets and drawers
- Wipe down windows and sills
- Replace curtains if necessary
- Dust light fixtures and high surfaces
- Wipe surfaces behind equipment
- Disinfect door knobs and handles
- Reflect on kitchen cleaning activities
- Discuss why cleaning is important
- Make presentations on the importance of a clean kitchen
- Create a chart on the importance of a clean kitchen

What are the essential special kitchen cleaning tasks?
Why is maintaining a clean kitchen important for health and well-being?

- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Cleaning supplies
- Ladder (if necessary)
- Disinfectant
- Kitchen to be cleaned
- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Chart paper
- Marker pens
- Digital resources
- Print resources

- Practical assessment - Observation - Process evaluation
- Observation - Oral presentations - Chart evaluation

Hygiene Practices

Cleaning the Kitchen - Kitchen hygiene and food safety

By the end of the lesson, the learner should be able to:

- Explain the relationship between kitchen hygiene and food safety
- Identify practices that prevent contamination
- 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

- Observation - Oral questions - Poster evaluation

Hygiene Practices

Cleaning the Kitchen - Safe use of cleaning products

By the end of the lesson, the learner should be able to:

- Identify common kitchen cleaning products
- Explain safe use of cleaning products
- Show responsibility in handling cleaning products

- Identify various cleaning products and their uses
- Read and interpret product labels and safety instructions
- Demonstrate proper storage of cleaning products
- Discuss environmentally friendly cleaning options

How can we safely use cleaning products in the kitchen?

- SPARK AGRICULTURE GRADE 8 textbook pg. 76
- Various cleaning products
- Product labels
- Digital resources
- Print resources

- Observation - Oral questions - Written assignments