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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
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:
- 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 40 - Photographs showing fish processing methods - Chart paper - Marker pens |
- Observation
- Oral questions
- Written assignments
|
|
| 1 | 4 |
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:
- Demonstrate the process of scaling fish - Demonstrate the process of gutting fish - 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
|
|
| 2 | 1 |
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:
- Demonstrate the process of frying fish - Apply safety measures when frying fish - 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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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 |
- 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 |
Why are ethical and safety practices important in animal product preparation?
|
- 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 |
- Observation
- Oral presentations
- Poster evaluation
|
|
| 2 | 4 |
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:
- 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 - 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
|
|
| 3 | 1 |
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 |
- 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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
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 |
- 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 |
How do salting and boiling help to preserve meat?
|
- 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
|
|
| 4 | 1 |
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:
- 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 64 - Paper - Pen/pencil |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 2 |
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 |
- 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
|
|
| 4 | 3 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)
|
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 |
- Practical assessment
- Observation
- Process evaluation
|
|
| 4 | 4 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Cooking vegetables and preparing fruits
Cooking: Preparing a Balanced Meal - Family serving style |
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to cook vegetables properly - Prepare fruits for serving - Show responsibility in meal preparation |
- Heat oil and cook onions until soft
- Add tomatoes and salt, then cook - Add spinach and cook until tender - Wash, peel, and slice avocado or other fruits - Apply safety measures when cooking |
How do we properly prepare vegetables and fruits for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Spinach or other vegetables - Onions and tomatoes - Cooking oil - Salt - Avocado or other fruits - Cooking pot - Source of heat - SPARK AGRICULTURE GRADE 8 textbook pg. 67 - Cooked balanced meal - Large serving dishes - Plates - Cutlery - Serving spoons |
- Practical assessment
- Observation
- Process evaluation
|
|
| 5 | 1 |
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 |
- 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 |
How can we present a balanced meal using the blue plate serving style?
|
- 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
|
|
| 5 | 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:
- 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 - Paper - Pen/pencil |
- Observation
- Oral questions
- Poster evaluation
|
|
| 5 | 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:
- Explain the routine cleaning practices of a kitchen - Identify different types of kitchen cleaning - 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 - Paper - Pen/pencil |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 4 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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 |
- 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 |
What are the essential special kitchen cleaning tasks?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Cleaning supplies - Ladder (if necessary) - Disinfectant - Kitchen to be cleaned - Chart paper - Marker pens - Digital resources - Print resources |
- Practical assessment
- Observation
- Process evaluation
|
|
| 6 | 3 |
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:
- 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 - Various cleaning products - Product labels |
- Observation
- Oral questions
- Poster evaluation
|
|
| 6 | 4 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Understanding seams
|
By the end of the
lesson, the learner
should be able to:
- Identify the types of seams used in making clothes - Explain the difference between plain and open seams - 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 |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 1 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Understanding plain seams
Sewing Skills: Constructing Household Items - Making plain seams |
By the end of the
lesson, the learner
should be able to:
- Explain what a plain seam is - Describe how a plain seam is made - Show interest in learning about plain seams |
- Study information on plain seams
- Discuss how to make a plain seam - List materials needed for making a plain seam - Outline the process of making a plain seam |
How is a plain seam made?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 78
- Samples of plain seams - Digital resources - Print resources - Charts showing seam types - SPARK AGRICULTURE GRADE 8 textbook pg. 79 - Fabric pieces - Needle and thread - Pins - Scissors - Tape measure - Tailor's chalk |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 2 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Understanding open seams
Sewing Skills: Constructing Household Items - Making open seams |
By the end of the
lesson, the learner
should be able to:
- Explain what an open seam is - Describe how an open seam is made - Show interest in learning about open seams |
- Study information on open seams
- Discuss how to make an open seam - List materials needed for making an open seam - Outline the process of making an open seam |
How is an open seam made?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 80
- Samples of open seams - Digital resources - Print resources - Charts showing seam types - SPARK AGRICULTURE GRADE 8 textbook pg. 81 - Fabric pieces - Needle and thread - Pins - Scissors - Tape measure - Tailor's chalk |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 3 |
Production Techniques
|
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:
- Identify household items that can be made using seams - Plan for constructing a household item - Show creativity in planning |
- Discuss and select a household item to make
- Explore information on making the selected item - List tools and materials needed - Assign roles and responsibilities - Draw a plan for construction |
What household items can be made using seams?
|
- 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 - Scissors - Pins - Sewing needles - Tape measure - Iron box |
- Plan evaluation
- Observation
- Oral presentations
|
|
| 7 | 4 |
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:
- Demonstrate making a work bag - Apply appropriate sewing techniques - 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
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making a pillowcase
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate making a pillowcase - Apply appropriate sewing techniques - 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 |
- Practical assessment
- Observation
- Product evaluation
|
|
| 9 | 2 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Safety in sewing
Sewing Skills: Constructing Household Items - Creative sewing projects |
By the end of the
lesson, the learner
should be able to:
- Identify safety practices in sewing - Apply safety measures when sewing - Show responsibility in sewing safety |
- Discuss safety measures when using sewing tools
- Demonstrate safe handling of sharp tools - Explain proper storage of sewing tools - Create safety guidelines for sewing activities |
Why is safety important when sewing household items?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 88
- Sewing tools - Chart paper - Marker pens - Digital resources - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 89 - Drawing materials - Fabric samples - Sample creative items |
- Observation
- Oral questions
- Guidelines evaluation
|
|
| 9 | 3 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Economic benefits of sewing
Sewing Skills: Constructing Household Items - Final household item project |
By the end of the
lesson, the learner
should be able to:
- Explain the economic benefits of sewing - Identify market opportunities for sewn items - Value sewing as an income-generating activity |
- Discuss how sewing skills can generate income
- Research market demand for household sewn items - Calculate costs and potential profits - Develop a simple business plan for sewn items |
How can sewing skills contribute to income generation?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 90
- Calculator - Paper - Pen/pencil - Digital resources - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 93 - Fabric and thread - All necessary sewing tools - Project plan - Evaluation rubric |
- Observation
- Oral presentations
- Business plan evaluation
|
|
| 9 | 4 |
Production Techniques
|
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:
- Explain challenges with animal waterers used in the community - Identify limitations of current waterers - Show interest in innovative solutions |
- Identify households that rear domestic animals
- Visit households to observe animal waterers - Find out if the equipment functions properly - Identify challenges with existing waterers |
What challenges are faced when using conventional animal waterers?
|
- 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 |
- Observation
- Oral questions
- Written reports
|
|
| 10 | 1 |
Production Techniques
|
Constructing Innovative Animal Waterer - Researching innovative waterers
|
By the end of the
lesson, the learner
should be able to:
- Identify innovative waterer designs - Explain how innovative waterers work - 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 |
- Observation
- Oral presentations
- Research evaluation
|
|
| 10 | 2 |
Production Techniques
|
Constructing Innovative Animal Waterer - Designing a waterer
Constructing Innovative Animal Waterer - Constructing a poultry waterer |
By the end of the
lesson, the learner
should be able to:
- Design an innovative animal waterer - Apply design principles - Show creativity in designing |
- Draw a sketch of an innovative waterer
- Present sketch for feedback - Make adjustments based on feedback - List materials needed for construction - Assign tasks for construction |
How can we design an innovative waterer that solves identified problems?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 97
- Pencils - Plain paper - Ruler - Colored pencils - SPARK AGRICULTURE GRADE 8 textbook pg. 98 - Plastic bottle with lid - Knife - Glue - Water - Plastic tray - Small nail or tool for poking |
- Design evaluation
- Observation
- Peer feedback
|
|
| 10 | 3 |
Production Techniques
|
Constructing Innovative Animal Waterer - Constructing a rabbit waterer
Constructing Innovative Animal Waterer - Testing and adjusting waterers |
By the end of the
lesson, the learner
should be able to:
- Demonstrate construction of a rabbit waterer - Apply appropriate construction techniques - Design and construct an innovative waterer |
- Collect plastic bottles with caps
- Clean the bottles thoroughly - Cut off the tip of the cap to create an opening - Place a marble or small stone inside the cap - Fill with water and test - Hang the bottle upside down |
How can we construct an innovative waterer for rabbits?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 99
- Plastic bottles with caps - Knife - Water - Marble or small stone - Tools for hanging - SPARK AGRICULTURE GRADE 8 textbook pg. 100 - Constructed waterers - Small domestic animals - Tools for adjustments |
- Practical assessment
- Observation
- Product evaluation
|
|
| 10 | 4 |
Production Techniques
|
Constructing Innovative Animal Waterer - Benefits of innovative waterers
Constructing Innovative Animal Waterer - Marketing innovative waterers |
By the end of the
lesson, the learner
should be able to:
- Explain the benefits of innovative waterers - Identify problems solved by innovations - Appreciate use of innovative waterers |
- Brainstorm benefits of innovative waterers
- Discuss how they solve identified challenges - Share experiences with using the waterers - Create a chart showing benefits |
Why should we adopt innovative waterers in animal rearing?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Constructed waterers - Chart paper - Marker pens - Digital resources |
- Observation
- Oral presentations
- Chart evaluation
|
|
| 11 | 1 |
Production Techniques
|
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:
- Describe support services that can be accessed through use of ICT - Identify the common ICT support services - Show interest in ICT support services |
- Think about support services accessible through ICT
- Discuss services like weather forecasts, extension services, etc. - Research which services people seek in your area - Share discussion points with the class |
What support services can be accessed through ICT?
|
- 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 |
- Observation
- Oral questions
- Written assignments
|
|
| 11 | 2 |
Production Techniques
|
ICT Support Services - Accessing weather forecasts
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate accessing weather forecasts - Apply the information for planning - 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 |
- Practical assessment
- Observation
- Skill evaluation
|
|
| 11 | 3 |
Production Techniques
|
ICT Support Services - Accessing veterinary services
ICT Support Services - Accessing market information |
By the end of the
lesson, the learner
should be able to:
- Demonstrate accessing veterinary services - Apply the information for animal health - Access support services using ICT |
- Search for veterinary service websites or apps
- Study how to register and access services - Explore services offered - Discuss benefits of online veterinary support |
How can farmers access veterinary services through ICT?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 104
- Digital devices with internet - Veterinary service websites/apps - Chart paper - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 105 - Market information websites/apps |
- Practical assessment
- Observation
- Skill evaluation
|
|
| 11 | 4 |
Production Techniques
|
ICT Support Services - Accessing extension services
ICT Support Services - Accessing banking and other services |
By the end of the
lesson, the learner
should be able to:
- Demonstrate accessing extension services - Apply the information for farming - Access support services using ICT |
- Search for agricultural extension service websites
- Study how to access extension information - Explore the services offered - Discuss benefits of online extension services |
How can farmers access extension services through ICT?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 105
- Digital devices with internet - Extension service websites/apps - Chart paper - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 106 - Service websites/apps |
- Practical assessment
- Observation
- Skill evaluation
|
|
| 12 | 1 |
Production Techniques
|
ICT Support Services - Promoting responsible ICT use
ICT Support Services - Digital literacy and safety |
By the end of the
lesson, the learner
should be able to:
- Create messages promoting responsible ICT use - Share responsible ICT practices - Show responsibility in use of ICT |
- Discuss responsible use of ICT when accessing services
- Write key points about responsible use - Create a clear message about ICT responsibility - Share message through approved school platforms |
How can we promote responsible use of ICT in accessing support services?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 107
- Digital devices - Paper - Pen/pencil - School communication platforms - SPARK AGRICULTURE GRADE 8 textbook pg. 108 - Digital devices with internet - Chart paper - Marker pens - Print resources |
- Message evaluation
- Observation
- Peer feedback
|
|
| 12 | 2 |
Production Techniques
|
ICT Support Services - Future of ICT in agriculture
|
By the end of the
lesson, the learner
should be able to:
- Explore emerging ICT applications in agriculture - Explain potential benefits of new technologies - Show interest in agricultural innovations |
- Research emerging ICT applications in agriculture
- Discuss potential benefits for farmers - Explore how technologies may evolve - Create presentations on future trends |
How might ICT support services transform agriculture in the future?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 108
- Digital devices with internet - Chart paper - Marker pens - Print resources |
- Presentation evaluation
- Observation
- Research quality
|
|
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