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SCHEME OF WORK
Agriculture & Nutrition
Grade 8 2025
TERM II
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
2 1
Food Production Processes
Kitchen and Backyard Gardening - Role of kitchen and backyard gardens
By the end of the lesson, the learner should be able to:

- Explain the role of kitchen and backyard garden in food production
- Distinguish between kitchen and backyard gardens
- Value the importance of home food production
- Use digital or print resources to search for information on kitchen and backyard gardens
- Study the characteristics of kitchen and backyard gardens
- Discuss the roles of kitchen and backyard gardens
- Share findings with the class
How does kitchen garden contribute to food production?
- SPARK AGRICULTURE GRADE 8 textbook pg. 17
- Digital devices
- Print resources
- Photographs showing kitchen and backyard gardens
- Observation - Oral questions - Written assignments
2 2-3
Food Production Processes
Kitchen and Backyard Gardening - Food production through kitchen and backyard gardening
Kitchen and Backyard Gardening - Preparing a garden for planting
Kitchen and Backyard Gardening - Establishing crops in kitchen or backyard garden
By the end of the lesson, the learner should be able to:

- Describe the advantages of kitchen and backyard gardening
- Identify crops suitable for kitchen and backyard gardens
- Appreciate the role of kitchen gardens in poverty eradication

- Demonstrate how to prepare and plant a kitchen or backyard garden
- Select appropriate crops for the garden
- Show responsibility in garden preparation
- Study information compiled by other learners on kitchen gardening
- Discuss how kitchen gardens contribute to food production
- Identify different food crops suitable for kitchen gardens
- Share discussions with the class
- Prepare the planting site or containers
- Mix soil with compost manure
- Make planting holes or furrows
- Plant seeds or seedlings and water them
What are the benefits of having a kitchen or backyard garden?
How can we establish different crops in a kitchen or backyard garden?
- SPARK AGRICULTURE GRADE 8 textbook pg. 18
- Digital resources
- Print resources
- Charts showing benefits of kitchen gardens
- SPARK AGRICULTURE GRADE 8 textbook pg. 19
- Garden tools
- Containers
- School environment
- SPARK AGRICULTURE GRADE 8 textbook pg. 20
- Jembe
- Panga
- Containers
- Compost manure
- Seeds/seedlings
- Observation - Oral questions - Written assignments
- Practical assessment - Observation - Project evaluation
2 4
Food Production Processes
Kitchen and Backyard Gardening - Crop management in a kitchen or backyard garden
By the end of the lesson, the learner should be able to:

- Demonstrate different crop management practices
- Apply appropriate crop management techniques
- Show responsibility in caring for garden crops
- Water the crops regularly
- Remove weeds as they appear
- Prune and train climbing crops
- Monitor for pests and diseases
- Harvest mature crops
How can we effectively manage crops in a kitchen or backyard garden?
- SPARK AGRICULTURE GRADE 8 textbook pg. 21
- Water
- Watering containers
- Garden tools
- Established garden
- Practical assessment - Observation - Project evaluation
3 1
Food Production Processes
Kitchen and Backyard Gardening - Watering and irrigation
Kitchen and Backyard Gardening - Pruning and training crops
By the end of the lesson, the learner should be able to:

- Demonstrate proper watering techniques
- Set up simple irrigation systems
- Show responsibility in water conservation
- Check soil moisture regularly
- Water crops in the morning or evening
- Install drip irrigation bottles for continuous water supply
- Apply mulch to conserve moisture
How can we ensure effective watering while conserving water?
- SPARK AGRICULTURE GRADE 8 textbook pg. 22
- Watering cans
- Plastic bottles
- Water
- Mulching materials
- Pruning knife/scissors
- Stakes
- Trellises
- Garden crops
- Practical assessment - Observation - Project evaluation
3 2-3
Food Production Processes
Kitchen and Backyard Gardening - Harvesting and record keeping
Kitchen and Backyard Gardening - Sustainable garden practices
By the end of the lesson, the learner should be able to:

- Demonstrate proper harvesting techniques
- Keep records of garden activities and harvest
- Adopt the use of kitchen and backyard garden for food production

- Explain sustainable garden practices
- Apply sustainable methods in the garden
- Show responsibility towards the environment
- Harvest mature crops regularly
- Prevent crops from bolting
- Record successes and challenges
- Discuss ways to improve gardening skills
- Share gardening experiences
- Apply organic farming methods
- Practice crop rotation
- Use natural pest control
- Recycle garden waste as compost
- Conserve water through efficient irrigation
How can we maximize harvest and learn from our gardening experiences?
How can we make our gardens more sustainable?
- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Garden crops
- Harvesting tools
- Record book
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Garden
- Organic materials
- Composting area
- Digital resources
- Practical assessment - Record evaluation - Oral presentations
- Observation - Oral questions - Written assignments
3 4
Food Production Processes
Poultry Rearing in a Fold - Understanding poultry folds
By the end of the lesson, the learner should be able to:

- Describe a fold in poultry rearing
- Identify the features of a poultry fold
- Show interest in learning about poultry folds
- Search for video clips or images on poultry folds
- Watch selected video clips showing poultry folds
- Describe the structures of poultry folds
- Share findings with the class
What is a poultry fold and how is it used in poultry rearing?
- SPARK AGRICULTURE GRADE 8 textbook pg. 24
- Digital devices
- Internet access
- Video clips
- Images of poultry folds
- Observation - Oral questions - Written assignments
4 1
Food Production Processes
Poultry Rearing in a Fold - Observing poultry folds
Poultry Rearing in a Fold - Designing a poultry fold
By the end of the lesson, the learner should be able to:

- Identify different types of poultry folds
- Explain the advantages of rearing poultry in folds
- Appreciate the role of poultry folds in poultry management
- Visit a poultry farm to observe poultry folds
- Describe what the poultry folds look like
- Record the materials used to construct the folds
- Share observations with the class
What are the characteristics of an effective poultry fold?
- SPARK AGRICULTURE GRADE 8 textbook pg. 24
- Poultry farm
- Digital camera/smartphone
- Notebook
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 25
- Drawing book or paper
- Pencil
- Ruler
- Examples of poultry fold designs
- Observation - Oral presentations - Written reports
4 2-3
Food Production Processes
Poultry Rearing in a Fold - Planning for construction
Poultry Rearing in a Fold - Constructing a poultry fold (frame)
By the end of the lesson, the learner should be able to:

- Plan the construction of a poultry fold
- List materials needed for construction
- Show responsibility in planning

- Make rectangular frames for the poultry fold
- Join frames to form the structure
- Show teamwork in construction
- Draw a plan of activities for construction
- Distribute responsibilities among group members
- Identify locally available materials for construction
- Present the plan for feedback
- Make rectangular frames of the same length
- Join the frames side by side using wood pieces
- Continue creating joints until all corners are joined
- Work collaboratively with group members
How do we prepare for the construction of a poultry fold?
How do we construct the frame of a poultry fold?
- SPARK AGRICULTURE GRADE 8 textbook pg. 26
- Paper
- Pen/pencil
- Poultry fold design
- SPARK AGRICULTURE GRADE 8 textbook pg. 26
- Wooden pieces
- Nails/screws
- Hammer/screwdriver
- Measuring tape
- Protective gloves
- Plan evaluation - Oral presentations - Written assignments
- Practical assessment - Observation - Project evaluation
4 4
Food Production Processes
Poultry Rearing in a Fold - Completing the poultry fold
Poultry Rearing in a Fold - Preparing for poultry rearing
By the end of the lesson, the learner should be able to:

- Create a shelter on the fold
- Cover the fold with wire mesh or net
- Construct a poultry fold
- Create a small shelter on one side of the fold
- Make a roof for the shelter
- Cover all sides with wire mesh or net
- Ensure the poultry fold is portable and lightweight
How do we complete the construction of a poultry fold?
- SPARK AGRICULTURE GRADE 8 textbook pg. 27
- Wire mesh/net
- Roofing material
- Tools for construction
- Protective gloves
- Constructed poultry fold
- Feeders
- Waterers
- Feed
- Practical assessment - Observation - Project evaluation
5 1
Food Production Processes
Poultry Rearing in a Fold - Managing poultry in a fold
By the end of the lesson, the learner should be able to:

- Demonstrate proper poultry management in a fold
- Apply appropriate rearing practices
- Show responsibility in poultry management
- Move the fold regularly for the poultry to feed
- Provide water regularly
- Maintain sanitation in the fold
- Protect the poultry from predators and harsh weather
How can we effectively manage poultry in a fold?
- SPARK AGRICULTURE GRADE 8 textbook pg. 28
- Poultry fold with poultry
- Water
- Feed
- Cleaning materials
- Practical assessment - Observation - Project evaluation
5 2-3
Food Production Processes
Poultry Rearing in a Fold - Rearing practices for poultry in a fold
Poultry Rearing in a Fold - Benefits of rearing poultry in a fold
By the end of the lesson, the learner should be able to:

- Explain various poultry rearing practices
- Apply appropriate rearing practices
- Rear poultry in a fold

- Explain the benefits of rearing poultry in a fold
- Identify advantages over other poultry housing methods
- Appreciate the value of poultry folds
- Discuss watering practices for poultry
- Maintain high standards of hygiene
- Implement protection from predators
- Provide shelter during harsh weather
- Discuss the benefits of rearing poultry in a fold
- Compare folds with other poultry housing methods
- Share experiences with poultry rearing in a fold
- Make presentations on the benefits
What are the essential rearing practices for poultry in a fold?
What are the advantages of rearing poultry in a fold compared to other methods?
- SPARK AGRICULTURE GRADE 8 textbook pg. 29
- Poultry fold with poultry
- Water
- Feed
- Cleaning materials
- SPARK AGRICULTURE GRADE 8 textbook pg. 30
- Digital resources
- Print resources
- Charts
- Observation - Oral questions - Written assignments
- Observation - Oral presentations - Written assignments
5 4
Food Production Processes
Poultry Rearing in a Fold - Ethical practices in poultry rearing
Crop Pest and Disease Control - Identifying crop pests
By the end of the lesson, the learner should be able to:

- Identify ethical practices in poultry rearing
- Apply ethical principles in poultry management
- Value animal welfare in poultry rearing
- Discuss ethical practices in poultry rearing
- Identify ways to ensure poultry welfare
- Implement ethical poultry management
- Share experiences and observations
Why are ethical practices important in poultry rearing?
- SPARK AGRICULTURE GRADE 8 textbook pg. 30
- Digital resources
- Print resources
- Charts
- SPARK AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden
- Digital camera/smartphone
- Notebook
- Pen/pencil
- Observation - Oral questions - Written assignments
6 1
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
6 2-3
Food Production Processes
Crop Pest and Disease Control - Controlling pests through handpicking
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:

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

- Demonstrate removing affected crop parts
- Apply the technique effectively
- Control pests on vegetable crops
- 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
- 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 we control pests through handpicking?
How can removing affected parts help control pests in vegetable crops?
- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Vegetable garden with pests
- Gloves
- Container with soapy water
- Wooden sticks/tongs
- 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
6 4
Food Production Processes
Crop Pest and Disease Control - Applying natural pesticides
By the end of the lesson, the learner should be able to:

- Prepare natural pesticides
- Apply natural pesticides correctly
- 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
- Practical assessment - Observation - Project evaluation
7 1
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
7 2-3
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:

- Demonstrate disease control methods
- Apply appropriate disease control techniques
- Control diseases on vegetable crops

- Explain the importance of controlling pests and diseases
- Identify benefits of pest and disease control
- Acknowledge importance of controlling pests and diseases
- Inspect a vegetable garden for signs of diseases
- Remove affected parts of the crop
- Uproot heavily affected crops
- Dispose of diseased material appropriately
- 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
How can we control diseases in vegetable crops?
Why is it important to control pests and diseases in vegetable production?
- 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
- Observation - Oral presentations - Written assignments
7 4
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
8

Midterm

9 1
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
9 2-3
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
9 4
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
10 1
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
10 2-3
Food Production Processes
Preparation of Animal Products - Ethical and safety practices
Preparation of Animal Products - Hygiene in animal product preparation
Preserving Milk and Meat - Importance of preserving milk
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 preserving milk at household level
- Identify methods of milk preservation
- Show interest in milk preservation methods
- 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
- 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 are ethical and safety practices important in animal product preparation?
Why is it important to preserve milk at the household level?
- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 52
- Pictures showing milk preservation
- Digital devices
- Print resources
- Observation - Oral presentations - Poster evaluation
- Observation - Oral questions - Written assignments
10 4
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
11 1
Food Production Processes
Preserving Milk and Meat - Fermenting 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
- Practical assessment - Observation - Process evaluation
11 2-3
Food Production Processes
Preserving Milk and Meat - Home cooling as a milk preservation method
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 home cooling methods for milk
- Demonstrate home cooling techniques
- Preserve milk through home cooling

- Explain how drying preserves meat
- Demonstrate the drying method
- Preserve meat through drying
- 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
- Wash fresh meat using clean water
- Slice the meat into desired sizes
- Hang the meat on clean sticks or wires in the sun
- Alternatively, spread on a clean surface
- Continue exposing to the sun until completely dry
How can we use home cooling methods to preserve milk?
How does drying help to preserve meat?
- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk
- Clean bottles with lids
- Basin with cold/ice water
- Clean towel
- 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
- Practical assessment - Observation - Process evaluation
11 4
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
12 1
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
12 2-3
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

- Plan a balanced meal
- Identify ingredients and equipment needed
- Show creativity in meal planning
- 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
- 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
What factors should we consider when preparing a balanced meal?
How do we plan for 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
- Charts showing food groups
- Paper
- Pen/pencil
- Digital resources
- Observation - Oral questions - Written assignments
- Plan evaluation - Observation - Oral presentations
12 4
Food Production Processes
Cooking: Preparing a Balanced Meal - Preparing ingredients
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
- Practical assessment - Observation - Process evaluation
13 1
Food Production Processes
Cooking: Preparing a Balanced Meal - Cooking protein (meat)
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)
By the end of the lesson, the learner should be able to:

- Demonstrate how to cook meat properly
- Apply appropriate cooking techniques
- Show responsibility in meal preparation
- 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 cook meat for a balanced meal?
- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- Meat
- Onions and tomatoes
- Cooking oil
- Salt
- Cooking pot
- Source of heat
- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Rice
- Water
- Practical assessment - Observation - Process evaluation
13 2-3
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

- Explain the family serving style
- Demonstrate the family serving style
- Present the meal using family style
- 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
- 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 do we properly prepare vegetables and fruits for a balanced meal?
How can we present a balanced meal using the family serving style?
- 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
- Practical assessment - Observation - Presentation evaluation
13-14

End term exam

14 2-3
Food Production Processes
Cooking: Preparing a Balanced Meal - Blue plate serving style
Cooking: Preparing a Balanced Meal - Creating balanced meal menus
Cooking: Preparing a Balanced Meal - Nutrition education
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 the nutritional value of different foods
- Identify nutrient-dense foods
- Value the importance of nutrition knowledge
- 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
- Research the nutritional content of common foods
- Categorize foods based on their primary nutrients
- Create nutritional information posters
- Discuss the importance of nutrition knowledge
How can we present a balanced meal using the blue plate serving style?
Why is nutrition knowledge important for preparing balanced meals?
- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Digital resources
- Print resources
- Chart paper
- Marker pens
- Practical assessment - Observation - Presentation evaluation
- Observation - Oral questions - Poster evaluation
14 4
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

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