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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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