Conservation of Resources

Soil Conservation Measures - Methods of soil conservation in the agricultural environment

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

- Describe methods of soil conservation in the agricultural environment
- Name the common methods of soil conservation
- Show interest in learning about soil conservation measures

- Use digital or print media to search for information on methods of conserving soil in the agricultural environment
- Study photographs showing methods of soil conservation
- Discuss and take notes of the information found
- Share findings with the class about soil conservation methods

How can we conserve soil in the agricultural environment?

- SPARK AGRICULTURE GRADE 8 textbook pg. 1
- Digital resources
- Print resources
- Photographs showing soil conservation methods

- Observation - Oral questions - Written assignments

Conservation of Resources

Soil Conservation Measures - Understanding strip cropping
Soil Conservation Measures - Understanding grassed waterways
Soil Conservation Measures - Understanding stone lines
Soil Conservation Measures - Understanding trash lines

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

- Explain how strip cropping conserves soil
- Identify crops suitable for strip cropping
- Appreciate the role of strip cropping in soil conservation

- Explore the school environment to identify places requiring soil conservation
- Study strip cropping as a method of soil conservation
- Discuss how strip cropping prevents the displacement of soil
- Take photographs of soil conservation activities

Why is strip cropping an effective soil conservation method?

- SPARK AGRICULTURE GRADE 8 textbook pg. 2
- Digital camera/smartphone
- Charts showing strip cropping
- SPARK AGRICULTURE GRADE 8 textbook pg. 3
- Charts showing grassed waterways
- Digital resources
- Print resources
- Photographs showing stone lines
- Photographs showing trash lines
- Charts

- Observation - Oral questions - Written assignments

Conservation of Resources

Soil Conservation Measures - Understanding soil bunds
Soil Conservation Measures - Making stone lines
Soil Conservation Measures - Making trash lines
Soil Conservation Measures - Constructing a farm model showing soil conservation measures

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

- Explain what soil bunds are
- Describe how soil bunds conserve soil
- Show interest in learning about soil bunds

- Study how soil bunds are formed
- Discuss how soil bunds prevent soil erosion
- Explore how soil bunds help to capture and retain water
- Share observations with the class

How do soil bunds help in soil and water conservation?

- SPARK AGRICULTURE GRADE 8 textbook pg. 4
- Photographs showing soil bunds
- Charts
- Digital resources
- Stones
- Wheelbarrow
- Garden gloves
- Gumboots
- SPARK AGRICULTURE GRADE 8 textbook pg. 5
- Dry plant materials
- Strong sticks
- SPARK AGRICULTURE GRADE 8 textbook pg. 6
- Cartons
- Cardboards
- Small stones
- Soil
- Papier-mâché

- Observation - Oral questions - Written assignments

Conservation of Resources

Soil Conservation Measures - Displaying and explaining the farm model
Water Harvesting and Storage - Ways of storing harvested water

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

- Display the farm model
- Explain soil conservation measures shown in the model
- Demonstrate caring attitude towards soil in the environment

- Complete the construction of the farm model
- Display the farm model in class
- Explain the soil conservation measures displayed in the farm model
- Invite school community to view the farm model

How can the farm model help in educating others about soil conservation?

- SPARK AGRICULTURE GRADE 8 textbook pg. 7
- Constructed farm model
- Display area
- SPARK AGRICULTURE GRADE 8 textbook pg. 11
- Digital devices
- Print media with information on water storage
- Photographs showing water storage methods

- Oral presentation - Observation - Peer assessment

Conservation of Resources

Water Harvesting and Storage - Shallow water pans
Water Harvesting and Storage - Water ponds

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

- Explain how shallow water pans are used to store water
- Identify suitable locations for shallow water pans
- Value the role of shallow water pans in water conservation

- Explore the school environment
- Identify areas where water can be harvested
- Discuss how shallow water pans can be constructed and maintained
- Make presentations on water harvesting initiatives

What factors should be considered when constructing shallow water pans?

- SPARK AGRICULTURE GRADE 8 textbook pg. 12
- Photographs showing shallow water pans
- School environment
- Digital resources
- Photographs showing water ponds

- Observation - Oral questions - Written assignments

Conservation of Resources

Water Harvesting and Storage - Water containers
Water Harvesting and Storage - Installing water tanks

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

- Explain how various containers are used to store water
- Identify suitable containers for water storage
- Value the importance of proper container selection

- Explore the school environment
- Identify types of containers used for water storage
- Discuss the advantages and disadvantages of different containers
- Make presentations on appropriate container selection

What makes a container suitable for water storage?

- SPARK AGRICULTURE GRADE 8 textbook pg. 12
- Various water containers
- Photographs
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 13
- Water tank or container
- Tools for installation
- Cleaning materials

- Observation - Oral questions - Written assignments

Conservation of Resources

Water Harvesting and Storage - Constructing water ponds
Water Harvesting and Storage - Constructing water pans

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

- Demonstrate how to construct a water pond
- Participate in water pond construction or maintenance
- Show responsibility in harvesting and storing water

- Design a water pond
- Participate in digging or repairing a pond
- Keep the pond clean and secure
- Use harvested water for appropriate purposes

How can we construct an effective water pond for water storage?

- SPARK AGRICULTURE GRADE 8 textbook pg. 13
- Tools for digging
- Protective clothing
- School environment
- SPARK AGRICULTURE GRADE 8 textbook pg. 14

- Practical assessment - Observation - Project evaluation

Conservation of Resources

Water Harvesting and Storage - Maintaining water harvesting structures
Water Harvesting and Storage - Water harvesting and storage initiatives

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

- Explain the importance of maintaining water harvesting structures
- Carry out maintenance practices for water harvesting structures
- Show responsibility in water conservation

- Check water collection structures regularly
- Repair leaks and clean containers
- Protect water harvesting structures
- Keep areas around water storage structures clean

How can we effectively maintain water harvesting and storage structures?

- SPARK AGRICULTURE GRADE 8 textbook pg. 14
- Water harvesting structures
- Cleaning materials
- Repair tools
- SPARK AGRICULTURE GRADE 8 textbook pg. 15
- School environment
- Chart papers
- Markers

- Practical assessment - Observation - Written assignments

Food Production Processes

Crop Pest and Disease Control - Identifying crop pests
Crop Pest and Disease Control - Learning about crop pests

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

- Identify vegetable crops attacked by pests
- Recognize signs of pest infestation
- Show curiosity in learning about crop pests

- Visit a vegetable garden
- Observe vegetable crops attacked by pests
- Identify signs like punctured leaves, curling leaves, cut-off seedlings
- Find out common parts that pests attack

How can we identify vegetable crops attacked by pests?

- SPARK AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden
- Digital camera/smartphone
- Notebook
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Charts
- Marker pens
- Pest specimens if available

- Observation - Oral questions - Written assignments

Food Production Processes

Crop Pest and Disease Control - Controlling pests through handpicking
Crop Pest and Disease Control - Removing affected crop parts

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

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

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

How can we control pests through handpicking?

- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Vegetable garden with pests
- Gloves
- Container with soapy water
- Wooden sticks/tongs
- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with pest-affected crops
- Pruning shears/scissors
- Disposal bag

- Practical assessment - Observation - Project evaluation

Food Production Processes

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

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

- Identify heavily affected crops
- Demonstrate uprooting as a control method
- Show responsibility in pest control

- Identify vegetable crops heavily attacked by pests
- Uproot the affected crops carefully
- Dispose of them far from the garden
- Discuss the importance of this control method

When should crops be uprooted to control pests?

- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with heavily affected crops
- Gloves
- Garden tools
- Disposal bags
- SPARK AGRICULTURE GRADE 8 textbook pg. 34
- Banana leaves or other plant materials
- Source of heat
- Container for ash
- Vegetable garden

- Practical assessment - Observation - Project evaluation

Food Production Processes

Crop Pest and Disease Control - Identifying crop diseases
Crop Pest and Disease Control - Controlling 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 36
- Vegetable garden with disease-affected crops
- Gloves
- Garden tools
- Disposal bags

- Observation - Oral questions - Written assignments

Food Production Processes

Crop Pest and Disease Control - Importance of pest and disease control
Crop Pest and Disease Control - Integrated pest management

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

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

- 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

Why is it important to control pests and diseases in vegetable production?

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

- Observation - Oral presentations - Written assignments

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

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

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

Food Production Processes

Preparation of Animal Products - Dressing poultry
Preparation of Animal Products - Ethical and safety practices

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 47
- Digital devices
- Print resources
- Manila papers
- Marker pens

- Practical assessment - Observation - Process evaluation

Food Production Processes

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:

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

- Discuss the importance of hygiene in animal product preparation
- Identify hygienic practices to follow
- Demonstrate proper hand washing and tool cleaning
- Create a checklist for hygienic preparation

How does hygiene affect the quality and safety of animal products?

- SPARK AGRICULTURE GRADE 8 textbook pg. 48
- Hand washing facilities
- Cleaning materials
- Chart paper
- Marker pens
- SPARK AGRICULTURE GRADE 8 textbook pg. 52
- Pictures showing milk preservation
- Digital devices
- Print resources

- Observation - Oral questions - Checklist evaluation

Food Production Processes

Preserving Milk and Meat - Boiling as a milk preservation method
Preserving Milk and Meat - Fermenting 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk
- Fermented milk or yogurt (starter)
- Container with lid
- Clean utensils

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preserving Milk and Meat - Home cooling as a milk preservation method
Preserving Milk and Meat - Importance of preserving meat

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

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

How can we use home cooling methods to preserve milk?

- 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

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preserving Milk and Meat - Drying as a meat preservation method
Preserving Milk and Meat - Smoking as a meat preservation method

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

- Explain how drying preserves meat
- Demonstrate the drying method
- Preserve meat through drying

- 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 does drying help to preserve meat?

- SPARK AGRICULTURE GRADE 8 textbook pg. 56
- Fresh meat
- Clean water
- Knife
- Sticks or wires
- Clean drying surface
- SPARK AGRICULTURE GRADE 8 textbook pg. 57
- Pieces of wood
- Source of heat
- Storage container

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preserving Milk and Meat - Salting and boiling as meat preservation methods
Preserving Milk and Meat - Promoting methods of preserving animal products

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

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

- 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

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

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

Food Production Processes

Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)
Cooking: Preparing a Balanced Meal - Cooking vegetables and preparing fruits

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

- Demonstrate how to cook rice properly
- Apply appropriate cooking techniques
- Show responsibility in meal preparation

- Rinse rice and drain water
- Bring water to boil in a pot
- Add rice, salt, and oil using proper ratio
- Boil until water level equals rice level
- Reduce heat, cover, and cook until dry
- Turn off heat to save energy

How do we properly cook rice for a balanced meal?

- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Rice
- Water
- Salt
- Cooking oil
- Cooking pot
- Source of heat
- Spinach or other vegetables
- Onions and tomatoes
- Avocado or other fruits

- Practical assessment - Observation - Process evaluation

Food Production Processes

Cooking: Preparing a Balanced Meal - Family serving style
Cooking: Preparing a Balanced Meal - Blue plate serving style

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

- Explain the family serving style
- Demonstrate the family serving style
- Present the meal using family style

- Transfer foods to large serving dishes
- Place serving dishes at the center of the table
- Ensure each person has the required cutlery
- Put serving spoons beside the dishes
- Allow family members to serve themselves

How can we present a balanced meal using the family serving style?

- SPARK AGRICULTURE GRADE 8 textbook pg. 67
- Cooked balanced meal
- Large serving dishes
- Plates
- Cutlery
- Serving spoons
- SPARK AGRICULTURE GRADE 8 textbook pg. 68
- Serving plates
- Napkins

- Practical assessment - Observation - Presentation evaluation

Food Production Processes

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

- Study sample balanced meal menus
- Discuss what makes a balanced meal menu
- Create a 3-day balanced meal menu (breakfast, lunch, supper)
- Ensure a healthy balance of food groups
- Present menu to the class

How can we create effective balanced meal menus?

- SPARK AGRICULTURE GRADE 8 textbook pg. 69
- Sample meal menus
- Paper
- Pen/pencil
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Print resources
- Chart paper
- Marker pens

- Menu evaluation - Oral presentations - Written assignments

Food Production Processes
Hygiene Practices

Cooking: Preparing a Balanced Meal - Meal planning for special needs
Cleaning the Kitchen - Routine cleaning practices

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 71
- Charts showing cleaning schedules

- Observation - Oral presentations - Menu evaluation

Hygiene Practices

Cleaning the Kitchen - Understanding cleaning schedules
Cleaning the Kitchen - Planning kitchen cleaning

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

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

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

Why is it important to have a well-organized cleaning schedule?

- SPARK AGRICULTURE GRADE 8 textbook pg. 72
- Sample cleaning schedules
- Paper
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 73
- Sample cleaning plans
- Kitchen to be cleaned

- Schedule evaluation - Observation - Written assignments

Hygiene Practices

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

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

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

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

What are the essential daily kitchen cleaning tasks?

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

- Practical assessment - Observation - Process evaluation

Hygiene Practices

Cleaning the Kitchen - Special kitchen cleaning
Cleaning the Kitchen - Importance of a clean kitchen

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

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

- 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

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

Production Techniques

Sewing Skills: Constructing Household Items - Understanding seams
Sewing Skills: Constructing Household Items - Understanding plain seams

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

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 78
- Samples of plain seams
- Digital resources
- Charts showing seam types

- Observation - Oral questions - Written assignments

Production Techniques

Sewing Skills: Constructing Household Items - Making plain seams
Sewing Skills: Constructing Household Items - Understanding open seams

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

- Demonstrate how to make a plain seam
- Apply appropriate sewing techniques
- Make samples of seams on a piece of cloth

- Cut two pieces of cotton fabric
- Place fabrics with right sides together
- Pin and tack the pieces together
- Sew along the marked line
- Press seams to one side

How can we make a plain seam on a piece of cloth?

- SPARK AGRICULTURE GRADE 8 textbook pg. 79
- Fabric pieces
- Needle and thread
- Pins
- Scissors
- Tape measure
- Tailor's chalk
- SPARK AGRICULTURE GRADE 8 textbook pg. 80
- Samples of open seams
- Digital resources
- Print resources
- Charts showing seam types

- Practical assessment - Observation - Sample evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Making open seams
Sewing Skills: Constructing Household Items - Planning household items

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

- Demonstrate how to make an open seam
- Apply appropriate sewing techniques
- Make samples of seams on a piece of cloth

- Cut two pieces of cotton fabric
- Place fabrics with right sides together
- Pin and tack the pieces together
- Sew along the marked line
- Press seams open

How can we make an open seam on a piece of cloth?

- SPARK AGRICULTURE GRADE 8 textbook pg. 81
- Fabric pieces
- Needle and thread
- Pins
- Scissors
- Tape measure
- Tailor's chalk
- SPARK AGRICULTURE GRADE 8 textbook pg. 82
- Sample household items
- Paper
- Pen/pencil
- Digital resources

- Practical assessment - Observation - Sample evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Making a cushion cover
Sewing Skills: Constructing Household Items - Making a work bag

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

- Demonstrate making a cushion cover
- Apply appropriate sewing techniques
- Construct a household item using seams

- Wash, dry, and iron fabric
- Cut fabric pieces to appropriate sizes
- Fold and pin edges
- Sew pieces together using appropriate seams
- Turn the cover right side out
- Insert a cushion

How can we make a cushion cover using seams?

- SPARK AGRICULTURE GRADE 8 textbook pg. 83
- Fabric for cushion cover
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Iron box
- SPARK AGRICULTURE GRADE 8 textbook pg. 85
- Fabric for work bag

- Practical assessment - Observation - Product evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Making bag straps
Sewing Skills: Constructing Household Items - Making a pillowcase

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

- Demonstrate making straps for a bag
- Apply appropriate sewing techniques
- Show creativity in construction

- Measure and cut two long pieces for straps
- Fold each strap lengthwise with right side outwards
- Open and fold edges to center fold
- Backstitch along both long ends
- Trim excess fabric
- Attach straps to the bag

How can we make and attach straps to a work bag?

- SPARK AGRICULTURE GRADE 8 textbook pg. 86
- Fabric for straps
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Work bag from previous lesson
- SPARK AGRICULTURE GRADE 8 textbook pg. 87
- Fabric for pillowcase
- Stuffing material

- Practical assessment - Observation - Product evaluation

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

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

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

Production Techniques

Constructing Innovative Animal Waterer - Researching innovative waterers
Constructing Innovative Animal Waterer - Designing a waterer

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

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 97
- Pencils
- Plain paper
- Ruler
- Colored pencils

- Observation - Oral presentations - Research evaluation

Production Techniques

Constructing Innovative Animal Waterer - Constructing a poultry waterer
Constructing Innovative Animal Waterer - Constructing a rabbit waterer

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

- Demonstrate construction of a poultry waterer
- Apply appropriate construction techniques
- Design and construct an innovative waterer

- Collect a plastic bottle and tray
- Clean the bottle and tray thoroughly
- Poke a small hole near the bottom of the bottle
- Attach the bottle to the tray
- Fill with water and test

How can we construct an innovative waterer for poultry?

- SPARK AGRICULTURE GRADE 8 textbook pg. 98
- Plastic bottle with lid
- Knife
- Glue
- Water
- Plastic tray
- Small nail or tool for poking
- SPARK AGRICULTURE GRADE 8 textbook pg. 99
- Plastic bottles with caps
- Marble or small stone
- Tools for hanging

- Practical assessment - Observation - Product evaluation

Production Techniques

Constructing Innovative Animal Waterer - Testing and adjusting waterers
Constructing Innovative Animal Waterer - Benefits of innovative waterers

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

- Test the functionality of constructed waterers
- Make necessary adjustments
- Show responsibility in water conservation

- Test waterers to determine if they solve identified problems
- Assess whether they conserve water
- Check if animals can comfortably drink from them
- Ensure water is safe from contamination
- Make necessary adjustments

How can we test and improve our innovative animal waterers?

- SPARK AGRICULTURE GRADE 8 textbook pg. 100
- Constructed waterers
- Water
- Small domestic animals
- Tools for adjustments
- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Chart paper
- Marker pens
- Digital resources

- Practical assessment - Observation - Performance evaluation

Production Techniques

Constructing Innovative Animal Waterer - Marketing innovative waterers
ICT Support Services - Understanding ICT support services

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

- Explain how to promote innovative waterers
- Develop a marketing strategy
- Value innovation in solving problems

- Discuss how to promote innovative waterers in the community
- Develop a marketing strategy
- Create promotional materials
- Practice pitching the innovation to potential users

How can we encourage wider adoption of innovative animal waterers?

- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Constructed waterers
- Chart paper
- Marker pens
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 102
- Digital devices with internet
- Print resources
- Charts showing ICT services

- Strategy evaluation - Observation - Pitch evaluation

Production Techniques

ICT Support Services - Responsible use of ICT platforms
ICT Support Services - Accessing weather forecasts

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

- Identify ethical and security considerations for ICT use
- Explain privacy and security measures
- Show responsibility in use of ICT

- Study and discuss ethical considerations for ICT use
- Explore privacy protection measures
- Discuss security threats and prevention
- Share discussion points with the class

Why is responsible use of ICT platforms important?

- SPARK AGRICULTURE GRADE 8 textbook pg. 103
- Digital devices with internet
- Print resources
- Charts on internet safety
- SPARK AGRICULTURE GRADE 8 textbook pg. 104
- Meteorological websites
- Chart paper
- Marker pens

- Observation - Oral questions - Written assignments

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

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

Production Techniques

ICT Support Services - Promoting responsible ICT use
ICT Support Services - Digital literacy and safety
ICT Support Services - Future of ICT in agriculture

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

- 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