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
Soil Conservation Measures - Understanding soil bunds
Soil Conservation Measures - Making stone 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

- Explain what trash lines are
- Describe how trash lines conserve soil
- Appreciate the use of crop residues 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
- Study how trash lines are made
- Discuss how trash lines prevent soil erosion
- Explore how trash lines improve soil fertility when they decompose
- Share observations with the class

Why is strip cropping an effective soil conservation method?
How do trash lines help in soil conservation and fertility improvement?

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 3
- Photographs showing trash lines
- Charts
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 4
- Photographs showing soil bunds
- Stones
- Wheelbarrow
- Garden gloves
- Gumboots

- Observation - Oral questions - Written assignments

Conservation of Resources

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:

- Demonstrate how to make trash lines
- Apply knowledge of trash lines to conserve soil
- Show responsibility in soil conservation

- Collect dry plant materials
- Determine where to locate trash lines
- Mark lines along a contour
- Create heaps of plant material between erected sticks

How can we make trash lines to conserve soil in the school environment?

- SPARK AGRICULTURE GRADE 8 textbook pg. 5
- Dry plant materials
- Strong sticks
- Garden gloves
- Gumboots
- SPARK AGRICULTURE GRADE 8 textbook pg. 6
- Cartons
- Cardboards
- Small stones
- Soil
- Papier-mâché

- Practical assessment - Observation - Project work

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
Water Harvesting and Storage - Water containers

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

- 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 areas where water can be harvested
- Discuss how shallow water pans can be constructed and maintained
- Make presentations on water harvesting initiatives
- 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 factors should be considered when constructing shallow water pans?
What makes a container suitable for water storage?

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

- Observation - Oral questions - Written assignments

Conservation of Resources

Water Harvesting and Storage - Installing water tanks
Water Harvesting and Storage - Constructing water ponds

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

- Demonstrate the process of installing a water tank
- Participate in water tank installation or maintenance
- Show responsibility in water harvesting

- Plan the installation of a water tank
- Participate in installing or cleaning water tanks
- Ensure water tanks are protected from damage
- Use harvested water for appropriate purposes

How can we properly install and maintain water tanks?

- SPARK AGRICULTURE GRADE 8 textbook pg. 13
- Water tank or container
- Tools for installation
- Cleaning materials
- Tools for digging
- Protective clothing
- School environment

- Practical assessment - Observation - Project evaluation

Conservation of Resources

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 pan
- Participate in water pan construction or maintenance
- Show responsibility in water conservation

- Clear vegetation for water pan construction
- Mark out dimensions of the water pan
- Participate in digging or repairing a water pan
- Keep the surrounding environment clean

How can we construct water pans to effectively harvest and store water?

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

- Practical assessment - Observation - Project evaluation

Conservation of Resources
Food Production Processes

Water Harvesting and Storage - Maintaining water harvesting structures
Water Harvesting and Storage - Water harvesting and storage initiatives
Crop Pest and Disease Control - Identifying crop pests

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

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

- Check water collection structures regularly
- Repair leaks and clean containers
- Protect water harvesting structures
- Keep areas around water storage structures clean
- 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 effectively maintain water harvesting and storage structures?
How can we identify vegetable crops attacked by pests?

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden
- Digital camera/smartphone
- Notebook
- Pen/pencil

- Practical assessment - Observation - Written assignments
- Observation - Oral questions - Written assignments

Food Production Processes

Crop Pest and Disease Control - Learning about crop pests
Crop Pest and Disease Control - Controlling pests through handpicking

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
- Vegetable garden with pests
- Gloves
- Container with soapy water
- Wooden sticks/tongs

- Observation - Oral questions - Written assignments

Food Production Processes

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

- 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 removing affected parts help control pests in vegetable crops?

- 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

Food Production Processes

Crop Pest and Disease Control - Applying natural pesticides
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:

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

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

- 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
- 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 natural pesticides like ash be used to control crop pests?
How can we identify vegetable crops affected by diseases?

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

- Practical assessment - Observation - Project evaluation
- Observation - Oral questions - Written assignments

Food Production Processes

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

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

- Observation - Oral presentations - Written assignments

Food Production Processes

Crop Pest and Disease Control - Integrated pest management
Preparation of Animal Products - Importance of processing animal products

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

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

- Discuss the principles of integrated pest management
- Identify different IPM strategies
- Explore how to combine different control methods
- Plan an IPM approach for a vegetable garden

How can integrated pest management improve pest and disease control?

- SPARK AGRICULTURE GRADE 8 textbook pg. 38
- Digital resources
- Print resources
- Charts
- Marker pens
- SPARK AGRICULTURE GRADE 8 textbook pg. 39
- Photographs of fresh and processed fish
- Photographs of poultry before and after dressing

- Observation - Oral questions - Written assignments

Food Production Processes

Preparation of Animal Products - Understanding fish processing
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:

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

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

- 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
- 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 can we process fresh fish?
How do we scale and gut fish properly?

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

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

Food Production Processes

Preparation of Animal Products - Frying fish

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

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preparation of Animal Products - Understanding poultry dressing
Preparation of Animal Products - Dressing poultry

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 45
- Poultry
- Sharp knife or panga
- Hot water
- Clean cold water
- Basin
- Gloves

- Observation - Oral questions - Flowchart evaluation

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

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

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

- Practical assessment - Observation - Process evaluation

Food Production Processes

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

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

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

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

- Search for information on the importance of preserving meat
- Study pictures showing meat preservation methods
- Discuss and share experiences on meat preservation
- Make summary notes on findings
- 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

Why is it important to preserve meat at the household level?
How does smoking help to preserve meat?

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 57
- Fresh meat
- Clean water
- Pieces of wood
- Source of heat
- Storage container

- Observation - Oral questions - Written assignments
- 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)
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)

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

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

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

- Wash hands and put on protective clothing
- Wash meat, vegetables, spices, and fruits
- Cut meat into bite-sized pieces
- Chop vegetables into smaller pieces
- Organize ingredients for cooking
- Heat oil and fry onions until browned
- Add tomatoes and salt, then stir until cooked
- Add meat and stir
- Add water and simmer until meat is cooked
- Apply safety measures when cooking

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

- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- Ingredients (meat, vegetables, etc.)
- Knife and chopping board
- Bowls
- Clean water
- Soap
- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- Meat
- Onions and tomatoes
- Cooking oil
- Salt
- Cooking pot
- Source of heat
- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Rice
- Water

- Practical assessment - Observation - Process evaluation

Food Production Processes

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 vegetables properly
- Prepare fruits for serving
- Show responsibility in meal preparation

- Heat oil and cook onions until soft
- Add tomatoes and salt, then cook
- Add spinach and cook until tender
- Wash, peel, and slice avocado or other fruits
- Apply safety measures when cooking

How do we properly prepare vegetables and fruits for a balanced meal?

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

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

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

- Explain the nutritional value of different foods
- Identify nutrient-dense foods
- Value the importance of nutrition knowledge

- 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
- 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 create effective balanced meal menus?
Why is nutrition knowledge important for preparing balanced meals?

- 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
- Paper
- Pen/pencil

- Menu evaluation - Oral presentations - Written assignments
- Observation - Oral questions - Poster evaluation

Hygiene Practices

Cleaning the Kitchen - Routine cleaning practices

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

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

- Share experiences on routine cleaning of the kitchen
- Discuss questions about cleaning practices at home
- Identify daily, weekly, and special cleaning tasks
- Share discussion points with the class

How can daily, weekly and special cleaning enhance hygiene in the kitchen?

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

- Observation - Oral questions - Written assignments

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
Cleaning the Kitchen - Special 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

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

- 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
- 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 daily kitchen cleaning tasks?
What are the essential special kitchen cleaning tasks?

- SPARK AGRICULTURE GRADE 8 textbook pg. 74
- Cleaning supplies
- Dishwashing supplies
- Broom/mop
- Kitchen to be cleaned
- Mop and bucket
- Disinfectant
- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Cleaning supplies
- Ladder (if necessary)
- Disinfectant
- Kitchen to be cleaned

- Practical assessment - Observation - Process evaluation

Hygiene Practices

Cleaning the Kitchen - Importance of a clean kitchen
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 importance of a clean kitchen
- Identify health benefits of kitchen cleanliness
- Appreciate a clean kitchen for healthy living

- Reflect on kitchen cleaning activities
- Discuss why cleaning is important
- Make presentations on the importance of a clean kitchen
- Create a chart on the importance of a clean kitchen

Why is maintaining a clean kitchen important for health and well-being?

- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Chart paper
- Marker pens
- Digital resources
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 76
- Various cleaning products
- Product labels

- Observation - Oral presentations - Chart evaluation