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
Crop Pest and Disease Control - Identifying crop diseases

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

- 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
- Visit a vegetable garden
- Identify crops affected by diseases
- Look for signs like black spots, wilting, and rotting
- Take photographs of affected crops

When should crops be uprooted to control pests?
How can we identify vegetable crops affected by diseases?

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 35
- Vegetable garden
- Digital camera/smartphone
- Notebook
- Pen/pencil

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

Food Production Processes

Crop Pest and Disease Control - Controlling crop diseases
Crop Pest and Disease Control - Importance of pest and disease control

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

- Inspect a vegetable garden for signs of diseases
- Remove affected parts of the crop
- Uproot heavily affected crops
- Dispose of diseased material appropriately

How can we control diseases in vegetable crops?

- 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

- Practical assessment - Observation - Project evaluation

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
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
Preserving Milk and Meat - Boiling as a milk preservation method

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

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

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

- 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
- 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

How does hygiene affect the quality and safety of animal products?
Why is it important to preserve milk at the household level?

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 53
- Fresh milk
- Sieve
- Clean pot or sufuria
- Source of heat
- Cooking stick
- Storage container

- Observation - Oral questions - Checklist evaluation
- Observation - Oral questions - Written assignments

Food Production Processes

Preserving Milk and Meat - Fermenting as a milk preservation method
Preserving Milk and Meat - Home cooling as a milk preservation method

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

- Explain how fermentation preserves milk
- Demonstrate the fermentation method
- Preserve milk through fermenting

- Boil milk and allow it to cool
- Put in a container and add starter culture
- Close container tightly and leave at moderate temperature
- Stir daily or shake for uniform fermentation
- Store in a cool place

How does fermentation help to preserve milk?

- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk
- Fermented milk or yogurt (starter)
- Container with lid
- Clean utensils
- Clean bottles with lids
- Basin with cold/ice water
- Clean towel

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preserving Milk and Meat - Importance of preserving meat

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

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

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

Why is it important to preserve meat at the household level?

- SPARK AGRICULTURE GRADE 8 textbook pg. 55
- Digital devices
- Print resources
- Pictures showing meat preservation

- Observation - Oral questions - Written assignments

Food Production Processes

Preserving Milk and Meat - Drying as a meat preservation method
Preserving Milk and Meat - Smoking as a meat preservation method
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 drying preserves meat
- Demonstrate the drying method
- Preserve meat through drying

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

- 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
- 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 does drying help to preserve meat?
How do salting and boiling 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
- 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

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

Food Production Processes

Cooking: Preparing a Balanced Meal - Cooking protein (meat)
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)
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 meat properly
- Apply appropriate cooking techniques
- Show responsibility in meal preparation

- Demonstrate how to cook vegetables properly
- Prepare fruits for serving
- 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
- 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 cook meat for a balanced meal?
How do we properly prepare vegetables and fruits 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
- 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

Food Production Processes

Cooking: Preparing a Balanced Meal - Blue plate serving style
Cooking: Preparing a Balanced Meal - Creating balanced meal menus

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

- Explain the blue plate serving style
- Demonstrate the blue plate serving style
- Present the meal using blue plate style

- Place portions of food on individual plates
- Arrange food neatly with items not touching too much
- Ensure each plate has balanced portions
- Set the table with appropriate cutlery
- Serve the prepared meals to each person

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

- SPARK AGRICULTURE GRADE 8 textbook pg. 68
- Cooked balanced meal
- Serving plates
- Cutlery
- Napkins
- SPARK AGRICULTURE GRADE 8 textbook pg. 69
- Sample meal menus
- Paper
- Pen/pencil
- Digital resources

- Practical assessment - Observation - Presentation evaluation

Food Production Processes

Cooking: Preparing a Balanced Meal - Nutrition education

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

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

- Research the nutritional content of common foods
- Categorize foods based on their primary nutrients
- Create nutritional information posters
- Discuss the importance of nutrition knowledge

Why is nutrition knowledge important for preparing balanced meals?

- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Digital resources
- Print resources
- Chart paper
- Marker pens

- Observation - Oral questions - Poster evaluation

Food Production Processes
Hygiene Practices

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

- Identify special dietary needs
- Plan meals for different dietary requirements
- Show empathy for people with special dietary needs

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

- 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
- 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

How can we plan balanced meals for people with special dietary needs?
Why is it important to have a well-organized cleaning schedule?

- 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
- 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

- Observation - Oral presentations - Menu evaluation
- Schedule evaluation - Observation - Written assignments

Hygiene Practices

Cleaning the Kitchen - Daily 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

- Practical assessment - Observation - Process evaluation

Hygiene Practices

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 weekly kitchen cleaning tasks
- Demonstrate weekly cleaning techniques
- Show responsibility in kitchen cleaning

- Mop the floor thoroughly
- Wipe appliances inside and outside
- Scrub the sink and taps with disinfectant
- Rinse and sanitize sponges or replace them
- Replace used dish towels with fresh ones

What are the essential weekly kitchen cleaning tasks?

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

- Practical assessment - Observation - Process evaluation

Hygiene Practices
Hygiene Practices
Production Techniques

Cleaning the Kitchen - Importance of a clean kitchen
Cleaning the Kitchen - Kitchen hygiene and food safety
Cleaning the Kitchen - Safe use of cleaning products
Sewing Skills: Constructing Household Items - Understanding seams

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

- Identify common kitchen cleaning products
- Explain safe use of cleaning products
- Show responsibility in handling cleaning products

- 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
- Identify various cleaning products and their uses
- Read and interpret product labels and safety instructions
- Demonstrate proper storage of cleaning products
- Discuss environmentally friendly cleaning options

Why is maintaining a clean kitchen important for health and well-being?
How can we safely use cleaning products in the kitchen?

- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Chart paper
- Marker pens
- Digital resources
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 76
- SPARK AGRICULTURE GRADE 8 textbook pg. 76
- Various cleaning products
- Product labels
- Digital resources
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 77
- Digital devices
- Sample sewn items
- Sample seams

- Observation - Oral presentations - Chart evaluation
- Observation - Oral questions - Written assignments

Production Techniques

Sewing Skills: Constructing Household Items - Understanding plain seams

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

- Explain what a plain seam is
- Describe how a plain seam is made
- Show interest in learning about plain seams

- Study information on plain seams
- Discuss how to make a plain seam
- List materials needed for making a plain seam
- Outline the process of making a plain seam

How is a plain seam made?

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

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

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

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

- 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
- 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 an open seam on a piece of cloth?
How can we make a cushion cover using seams?

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

- Practical assessment - Observation - Sample evaluation
- Practical assessment - Observation - Product evaluation

Production Techniques

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

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

- Demonstrate making a work bag
- Apply appropriate sewing techniques
- Construct a household item using seams

- Wash, dry, and iron fabric
- Measure and cut fabric pieces
- Fold shorter sides and sew using backstitches
- Place right sides together and pin edges
- Sew pieces together
- Turn the bag right side out

How can we make a work bag using seams?

- SPARK AGRICULTURE GRADE 8 textbook pg. 85
- Fabric for work bag
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Iron box
- SPARK AGRICULTURE GRADE 8 textbook pg. 86
- Fabric for straps
- Work bag from previous lesson

- Practical assessment - Observation - Product evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Making a pillowcase
Sewing Skills: Constructing Household Items - Safety in sewing

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

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

- Cut a large piece of fabric for the pillowcase
- Fold fabric in half with right sides facing each other
- Secure sides and bottom edges with pins
- Sew along pinned edges
- Turn the pillowcase right side out
- Fill with appropriate stuffing material

How can we make a pillowcase using seams?

- SPARK AGRICULTURE GRADE 8 textbook pg. 87
- Fabric for pillowcase
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Stuffing material
- SPARK AGRICULTURE GRADE 8 textbook pg. 88
- Sewing tools
- Chart paper
- Marker pens
- Digital resources
- Print resources

- Practical assessment - Observation - Product evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Creative sewing projects
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:

- Design creative sewing projects
- Apply sewing skills to new projects
- Show creativity in sewing

- Plan and execute a complete sewing project
- Apply all learned sewing techniques
- Show pride in completed work

- Brainstorm ideas for creative sewing projects
- Design a unique household item using seams
- Create a plan for making the item
- Share design ideas with the class
- Select a household item to create
- Plan the entire process from start to finish
- Execute the plan, applying all learned techniques
- Evaluate the finished product
- Reflect on the process and skills gained

How can we apply our sewing skills to creative projects?
How can we apply all our learning to create a quality household item?

- SPARK AGRICULTURE GRADE 8 textbook pg. 89
- Drawing materials
- Fabric samples
- Digital resources
- Sample creative items
- SPARK AGRICULTURE GRADE 8 textbook pg. 90
- Calculator
- Paper
- Pen/pencil
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 93
- Fabric and thread
- All necessary sewing tools
- Project plan
- Evaluation rubric

- Design evaluation - Observation - Oral presentations
- Project assessment - Observation - Self-evaluation - Peer evaluation