Conservation of Resources

Soil Conservation Measures - Understanding soil bunds

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

- Observation - Oral questions - Written assignments

Conservation of Resources

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

- Demonstrate how to make stone lines
- Apply knowledge of stone lines to conserve soil
- Show responsibility in conserving soil

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

- Collect stones for making stone lines
- Carry stones to the garden experiencing soil loss
- Pile stones along a contour
- Maintain the stone lines by checking and repairing regularly
- 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 we make stone lines to conserve soil in the school environment?
How can the farm model help in educating others about soil conservation?

- SPARK AGRICULTURE GRADE 8 textbook pg. 4
- 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
- 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

- Practical assessment - Observation - Project work
- 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
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:

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

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

- Design a water pond
- Participate in digging or repairing a pond
- Keep the pond clean and secure
- Use harvested water for appropriate purposes
- Check water collection structures regularly
- Repair leaks and clean containers
- Protect water harvesting structures
- Keep areas around water storage structures clean

How can we construct an effective water pond for water storage?
How can we effectively maintain water harvesting and storage structures?

- SPARK AGRICULTURE GRADE 8 textbook pg. 13
- Tools for digging
- Protective clothing
- School environment
- SPARK AGRICULTURE GRADE 8 textbook pg. 14
- 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 - Project evaluation
- Practical assessment - Observation - Written assignments

Food Production Processes

Kitchen and Backyard Gardening - Role of kitchen and backyard gardens
Kitchen and Backyard Gardening - Food production through kitchen and backyard gardening

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

- Explain the role of kitchen and backyard garden in food production
- Distinguish between kitchen and backyard gardens
- Value the importance of home food production

- Use digital or print resources to search for information on kitchen and backyard gardens
- Study the characteristics of kitchen and backyard gardens
- Discuss the roles of kitchen and backyard gardens
- Share findings with the class

How does kitchen garden contribute to food production?

- SPARK AGRICULTURE GRADE 8 textbook pg. 17
- Digital devices
- Print resources
- Photographs showing kitchen and backyard gardens
- SPARK AGRICULTURE GRADE 8 textbook pg. 18
- Digital resources
- Charts showing benefits of kitchen gardens

- Observation - Oral questions - Written assignments

Food Production Processes

Kitchen and Backyard Gardening - Preparing a garden for planting
Kitchen and Backyard Gardening - Establishing crops in kitchen or backyard garden

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

- Plan for the preparation of a kitchen or backyard garden
- Select suitable planting site and containers
- Show interest in establishing a kitchen or backyard garden

- Discuss how to prepare a garden
- Select a suitable garden type (container or ground)
- Select a site with adequate sunlight and good drainage
- Make a list of required materials and tools

How do we prepare a suitable site for a kitchen or backyard garden?

- SPARK AGRICULTURE GRADE 8 textbook pg. 19
- Garden tools
- Containers
- School environment
- SPARK AGRICULTURE GRADE 8 textbook pg. 20
- Jembe
- Panga
- Compost manure
- Seeds/seedlings

- Observation - Oral questions - Practical assessment

Food Production Processes

Kitchen and Backyard Gardening - Crop management in a kitchen or backyard garden
Kitchen and Backyard Gardening - Watering and irrigation
Kitchen and Backyard Gardening - Pruning and training crops
Kitchen and Backyard Gardening - Harvesting and record keeping

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

- Demonstrate different crop management practices
- Apply appropriate crop management techniques
- Show responsibility in caring for garden crops

- Demonstrate crop pruning and training techniques
- Apply appropriate pruning methods
- Appreciate the importance of pruning and training crops

- Water the crops regularly
- Remove weeds as they appear
- Prune and train climbing crops
- Monitor for pests and diseases
- Harvest mature crops
- Trim dead or damaged leaves and stems
- Use trellises or stakes for climbing crops
- Train vining plants to grow upward
- Demonstrate proper use of pruning tools

How can we effectively manage crops in a kitchen or backyard garden?
Why is pruning and training important for certain garden crops?

- SPARK AGRICULTURE GRADE 8 textbook pg. 21
- Water
- Watering containers
- Garden tools
- Established garden
- SPARK AGRICULTURE GRADE 8 textbook pg. 22
ing cans
- Plastic bottles
- Mulching materials
- SPARK AGRICULTURE GRADE 8 textbook pg. 22
- Pruning knife/scissors
- Stakes
- Trellises
- Garden crops
- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Harvesting tools
- Record book
- Pen/pencil

- Practical assessment - Observation - Project evaluation

Food Production Processes

Kitchen and Backyard Gardening - Sustainable garden practices
Poultry Rearing in a Fold - Understanding poultry folds

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

- Explain sustainable garden practices
- Apply sustainable methods in the garden
- Show responsibility towards the environment

- Apply organic farming methods
- Practice crop rotation
- Use natural pest control
- Recycle garden waste as compost
- Conserve water through efficient irrigation

How can we make our gardens more sustainable?

- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Garden
- Organic materials
- Composting area
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 24
- Digital devices
- Internet access
- Video clips
- Images of poultry folds

- Observation - Oral questions - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Observing poultry folds
Poultry Rearing in a Fold - Designing a poultry fold

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

- Identify different types of poultry folds
- Explain the advantages of rearing poultry in folds
- Appreciate the role of poultry folds in poultry management

- Visit a poultry farm to observe poultry folds
- Describe what the poultry folds look like
- Record the materials used to construct the folds
- Share observations with the class

What are the characteristics of an effective poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 24
- Poultry farm
- Digital camera/smartphone
- Notebook
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 25
- Drawing book or paper
- Pencil
- Ruler
- Examples of poultry fold designs

- Observation - Oral presentations - Written reports

Food Production Processes

Poultry Rearing in a Fold - Planning for construction
Poultry Rearing in a Fold - Constructing a poultry fold (frame)
Poultry Rearing in a Fold - Completing the poultry fold
Poultry Rearing in a Fold - Preparing for poultry rearing

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

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

- Create a shelter on the fold
- Cover the fold with wire mesh or net
- Construct a poultry fold

- Draw a plan of activities for construction
- Distribute responsibilities among group members
- Identify locally available materials for construction
- Present the plan for feedback
- Create a small shelter on one side of the fold
- Make a roof for the shelter
- Cover all sides with wire mesh or net
- Ensure the poultry fold is portable and lightweight

How do we prepare for the construction of a poultry fold?
How do we complete the construction of a poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 26
- Paper
- Pen/pencil
- Poultry fold design
- Wooden pieces
- Nails/screws
- Hammer/screwdriver
- Measuring tape
- Protective gloves
- SPARK AGRICULTURE GRADE 8 textbook pg. 27
- Wire mesh/net
- Roofing material
- Tools for construction
- Protective gloves
- Constructed poultry fold
- Feeders
- Waterers
- Feed

- Plan evaluation - Oral presentations - Written assignments
- Practical assessment - Observation - Project evaluation

Food Production Processes

Poultry Rearing in a Fold - Managing poultry in a fold
Poultry Rearing in a Fold - Rearing practices for poultry in a fold

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

- Demonstrate proper poultry management in a fold
- Apply appropriate rearing practices
- Show responsibility in poultry management

- Move the fold regularly for the poultry to feed
- Provide water regularly
- Maintain sanitation in the fold
- Protect the poultry from predators and harsh weather

How can we effectively manage poultry in a fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 28
- Poultry fold with poultry
- Water
- Feed
- Cleaning materials
- SPARK AGRICULTURE GRADE 8 textbook pg. 29

- Practical assessment - Observation - Project evaluation

Food Production Processes

Poultry Rearing in a Fold - Benefits of rearing poultry in a fold
Poultry Rearing in a Fold - Ethical practices in poultry rearing

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

- Explain the benefits of rearing poultry in a fold
- Identify advantages over other poultry housing methods
- Appreciate the value of poultry folds

- Discuss the benefits of rearing poultry in a fold
- Compare folds with other poultry housing methods
- Share experiences with poultry rearing in a fold
- Make presentations on the benefits

What are the advantages of rearing poultry in a fold compared to other methods?

- SPARK AGRICULTURE GRADE 8 textbook pg. 30
- Digital resources
- Print resources
- Charts

- Observation - Oral presentations - Written assignments

Food Production Processes

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

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

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

- 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
- 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 identify vegetable crops attacked by pests?
How can we control pests through handpicking?

- 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
- 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

- Observation - Oral questions - Written assignments
- 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
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 controlling pests and diseases
- Identify benefits of pest and disease control
- Acknowledge importance of controlling pests and diseases

- Explain the importance of processing fish
- Explain the importance of dressing poultry carcass
- Show interest in learning about animal product processing

- 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
- 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 control pests and diseases in vegetable production?
Why is it important to process fish and dress poultry carcass?

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

- Demonstrate poultry dressing techniques
- Apply ethical and safe procedures
- Dress poultry carcass for various purposes

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

- 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
- 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 do we dress a poultry carcass humanely and effectively?
How does hygiene affect the quality and safety of animal products?

- 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
- 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

- Practical assessment - Observation - Process evaluation
- 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
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
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
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:

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

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

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

How do we properly cook rice for a balanced meal?
How can we present a balanced meal using the family serving style?

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

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

- 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
- 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

Why is it important to have a well-organized cleaning schedule?
What are the essential daily kitchen cleaning tasks?

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

- Schedule evaluation - Observation - Written assignments
- Practical assessment - Observation - Process evaluation

Hygiene Practices

Cleaning the Kitchen - Special kitchen cleaning
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 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 76
- Various cleaning products
- Product labels

- Practical assessment - Observation - Process evaluation