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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Conserving Agricultural Environment
|
Soil Conservation Measures.
|
By the end of the
lesson, the learner
should be able to:
State the importance of soil conservation. Discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings. Appreciate the importance of soil conservation. |
In pairs or in groups, learners are guided to state the importance of soil conservation.
In pairs or in groups, learners are guided to discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings. |
Why should we conserve soil?
|
MTP; Agriculture Learner's Book Grade 8 pg. 1-2
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Conserving Agricultural Environment
|
Methods of soil conservation.
Soil conservation project. |
By the end of the
lesson, the learner
should be able to:
Identify the method of soil conservation shown in the pictures in learner's book 8 page 3 Draw the soil conservation methods as shown on page 3. Appreciate the methods of soil conservation. |
Learners are guided to identify the method of soil conservation shown in the pictures in learner's book 8 page 3
Learners are guided to draw the soil conservation methods as shown on page 3. |
How can we conserve soil in our agricultural environment?
|
MTP; Agriculture Learner's Book Grade 8 pg. 2- 4
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 4 |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Conserving Agricultural Environment
|
Demonstrating soil conservation structures in a farm model
Water harvesting and Storage Water harvesting and Storage |
By the end of the
lesson, the learner
should be able to:
Draw a sketch model of the farm model Demonstrate soil conservation structures in a farm model. Have fun and enjoy the class project. |
As a class, learners are guided to construct a farm model to demonstrate various soil conservation measures such as stone lines, trash lines, strip cropping, grassed waterways and soil bands.
|
Which soil conservation structure have you constructed?
|
MTP; Agriculture Learner's Book Grade 8 pg. 5-6
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 9 MTP; Agriculture Learner's Book Grade 8 pg. 9-11 |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Conserving Agricultural Environment
Food and Nutrition |
Initiating a water harvesting and storage project in the school
Kitchen Garden |
By the end of the
lesson, the learner
should be able to:
Explore the school compound and find out how water is harvested and stored. Identify possible places where runoff may be collected during the rainy season. Give suggestions on how water harvesting and storage may be done. Have fun and enjoy the class project. |
As a class, learners are guided to explore the school compound and find out how water is harvested and stored.
As a class, learners are guided to identify possible places where runoff may be collected during the rainy season. As a class, learners are guided to give suggestions on how water harvesting and storage may be done. |
What are the advantages of harvesting rainwater?
What challenges are encountered when harvesting rainwater?
|
MTP; Agriculture Learner's Book Grade 8 pg. 11-13
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 1-2 |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Food and Nutrition
|
Innovative technologies for kitchen gardening
Classifying food crops suitable for growing in a kitchen garden Establishing a kitchen garden for provision of healthy and affordable food |
By the end of the
lesson, the learner
should be able to:
Identify models it various kitchen gardens. Draw the different models showing kitchen gardens. Describe how gardening is done in each model. Appreciate the innovative technologies for kitchen gardening. |
Individually, in pairs or in groups, learners are guided to identify models it various kitchen gardens.
Individually, in pairs or in groups, learners are guided to draw the different models showing kitchen gardens Individually, in pairs or in groups, learners are guided to describe how gardening is done in each model. |
What is the importance of innovative gardening?
|
MTP; Home Science Learner's Book Grade 8 pg. 2-4
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 4-6 MTP; Home Science Learner's Book Grade 8 pg. 6-9 |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Food and Nutrition
|
Container garden.
Wick garden |
By the end of the
lesson, the learner
should be able to:
List the materials needed to establish a container garden. Outline the procedure of establishing a container garden. Establish a container garden. Have fun and enjoy establishing a container garden. |
As a class or in groups, learners are guided to list the materials needed to establish a container garden.
As a class or in groups, learners are guided to outline the procedure of establishing a container garden. As a class or in groups, learners are guided to establish container garden. |
How do you establish a container garden?
|
MTP; Home Science Learner's Book Grade 8 pg. 9-10
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 11-13 |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Animal Production
|
Animal Safety
Safety of Persons handling domestic animals Tools and equipment for handling domestic animals. |
By the end of the
lesson, the learner
should be able to:
List examples of domestic animals. Discuss the structures that can be used when handling cattle and dogs to ensure their safety. Draw the images in learner's book 8 page 58 Appreciate the structures that can be used when handling domestic animals. |
Learners are guided to list examples of domestic animals.
In groups, learners are guided to discuss the structures that can be used when handling cattle and dogs to ensure their safety. Learners are guided to draw the images in learner's book 8 page 58 |
What are domestic animals?
|
MTP; Agriculture Learner's Book Grade 8 pg. 57-58
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 58-59 MTP; Agriculture Learner's Book Grade 8 pg. 59-61 |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Animal Production
|
Ways of ensuring safety of domestic animals from predators
Promoting safety of domestic animals in our community |
By the end of the
lesson, the learner
should be able to:
Identify ways of ensuring safety of domestic animals from predators Discuss the wild animals that could be kept away by different methods. Appreciate the ways of ensuring safety of domestic animals from predators. |
In groups, learners are guided to identify ways of ensuring safety of domestic animals from predators
In groups, learners are guided to discuss the wild animals that could be kept away by different methods |
What are the ways of ensuring safety of domestic animals from predators?
|
MTP; Agriculture Learner's Book Grade 8 pg. 61-62
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 62 |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Animal Production
Animal Production Animal Production |
Poultry Rearing.
Construction of a Fold for rearing poultry Rearing practices of poultry in a fold |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of poultry rearing. Describe the various shapes, apparent sizes of poultry folds and the materials used to construct them. Appreciate poultry rearing. |
Individually or in pairs, learners are guided to explain the meaning of poultry rearing.
Individually or in pairs, learners are guided to describe the various shapes, apparent sizes of poultry folds and the materials used to construct them. |
What is poultry rearing?
|
MTP; Agriculture Learner's Book Grade 8 pg. 63
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 63-64 MTP; Agriculture Learner's Book Grade 8 pg. 64-65 |
Oral questions Oral Report Observation
|
|
| 3-8 |
Midterm |
||||||||
| 9 | 1 |
Animal Production
Crop Production |
Poultry Rearing project
Crop Management |
By the end of the
lesson, the learner
should be able to:
Discuss the management practices in rearing of poultry in a fold. Draw a schedule of responsibilities to initiate and manage the poultry project. Have fun and enjoy poultry rearing project. |
In groups, learners are guided to discuss the management practices in rearing of poultry in a fold.
Individually or in pairs, learners are guided to draw a schedule of responsibilities to initiate and manage the poultry project. |
What is poultry fold?
|
MTP; Agriculture Learner's Book Grade 8 pg. 66
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 21 |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Crop Production
|
Identification of common vegetable pests and signs of attack
Controlling pests in vegetable crops Controlling cutworms |
By the end of the
lesson, the learner
should be able to:
Identify common vegetable pests and signs of attack. Compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. Appreciate the importance of managing crops. |
In groups, learners are guided to identify common vegetable pests and signs of attack.
In groups, learners are guided to compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. |
How can you tell that vegetable crops are affected by insect pests?
|
MTP; Agriculture Learner's Book Grade 8 pg. 22-23
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 23-25 MTP; Agriculture Learner's Book Grade 8 pg. 25-26 |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Crop Production
|
Controlling caterpillars
Diseases in vegetables crops |
By the end of the
lesson, the learner
should be able to:
Outline the procedure of controlling caterpillars. Control the caterpillars in vegetables. Appreciate the importance of controlling caterpillars. |
As a class, learners are guided to outline the procedure of controlling caterpillars.
As a class, learners are guided to control the caterpillars in vegetables. |
How do you control caterpillars in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 26-27
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 27-28 |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Crop Production
|
Identifying vegetables affected by diseases
Controlling diseases in vegetable crops Importance of controlling pests and disease in vegetable crops |
By the end of the
lesson, the learner
should be able to:
Take a walk to a vegetable garden in the school or in the community. Examine all parts of the vegetable crops carefully to identify any symptoms of a disease. Have a desire to stop diseases in vegetable crops. |
As a class, learners are guided to take a walk to a vegetable garden in the school or in the community.
As a class, learners are guided to examine all parts of the vegetable crops carefully to identify any symptoms of a disease. |
How do you identify vegetables affected by diseases?
|
MTP; Agriculture Learner's Book Grade 8 pg. 28-29
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 29-30 MTP; Agriculture Learner's Book Grade 8 pg. 30-31 |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Animal Production
|
Preparation of Animal Products
How to process fresh fish for various purposes How poultry carcasses are dressed for various purposes |
By the end of the
lesson, the learner
should be able to:
List some of the animal products. Justify the preparation of animal products. Appreciate the use of animal products. |
In groups or in pairs, learners are guided to list some of the animal products.
In groups or in pairs, learners are guided to justify the preparation of animal products. |
How can we prepare fish and poultry carcasses for various purposes?
|
MTP; Agriculture Learner's Book Grade 8 pg. 68
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 69-70 MTP; Agriculture Learner's Book Grade 8 pg. 71-74 |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Animal Production
|
Importance of processing fish and dressing poultry.
Preservation of Animal Product |
By the end of the
lesson, the learner
should be able to:
List the methods used to preserve fish. Discuss the importance of processing fish and dressing poultry carcasses for various purposes. Appreciate the importance of processing fish and dressing poultry. |
In groups, learners are guided to list the methods used to preserve fish.
In groups, learners are guided to discuss the importance of processing fish and dressing poultry carcasses for various purposes. |
What is the importance of processing fish and dressing poultry?
|
MTP; Agriculture Learner's Book Grade 8 pg. 74-75
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 76 |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Animal Production
|
Methods of preserving meat
Methods of preserving milk |
By the end of the
lesson, the learner
should be able to:
List the methods used to preserve meat in their locality. Use digital devices and other reference materials to search for information on methods of preserving meat. Appreciate the methods used to preserve meat in their locality. |
In groups or in pairs, learners are guided to list the methods used to preserve meat in their locality
In groups or in pairs, learners are guided to use digital devices and other reference materials to search for information on methods of preserving meat |
What are some of the methods of preserving meat?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76-77
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 77-78 MTP; Agriculture Learner's Book Grade 8 pg. 78 |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Animal Production
|
Methods of preserving milk
|
By the end of the
lesson, the learner
should be able to:
Identify methods of preserving milk. Use digital devices and other reference materials to search for information on methods of preserving milk. Do Activity 5 in learner's book 8 page 79 Have fun and enjoy the activity. |
In groups or in pairs, learners are guided to identify methods of preserving milk
In groups or in pairs, learners are guided to use digital devices and other reference materials to search for information on methods of preserving milk. In groups or in pairs, learners are guided to do Activity 5 in learner's book 8 page 79 |
Which method do you use to preserve milk?
|
MTP; Agriculture Learner's Book Grade 8 pg. 79
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 79-80 |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Food and Nutrition
|
Cooking Carbohydrate Rich Foods; Methods of heat transfer when cooking foods
Classifying carbohydrate rich foods Effects of heat on carbohydrate rich foods |
By the end of the
lesson, the learner
should be able to:
Brainstorm on methods of heat transfer applied when cooking foods. Explain the meaning of conduction, convection and radiation. Draw a tree or flow chart showing the classification of carbohydrate rich foods. Appreciate the methods of heat transfer applied when cooking foods. |
In groups, in pairs or individually, learners are guided to brainstorm on methods of heat transfer applied when cooking foods
In groups, in pairs or individually, learners are guided to explain the meaning of conduction, convection and radiation In groups, in pairs or individually, learners are guided to draw a tree or flow chart showing the classification of carbohydrate rich foods |
What are the methods of heat transfer when cooking food?
|
MTP; Home Science Learner's Book Grade 8 pg. 14-15
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg.15-17 MTP; Home Science Learner's Book Grade 8 pg. 17-18 |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Food and Nutrition
|
Effects of heat on carbohydrate rich foods
|
By the end of the
lesson, the learner
should be able to:
List the requirements needed to boil carbohydrates. Outline the steps to follow when boiling carbohydrates. Investigate the effect of moist heat on carbohydrates rich foods such as rice. Have fun and enjoy doing the experiment. |
In groups, in pairs or individually, learners are guided to list the requirements needed to boil carbohydrates.
In groups, in pairs or individually, learners are guided to outline the steps to follow when boiling carbohydrates In groups, in pairs or individually, learners are guided to investigate the effect of moist heat on carbohydrates rich foods such as rice |
How do you boil rice?
|
MTP; Home Science Learner's Book Grade 8 pg. 18-20
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 20-21 |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Food and Nutrition
|
Effects of heat on carbohydrate rich foods
Ways of conserving food nutrients when preparing and cooking carbohydrate rich food Safety measures to observe in preparing and cooking carbohydrate rich foods |
By the end of the
lesson, the learner
should be able to:
List the requirements needed to grill maize. Outline the steps to follow when grilling maize. Investigate the effect of dry heat on carbohydrates rich foods, by grilling maize. Have fun and enjoy doing the experiment. |
In groups, in pairs or individually, learners are guided to list the requirements needed to grill maize.
In groups, in pairs or individually, learners are guided to outline the steps to follow when grilling maize. In groups, in pairs or individually, learners are guided to investigate the effect of dry heat on carbohydrates rich foods, by grilling maize. |
How do you grill maize?
|
MTP; Home Science Learner's Book Grade 8 pg. 21-22
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 22-24 MTP; Home Science Learner's Book Grade 8 pg. 24-25 |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Food and Nutrition
|
Meal Presentation; Factors to consider during table setting in meal presentation
Requirements for table setting when serving meals |
By the end of the
lesson, the learner
should be able to:
Brainstorm on the meaning of the terms: Meal, Meal presentation, Dining and Dishes. Discuss the factors to consider during table setting in meal presentation. Recognize the importance of meal presentation. Appreciate the importance of meal presentation. |
In groups or in pairs, learners are guided to brainstorm on the meaning of the terms: Meal, Meal presentation, Dining and Dishes.
In groups or in pairs, learners are guided to discuss the factors to consider during table setting in meal presentation In groups or in pairs, learners are guided to recognize the importance of meal presentation |
What factors do you consider during table setting in meal presentation?
|
MTP; Home Science Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 29-30 |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Food and Nutrition
|
Setting a table for meal presentation
Presenting a simple lunch using the various styles of meal service |
By the end of the
lesson, the learner
should be able to:
Watch video clips showing how to set a table for meal presentation. Name the items in learner's book 8 page 31 Describe how the cover in the picture on page 31 has been set. Have a desire to learn more about setting a table for meal presentation. |
In groups or in pairs, learners are guided to watch video clips showing how to set a table for meal presentation.
In groups or in pairs, learners are guided to name the items in learner's book 8 page 31 In groups or in pairs, learners are guided to describe how the cover in the picture on page 31 has been set. |
How do you set a table for meal presentation?
|
MTP; Home Science Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 31-34 MTP; Home Science Learner's Book Grade 8 pg. 34-37 |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Food and Nutrition
|
Presenting a simple lunch using the various styles of meal service
Meals for Special Groups; Guidelines to consider when planning meals for special groups |
By the end of the
lesson, the learner
should be able to:
State the requirements to cook ugali, stewed beef and steamed spinach. Outline the procedure of cooking ugali, stewed beef and steamed spinach. Cook ugali, stewed beef and steamed spinach. Have fun and enjoy cooking. |
In groups or in pairs, learners are guided to state the requirements to cook ugali, stewed beef and steamed spinach
In groups or in pairs, learners are guided to outline the procedure of cooking ugali, stewed beef and steamed spinach. In groups or in pairs, learners are guided to cook ugali, stewed beef and steamed spinach |
Why is it important to observe table etiquette during meals?
|
MTP; Home Science Learner's Book Grade 8 pg. 37-40
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 41-42 |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Food and Nutrition
|
Guidelines to consider when planning meals for special groups
|
By the end of the
lesson, the learner
should be able to:
Discuss the guidelines to observe when planning meals for children. State the importance for children to take plenty fluids, fruits and vegetables. Investigate how the texture of food is likely to change as a child transitions from infancy to toddlerhood. Appreciate the importance of following guidelines when planning meals for children. |
In groups or in pairs, learners are guided to discuss the guidelines to observe when planning meals for children.
In groups or in pairs, learners are guided to state the importance for children to take plenty fluids, fruits and vegetables. In groups or in pairs, learners are guided to investigate how the texture of food is likely to change as a child transitions from infancy to toddlerhood. |
Why is it important for children to take plenty fluids, fruits and vegetable?
|
MTP; Home Science Learner's Book Grade 8 pg. 43-44
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 45-46 MTP; Home Science Learner's Book Grade 8 pg. 46-48 |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Food and Nutrition
|
Feeding habits and food taboos for special groups
Planning, preparing and presenting meals for different special groups Planning, preparing and presenting meals for different special groups Planning, preparing and presenting meals for different special groups |
By the end of the
lesson, the learner
should be able to:
State feeding habits of a special group. List the food taboos in their community. Investigate on how food taboos affect the choice of meals for special groups. Appreciate feeding habits and food taboos for special groups. |
In groups or in pairs, learners are guided to state feeding habits of a special group.
In groups or in pairs, learners are guided to list the food taboos in their community. In groups or in pairs, learners are guided to investigate on how food taboos affect the choice of meals for special groups. |
Which food taboos are there in your community?
|
MTP; Home Science Learner's Book Grade 8 pg. 48-50
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 51-52 MTP; Home Science Learner's Book Grade 8 pg. 52-54 MTP; Home Science Learner's Book Grade 8 pg. 55-57 |
Oral questions Oral Report Observation
|
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