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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Crop Production
|
Crop Management
Identification of common vegetable pests and signs of attack |
By the end of the
lesson, the learner
should be able to:
Explain the term crop pest. Give examples of common insect pests in vegetable crops. Discuss the statement, |
In groups, learners are guided to explain the term crop pest
In groups, learners are guided to give examples of common insect pests in vegetable crops. In groups, learners are guided to discuss the statement, |
What do you understand by the term crop pest?
|
MTP; Agriculture Learner's Book Grade 8 pg. 21
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 22-23 |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Crop Production
|
Controlling pests in vegetable crops
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure of controlling aphids. Control the aphids in vegetables. Appreciate the importance of controlling aphids. |
As a class, learners are guided to outline the procedure of controlling aphids.
As a class, learners are guided to control the aphids in vegetables. |
How do you control aphids in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 23-25
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Crop Production
|
Controlling cutworms
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure of controlling cutworms. Control the cutworms in vegetables. Appreciate the importance of controlling cutworms. |
As a class, learners are guided to outline the procedure of controlling cutworms.
As a class, learners are guided to control the cutworms in vegetables. |
How do you control cutworms in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 25-26
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
Crop Production
|
Identifying vegetables affected by diseases
|
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 |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Crop Production
|
Controlling diseases in vegetable crops
|
By the end of the
lesson, the learner
should be able to:
Identify non-chemical methods of crop disease control. Control diseases in vegetable crops. Appreciate the importance of controlling disease in vegetable crops. |
As a class or in groups, learners are guided to identify non-chemical methods of crop disease control.
As a class or in groups, learners are guided to control diseases in vegetable crops. |
How do you control diseases in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 29-30
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Crop Production
Animal Production |
Importance of controlling pests and disease in vegetable crops
Preparation of Animal Products |
By the end of the
lesson, the learner
should be able to:
List the vegetables grown in their locality. Discuss the importance of controlling pests and disease in vegetable crops Appreciate the importance of controlling pests and disease in vegetable crops |
In groups or in pairs, learners are guided to list the vegetables grown in their locality.
In groups or in pairs, learners are guided to discuss the importance of controlling pests and disease in vegetable crops |
What is the importance of controlling pests and disease in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 68 |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Animal Production
|
How to process fresh fish for various purposes
|
By the end of the
lesson, the learner
should be able to:
Outline the process of preparing fish in readiness for both consumption and storage. Illustrate the process of preparing fish in readiness for both consumption and storage. Appreciate the importance of scaling a fish. |
In groups or in pairs, learners are guided to outline the process of preparing fish in readiness for both consumption and storage.
In groups or in pairs, learners are guided to illustrate the process of preparing fish in readiness for both consumption and storage. |
How do you prepare fish in readiness for both consumption and storage?
|
MTP; Agriculture Learner's Book Grade 8 pg. 69-70
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Animal Production
|
How poultry carcasses are dressed for various purposes
|
By the end of the
lesson, the learner
should be able to:
Outline how to dress a chicken carcass for home consumption, storage and marketing. Dress poultry carcasses for various purposes. Appreciate the importance of gutting a chicken. |
In groups or in pairs, learners are guided to outline how to dress a chicken carcass for home consumption, storage and marketing.
In groups or in pairs, learners are guided to dress poultry carcasses for various purposes |
How do you prepare a chicken at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 71-74
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
Animal Production
|
Methods of preserving meat
|
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 |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Animal Production
|
Methods of preserving meat
|
By the end of the
lesson, the learner
should be able to:
Identify the method of preserving meat that is applicable to their home life and locality. Demonstrate the methods of preserving meat. Appreciate the methods used to preserve meat. |
In groups or in pairs, learners are guided to identify the method of preserving meat that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving meat |
Which method do you use at home to preserve meat?
|
MTP; Agriculture Learner's Book Grade 8 pg. 77-78
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Animal Production
|
Methods of preserving milk
|
By the end of the
lesson, the learner
should be able to:
List the methods used in their locality to preserve milk. Discuss the methods that Maria's family can use to preserve the milk. Appreciate the methods used to preserve milk. |
In groups or in pairs, learners are guided to list the methods used in their locality to preserve milk
In groups or in pairs, learners are guided to discuss the methods that Maria's family can use to preserve the milk. |
How can Maria's family preserve milk to ensure they use all of it without getting spoilt?
|
MTP; Agriculture Learner's Book Grade 8 pg. 78
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 79 |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Animal Production
|
Methods of preserving milk
|
By the end of the
lesson, the learner
should be able to:
Identify the method of preserving milk that is applicable to their home life and locality. Demonstrate the methods of preserving milk. Appreciate the methods used to preserve milk |
In groups or in pairs, learners are guided to identify the method of preserving milk that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving milk |
Which method do you use to preserve milk at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 79-80
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Food and Nutrition
|
Planning, preparing and presenting meals for different special groups
Meals for Special Occasions; Factors to consider when planning meals for special occasions |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to prepare a meal for a sick person. Outline the steps to follow when preparing boiled sweet potatoes, a boiled egg and orange juice. Prepare boiled sweet potatoes, a boiled egg and orange juice. Have fun and enjoy preparing boiled sweet potatoes, a boiled egg and orange juice. |
In groups or in pairs, learners are guided to state the requirements needed to prepare a meal for a sick person.
In groups or in pairs, learners are guided to outline the steps to follow when preparing boiled sweet potatoes, a boiled egg and orange juice. In groups or in pairs, learners are guided to prepare boiled sweet potatoes, a boiled egg and orange juice. |
How do you prepare boiled sweet potatoes, a boiled egg and orange juice?
|
MTP; Home Science Learner's Book Grade 8 pg. 58-60
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 61-63 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Food and Nutrition
|
Guidelines to consider when planning meals for special occasions
|
By the end of the
lesson, the learner
should be able to:
Identify the guidelines to consider when planning meals for special occasions. State the importance in finding out whether any guest has dietary restrictions. Suggest a style of meal service one would use for one hundred guests. Appreciate the importance of following guidelines when planning meals for special occasions. |
In groups or in pairs, learners are guided to identify the guidelines to consider when planning meals for special occasions.
In groups or in pairs, learners are guided to state the importance in finding out whether any guest has dietary restrictions. In groups or in pairs, learners are guided to suggest a style of meal service one would use for one hundred guests. |
Why is it important to find out whether any guest has dietary restrictions?
|
MTP; Home Science Learner's Book Grade 8 pg. 63-64
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Food and Nutrition
|
Planning, preparing, cooking and presenting a meal for a special occasion
|
By the end of the
lesson, the learner
should be able to:
Identify the dishes and food items shown in learner's book 8 page 65 Suggest the special occasions each dish is likely to be prepared. List other food items or dishes served during special occasions. Appreciate the dishes and food items found in your locality. |
In groups or in pairs, learners are guided to identify the dishes and food items shown in learner's book 8 page 65
In groups or in pairs, learners are guided to suggest the special occasions each dish is likely to be prepared. In groups or in pairs, learners are guided to list other food items or dishes served during special occasions. |
Which food items are found in your locality?
|
MTP; Home Science Learner's Book Grade 8 pg. 65
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Food and Nutrition
|
Planning, preparing, cooking and presenting a meal for a special occasion
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to prepare beef pilau. Outline the steps to follow when preparing beef pilau. Prepare beef pilau. Have fun and enjoy preparing beef pilau. |
In groups or in pairs, learners are guided to state the requirements needed to prepare beef pilau.
In groups or in pairs, learners are guided to outline the steps to follow when preparing beef pilau. In groups or in pairs, learners are guided to prepare beef pilau. |
How do you prepare beef pilau?
|
MTP; Home Science Learner's Book Grade 8 pg. 66-68
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 69-70 |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Food and Nutrition
|
Planning, preparing, cooking and presenting a meal for a special occasion
|
By the end of the
lesson, the learner
should be able to:
Read the story in learner's book 8 page 70 State the importance for guests to confirm whether they will attend an event. Recognize the importance to plan meals for special occasions. Appreciate the importance to plan meals for special occasions. |
In groups or in pairs, learners are guided to read the story in learner's book 8 page 70
In groups or in pairs, learners are guided to state the importance for guests to confirm whether they will attend an event. In groups or in pairs, learners are guided to recognize the importance to plan meals for special occasions. |
Why is it important for guests to confirm whether they will attend an event?
|
MTP; Home Science Learner's Book Grade 8 pg. 70-71
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Caring For the Family
|
Cleaning the Kitchen; Reasons for cleaning a kitchen
|
By the end of the
lesson, the learner
should be able to:
Study the picture in learner's book 8 page 159 Give reasons for cleaning the kitchen. Draw the picture in learner's book 8 page 159 Appreciate the reasons for cleaning a kitchen. |
In groups or in pairs, learners are guided to study the picture in learner's book 8 page 159
In groups or in pairs, learners are guided to give reasons for cleaning the kitchen. In groups or in pairs, learners are guided to draw the picture in learner's book 8 page 159 |
Why should we clean the kitchen?
|
MTP; Home Science Learner's Book Grade 8 pg. 159
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Caring For the Family
|
Methods of removing dirt from kitchen surfaces
|
By the end of the
lesson, the learner
should be able to:
Identify the methods of removing dirt from kitchen surfaces. Study the pictures in learner's book 8 page 160 Discuss other methods used to clean the kitchen. Appreciate methods of removing dirt from kitchen surfaces. |
In groups or in pairs, learners are guided to identify the methods of removing dirt from kitchen surfaces.
In groups or in pairs, learners are guided to study the pictures in learner's book 8 page 160 In groups or in pairs, learners are guided to discuss other methods used to clean the kitchen. |
Which method do you use to remove dirt from kitchen surfaces?
|
MTP; Home Science Learner's Book Grade 8 pg. 160-161
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 161-162 |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Caring For the Family
|
Methods of removing dirt from kitchen surfaces
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of mopping and vacuum cleaning. Outline the process of mopping and vacuum cleaning. Practice mopping and vacuum cleaning. Have fun and enjoy mopping and vacuum cleaning. |
In groups or in pairs, learners are guided to explain the meaning of mopping and vacuum cleaning.
In groups or in pairs, learners are guided to outline the process of mopping and vacuum cleaning. In groups or in pairs, learners are guided to practice mopping and vacuum cleaning. |
What is the process of vacuum cleaning?
|
MTP; Home Science Learner's Book Grade 8 pg. 163
Pictures Charts Realia Computing devices |
|
|
| 6 | 4 |
Caring For the Family
|
Daily cleaning
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to carry out daily cleaning of a kitchen. Outline the steps to follow when carrying out daily cleaning of a kitchen. Practice carrying out daily cleaning of a kitchen. Have fun and enjoy carrying out daily cleaning of a kitchen. |
In groups or in pairs, learners are guided to state the requirements needed to carry out daily cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out daily cleaning of a kitchen. In groups or in pairs, learners are guided to practice carrying out daily cleaning of a kitchen. |
How do you carry out daily cleaning of a kitchen?
|
MTP; Home Science Learner's Book Grade 8 pg. 164
Pictures Charts Realia Computing devices |
|
|
| 7 |
Midterm |
||||||||
| 8 | 1 |
Caring For the Family
|
Weekly cleaning
Special cleaning |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to carry out weekly cleaning of a kitchen. Outline the steps to follow when carrying out weekly cleaning of a kitchen. Practice carrying out weekly cleaning of a kitchen. Have fun and enjoy carrying out weekly cleaning of a kitchen. |
In groups or in pairs, learners are guided to state the requirements needed to carry out weekly cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out weekly cleaning of a kitchen. In groups or in pairs, learners are guided to practice carrying out weekly cleaning of a kitchen. |
How do you carry out weekly cleaning of a kitchen?
|
MTP; Home Science Learner's Book Grade 8 pg. 165
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 166-167 |
|
|
| 8 | 2 |
Production Techniques
|
Sewing Skills;
Constructing Household Items
|
By the end of the
lesson, the learner
should be able to:
Research from tailoring books, magazines and the internet for the meaning of different terms. Write the meanings in their exercise books. Have a desire to learn more about sewing skills. |
In groups, learners to research from tailoring books, magazines and the internet with guidance from their teacher for the meaning of the following terms; seam, seam allowance, seam turning and seam line.
In groups, learners to write the meanings in their exercise books |
Which terms are used in clothing construction when making seams?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Production Techniques
|
Sewing Skills;
Identifying a seam, seam allowance, seam turning and seam line
|
By the end of the
lesson, the learner
should be able to:
Identify a seam, seam allowance, seam turning and a seam line. Use a piece of cloth and show fabric wrong side (W.S) and fabric right side (R.S). Appreciate different types of seams. |
In groups, learners are guided to identify a seam, seam allowance, seam turning and a seam line.
In groups, learners are guided to use a piece of cloth and show fabric wrong side (W.S) and fabric right side (R.S). In groups, learners are guided to talk about their findings and share with the other learners in class. |
What is seam allowance?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Production Techniques
|
Sewing Skills;
Types of seams used in clothing construction
Sewing Skills; Factors to consider when choosing seams in clothing construction |
By the end of the
lesson, the learner
should be able to:
Identify types of seams. Draw different types of seams. Appreciate the different types of seams. |
With the guidance from their teacher, learners to search the internet for photographs and more information on the different types of seams.
In groups, learners are guided to identify types of seams. In groups, learners are guided to draw different types of seams |
Which of the seams have you seen on your clothes?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Production Techniques
|
Sewing Skills;
Qualities of a well-made seam
|
By the end of the
lesson, the learner
should be able to:
Discuss the qualities of a well-made seam. Write a checklist on the qualities of a well-made open and plain seams. Appreciate the qualities of a well-made seam. |
In groups, learners are guided to discuss the qualities of a well-made seam.
In groups, learners are guided to write a checklist on the qualities of a well-made open and plain seams. |
What are th qualities of a well-made seam?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Production Techniques
|
Sewing Skills;
Open seam
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to stitch an open seam. Stitch an open seam. Have fun and enjoy stitching an open seam. |
In groups, learners are guided to state the materials and requirements needed to stich an open seam.
In groups, learners are guided to outline the procedure of stitching an open seam. In groups, learners are guided to stitch an open seam. |
What is an open seam?
How do you stitch an open seam?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Production Techniques
|
Sewing Skills;
Neatening an open seam using pinking shears
Sewing Skills; Neatening an open seam using loop stitch |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to neaten an open seam using pinking shears. Practise neatening an open seam using pinking shears. Have fun and enjoy neatening an open seam using pinking shears. |
In groups, learners are guided to state the materials and requirements needed to neaten an open seam using pinking shears.
In groups, learners are guided to outline the procedure of neatening an open seam using pinking shears. In groups, learners are guided to practise neatening an open seam using pinking shears. |
What is pinking?
How do you neaten an open seam using pinking shears?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Production Techniques
|
Sewing Skills;
Neatening an open seam using edge stitching
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to neaten an open seam using edge stitching. Practise neatening an open seam using edge stitching. Have fun and enjoy neatening an open seam using edge stitching. |
In groups, learners are guided to state the materials and requirements needed to neaten an open seam using edge stitching.
In groups, learners are guided to outline the procedure of neatening an open seam using edge stitching. In groups, learners are guided to practicing neatening an open seam using edge stitching. |
What is edge stitching?
How do you neaten an open seam using edge stitching?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Production Techniques
|
Sewing Skills;
Plain seam
Sewing Skills; Neatening plain seam using loop stitch |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to make a plain seam. Practise making a plain seam. Have fun and enjoy making a plain seam. |
In groups, learners are guided to state the materials and requirements needed to make a plain seam.
In groups, learners are guided to outline the procedure of making a plain seam. In groups, learners are guided to make a plain seam |
What is a plain seam?
How do you make a plain seam?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Production Techniques
|
Sewing Skills;
Neatening a plain seam using pinking shears
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to neaten a plain seam using pinking shears. Practise neatening a plain seam using pinking shears. Have fun and enjoy neatening a plain seam using pinking shears. |
In groups, learners are guided to state the materials and requirements needed to neaten a plain seam using pinking shears.
In groups, learners are guided to outline the procedure of neatening a plain seam using pinking shears. In groups, learners are guided to practise neatening a plain seam using pinking shears. |
How do you neaten a plain seam using pinking shears?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Production Techniques
|
Sewing Skills;
How to make a lap bag
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to make a lap bag. Prepare fabric and cutting out. Appreciate the importance of correct measurements when making a lap bag. |
In groups, learners are guided to state the materials and requirements needed to make a lap bag.
In groups, learners are guided to prepare fabric and cutting out. |
What is a lap bag?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Production Techniques
|
Sewing Skills;
Sewing Skills;
How to make a Lap bag
Sewing Skills; Project, How to make a Work bag |
By the end of the
lesson, the learner
should be able to:
Outline the procedure of making a lap bag. Make a lap bag. Have fun and enjoy making a lap bag. |
In groups, learners are guided to outline the procedure of making a lap bag.
In groups, learners are guided to make a lap bag. |
How do you make a lap bag?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Computing devices Digital devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Production Techniques
|
Sewing Skills;
How to make a Work bag
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure of making a Work bag. Make a Work bag. Have fun and enjoy making a Work bag. |
In groups, learners are guided to outline the procedure of making a Work bag.
In groups, learners are guided to make a Work bag. |
How do you make a Work bag?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Production Techniques
|
Sewing Skills;
How to make a pillow case
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to make a pillow case. Practise making a pillow case. Have fun and enjoy making a pillow case. |
In groups, learners are guided to state the materials and requirements needed to make a pillow case.
In groups, learners are guided to outline the procedure of making a pillow case. In groups, learners are guided to practise making a pillow case. |
What is a pillow case?
How do you make a pillow case?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Production Techniques
|
Sewing Skills;
How to make a cushion cover
Constructing Innovative Animal Waterer |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to make a cushion cover. Practise making a cushion cover. Have fun and enjoy making a cushion cover. |
In groups, learners are guided to state the materials and requirements needed to make a cushion cover.
In groups, learners are guided to outline the procedure of making a cushion cover. In groups, learners are guided to practise making a cushion cover. |
What is a cushion cover?
How do you make a cushion cover?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 81-82 Charts Realia |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Production Techniques
|
Constructing Innovative Animal Waterer Challenges of waterers used in the community.
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By the end of the
lesson, the learner
should be able to:
List the challenges to waters used in the community. Suggest how the challenges can be resolved. Appreciate the importance of waterers used in the community. |
In groups, learners are guided to list the challenges to waters used in the community.
In groups, learners are guided to suggest how the challenges can be resolved. |
How can the challenges be resolved?
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MTP; Agriculture Learner's Book Grade 8 pg. 82
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 12 | 1 |
Production Techniques
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Designing and constructing innovative waterers for domestic animals
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By the end of the
lesson, the learner
should be able to:
Use the internet, books or magazines for information of different types of innovative watering equipment for various domestic animals. Use the hints from the pictures, photos and videos clips acquired to design an innovative water equipment for a domestic animal of their choice. Make a sketch of the waterer. Enjoy using digital devices. |
In groups, learners are guided to use the internet, books or magazines for information of different types of innovative watering equipment for various domestic animals.
In groups, learners are guided to explain the materials to be used to construct the waterer. In groups, learners are guided to use the hints from the pictures, photos and videos clips acquired to design an innovative water equipment for a domestic animal of their choice. Make a sketch of the waterer. |
Which type of materials are used to construct the waterer?
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MTP; Agriculture Learner's Book Grade 8 pg. 82-83
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 12 | 2 |
Production Techniques
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Designing and constructing innovative waterers for domestic animals
Use of innovative waterers for domestic animals |
By the end of the
lesson, the learner
should be able to:
Discuss the designed innovative waterer and any improvements that can be done. Determine the materials they need to construct the waterer. Appreciate the innovative waterers for domestic animals. |
In groups, learners are guided to discuss the designed innovative waterer and any improvements that can be done.
In groups, learners are guided to determine the materials they need to construct the waterer. |
Which are some of the innovative waterers for domestic animals?
|
MTP; Agriculture Learner's Book Grade 8 pg. 83-84
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 84-86 |
Oral questions Oral Report Observation
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|
| 12 | 3 |
Production Techniques
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ICT Support Services
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By the end of the
lesson, the learner
should be able to:
State the importance of Information Communication Technology (ICT). Recognise some of the practices that can be improved if farmers get the information they need. Appreciate the importance of Information Communication Technology (ICT). |
In groups, learners are guided to state the importance of Information Communication Technology (ICT).
In groups, learners are guided to recognise some of the practices that can be improved if farmers get the information they need. |
What are some of the practices that can be improved if farmers get the information they need?
|
MTP; Agriculture Learner's Book Grade 8 pg. 87
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
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| 12 | 4 |
Production Techniques
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Agricultural support services accessed through ICT
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By the end of the
lesson, the learner
should be able to:
Identify some of the common ICT devices in their community. Share experiences on how ICT can be used to access supplies and information for appropriate decision making. Appreciate the agricultural support services accessed through ICT |
In groups, learners are guided to identify some of the common ICT devices in their community.
In groups, learners are guided to share experiences on how ICT can be used to access supplies and information for appropriate decision making. |
What are some of the ICT devices in their community?
|
MTP; Agriculture Learner's Book Grade 8 pg. 87
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 13 | 1 |
Production Techniques
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How to access agricultural support services using ICT: Weather forecast
How to access agricultural support services using ICT: Veterinary and agricultural extension services. |
By the end of the
lesson, the learner
should be able to:
State the importance of weather forecasting. Recognise corporate websites that provide weather forecasts for a period of time such as two weeks. Appreciate the importance of weather forecasting. |
As a class, learners are guided to state the importance of weather forecasting.
As a class, learners are guided to recognise corporate websites that provide weather forecasts for a period of time such as two weeks. |
What is weather forecast?
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MTP; Agriculture Learner's Book Grade 8 pg. 88
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 88-89 |
Oral questions Oral Report Observation
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| 13 | 2 |
Production Techniques
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How to access agricultural support services using ICT: Banking services
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By the end of the
lesson, the learner
should be able to:
State the importance of banking services, such as SACCO. Use a smartphone, select |
In groups, learners are guided to state the importance of banking services, such as SACCO.
In groups, learners are guided to using a smartphone, select |
What are some of the importance's of SACCOs?
|
MTP; Agriculture Learner's Book Grade 8 pg. 89-91
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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