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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Animal Production Animal Production
|
Rearing practices of poultry in a fold
|
By the end of the
lesson, the learner
should be able to:
Identify poultry rearing practices that are carried out in a fold. Discuss the requirements and tasks in rearing practices of poultry in a poultry fold. Appreciate the rearing practices of poultry in a fold. |
In groups, learners are guided to identify poultry rearing practices that are carried out in a fold.
In groups, learners are guided to discuss the requirements and tasks in rearing practices of poultry in a poultry fold. |
What improvements should be done to the fold that you designed and constructed to achieve a standard poultry fold?
|
MTP; Agriculture Learner's Book Grade 8 pg. 64-65
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Animal Production Animal Production
|
Rearing practices of poultry in a fold
|
By the end of the
lesson, the learner
should be able to:
Identify poultry rearing practices that are carried out in a fold. Discuss the requirements and tasks in rearing practices of poultry in a poultry fold. Appreciate the rearing practices of poultry in a fold. |
In groups, learners are guided to identify poultry rearing practices that are carried out in a fold.
In groups, learners are guided to discuss the requirements and tasks in rearing practices of poultry in a poultry fold. |
What improvements should be done to the fold that you designed and constructed to achieve a standard poultry fold?
|
MTP; Agriculture Learner's Book Grade 8 pg. 64-65
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Animal Production
|
Poultry Rearing project
|
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 |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Crop Production
|
Crop Management
|
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 |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Crop Production
|
Crop Management
|
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 |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Crop Production
|
Identification of common vegetable pests and signs of attack
|
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 |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
Crop Production
|
Controlling caterpillars
|
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 |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Crop Production
|
Diseases in vegetables crops
|
By the end of the
lesson, the learner
should be able to:
Explain the term crop disease. Discuss the symptoms that indicate a vegetable crop infected with a disease. Draw the pictures in learner's book 8 page 27 Have a desire to stop diseases in vegetable crops. |
In pairs, learners are guided to explain the term crop disease.
In pairs, learners are guided to discuss the symptoms that indicate a vegetable crop infected with a disease. In pairs, learners are guided to draw the pictures in learner's book 8 page 27 |
What do you understand by the term crop disease?
|
MTP; Agriculture Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Crop Production
|
Diseases in vegetables crops
|
By the end of the
lesson, the learner
should be able to:
Explain the term crop disease. Discuss the symptoms that indicate a vegetable crop infected with a disease. Draw the pictures in learner's book 8 page 27 Have a desire to stop diseases in vegetable crops. |
In pairs, learners are guided to explain the term crop disease.
In pairs, learners are guided to discuss the symptoms that indicate a vegetable crop infected with a disease. In pairs, learners are guided to draw the pictures in learner's book 8 page 27 |
What do you understand by the term crop disease?
|
MTP; Agriculture Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
Crop Production
|
Importance of controlling pests and disease in vegetable crops
|
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 |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Crop Production
|
Importance of controlling pests and disease in vegetable crops
|
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 |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Animal Production
|
Preparation of Animal Products
|
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 |
Oral questions Oral Report Observation
|
|
| 6 | 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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 7 | 1 |
Animal Production
|
Importance of processing fish and dressing poultry.
|
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 |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Animal Production
|
Preservation of Animal Product
|
By the end of the
lesson, the learner
should be able to:
Define the term, 'shelf life' Identify reasons for preparing animal products. Investigate animal products shelf life. Appreciate the importance of shelf life. |
In groups or in pairs, learners are guided to define the term, 'shelf life'
In groups or in pairs, learners are guided to identify reasons for preparing animal products In groups or in pairs, learners are guided to investigate animal products shelf life |
What is shelf life?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Animal Production
|
Preservation of Animal Product
|
By the end of the
lesson, the learner
should be able to:
Define the term, 'shelf life' Identify reasons for preparing animal products. Investigate animal products shelf life. Appreciate the importance of shelf life. |
In groups or in pairs, learners are guided to define the term, 'shelf life'
In groups or in pairs, learners are guided to identify reasons for preparing animal products In groups or in pairs, learners are guided to investigate animal products shelf life |
What is shelf life?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 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
|
|
| 8 | 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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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 |
Oral questions Oral Report Observation
|
|
| 8 | 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 |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
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
|
|
| 9 | 1-2 |
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
|
|
| 9-10 |
Mid term break |
||||||||
| 10 | 2 |
Food and Nutrition
|
Planning, preparing and presenting meals for different special groups
|
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 |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Food and Nutrition
|
Planning, preparing and presenting meals for different special groups
|
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 |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Food and Nutrition
|
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:
Explain the meaning of special occasion. Brainstorm on some special occasions that are celebrated in society. Recognize the factors one would consider when planning meals for a special occasion. Appreciate meals for a special occasion. |
In groups or in pairs, learners are guided to explain the meaning of special occasion.
In groups or in pairs, learners are guided to brainstorm on some special occasions that are celebrated in society. In groups or in pairs, learners are guided to recognize the factors one would consider when planning meals for a special occasion. |
Which factors do you consider when planning meals for special occasion?
|
MTP; Home Science Learner's Book Grade 8 pg. 61-63
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 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
|
|
| 11 | 2 |
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
|
|
| 11 | 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:
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
|
|
| 11 | 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:
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 |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
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:
Design cards containing special occasions. Create a menu for the special occasions. Use recipe books or digital devices to come up with recipes. Have fun and enjoy designing cards for special occasions. |
In groups or in pairs, learners are guided to design cards containing special occasions.
In groups or in pairs, learners are guided to create a menu for the special occasions. In groups or in pairs, learners are guided to use recipe books or digital devices to come up with recipes. |
Which menu have you created?
|
MTP; Home Science Learner's Book Grade 8 pg. 69-70
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 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:
Design cards containing special occasions. Create a menu for the special occasions. Use recipe books or digital devices to come up with recipes. Have fun and enjoy designing cards for special occasions. |
In groups or in pairs, learners are guided to design cards containing special occasions.
In groups or in pairs, learners are guided to create a menu for the special occasions. In groups or in pairs, learners are guided to use recipe books or digital devices to come up with recipes. |
Which menu have you created?
|
MTP; Home Science Learner's Book Grade 8 pg. 69-70
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 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:
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
|
|
| 12 | 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
|
|
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