Animal Production

Poultry Rearing.
Construction of a Fold for rearing poultry

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
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MTP; Agriculture Learner's Book Grade 8 pg. 63-64

Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

Animal Production
Crop Production

Poultry Rearing project
Crop Management
Identification of common vegetable pests and signs of attack

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.

Explain the term crop pest.
Give examples of common insect pests in vegetable crops.
Discuss the statement,

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.

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 is poultry fold?
What do you understand by the term crop pest?

MTP; Agriculture Learner's Book Grade 8 pg. 66
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MTP; Agriculture Learner's Book Grade 8 pg. 21
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MTP; Agriculture Learner's Book Grade 8 pg. 22-23

Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

Crop Production
Animal Production

Controlling caterpillars
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:

Outline the procedure of controlling caterpillars.
Control the caterpillars in vegetables.
Appreciate the importance of controlling caterpillars.


List some of the animal products.
Justify the preparation of animal products.
Appreciate the use of animal products.

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.

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 do you control caterpillars in vegetables?
How can we prepare fish and poultry carcasses for various purposes?

MTP; Agriculture Learner's Book Grade 8 pg. 26-27
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MTP; Agriculture Learner's Book Grade 8 pg. 30-31
MTP; Agriculture Learner's Book Grade 8 pg. 68
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Oral questions Oral Report Observation

Animal Production

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:

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
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MTP; Agriculture Learner's Book Grade 8 pg. 71-74

Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

Animal Production

Preservation of Animal Product
Methods of preserving meat

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.


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 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

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 is shelf life?
What are some of the methods of preserving meat?

MTP; Agriculture Learner's Book Grade 8 pg. 76
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MTP; Agriculture Learner's Book Grade 8 pg. 76-77
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MTP; Agriculture Learner's Book Grade 8 pg. 77-78

Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

Animal Production
Food and Nutrition

Methods of preserving milk
Cooking Carbohydrate Rich Foods; Methods of heat transfer when cooking foods
Classifying carbohydrate rich foods

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


Explain the meaning of simple sugars, double sugars and starchy foods.
Give examples of simple sugars, double sugars and starchy foods.
Classify carbohydrates rich foods.
Appreciate the importance of carbohydrates.

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
In groups, in pairs or individually, learners are guided to explain the meaning of simple sugars, double sugars and starchy foods.
In groups, in pairs or individually, learners are guided to give examples of simple sugars, double sugars and starchy foods
In groups, in pairs or individually, learners are guided to classify carbohydrates rich foods

Which method do you use to preserve milk at home?
What are carbohydrates?

MTP; Agriculture Learner's Book Grade 8 pg. 79-80
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MTP; Home Science Learner's Book Grade 8 pg. 14-15
MTP; Home Science Learner's Book Grade 8 pg.15-17
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Oral questions Oral Report Observation

Food and Nutrition

Effects of heat on carbohydrate rich foods

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

Explain the meaning of gelatinization and dextrinization.
State the difference in consistency between the foods.
Investigate the effects of dry and moist heat on carbohydrates rich foods.
Appreciate the effects of heat on carbohydrate rich foods.

In groups, in pairs or individually, learners are guided to explain the meaning of gelatinization and dextrinization.
In groups, in pairs or individually, learners are guided to state the difference in consistency between the foods.
In groups, in pairs or individually, learners are guided to investigate the effects of dry and moist heat on carbohydrates rich foods

What is gelatinization? What is dextrinization?

MTP; Home Science Learner's Book Grade 8 pg. 17-18
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MTP; Home Science Learner's Book Grade 8 pg. 18-20

Oral questions Oral Report Observation

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, such as porridge.
Outline the steps to follow when cooking porridge.
Investigate the effect of moist heat on carbohydrates rich foods such as porridge.
Have fun and enjoy doing the experiment.

In groups, in pairs or individually, learners are guided to list the requirements needed to boil carbohydrates, such as porridge.
In groups, in pairs or individually, learners are guided to outline the steps to follow when cooking porridge.
In groups, in pairs or individually, learners are guided to investigate the effect of moist heat on carbohydrates rich foods such as porridge.

How do you cook porridge?

MTP; Home Science Learner's Book Grade 8 pg. 20-21
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Oral questions Oral Report Observation

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.


State the importance of conserving food nutrients.
Brainstorm ways one would conserve nutrients while preparing and cooking nutrients.
Recognize ways of conserving food nutrients when preparing and cooking carbohydrate rich food.
Appreciate the ways of conserving food nutrients when preparing and cooking carbohydrate rich food.

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.

In groups, in pairs or individually, learners are guided to state the importance of conserving food nutrients.
In groups, in pairs or individually, learners are guided to brainstorm ways one would conserve nutrients while preparing and cooking nutrients.
In groups, in pairs or individually, learners are guided to recognize ways of conserving food nutrients when preparing and cooking carbohydrate rich food.

How do you grill maize?
Why do you think it is important to conserve food nutrients?

MTP; Home Science Learner's Book Grade 8 pg. 21-22
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MTP; Home Science Learner's Book Grade 8 pg. 22-24
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MTP; Home Science Learner's Book Grade 8 pg. 24-25

Oral questions Oral Report Observation

Food and Nutrition

Meal Presentation; Factors to consider during table setting in meal presentation

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
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Oral questions Oral Report Observation

Food and Nutrition

Requirements for table setting when serving meals

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

Name the items shown on page 29.
Identify the requirements for table setting when serving meals.
Draw the pictures on page 29.
Appreciate the requirements for table setting when serving meals.

In groups or in pairs, learners are guided to name the items shown on page 29.
In groups or in pairs, learners are guided to identify the requirements for table setting when serving meals
In groups or in pairs, learners are guided to draw the pictures on page 29

What are the requirements for table setting when serving meals?

MTP; Home Science Learner's Book Grade 8 pg. 29-30
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Oral questions Oral Report Observation

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.


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 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.

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

How do you set a table for meal presentation?
Why is it important to observe table etiquette during meals?

MTP; Home Science Learner's Book Grade 8 pg. 30-31
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MTP; Home Science Learner's Book Grade 8 pg. 34-37
MTP; Home Science Learner's Book Grade 8 pg. 37-40
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Oral questions Oral Report Observation

Food and Nutrition

Meals for Special Groups; Guidelines to consider when planning 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:

Identify the factors one should consider when planning meals for adolescent.
Give reasons why adolescent girls take meals that contain additional supply of iron.
Recognize the importance to cater for one's likes and preferences when planning meals.
Appreciate the importance of nutritional needs.

In groups or in pairs, learners are guided to identify the factors one should consider when planning meals for adolescent.
In groups or in pairs, learners are guided to give reasons why adolescent girls take meals that contain additional supply of iron.
In groups or in pairs, learners are guided to recognize the importance to cater for one's likes and preferences when planning meals.

What are nutritional needs? Why should adolescent girls take meals that contain additional supply of iron?

MTP; Home Science Learner's Book Grade 8 pg. 41-42
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MTP; Home Science Learner's Book Grade 8 pg. 43-44

Oral questions Oral Report Observation

Food and Nutrition

Guidelines to consider when planning meals for special groups

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

List the guidelines to observe when planning meals for a sick person.
Brainstorm on why sick people who are bedridden should be served with less energy giving foods.
Recognize the importance to observe hygiene while preparing and serving food for a sick person.
Appreciate the importance of following guidelines when planning meals for a sick person.

In groups or in pairs, learners are guided to list the guidelines to observe when planning meals for a sick person.
In groups or in pairs, learners are guided to brainstorm on why sick people who are bedridden should be served with less energy giving foods.
In groups or in pairs, learners are guided to recognize the importance to observe hygiene while preparing and serving food for a sick person.

Why do you think it is important to observe hygiene while preparing and serving food for a sick person?

MTP; Home Science Learner's Book Grade 8 pg. 45-46
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Oral questions Oral Report Observation

Food and Nutrition

Guidelines to consider when planning meals for special groups
Feeding habits and food taboos for special groups
Planning, preparing and presenting meals for different special groups

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

List the guidelines to observe when planning meals for vegetarians.
Suggest various sources of proteins that one can include in the vegetarian meals.
State the importance of using a variety of cooking methods when preparing food for vegetarians.
Appreciate the importance of following guidelines when planning vegetarian's meals.


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 list the guidelines to observe when planning meals for vegetarians.
In groups or in pairs, learners are guided to suggest various sources of proteins that one can include in the vegetarian meals.
In groups or in pairs, learners are guided to state the importance of using a variety of cooking methods when preparing food for vegetarians.

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.

Why is it important to use a variety of cooking methods when preparing food for vegetarian?
Which food taboos are there in your community?

MTP; Home Science Learner's Book Grade 8 pg. 46-48
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MTP; Home Science Learner's Book Grade 8 pg. 48-50
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MTP; Home Science Learner's Book Grade 8 pg. 51-52

Oral questions Oral Report Observation

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 an elderly person.
Outline the steps to follow when preparing rice, liver stew and steamed cabbage.
Prepare rice, liver stew and steamed cabbage.
Have fun and enjoy preparing rice, liver stew and steamed cabbage.

In groups or in pairs, learners are guided to state the requirements needed to prepare a meal for an elderly person.
In groups or in pairs, learners are guided to outline the steps to follow when preparing rice, liver stew and steamed cabbage.
In groups or in pairs, learners are guided to prepare rice, liver stew and steamed cabbage.

How do you prepare rice, liver stew and steamed cabbage?

MTP; Home Science Learner's Book Grade 8 pg. 52-54
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Oral questions Oral Report Observation

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 an adolescent.
Outline the steps to follow when preparing chapati, green gram stew and fried kales.
Prepare chapati, green gram stew and fried kales.
Have fun and enjoy preparing chapati, green gram stew and fried kales.

In groups or in pairs, learners are guided to state the requirements needed to prepare a meal for an adolescent.
In groups or in pairs, learners are guided to outline the steps to follow when preparing chapati, green gram stew and fried kales.
In groups or in pairs, learners are guided to prepare chapati, green gram stew and fried kales.

How do you prepare chapati, green gram stew and fried kales?

MTP; Home Science Learner's Book Grade 8 pg. 55-57
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Oral questions Oral Report Observation

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
Guidelines 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.


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 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.

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.

How do you prepare boiled sweet potatoes, a boiled egg and orange juice?
Why is it important to find out whether any guest has dietary restrictions?

MTP; Home Science Learner's Book Grade 8 pg. 58-60
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MTP; Home Science Learner's Book Grade 8 pg. 61-63
MTP; Home Science Learner's Book Grade 8 pg. 63-64
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Oral questions Oral Report Observation

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
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MTP; Home Science Learner's Book Grade 8 pg. 66-68

Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

Food and Nutrition
Caring For the Family

Planning, preparing, cooking and presenting a meal for a special occasion
Cleaning the Kitchen; Reasons for cleaning a kitchen
Methods of removing dirt from kitchen surfaces

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.


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 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.

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 is it important for guests to confirm whether they will attend an event?
Why should we clean the kitchen?

MTP; Home Science Learner's Book Grade 8 pg. 70-71
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MTP; Home Science Learner's Book Grade 8 pg. 159
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MTP; Home Science Learner's Book Grade 8 pg. 160-161

Oral questions Oral Report Observation

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 sweeping, dusting and wiping.
Outline the process of sweeping, dusting and wiping.
Practice sweeping, dusting and wiping.
Have fun and enjoy sweeping, dusting and wiping.

In groups or in pairs, learners are guided to explain the meaning of sweeping, dusting and wiping.
In groups or in pairs, learners are guided to outline the process of sweeping, dusting and wiping.
In groups or in pairs, learners are guided to practice sweeping, dusting and wiping.

What is dusting? How do you sweep at home?

MTP; Home Science Learner's Book Grade 8 pg. 161-162
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Oral questions Oral Report Observation

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
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Caring For the Family

Daily cleaning
Weekly cleaning
Special 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.


State the requirements needed to carry out special cleaning of a kitchen.
Outline the steps to follow when carrying out special cleaning of a kitchen.
Practice carrying out special cleaning of a kitchen.
Have fun and enjoy carrying out special 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.

In groups or in pairs, learners are guided to state the requirements needed to carry out special cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out special cleaning of a kitchen.
In groups or in pairs, learners are guided to practice carrying out special cleaning of a kitchen.

How do you carry out daily cleaning of a kitchen?
How do you carry out special cleaning of a kitchen?

MTP; Home Science Learner's Book Grade 8 pg. 164
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MTP; Home Science Learner's Book Grade 8 pg. 165
MTP; Home Science Learner's Book Grade 8 pg. 166-167
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