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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Computing devices

Oral questions Oral Report Observation

Crop Production

Crop Management
Identification of common vegetable pests and signs of attack
Controlling pests in vegetable crops
Controlling cutworms

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

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

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

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,
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.

What do you understand by the term crop pest?
How do you control aphids in vegetables?

MTP; Agriculture Learner's Book Grade 8 pg. 21
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MTP; Agriculture Learner's Book Grade 8 pg. 22-23
MTP; Agriculture Learner's Book Grade 8 pg. 23-25
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MTP; Agriculture Learner's Book Grade 8 pg. 25-26

Oral questions Oral Report Observation

Crop Production

Controlling caterpillars
Diseases in vegetables crops
Identifying vegetables affected by diseases

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
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MTP; Agriculture Learner's Book Grade 8 pg. 27-28
MTP; Agriculture Learner's Book Grade 8 pg. 28-29

Oral questions Oral Report Observation

Crop Production

Controlling diseases in vegetable crops
Importance of controlling pests and disease in vegetable crops

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

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
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MTP; Agriculture Learner's Book Grade 8 pg. 30-31

Oral questions Oral Report Observation

Food and Nutrition

Cooking Carbohydrate Rich Foods; Methods of heat transfer when cooking foods
Classifying carbohydrate rich foods
Effects of heat on carbohydrate rich foods

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

Brainstorm on methods of heat transfer applied when cooking foods.
Explain the meaning of conduction, convection and radiation.
Draw a tree or flow chart showing the classification of carbohydrate rich foods.
Appreciate the methods of heat transfer applied when cooking foods.


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 brainstorm on methods of heat transfer applied when cooking foods
In groups, in pairs or individually, learners are guided to explain the meaning of conduction, convection and radiation
In groups, in pairs or individually, learners are guided to draw a tree or flow chart showing the classification of carbohydrate rich foods

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 are the methods of heat transfer when cooking food?
What is gelatinization? What is dextrinization?

MTP; Home Science Learner's Book Grade 8 pg. 14-15
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MTP; Home Science Learner's Book Grade 8 pg.15-17
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
MTP; Home Science Learner's Book Grade 8 pg. 20-21

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

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

List the requirements needed to grill maize.
Outline the steps to follow when grilling maize.
Investigate the effect of dry heat on carbohydrates rich foods, by grilling maize.
Have fun and enjoy doing the experiment.

In groups, in pairs or individually, learners are guided to list the requirements needed to grill maize.
In groups, in pairs or individually, learners are guided to outline the steps to follow when grilling maize.
In groups, in pairs or individually, learners are guided to investigate the effect of dry heat on carbohydrates rich foods, by grilling maize.

How do you grill maize?

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

Oral questions Oral Report Observation

Food and Nutrition

Safety measures to observe in preparing and cooking carbohydrate rich foods
Meal Presentation; Factors to consider during table setting in meal presentation

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

Identify the safety measures to observe in preparing and cooking carbohydrate rich foods.
Give a reason why each safety measure is observed.
Recognize the importance of each safety measure.
Appreciate the importance of observing safety.

In groups, in pairs or individually, learners are guided to identify the safety measures to observe in preparing and cooking carbohydrate rich foods
In groups, in pairs or individually, learners are guided to Give a reason why each safety measure is observed.
In groups, in pairs or individually, learners are guided to recognize the importance of each safety measure.

What safety measures should one observe in preparing and cooking carbohydrate rich foods?

MTP; Home Science Learner's Book Grade 8 pg. 24-25
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MTP; Home Science Learner's Book Grade 8 pg. 27-28

Oral questions Oral Report Observation

Food and Nutrition

Requirements for table setting when serving meals
Setting a table for meal presentation
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:

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.


Explain the meaning of chaffing dish.
Discuss the difference between blue plate service and family service.
Recognize styles of meal service.
Appreciate the importance of presenting a simple lunch using the various styles of meal service.

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
In groups or in pairs, learners are guided to explain the meaning of chaffing dish.
In groups or in pairs, learners are guided to discuss the difference between blue plate service and family service
In groups or in pairs, learners are guided to recognize styles of meal service.

What are the requirements for table setting when serving meals?
How does family service reflect cultural traditions and values?

MTP; Home Science Learner's Book Grade 8 pg. 29-30
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MTP; Home Science Learner's Book Grade 8 pg. 30-31
MTP; Home Science Learner's Book Grade 8 pg. 31-34
MTP; Home Science Learner's Book Grade 8 pg. 34-37
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MTP; Home Science Learner's Book Grade 8 pg. 37-40

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
Feeding habits and food taboos 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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MTP; Home Science Learner's Book Grade 8 pg. 46-48
MTP; Home Science Learner's Book Grade 8 pg. 48-50

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 a child.
Outline the steps to follow when preparing mashed potatoes and beef stew.
Prepare mashed potatoes and beef stew.
Have fun and enjoy preparing mashed potatoes and beef stew.


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 a child.
In groups or in pairs, learners are guided to outline the steps to follow when preparing mashed potatoes and beef stew.
In groups or in pairs, learners are guided to prepare mashed potatoes and beef stew.

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

MTP; Home Science Learner's Book Grade 8 pg. 51-52
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MTP; Home Science Learner's Book Grade 8 pg. 52-54
MTP; Home Science Learner's Book Grade 8 pg. 55-57
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MTP; Home Science Learner's Book Grade 8 pg. 58-60

Oral questions Oral Report Observation

Food and Nutrition

Meals for Special Occasions; Factors to consider when planning meals for special occasions
Guidelines to consider when planning meals for special occasions
Planning, preparing, cooking and presenting a meal for a special occasion

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
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MTP; Home Science Learner's Book Grade 8 pg. 63-64
MTP; Home Science Learner's Book Grade 8 pg. 65

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:

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
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MTP; Home Science Learner's Book Grade 8 pg. 69-70

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.


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 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 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.

Why is it important for guests to confirm whether they will attend an event?
Which method do you use to remove dirt from kitchen surfaces?

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
MTP; Home Science Learner's Book Grade 8 pg. 160-161
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MTP; Home Science Learner's Book Grade 8 pg. 161-162
MTP; Home Science Learner's Book Grade 8 pg. 163

Oral questions Oral Report Observation

Caring For the Family

Daily cleaning
Weekly 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
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MTP; Home Science Learner's Book Grade 8 pg. 165

Caring For the Family
Animal Production

Special cleaning
Preparation of Animal Products

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

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 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 special cleaning of a kitchen?

MTP; Home Science Learner's Book Grade 8 pg. 166-167
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MTP; Agriculture Learner's Book Grade 8 pg. 68

Animal Production

How to process fresh fish for various purposes
How poultry carcasses are dressed for various purposes
Importance of processing fish and dressing poultry.
Preservation of Animal Product
Methods of preserving meat

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.


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 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.

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

How do you prepare fish in readiness for both consumption and storage?
What is shelf life?

MTP; Agriculture Learner's Book Grade 8 pg. 69-70
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MTP; Agriculture Learner's Book Grade 8 pg. 71-74
MTP; Agriculture Learner's Book Grade 8 pg. 74-75
MTP; Agriculture Learner's Book Grade 8 pg. 76
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MTP; Agriculture Learner's Book Grade 8 pg. 76-77

Oral questions Oral Report Observation

Animal Production

Methods of preserving meat
Methods of preserving milk

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

Oral questions Oral Report Observation

Animal Production
Production Techniques

Methods of preserving milk
Sewing Skills; Constructing Household Items

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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MTP; Agriculture Learner's Book Grade 8 pg. 79-80
Curriculum Design; Creative Arts and Sports, Grade 8
Photographs
Digital devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Identifying a seam, seam allowance, seam turning and seam line
Sewing Skills; Types of seams used in clothing construction
Sewing Skills; Factors to consider when choosing seams in clothing construction
Sewing Skills; Qualities of a well-made seam

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.


Identify factors to consider when choosing seams in clothing construction.
Compose a song on factors to consider when choosing seam in clothing construction, record and upload on digital platforms.
Appreciate the factors to consider when choosing seams in clothing construction.

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.

In groups, learners are guided to identify factors to consider when choosing seams in clothing construction.
In groups, learners are guided to discuss factors to consider when choosing seams in garments construction.
In groups, learners are guided to compose a song on factors to consider when choosing seam in clothing construction, record and upload on digital platforms.

What is seam allowance?
Which factors do you consider when choosing seams in clothing construction?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Open seam
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 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

Production Techniques

Sewing Skills; Neatening an open seam using edge stitching
Sewing Skills; Plain seam

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

Production Techniques

Sewing Skills; Neatening plain seam using loop stitch
Sewing Skills; Neatening a plain seam using pinking shears
Sewing Skills; How to make a lap bag
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:

State the materials and requirements needed to neaten a plain seam using loop stitches.
Practise neatening a plain seam using loop stitches.
Have fun and enjoy neatening a plain seam using loop stitches.


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 neaten a plain seam using loop stitches.
In groups, learners are guided to outline the procedure of neatening a plain seam using loop stitches.
In groups, learners are guided to practicing neatening a plain seam using loop stitches.

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.

How do you neaten a plain seam using loop stitches?
What is a lap bag?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; How to make a Work bag
Sewing Skills; How to make a pillow case

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
Digital devices

Oral questions Oral Report Observation

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

Production Techniques

Constructing Innovative Animal Waterer Challenges of waterers used in the community.
Designing and constructing innovative waterers for domestic animals
Designing and constructing innovative waterers for domestic animals
Use of innovative waterers for domestic animals
ICT Support Services

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.


Use the constructed innovative waterer to test functionality, make adjustments and provide water to target animal either at home, in the school or selected household.
State the importance of innovative waterers for domestic animals.
Appreciate use of innovative waterers in animal rearing.

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.

As a class, learners are guided to use the constructed innovative waterer to test functionality, make adjustments and provide water to target animal either at home, in the school or selected household.
As a class, learners are guided to state the importance of innovative waterers for domestic animals.

How can the challenges be resolved?
How can we make an innovative waterer for small domestic animals?

MTP; Agriculture Learner's Book Grade 8 pg. 82
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 82-83
MTP; Agriculture Learner's Book Grade 8 pg. 83-84
MTP; Agriculture Learner's Book Grade 8 pg. 84-86
Pictures
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 87

Oral questions Oral Report Observation

Production Techniques

Agricultural support services accessed through ICT
How to access agricultural support services using ICT: Weather forecast
How to access agricultural support services using ICT: Veterinary and agricultural extension services.
How to access agricultural support services using ICT: Banking services

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
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 88
MTP; Agriculture Learner's Book Grade 8 pg. 88-89
MTP; Agriculture Learner's Book Grade 8 pg. 89-91

Oral questions Oral Report Observation