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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENER ASSESSMENT |
||||||||
| 2 | 1 |
Food Production Processes
|
Crop Pest and Disease Control - Identifying crop pests
|
By the end of the
lesson, the learner
should be able to:
- Identify vegetable crops attacked by pests - Recognize signs of pest infestation - Show curiosity in learning about crop pests |
- Visit a vegetable garden
- Observe vegetable crops attacked by pests - Identify signs like punctured leaves, curling leaves, cut-off seedlings - Find out common parts that pests attack |
How can we identify vegetable crops attacked by pests?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden - Digital camera/smartphone - Notebook - Pen/pencil |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 2 |
Food Production Processes
|
Crop Pest and Disease Control - Learning about crop pests
Crop Pest and Disease Control - Controlling pests through handpicking |
By the end of the
lesson, the learner
should be able to:
- Identify different types of pests - Explain how pests damage crops - Show interest in pest identification |
- Ask farmers about signs of pest attacks
- Take photographs of affected crops - Discuss what was learnt about crop pests - Create a chart showing different pests and their damage |
What are the common pests that attack vegetable crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Digital camera/smartphone - Charts - Marker pens - Pest specimens if available - Vegetable garden with pests - Gloves - Container with soapy water - Wooden sticks/tongs |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 3 |
Food Production Processes
|
Crop Pest and Disease Control - Removing affected crop parts
Crop Pest and Disease Control - Uprooting heavily affected crops |
By the end of the
lesson, the learner
should be able to:
- Demonstrate removing affected crop parts - Apply the technique effectively - Control pests on vegetable crops |
- Inspect vegetable crops for pest damage
- Identify specific parts affected by pests - Carefully remove and dispose of the damaged parts - Implement additional pest control measures |
How can removing affected parts help control pests in vegetable crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with pest-affected crops - Gloves - Pruning shears/scissors - Disposal bag - Vegetable garden with heavily affected crops - Garden tools - Disposal bags |
- Practical assessment
- Observation
- Project evaluation
|
|
| 2 | 4 |
Food Production Processes
|
Crop Pest and Disease Control - Applying natural pesticides
Crop Pest and Disease Control - Identifying crop diseases |
By the end of the
lesson, the learner
should be able to:
- Prepare natural pesticides - Apply natural pesticides correctly - Value natural pest control methods |
- Make ash from banana leaves or other plants
- Sprinkle the ash around the base of vegetable crops - Replace the ash when it gets wet - Monitor the effectiveness of the treatment |
How can natural pesticides like ash be used to control crop pests?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 34
- Banana leaves or other plant materials - Source of heat - Container for ash - Vegetable garden - SPARK AGRICULTURE GRADE 8 textbook pg. 35 - Digital camera/smartphone - Notebook - Pen/pencil |
- Practical assessment
- Observation
- Project evaluation
|
|
| 3 | 1 |
Food Production Processes
|
Crop Pest and Disease Control - Controlling crop diseases
Crop Pest and Disease Control - Importance of pest and disease control |
By the end of the
lesson, the learner
should be able to:
- Demonstrate disease control methods - Apply appropriate disease control techniques - Control diseases on vegetable crops |
- Inspect a vegetable garden for signs of diseases
- Remove affected parts of the crop - Uproot heavily affected crops - Dispose of diseased material appropriately |
How can we control diseases in vegetable crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 36
- Vegetable garden with disease-affected crops - Gloves - Garden tools - Disposal bags - SPARK AGRICULTURE GRADE 8 textbook pg. 37 - Digital resources - Print resources - Charts - Marker pens |
- Practical assessment
- Observation
- Project evaluation
|
|
| 3 | 2 |
Food Production Processes
|
Crop Pest and Disease Control - Integrated pest management
Preparation of Animal Products - Importance of processing animal products |
By the end of the
lesson, the learner
should be able to:
- Explain integrated pest management (IPM) - Identify IPM strategies - Value environmentally friendly pest control |
- Discuss the principles of integrated pest management
- Identify different IPM strategies - Explore how to combine different control methods - Plan an IPM approach for a vegetable garden |
How can integrated pest management improve pest and disease control?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 38
- Digital resources - Print resources - Charts - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 39 - Photographs of fresh and processed fish - Photographs of poultry before and after dressing |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 3 |
Food Production Processes
|
Preparation of Animal Products - Understanding fish processing
Preparation of Animal Products - Scaling and gutting fish |
By the end of the
lesson, the learner
should be able to:
- Describe methods of processing fresh fish - Identify resources needed for fish processing - Show interest in fish processing methods |
- Observe photographs showing methods of processing fish
- Study scaling, gutting, cleaning, salting, and frying processes - Discuss what fish processing involves - Create a chart showing fish processing methods |
How can we process fresh fish?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 40
- Photographs showing fish processing methods - Chart paper - Marker pens - Digital resources - SPARK AGRICULTURE GRADE 8 textbook pg. 41 - Fresh fish - Knife - Basin or tray - Clean water - Soap |
- Observation
- Oral questions
- Chart evaluation
|
|
| 3 | 4 |
Food Production Processes
|
Preparation of Animal Products - Cleaning and salting fish
Preparation of Animal Products - Frying fish |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the process of cleaning fish - Demonstrate the process of salting fish - Show responsibility in fish processing |
- Clean the fish thoroughly with clean water
- Remove any remaining scales, blood, or unwanted parts - Make shallow cuts on the flesh sides of the fish - Apply salt inside the cuts and on the surface - Air dry the fish and store in a clean container |
How do we clean and salt fish properly?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 42
- Gutted fish - Salt - Basin or tray - Clean water - Clean storage container - SPARK AGRICULTURE GRADE 8 textbook pg. 43 - Cleaned fish - Cooking oil - Sufuria or frying pan - Source of heat - Slotted spoon - Storage container |
- Practical assessment
- Observation
- Process evaluation
|
|
| 4 | 1 |
Food Production Processes
|
Preparation of Animal Products - Understanding poultry dressing
Preparation of Animal Products - Dressing poultry |
By the end of the
lesson, the learner
should be able to:
- Explain the process of dressing poultry carcass - Identify steps in poultry dressing - Show interest in poultry dressing methods |
- Study photographs showing poultry dressing steps
- Discuss beheading, defeathering, offal removal, and cleaning - Share discussion points with the class - Create a flowchart of poultry dressing steps |
What are the steps involved in dressing a poultry carcass?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 44
- Photographs showing poultry dressing - Chart paper - Marker pens - Digital resources - SPARK AGRICULTURE GRADE 8 textbook pg. 45 - Poultry - Sharp knife or panga - Hot water - Clean cold water - Basin - Gloves |
- Observation
- Oral questions
- Flowchart evaluation
|
|
| 4 | 2 |
Food Production Processes
|
Preparation of Animal Products - Ethical and safety practices
Preparation of Animal Products - Hygiene in animal product preparation |
By the end of the
lesson, the learner
should be able to:
- Identify ethical issues in animal product preparation - Apply safety practices in preparation - Value ethical treatment of animals |
- Discuss ethical issues in animal product preparation
- Identify safety practices to follow - Create posters with messages on ethical issues and safety practices - Present findings to the class |
Why are ethical and safety practices important in animal product preparation?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 47
- Digital devices - Print resources - Manila papers - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 48 - Hand washing facilities - Cleaning materials - Chart paper |
- Observation
- Oral presentations
- Poster evaluation
|
|
| 4 | 3 |
Food Production Processes
|
Preserving Milk and Meat - Importance of preserving milk
Preserving Milk and Meat - Boiling as a milk preservation method |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of preserving milk at household level - Identify methods of milk preservation - Show interest in milk preservation methods |
- Study pictures showing milk preservation methods
- Share experiences on methods used at home - Discuss the importance of preserving milk - Search for information on milk preservation |
Why is it important to preserve milk at the household level?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 52
- Pictures showing milk preservation - Digital devices - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 53 - Fresh milk - Sieve - Clean pot or sufuria - Source of heat - Cooking stick - Storage container |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 4 |
Food Production Processes
|
Preserving Milk and Meat - Fermenting as a milk preservation method
Preserving Milk and Meat - Home cooling as a milk preservation method |
By the end of the
lesson, the learner
should be able to:
- Explain how fermentation preserves milk - Demonstrate the fermentation method - Preserve milk through fermenting |
- Boil milk and allow it to cool
- Put in a container and add starter culture - Close container tightly and leave at moderate temperature - Stir daily or shake for uniform fermentation - Store in a cool place |
How does fermentation help to preserve milk?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk - Fermented milk or yogurt (starter) - Container with lid - Clean utensils - Clean bottles with lids - Basin with cold/ice water - Clean towel |
- Practical assessment
- Observation
- Process evaluation
|
|
| 5 | 1 |
Food Production Processes
|
Preserving Milk and Meat - Importance of preserving meat
Preserving Milk and Meat - Drying as a meat preservation method |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of preserving meat at household level - Identify methods of meat preservation - Show interest in meat preservation methods |
- Search for information on the importance of preserving meat
- Study pictures showing meat preservation methods - Discuss and share experiences on meat preservation - Make summary notes on findings |
Why is it important to preserve meat at the household level?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 55
- Digital devices - Print resources - Pictures showing meat preservation - SPARK AGRICULTURE GRADE 8 textbook pg. 56 - Fresh meat - Clean water - Knife - Sticks or wires - Clean drying surface |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 2 |
Food Production Processes
|
Preserving Milk and Meat - Smoking as a meat preservation method
Preserving Milk and Meat - Salting and boiling as meat preservation methods |
By the end of the
lesson, the learner
should be able to:
- Explain how smoking preserves meat - Demonstrate the smoking method - Preserve meat through smoking |
- Wash fresh meat using clean water
- Light a fire and place pieces of wood - Hang the meat and smoke it - Maintain steady temperature and smoke for several hours - Allow to cool and store in a clean container |
How does smoking help to preserve meat?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 57
- Fresh meat - Clean water - Pieces of wood - Source of heat - Storage container - SPARK AGRICULTURE GRADE 8 textbook pg. 58 - Salt - Cooking pot - Storage containers |
- Practical assessment
- Observation
- Process evaluation
|
|
| 5 | 3 |
Food Production Processes
|
Preserving Milk and Meat - Promoting methods of preserving animal products
Cooking: Preparing a Balanced Meal - Factors to consider in meal preparation |
By the end of the
lesson, the learner
should be able to:
- Present various methods of preserving animal products - Compare effectiveness of different methods - Value the importance of preserving animal products |
- Think about applicable methods of preserving animal products
- Create a table showing animal products, preservation methods, and their usefulness - Present information to the class - Discuss how the methods can be used at home or school |
Which methods of preserving animal products are most effective and practical?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 60
- Manila papers - Marker pens - Digital resources - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 63 - Charts showing food groups |
- Observation
- Oral presentations
- Table evaluation
|
|
| 5 | 4 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Planning a balanced meal
Cooking: Preparing a Balanced Meal - Preparing ingredients |
By the end of the
lesson, the learner
should be able to:
- Plan a balanced meal - Identify ingredients and equipment needed - Show creativity in meal planning |
- Discuss how to prepare a balanced meal
- Plan a meal that includes protein, carbohydrate, and vegetables - List all ingredients and equipment needed - Consider age, gender, health status or occasion |
How do we plan for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 64
- Charts showing food groups - Paper - Pen/pencil - Digital resources - SPARK AGRICULTURE GRADE 8 textbook pg. 65 - Ingredients (meat, vegetables, etc.) - Knife and chopping board - Bowls - Clean water - Soap |
- Plan evaluation
- Observation
- Oral presentations
|
|
| 6 | 1 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Cooking protein (meat)
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice) |
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to cook meat properly - Apply appropriate cooking techniques - Show responsibility in meal preparation |
- Heat oil and fry onions until browned
- Add tomatoes and salt, then stir until cooked - Add meat and stir - Add water and simmer until meat is cooked - Apply safety measures when cooking |
How do we properly cook meat for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- Meat - Onions and tomatoes - Cooking oil - Salt - Cooking pot - Source of heat - SPARK AGRICULTURE GRADE 8 textbook pg. 66 - Rice - Water |
- Practical assessment
- Observation
- Process evaluation
|
|
| 6 | 2 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Cooking vegetables and preparing fruits
Cooking: Preparing a Balanced Meal - Family serving style |
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to cook vegetables properly - Prepare fruits for serving - Show responsibility in meal preparation |
- Heat oil and cook onions until soft
- Add tomatoes and salt, then cook - Add spinach and cook until tender - Wash, peel, and slice avocado or other fruits - Apply safety measures when cooking |
How do we properly prepare vegetables and fruits for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Spinach or other vegetables - Onions and tomatoes - Cooking oil - Salt - Avocado or other fruits - Cooking pot - Source of heat - SPARK AGRICULTURE GRADE 8 textbook pg. 67 - Cooked balanced meal - Large serving dishes - Plates - Cutlery - Serving spoons |
- Practical assessment
- Observation
- Process evaluation
|
|
| 6 | 3 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Blue plate serving style
Cooking: Preparing a Balanced Meal - Creating balanced meal menus |
By the end of the
lesson, the learner
should be able to:
- Explain the blue plate serving style - Demonstrate the blue plate serving style - Present the meal using blue plate style |
- Place portions of food on individual plates
- Arrange food neatly with items not touching too much - Ensure each plate has balanced portions - Set the table with appropriate cutlery - Serve the prepared meals to each person |
How can we present a balanced meal using the blue plate serving style?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 68
- Cooked balanced meal - Serving plates - Cutlery - Napkins - SPARK AGRICULTURE GRADE 8 textbook pg. 69 - Sample meal menus - Paper - Pen/pencil - Digital resources |
- Practical assessment
- Observation
- Presentation evaluation
|
|
| 6 | 4 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Nutrition education
Cooking: Preparing a Balanced Meal - Meal planning for special needs |
By the end of the
lesson, the learner
should be able to:
- Explain the nutritional value of different foods - Identify nutrient-dense foods - Value the importance of nutrition knowledge |
- Research the nutritional content of common foods
- Categorize foods based on their primary nutrients - Create nutritional information posters - Discuss the importance of nutrition knowledge |
Why is nutrition knowledge important for preparing balanced meals?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Digital resources - Print resources - Chart paper - Marker pens - Paper - Pen/pencil |
- Observation
- Oral questions
- Poster evaluation
|
|
| 7 | 1 |
Hygiene Practices
|
Cleaning the Kitchen - Routine cleaning practices
Cleaning the Kitchen - Understanding cleaning schedules |
By the end of the
lesson, the learner
should be able to:
- Explain the routine cleaning practices of a kitchen - Identify different types of kitchen cleaning - Appreciate a clean kitchen for healthy living |
- Share experiences on routine cleaning of the kitchen
- Discuss questions about cleaning practices at home - Identify daily, weekly, and special cleaning tasks - Share discussion points with the class |
How can daily, weekly and special cleaning enhance hygiene in the kitchen?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 71
- Digital resources - Print resources - Charts showing cleaning schedules - SPARK AGRICULTURE GRADE 8 textbook pg. 72 - Sample cleaning schedules - Paper - Pen/pencil |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 2 |
Hygiene Practices
|
Cleaning the Kitchen - Planning kitchen cleaning
Cleaning the Kitchen - Daily kitchen cleaning |
By the end of the
lesson, the learner
should be able to:
- Plan for kitchen cleaning - Create a cleaning schedule - Show responsibility in planning for cleaning |
- Identify a kitchen that needs cleaning
- Discuss and write a plan for cleaning - Make a schedule for cleaning activities - Specify when and how often each activity should be completed |
How do we effectively plan for kitchen cleaning?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 73
- Paper - Pen/pencil - Sample cleaning plans - Kitchen to be cleaned - SPARK AGRICULTURE GRADE 8 textbook pg. 74 - Cleaning supplies - Dishwashing supplies - Broom/mop |
- Plan evaluation
- Observation
- Written assignments
|
|
| 7 | 3 |
Hygiene Practices
|
Cleaning the Kitchen - Weekly kitchen cleaning
Cleaning the Kitchen - Special kitchen cleaning |
By the end of the
lesson, the learner
should be able to:
- Explain weekly kitchen cleaning tasks - Demonstrate weekly cleaning techniques - Show responsibility in kitchen cleaning |
- Mop the floor thoroughly
- Wipe appliances inside and outside - Scrub the sink and taps with disinfectant - Rinse and sanitize sponges or replace them - Replace used dish towels with fresh ones |
What are the essential weekly kitchen cleaning tasks?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 74
- Cleaning supplies - Mop and bucket - Disinfectant - Kitchen to be cleaned - SPARK AGRICULTURE GRADE 8 textbook pg. 75 - Ladder (if necessary) |
- Practical assessment
- Observation
- Process evaluation
|
|
| 7 | 4 |
Hygiene Practices
|
Cleaning the Kitchen - Importance of a clean kitchen
Cleaning the Kitchen - Kitchen hygiene and food safety |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of a clean kitchen - Identify health benefits of kitchen cleanliness - Appreciate a clean kitchen for healthy living |
- Reflect on kitchen cleaning activities
- Discuss why cleaning is important - Make presentations on the importance of a clean kitchen - Create a chart on the importance of a clean kitchen |
Why is maintaining a clean kitchen important for health and well-being?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Chart paper - Marker pens - Digital resources - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 76 |
- Observation
- Oral presentations
- Chart evaluation
|
|
| 8 | 1 |
Hygiene Practices
Production Techniques |
Cleaning the Kitchen - Safe use of cleaning products
Sewing Skills: Constructing Household Items - Understanding seams |
By the end of the
lesson, the learner
should be able to:
- Identify common kitchen cleaning products - Explain safe use of cleaning products - Show responsibility in handling cleaning products |
- Identify various cleaning products and their uses
- Read and interpret product labels and safety instructions - Demonstrate proper storage of cleaning products - Discuss environmentally friendly cleaning options |
How can we safely use cleaning products in the kitchen?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 76
- Various cleaning products - Product labels - Digital resources - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 77 - Digital devices - Sample sewn items - Sample seams |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 2 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Understanding plain seams
Sewing Skills: Constructing Household Items - Making plain seams |
By the end of the
lesson, the learner
should be able to:
- Explain what a plain seam is - Describe how a plain seam is made - Show interest in learning about plain seams |
- Study information on plain seams
- Discuss how to make a plain seam - List materials needed for making a plain seam - Outline the process of making a plain seam |
How is a plain seam made?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 78
- Samples of plain seams - Digital resources - Print resources - Charts showing seam types - SPARK AGRICULTURE GRADE 8 textbook pg. 79 - Fabric pieces - Needle and thread - Pins - Scissors - Tape measure - Tailor's chalk |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 3 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Understanding open seams
Sewing Skills: Constructing Household Items - Making open seams |
By the end of the
lesson, the learner
should be able to:
- Explain what an open seam is - Describe how an open seam is made - Show interest in learning about open seams |
- Study information on open seams
- Discuss how to make an open seam - List materials needed for making an open seam - Outline the process of making an open seam |
How is an open seam made?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 80
- Samples of open seams - Digital resources - Print resources - Charts showing seam types - SPARK AGRICULTURE GRADE 8 textbook pg. 81 - Fabric pieces - Needle and thread - Pins - Scissors - Tape measure - Tailor's chalk |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 4 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Planning household items
Sewing Skills: Constructing Household Items - Making a cushion cover |
By the end of the
lesson, the learner
should be able to:
- Identify household items that can be made using seams - Plan for constructing a household item - Show creativity in planning |
- Discuss and select a household item to make
- Explore information on making the selected item - List tools and materials needed - Assign roles and responsibilities - Draw a plan for construction |
What household items can be made using seams?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 82
- Sample household items - Paper - Pen/pencil - Digital resources - SPARK AGRICULTURE GRADE 8 textbook pg. 83 - Fabric for cushion cover - Matching thread - Scissors - Pins - Sewing needles - Tape measure - Iron box |
- Plan evaluation
- Observation
- Oral presentations
|
|
| 9 |
MIDTERM BREAK AND ASSESSMENT |
||||||||
| 10 | 1 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making a work bag
Sewing Skills: Constructing Household Items - Making bag straps |
By the end of the
lesson, the learner
should be able to:
- Demonstrate making a work bag - Apply appropriate sewing techniques - Construct a household item using seams |
- Wash, dry, and iron fabric
- Measure and cut fabric pieces - Fold shorter sides and sew using backstitches - Place right sides together and pin edges - Sew pieces together - Turn the bag right side out |
How can we make a work bag using seams?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 85
- Fabric for work bag - Matching thread - Scissors - Pins - Sewing needles - Tape measure - Iron box - SPARK AGRICULTURE GRADE 8 textbook pg. 86 - Fabric for straps - Work bag from previous lesson |
- Practical assessment
- Observation
- Product evaluation
|
|
| 10 | 2 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making a pillowcase
Sewing Skills: Constructing Household Items - Safety in sewing |
By the end of the
lesson, the learner
should be able to:
- Demonstrate making a pillowcase - Apply appropriate sewing techniques - Construct a household item using seams |
- Cut a large piece of fabric for the pillowcase
- Fold fabric in half with right sides facing each other - Secure sides and bottom edges with pins - Sew along pinned edges - Turn the pillowcase right side out - Fill with appropriate stuffing material |
How can we make a pillowcase using seams?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 87
- Fabric for pillowcase - Matching thread - Scissors - Pins - Sewing needles - Tape measure - Stuffing material - SPARK AGRICULTURE GRADE 8 textbook pg. 88 - Sewing tools - Chart paper - Marker pens - Digital resources - Print resources |
- Practical assessment
- Observation
- Product evaluation
|
|
| 10 | 3 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Creative sewing projects
Sewing Skills: Constructing Household Items - Economic benefits of sewing |
By the end of the
lesson, the learner
should be able to:
- Design creative sewing projects - Apply sewing skills to new projects - Show creativity in sewing |
- Brainstorm ideas for creative sewing projects
- Design a unique household item using seams - Create a plan for making the item - Share design ideas with the class |
How can we apply our sewing skills to creative projects?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 89
- Drawing materials - Fabric samples - Digital resources - Sample creative items - SPARK AGRICULTURE GRADE 8 textbook pg. 90 - Calculator - Paper - Pen/pencil - Print resources |
- Design evaluation
- Observation
- Oral presentations
|
|
| 10 | 4 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Final household item project
Constructing Innovative Animal Waterer - Challenges with animal waterers |
By the end of the
lesson, the learner
should be able to:
- Plan and execute a complete sewing project - Apply all learned sewing techniques - Show pride in completed work |
- Select a household item to create
- Plan the entire process from start to finish - Execute the plan, applying all learned techniques - Evaluate the finished product - Reflect on the process and skills gained |
How can we apply all our learning to create a quality household item?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 93
- Fabric and thread - All necessary sewing tools - Project plan - Evaluation rubric - SPARK AGRICULTURE GRADE 8 textbook pg. 94 - Digital camera/smartphone - Notebook - Pen/pencil - Nearby households with animals |
- Project assessment
- Observation
- Self-evaluation
- Peer evaluation
|
|
| 11 | 1 |
Production Techniques
|
Constructing Innovative Animal Waterer - Presenting findings
Constructing Innovative Animal Waterer - Researching innovative waterers |
By the end of the
lesson, the learner
should be able to:
- Organize findings on animal waterers - Present findings effectively - Show empathy for animal welfare challenges |
- Review findings from previous visits
- Organize points for presentation - Assign roles for presentation - Present findings to the class - Explain challenges of existing waterers |
What are the most common problems with animal waterers in our community?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 95
- Notes from field visits - Chart paper - Marker pens - Photographs from visits - SPARK AGRICULTURE GRADE 8 textbook pg. 96 - Digital devices with internet - Print resources - Photographs of innovative waterers |
- Presentation evaluation
- Observation
- Oral questions
|
|
| 11 | 2 |
Production Techniques
|
Constructing Innovative Animal Waterer - Designing a waterer
Constructing Innovative Animal Waterer - Constructing a poultry waterer |
By the end of the
lesson, the learner
should be able to:
- Design an innovative animal waterer - Apply design principles - Show creativity in designing |
- Draw a sketch of an innovative waterer
- Present sketch for feedback - Make adjustments based on feedback - List materials needed for construction - Assign tasks for construction |
How can we design an innovative waterer that solves identified problems?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 97
- Pencils - Plain paper - Ruler - Colored pencils - SPARK AGRICULTURE GRADE 8 textbook pg. 98 - Plastic bottle with lid - Knife - Glue - Water - Plastic tray - Small nail or tool for poking |
- Design evaluation
- Observation
- Peer feedback
|
|
| 11 | 3 |
Production Techniques
|
Constructing Innovative Animal Waterer - Constructing a rabbit waterer
Constructing Innovative Animal Waterer - Testing and adjusting waterers |
By the end of the
lesson, the learner
should be able to:
- Demonstrate construction of a rabbit waterer - Apply appropriate construction techniques - Design and construct an innovative waterer |
- Collect plastic bottles with caps
- Clean the bottles thoroughly - Cut off the tip of the cap to create an opening - Place a marble or small stone inside the cap - Fill with water and test - Hang the bottle upside down |
How can we construct an innovative waterer for rabbits?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 99
- Plastic bottles with caps - Knife - Water - Marble or small stone - Tools for hanging - SPARK AGRICULTURE GRADE 8 textbook pg. 100 - Constructed waterers - Small domestic animals - Tools for adjustments |
- Practical assessment
- Observation
- Product evaluation
|
|
| 11 | 4 |
Production Techniques
|
Constructing Innovative Animal Waterer - Benefits of innovative waterers
Constructing Innovative Animal Waterer - Marketing innovative waterers |
By the end of the
lesson, the learner
should be able to:
- Explain the benefits of innovative waterers - Identify problems solved by innovations - Appreciate use of innovative waterers |
- Brainstorm benefits of innovative waterers
- Discuss how they solve identified challenges - Share experiences with using the waterers - Create a chart showing benefits |
Why should we adopt innovative waterers in animal rearing?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Constructed waterers - Chart paper - Marker pens - Digital resources |
- Observation
- Oral presentations
- Chart evaluation
|
|
| 12 | 1 |
Production Techniques
|
ICT Support Services - Understanding ICT support services
ICT Support Services - Responsible use of ICT platforms |
By the end of the
lesson, the learner
should be able to:
- Describe support services that can be accessed through use of ICT - Identify the common ICT support services - Show interest in ICT support services |
- Think about support services accessible through ICT
- Discuss services like weather forecasts, extension services, etc. - Research which services people seek in your area - Share discussion points with the class |
What support services can be accessed through ICT?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 102
- Digital devices with internet - Print resources - Charts showing ICT services - SPARK AGRICULTURE GRADE 8 textbook pg. 103 - Charts on internet safety |
- Observation
- Oral questions
- Written assignments
|
|
| 12 | 2 |
Production Techniques
|
ICT Support Services - Accessing weather forecasts
ICT Support Services - Accessing veterinary services |
By the end of the
lesson, the learner
should be able to:
- Demonstrate accessing weather forecasts - Apply the information for planning - Access support services using ICT |
- Visit a meteorological website
- Study the weather forecast - Observe services offered - Discuss how weather forecasts help in agricultural planning |
How can farmers use weather forecast services to improve productivity?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 104
- Digital devices with internet - Meteorological websites - Chart paper - Marker pens - Veterinary service websites/apps |
- Practical assessment
- Observation
- Skill evaluation
|
|
| 12 | 3 |
Production Techniques
|
ICT Support Services - Accessing market information
ICT Support Services - Accessing extension services |
By the end of the
lesson, the learner
should be able to:
- Demonstrate accessing market information - Apply the information for decision making - Access support services using ICT |
- Search for agricultural market information online
- Study current prices and trends - Analyze optimal harvesting and selling times - Discuss benefits of market information |
How can farmers use market information to make better decisions?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 105
- Digital devices with internet - Market information websites/apps - Chart paper - Marker pens - Extension service websites/apps |
- Practical assessment
- Observation
- Skill evaluation
|
|
| 12 | 4 |
Production Techniques
|
ICT Support Services - Accessing banking and other services
ICT Support Services - Promoting responsible ICT use ICT Support Services - Digital literacy and safety ICT Support Services - Future of ICT in agriculture |
By the end of the
lesson, the learner
should be able to:
- Demonstrate accessing various support services - Apply the information appropriately - Show responsibility in ICT use |
- Explore online banking, cleaning, and catering services
- Study how to access these services - Discuss benefits and limitations - Share experiences with the class |
How can ICT help access various support services efficiently?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 106
- Digital devices with internet - Service websites/apps - Chart paper - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 107 - Digital devices - Paper - Pen/pencil - School communication platforms - SPARK AGRICULTURE GRADE 8 textbook pg. 108 - Print resources |
- Practical assessment
- Observation
- Skill evaluation
|
|
| 13 |
END TERM ASSESSMENT AND CLOSING |
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