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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Tune up assessment |
||||||||
| 2 | 1 |
Food Production Processes
|
Crop Pest and Disease Control - Identifying crop pests
Crop Pest and Disease Control - Learning about 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?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden - Digital camera/smartphone - Notebook - Pen/pencil -KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 32 - Charts - Marker pens - Pest specimens if available |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 2 |
Food Production Processes
|
Crop Pest and Disease Control - Controlling pests through handpicking
Crop Pest and Disease Control - Removing affected crop parts |
By the end of the
lesson, the learner
should be able to:
- Demonstrate handpicking as a pest control method - Apply handpicking effectively - Show responsibility in pest control |
- Identify vegetable crops infested with pests
- Wear gloves and handpick pests like caterpillars and cutworms - Remove affected parts of the vegetables - Dispose of the pests appropriately |
How can we control pests through handpicking?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 32
- Vegetable garden with pests - Gloves - Container with soapy water - Wooden sticks/tongs - KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 33 - Vegetable garden with pest-affected crops - Pruning shears/scissors - Disposal bag |
- Practical assessment
- Observation
- Project evaluation
|
|
| 2 | 3 |
Food Production Processes
|
Crop Pest and Disease Control - Uprooting heavily affected crops
Crop Pest and Disease Control - Applying natural pesticides |
By the end of the
lesson, the learner
should be able to:
- Identify heavily affected crops - Demonstrate uprooting as a control method - Show responsibility in pest control |
- Identify vegetable crops heavily attacked by pests
- Uproot the affected crops carefully - Dispose of them far from the garden - Discuss the importance of this control method |
When should crops be uprooted to control pests?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with heavily affected crops - Gloves - Garden tools - Disposal bags - KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 34 - Banana leaves or other plant materials - Source of heat - Container for ash - Vegetable garden |
- Practical assessment
- Observation
- Project evaluation
|
|
| 2 | 4 |
Food Production Processes
|
Crop Pest and Disease Control - Identifying crop diseases
Crop Pest and Disease Control - Controlling crop diseases |
By the end of the
lesson, the learner
should be able to:
- Identify vegetable crops affected by diseases - Recognize signs of disease infestation - Show curiosity in learning about crop diseases |
- Visit a vegetable garden
- Identify crops affected by diseases - Look for signs like black spots, wilting, and rotting - Take photographs of affected crops |
How can we identify vegetable crops affected by diseases?
|
- KLB AGRICULTURE GRADE 8 textbook pg. 35
- Vegetable garden - Digital camera/smartphone - Notebook - Pen/pencil - KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 36 - Vegetable garden with disease-affected crops - Gloves - Garden tools - Disposal bags |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 1 |
Food Production Processes
|
Crop Pest and Disease Control - Importance of pest and disease control
Crop Pest and Disease Control - Integrated pest management |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of controlling pests and diseases - Identify benefits of pest and disease control - Acknowledge importance of controlling pests and diseases |
- Read and discuss information on pest and disease control
- Discuss the importance of controlling pests and diseases - Share discussion points with the class - Write a summary of what was learnt |
Why is it important to control pests and diseases in vegetable production?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 37
- Digital resources - Print resources - Charts - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 38 |
- Observation
- Oral presentations
- Written assignments
|
|
| 3 | 2 |
Food Production Processes
|
Preparation of Animal Products - Importance of processing animal products
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of processing fish - Explain the importance of dressing poultry carcass - Show interest in learning about animal product processing |
- Observe photographs of fresh and processed fish
- Observe photographs of poultry before and after dressing - Discuss the differences observed - Share discussion points on the importance of processing |
Why is it important to process fish and dress poultry carcass?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 39
- Photographs of fresh and processed fish - Photographs of poultry before and after dressing - Digital resources - Print resources |
- 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?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 40
- Photographs showing fish processing methods - Chart paper - Marker pens - Digital resources - KLB TOP SCHOLAR 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?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 42
- Gutted fish - Salt - Basin or tray - Clean water - Clean storage container - KLB TOP SCHOLAR 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?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 44
- Photographs showing poultry dressing - Chart paper - Marker pens - Digital resources - KLB TOP SCHOLAR 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?
|
- TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 47
- Digital devices - Print resources - Manila papers - Marker pens - KLB TOP SCHOLAR 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?
|
- KLB TOP SCHOLAR 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?
|
- KLB TOP SCHOLAR 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
|
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?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 55
- Digital devices - Print resources - Pictures showing meat preservation |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 2 |
Food Production Processes
|
Preserving Milk and Meat - Drying as a meat preservation method
Preserving Milk and Meat - Smoking as a meat preservation method |
By the end of the
lesson, the learner
should be able to:
- Explain how drying preserves meat - Demonstrate the drying method - Preserve meat through drying |
- Wash fresh meat using clean water
- Slice the meat into desired sizes - Hang the meat on clean sticks or wires in the sun - Alternatively, spread on a clean surface - Continue exposing to the sun until completely dry |
How does drying help to preserve meat?
|
-KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 56
- Fresh meat - Clean water - Knife - Sticks or wires - Clean drying surface - SPARK AGRICULTURE GRADE 8 textbook pg. 57 - Pieces of wood - Source of heat - Storage container |
- Practical assessment
- Observation
- Process evaluation
|
|
| 5 | 3 |
Food Production Processes
|
Preserving Milk and Meat - Salting and boiling as meat preservation methods
Preserving Milk and Meat - Promoting methods of preserving animal products |
By the end of the
lesson, the learner
should be able to:
- Explain how salting and boiling preserve meat - Demonstrate these preservation methods - Preserve meat through salting and boiling |
- For salting: wash meat, slice, add salt, and store in a dry container
- For boiling: wash meat, cut into pieces, boil thoroughly, cool and store - Compare the effectiveness of both methods - Store preserved meat appropriately |
How do salting and boiling help to preserve meat?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 58
- Fresh meat - Salt - Clean water - Cooking pot - Source of heat - Storage containers - SPARK AGRICULTURE GRADE 8 textbook pg. 60 - Manila papers - Marker pens - Digital resources - Print resources |
- Practical assessment
- Observation
- Process evaluation
|
|
| 5 | 4 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Factors to consider in meal preparation
Cooking: Preparing a Balanced Meal - Planning a balanced meal |
By the end of the
lesson, the learner
should be able to:
- Explain factors to consider in preparing a balanced meal - Identify food groups for a balanced meal - Show interest in balanced meal preparation |
- Read and discuss the scenario about preparing a meal for visitors
- Discuss factors to consider in meal preparation - Identify food groups for a balanced meal - Share discussion points with the class |
What factors should we consider when preparing a balanced meal?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 63
- Digital resources - Print resources - Charts showing food groups - KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 64 - Paper - Pen/pencil |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 1 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Preparing ingredients
Cooking: Preparing a Balanced Meal - Cooking protein (meat) |
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper preparation of ingredients - Apply hygiene practices in food preparation - Show responsibility in meal preparation |
- Wash hands and put on protective clothing
- Wash meat, vegetables, spices, and fruits - Cut meat into bite-sized pieces - Chop vegetables into smaller pieces - Organize ingredients for cooking |
How do we properly prepare ingredients for a balanced meal?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 65
- Ingredients (meat, vegetables, etc.) - Knife and chopping board - Bowls - Clean water - Soap - Meat - Onions and tomatoes - Cooking oil - Salt - Cooking pot - Source of heat |
- Practical assessment
- Observation
- Process evaluation
|
|
| 6 | 2 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)
Cooking: Preparing a Balanced Meal - Cooking vegetables and preparing fruits |
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to cook rice properly - Apply appropriate cooking techniques - Show responsibility in meal preparation |
- Rinse rice and drain water
- Bring water to boil in a pot - Add rice, salt, and oil using proper ratio - Boil until water level equals rice level - Reduce heat, cover, and cook until dry - Turn off heat to save energy |
How do we properly cook rice for a balanced meal?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 66
- Rice - Water - Salt - Cooking oil - Cooking pot - Source of heat - Spinach or other vegetables - Onions and tomatoes - Avocado or other fruits |
- Practical assessment
- Observation
- Process evaluation
|
|
| 6 | 3 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Family serving style
|
By the end of the
lesson, the learner
should be able to:
- Explain the family serving style - Demonstrate the family serving style - Present the meal using family style |
- Transfer foods to large serving dishes
- Place serving dishes at the center of the table - Ensure each person has the required cutlery - Put serving spoons beside the dishes - Allow family members to serve themselves |
How can we present a balanced meal using the family serving style?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 67
- Cooked balanced meal - Large serving dishes - Plates - Cutlery - Serving spoons |
- Practical assessment
- Observation
- Presentation evaluation
|
|
| 6 | 4 |
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?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 68
- Cooked balanced meal - Serving plates - Cutlery - Napkins - KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 69 - Sample meal menus - Paper - Pen/pencil - Digital resources |
- Practical assessment
- Observation
- Presentation evaluation
|
|
| 7 |
Midterm break |
||||||||
| 8 | 1 |
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?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 70
- Digital resources - Print resources - Chart paper - Marker pens - Paper - Pen/pencil |
- Observation
- Oral questions
- Poster evaluation
|
|
| 8 | 2 |
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?
|
- 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
|
|
| 8 | 3 |
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?
|
- KLB TOP SCHOLAR 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
|
|
| 8 | 4 |
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?
|
- KLB TOP SCHOLAR 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
|
|
| 9 | 1 |
Hygiene Practices
|
Cleaning the Kitchen - Importance of a clean kitchen
|
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?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 75
- Chart paper - Marker pens - Digital resources - Print resources |
- Observation
- Oral presentations
- Chart evaluation
|
|
| 9 | 2 |
Hygiene Practices
|
Cleaning the Kitchen - Kitchen hygiene and food safety
Cleaning the Kitchen - Safe use of cleaning products |
By the end of the
lesson, the learner
should be able to:
- Explain the relationship between kitchen hygiene and food safety - Identify practices that prevent contamination - Value hygiene for food safety |
- Research the connection between kitchen cleanliness and food safety
- Identify common sources of contamination - Discuss preventive measures - Create a food safety poster |
How does kitchen cleanliness affect food safety?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 76
- Digital resources - Print resources - Chart paper - Marker pens - Various cleaning products - Product labels |
- Observation
- Oral questions
- Poster evaluation
|
|
| 9 | 3 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Understanding seams
Sewing Skills: Constructing Household Items - Understanding plain seams |
By the end of the
lesson, the learner
should be able to:
- Identify the types of seams used in making clothes - Explain the difference between plain and open seams - Show interest in learning about seams |
- Observe examples of household items made by sewing
- Search for information on different types of seams - Study how plain and open seams look and how they are made - Share findings with the class |
What types of seams are used to make household items?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 77
- Digital devices - Print resources - Sample sewn items - Sample seams - SPARK AGRICULTURE GRADE 8 textbook pg. 78 - Samples of plain seams - Digital resources - Charts showing seam types |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 4 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making plain seams
Sewing Skills: Constructing Household Items - Understanding open seams |
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to make a plain seam - Apply appropriate sewing techniques - Make samples of seams on a piece of cloth |
- Cut two pieces of cotton fabric
- Place fabrics with right sides together - Pin and tack the pieces together - Sew along the marked line - Press seams to one side |
How can we make a plain seam on a piece of cloth?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 79
- Fabric pieces - Needle and thread - Pins - Scissors - Tape measure - Tailor's chalk - SPARK AGRICULTURE GRADE 8 textbook pg. 80 - Samples of open seams - Digital resources - Print resources - Charts showing seam types |
- Practical assessment
- Observation
- Sample evaluation
|
|
| 10 | 1 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making open seams
Sewing Skills: Constructing Household Items - Planning household items |
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to make an open seam - Apply appropriate sewing techniques - Make samples of seams on a piece of cloth |
- Cut two pieces of cotton fabric
- Place fabrics with right sides together - Pin and tack the pieces together - Sew along the marked line - Press seams open |
How can we make an open seam on a piece of cloth?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 81
- Fabric pieces - Needle and thread - Pins - Scissors - Tape measure - Tailor's chalk - SPARK AGRICULTURE GRADE 8 textbook pg. 82 - Sample household items - Paper - Pen/pencil - Digital resources |
- Practical assessment
- Observation
- Sample evaluation
|
|
| 10 | 2 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making a cushion cover
Sewing Skills: Constructing Household Items - Making a work bag |
By the end of the
lesson, the learner
should be able to:
- Demonstrate making a cushion cover - Apply appropriate sewing techniques - Construct a household item using seams |
- Wash, dry, and iron fabric
- Cut fabric pieces to appropriate sizes - Fold and pin edges - Sew pieces together using appropriate seams - Turn the cover right side out - Insert a cushion |
How can we make a cushion cover using seams?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 83
- Fabric for cushion cover - Matching thread - Scissors - Pins - Sewing needles - Tape measure - Iron box - SPARK AGRICULTURE GRADE 8 textbook pg. 85 - Fabric for work bag |
- Practical assessment
- Observation
- Product evaluation
|
|
| 10 | 3 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making bag straps
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate making straps for a bag - Apply appropriate sewing techniques - Show creativity in construction |
- Measure and cut two long pieces for straps
- Fold each strap lengthwise with right side outwards - Open and fold edges to center fold - Backstitch along both long ends - Trim excess fabric - Attach straps to the bag |
How can we make and attach straps to a work bag?
|
-KLB AGRICULTURE GRADE 8 textbook pg. 86
- Fabric for straps - Matching thread - Scissors - Pins - Sewing needles - Tape measure - Work bag from previous lesson |
- Practical assessment
- Observation
- Product evaluation
|
|
| 10 | 4 |
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?
|
- KLB AGRICULTURE GRADE 8 textbook pg. 87
- Fabric for pillowcase - Matching thread - Scissors - Pins - Sewing needles - Tape measure - Stuffing material - KLB AGRICULTURE GRADE 8 textbook pg. 88 - Sewing tools - Chart paper - Marker pens - Digital resources - Print resources |
- Practical assessment
- Observation
- Product evaluation
|
|
| 11 | 1 |
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?
|
- KLB 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
|
|
| 11 | 2 |
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?
|
- KLB AGRICULTURE GRADE 8 textbook pg. 93
- Fabric and thread - All necessary sewing tools - Project plan - Evaluation rubric - KLB AGRICULTURE GRADE 8 textbook pg. 94 - Digital camera/smartphone - Notebook - Pen/pencil - Nearby households with animals |
- Project assessment
- Observation
- Self-evaluation
- Peer evaluation
|
|
| 11 | 3 |
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?
|
-KLB TOP SCHOLAR 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 | 4 |
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?
|
- KLB TOP SCHOLAR 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
|
|
| 12 | 1 |
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?
|
- KLB TOP SCHOLAR 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
|
|
| 12 | 2 |
Production Techniques
|
Constructing Innovative Animal Waterer - Benefits of 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?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 101
- Constructed waterers - Chart paper - Marker pens - Digital resources |
- Observation
- Oral presentations
- Chart evaluation
|
|
| 12 | 3 |
Production Techniques
|
Constructing Innovative Animal Waterer - Marketing innovative waterers
ICT Support Services - Understanding ICT support services |
By the end of the
lesson, the learner
should be able to:
- Explain how to promote innovative waterers - Develop a marketing strategy - Value innovation in solving problems |
- Discuss how to promote innovative waterers in the community
- Develop a marketing strategy - Create promotional materials - Practice pitching the innovation to potential users |
How can we encourage wider adoption of innovative animal waterers?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 101
- Constructed waterers - Chart paper - Marker pens - Digital resources - KLB AGRICULTURE GRADE 8 textbook pg. 102 - Digital devices with internet - Print resources - Charts showing ICT services |
- Strategy evaluation
- Observation
- Pitch evaluation
|
|
| 12 | 4 |
Production Techniques
|
ICT Support Services - Responsible use of ICT platforms
ICT Support Services - Accessing weather forecasts |
By the end of the
lesson, the learner
should be able to:
- Identify ethical and security considerations for ICT use - Explain privacy and security measures - Show responsibility in use of ICT |
- Study and discuss ethical considerations for ICT use
- Explore privacy protection measures - Discuss security threats and prevention - Share discussion points with the class |
Why is responsible use of ICT platforms important?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 103
- Digital devices with internet - Print resources - Charts on internet safety - SPARK AGRICULTURE GRADE 8 textbook pg. 104 - Meteorological websites - Chart paper - Marker pens |
- Observation
- Oral questions
- Written assignments
|
|
| 13 | 1 |
Production Techniques
|
ICT Support Services - Accessing veterinary services
ICT Support Services - Accessing market information |
By the end of the
lesson, the learner
should be able to:
- Demonstrate accessing veterinary services - Apply the information for animal health - Access support services using ICT |
- Search for veterinary service websites or apps
- Study how to register and access services - Explore services offered - Discuss benefits of online veterinary support |
How can farmers access veterinary services through ICT?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 104
- Digital devices with internet - Veterinary service websites/apps - Chart paper - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 105 - Market information websites/apps |
- Practical assessment
- Observation
- Skill evaluation
|
|
| 13 | 2 |
Production Techniques
|
ICT Support Services - Accessing extension services
ICT Support Services - Accessing banking and other services |
By the end of the
lesson, the learner
should be able to:
- Demonstrate accessing extension services - Apply the information for farming - Access support services using ICT |
- Search for agricultural extension service websites
- Study how to access extension information - Explore the services offered - Discuss benefits of online extension services |
How can farmers access extension services through ICT?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 105
- Digital devices with internet - Extension service websites/apps - Chart paper - Marker pens - SPARK AGRICULTURE GRADE 8 textbook pg. 106 - Service websites/apps |
- Practical assessment
- Observation
- Skill evaluation
|
|
| 13 | 3 |
Production Techniques
|
ICT Support Services - Promoting responsible ICT use
ICT Support Services - Digital literacy and safety |
By the end of the
lesson, the learner
should be able to:
- Create messages promoting responsible ICT use - Share responsible ICT practices - Show responsibility in use of ICT |
- Discuss responsible use of ICT when accessing services
- Write key points about responsible use - Create a clear message about ICT responsibility - Share message through approved school platforms |
How can we promote responsible use of ICT in accessing support services?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 107
- Digital devices - Paper - Pen/pencil - School communication platforms - KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 108 - Digital devices with internet - Chart paper - Marker pens - Print resources |
- Message evaluation
- Observation
- Peer feedback
|
|
| 13 | 4 |
Production Techniques
|
ICT Support Services - Future of ICT in agriculture
|
By the end of the
lesson, the learner
should be able to:
- Explore emerging ICT applications in agriculture - Explain potential benefits of new technologies - Show interest in agricultural innovations |
- Research emerging ICT applications in agriculture
- Discuss potential benefits for farmers - Explore how technologies may evolve - Create presentations on future trends |
How might ICT support services transform agriculture in the future?
|
- KLB TOP SCHOLAR AGRICULTURE GRADE 8 textbook pg. 108
- Digital devices with internet - Chart paper - Marker pens - Print resources |
- Presentation evaluation
- Observation
- Research quality
|
|
| 14 |
End term assessment |
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