If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Conserving Agricultural Environment
|
Soil Conservation Measures.
|
By the end of the
lesson, the learner
should be able to:
State the importance of soil conservation. Discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings. Appreciate the importance of soil conservation. |
In pairs or in groups, learners are guided to state the importance of soil conservation.
In pairs or in groups, learners are guided to discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings. |
Why should we conserve soil?
|
MTP; Agriculture Learner's Book Grade 8 pg. 1-2
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Conserving Agricultural Environment
|
Methods of soil conservation.
Soil conservation project. Demonstrating soil conservation structures in a farm model |
By the end of the
lesson, the learner
should be able to:
Identify the method of soil conservation shown in the pictures in learner's book 8 page 3 Draw the soil conservation methods as shown on page 3. Appreciate the methods of soil conservation. |
Learners are guided to identify the method of soil conservation shown in the pictures in learner's book 8 page 3
Learners are guided to draw the soil conservation methods as shown on page 3. |
How can we conserve soil in our agricultural environment?
|
MTP; Agriculture Learner's Book Grade 8 pg. 2- 4
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 4 MTP; Agriculture Learner's Book Grade 8 pg. 5-6 |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Conserving Agricultural Environment
|
Water harvesting and Storage
Initiating a water harvesting and storage project in the school |
By the end of the
lesson, the learner
should be able to:
Identify characteristics of a good catchment surface and give examples of such surfaces in their environment. Demonstrate various methods that can be used to harvest rainwater. Appreciate water harvesting and Storage. |
Learners are guided to identify characteristics of a good catchment surface and give examples of such surfaces in their environment.
Learners are guided to demonstrate various methods that can be used to harvest rainwater. |
Which methods can be used to harvest rainwater?
|
MTP; Agriculture Learner's Book Grade 8 pg. 9
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 9-11 MTP; Agriculture Learner's Book Grade 8 pg. 11-13 |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Food and Nutrition
|
Kitchen Garden
Innovative technologies for kitchen gardening Classifying food crops suitable for growing in a kitchen garden Establishing a kitchen garden for provision of healthy and affordable food |
By the end of the
lesson, the learner
should be able to:
Define a kitchen garden. State the importance of a kitchen garden in ensuring food and Nutrition. Role play the conversation in learner's book 8 page 2 Appreciate the importance of kitchen garden. |
In pairs, learners are guided to define a kitchen garden.
In pairs, learners are guided to state the importance of a kitchen garden in ensuring food and Nutrition In pairs, learners are guided to role play the conversation in learner's book 8 page 2 |
What is a kitchen garden?
|
MTP; Home Science Learner's Book Grade 8 pg. 1-2
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 2-4 MTP; Home Science Learner's Book Grade 8 pg. 4-6 MTP; Home Science Learner's Book Grade 8 pg. 6-9 |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Food and Nutrition
Animal Production |
Container garden.
Wick garden Animal Safety |
By the end of the
lesson, the learner
should be able to:
List the materials needed to establish a container garden. Outline the procedure of establishing a container garden. Establish a container garden. Have fun and enjoy establishing a container garden. |
As a class or in groups, learners are guided to list the materials needed to establish a container garden.
As a class or in groups, learners are guided to outline the procedure of establishing a container garden. As a class or in groups, learners are guided to establish container garden. |
How do you establish a container garden?
|
MTP; Home Science Learner's Book Grade 8 pg. 9-10
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 11-13 MTP; Agriculture Learner's Book Grade 8 pg. 57-58 |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Animal Production
|
Safety of Persons handling domestic animals
Tools and equipment for handling domestic animals. Ways of ensuring safety of domestic animals from predators |
By the end of the
lesson, the learner
should be able to:
Identify safety measures of handling domestic animals. Discuss the safety of Persons handling domestic animals Use the clues given in the pictures in learner's book 8 page 58 to explain how they can ensure safety when handling animals. Appreciate the safety measures of handling domestic animals. |
In groups or in pairs, learners are guided to identify safety measures of handling domestic animals
In groups or in pairs, learners are guided to discuss the safety of Persons handling domestic animals In groups or in pairs, learners are guided to use the clues given in the pictures in learner's book 8 page 58 to explain how they can ensure safety when handling animals. |
How can you restrain the dog when you have visitors at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 58-59
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 59-61 MTP; Agriculture Learner's Book Grade 8 pg. 61-62 |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Animal Production
|
Promoting safety of domestic animals in our community
Poultry Rearing. Construction of a Fold for rearing poultry |
By the end of the
lesson, the learner
should be able to:
Go for a field visit to the community around their school. Observe the domestic animals that they keep. Check how they ensure safety of the animals. Appreciate the safety of domestic animals in our community. |
As a class, learners are guided to go for a field visit to the community around their school, observe the domestic animals that they keep and check how they ensure safety of the animals.
|
How else can you promote safety of domestic animals in your community?
|
MTP; Agriculture Learner's Book Grade 8 pg. 62
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 63 MTP; Agriculture Learner's Book Grade 8 pg. 63-64 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Animal Production Animal Production
Animal Production Crop Production |
Rearing practices of poultry in a fold
Poultry Rearing project Crop Management |
By the end of the
lesson, the learner
should be able to:
Identify poultry rearing practices that are carried out in a fold. Discuss the requirements and tasks in rearing practices of poultry in a poultry fold. Appreciate the rearing practices of poultry in a fold. |
In groups, learners are guided to identify poultry rearing practices that are carried out in a fold.
In groups, learners are guided to discuss the requirements and tasks in rearing practices of poultry in a poultry fold. |
What improvements should be done to the fold that you designed and constructed to achieve a standard poultry fold?
|
MTP; Agriculture Learner's Book Grade 8 pg. 64-65
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 66 MTP; Agriculture Learner's Book Grade 8 pg. 21 |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Crop Production
|
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:
Identify common vegetable pests and signs of attack. Compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. Appreciate the importance of managing crops. |
In groups, learners are guided to identify common vegetable pests and signs of attack.
In groups, learners are guided to compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. |
How can you tell that vegetable crops are affected by insect pests?
|
MTP; Agriculture Learner's Book Grade 8 pg. 22-23
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 23-25 MTP; Agriculture Learner's Book Grade 8 pg. 25-26 |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
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
Pictures Charts Realia Computing devices 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
|
|
| 6 | 2 |
Crop Production
Animal Production Animal Production |
Controlling diseases in vegetable crops
Importance of controlling pests and disease in vegetable crops Preparation of Animal Products How to process fresh fish for various purposes |
By the end of the
lesson, the learner
should be able to:
Identify non-chemical methods of crop disease control. Control diseases in vegetable crops. Appreciate the importance of controlling disease in vegetable crops. |
As a class or in groups, learners are guided to identify non-chemical methods of crop disease control.
As a class or in groups, learners are guided to control diseases in vegetable crops. |
How do you control diseases in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 29-30
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 30-31 MTP; Agriculture Learner's Book Grade 8 pg. 68 MTP; Agriculture Learner's Book Grade 8 pg. 69-70 |
Oral questions Oral Report Observation
|
|
| 7 |
Mid-term |
||||||||
| 8 | 1 |
Animal Production
|
How poultry carcasses are dressed for various purposes
Importance of processing fish and dressing poultry. Preservation of Animal Product |
By the end of the
lesson, the learner
should be able to:
Outline how to dress a chicken carcass for home consumption, storage and marketing. Dress poultry carcasses for various purposes. Appreciate the importance of gutting a chicken. |
In groups or in pairs, learners are guided to outline how to dress a chicken carcass for home consumption, storage and marketing.
In groups or in pairs, learners are guided to dress poultry carcasses for various purposes |
How do you prepare a chicken at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 71-74
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 74-75 MTP; Agriculture Learner's Book Grade 8 pg. 76 |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Animal Production
|
Methods of preserving meat
Methods of preserving milk |
By the end of the
lesson, the learner
should be able to:
List the methods used to preserve meat in their locality. Use digital devices and other reference materials to search for information on methods of preserving meat. Appreciate the methods used to preserve meat in their locality. |
In groups or in pairs, learners are guided to list the methods used to preserve meat in their locality
In groups or in pairs, learners are guided to use digital devices and other reference materials to search for information on methods of preserving meat |
What are some of the methods of preserving meat?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76-77
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 77-78 MTP; Agriculture Learner's Book Grade 8 pg. 78 |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Animal Production
Food and Nutrition |
Methods of preserving milk
Cooking Carbohydrate Rich Foods; Methods of heat transfer when cooking foods |
By the end of the
lesson, the learner
should be able to:
Identify methods of preserving milk. Use digital devices and other reference materials to search for information on methods of preserving milk. Do Activity 5 in learner's book 8 page 79 Have fun and enjoy the activity. |
In groups or in pairs, learners are guided to identify methods of preserving milk
In groups or in pairs, learners are guided to use digital devices and other reference materials to search for information on methods of preserving milk. In groups or in pairs, learners are guided to do Activity 5 in learner's book 8 page 79 |
Which method do you use to preserve milk?
|
MTP; Agriculture Learner's Book Grade 8 pg. 79
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 79-80 MTP; Home Science Learner's Book Grade 8 pg. 14-15 |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Food and Nutrition
|
Classifying carbohydrate rich foods
Effects of heat on carbohydrate rich foods Effects of heat on carbohydrate rich foods |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of simple sugars, double sugars and starchy foods. Give examples of simple sugars, double sugars and starchy foods. Classify carbohydrates rich foods. Appreciate the importance of carbohydrates. |
In groups, in pairs or individually, learners are guided to explain the meaning of simple sugars, double sugars and starchy foods.
In groups, in pairs or individually, learners are guided to give examples of simple sugars, double sugars and starchy foods In groups, in pairs or individually, learners are guided to classify carbohydrates rich foods |
What are carbohydrates?
|
MTP; Home Science Learner's Book Grade 8 pg.15-17
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 17-18 MTP; Home Science Learner's Book Grade 8 pg. 18-20 |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
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 boil carbohydrates, such as porridge. Outline the steps to follow when cooking porridge. Investigate the effect of moist heat on carbohydrates rich foods such as porridge. Have fun and enjoy doing the experiment. |
In groups, in pairs or individually, learners are guided to list the requirements needed to boil carbohydrates, such as porridge.
In groups, in pairs or individually, learners are guided to outline the steps to follow when cooking porridge. In groups, in pairs or individually, learners are guided to investigate the effect of moist heat on carbohydrates rich foods such as porridge. |
How do you cook porridge?
|
MTP; Home Science Learner's Book Grade 8 pg. 20-21
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 21-22 MTP; Home Science Learner's Book Grade 8 pg. 22-24 |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
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 Requirements for table setting when serving meals |
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
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 27-28 MTP; Home Science Learner's Book Grade 8 pg. 29-30 |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Food and Nutrition
|
Setting a table for meal presentation
Presenting a simple lunch using the various styles of meal service Presenting a simple lunch using the various styles of meal service |
By the end of the
lesson, the learner
should be able to:
Watch video clips showing how to set a table for meal presentation. Name the items in learner's book 8 page 31 Describe how the cover in the picture on page 31 has been set. Have a desire to learn more about setting a table for meal presentation. |
In groups or in pairs, learners are guided to watch video clips showing how to set a table for meal presentation.
In groups or in pairs, learners are guided to name the items in learner's book 8 page 31 In groups or in pairs, learners are guided to describe how the cover in the picture on page 31 has been set. |
How do you set a table for meal presentation?
|
MTP; Home Science Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 31-34 MTP; Home Science Learner's Book Grade 8 pg. 34-37 MTP; Home Science Learner's Book Grade 8 pg. 37-40 |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
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 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
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 43-44 MTP; Home Science Learner's Book Grade 8 pg. 45-46 |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Food and Nutrition
|
Guidelines to consider when planning meals for special groups
Feeding habits and food taboos for special groups Planning, preparing and presenting meals for different special groups Planning, preparing and presenting meals for different special groups Planning, preparing and presenting meals for different special groups |
By the end of the
lesson, the learner
should be able to:
List the guidelines to observe when planning meals for vegetarians. Suggest various sources of proteins that one can include in the vegetarian meals. State the importance of using a variety of cooking methods when preparing food for vegetarians. Appreciate the importance of following guidelines when planning vegetarian's meals. |
In groups or in pairs, learners are guided to list the guidelines to observe when planning meals for vegetarians.
In groups or in pairs, learners are guided to suggest various sources of proteins that one can include in the vegetarian meals. In groups or in pairs, learners are guided to state the importance of using a variety of cooking methods when preparing food for vegetarians. |
Why is it important to use a variety of cooking methods when preparing food for vegetarian?
|
MTP; Home Science Learner's Book Grade 8 pg. 46-48
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 48-50 MTP; Home Science Learner's Book Grade 8 pg. 51-52 MTP; Home Science Learner's Book Grade 8 pg. 52-54 MTP; Home Science Learner's Book Grade 8 pg. 55-57 |
Oral questions Oral Report Observation
|
|
Your Name Comes Here