Conservation of Resources

Soil Conservation Measures - Methods of soil conservation in the agricultural environment

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

- Describe methods of soil conservation in the agricultural environment
- Name the common methods of soil conservation
- Show interest in learning about soil conservation measures

- Use digital or print media to search for information on methods of conserving soil in the agricultural environment
- Study photographs showing methods of soil conservation
- Discuss and take notes of the information found
- Share findings with the class about soil conservation methods

How can we conserve soil in the agricultural environment?

- SPARK AGRICULTURE GRADE 8 textbook pg. 1
- Digital resources
- Print resources
- Photographs showing soil conservation methods

- Observation - Oral questions - Written assignments

Conservation of Resources

Soil Conservation Measures - Understanding strip cropping
Soil Conservation Measures - Understanding grassed waterways
Soil Conservation Measures - Understanding stone lines
Soil Conservation Measures - Understanding trash lines

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

- Explain how strip cropping conserves soil
- Identify crops suitable for strip cropping
- Appreciate the role of strip cropping in soil conservation

- Explore the school environment to identify places requiring soil conservation
- Study strip cropping as a method of soil conservation
- Discuss how strip cropping prevents the displacement of soil
- Take photographs of soil conservation activities

Why is strip cropping an effective soil conservation method?

- SPARK AGRICULTURE GRADE 8 textbook pg. 2
- Digital camera/smartphone
- Charts showing strip cropping
- SPARK AGRICULTURE GRADE 8 textbook pg. 3
- Charts showing grassed waterways
- Digital resources
- Print resources
- Photographs showing stone lines
- Photographs showing trash lines
- Charts

- Observation - Oral questions - Written assignments

Conservation of Resources

Soil Conservation Measures - Understanding soil bunds
Soil Conservation Measures - Making stone lines
Soil Conservation Measures - Making trash lines

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

- Explain what soil bunds are
- Describe how soil bunds conserve soil
- Show interest in learning about soil bunds

- Study how soil bunds are formed
- Discuss how soil bunds prevent soil erosion
- Explore how soil bunds help to capture and retain water
- Share observations with the class

How do soil bunds help in soil and water conservation?

- SPARK AGRICULTURE GRADE 8 textbook pg. 4
- Photographs showing soil bunds
- Charts
- Digital resources
- Stones
- Wheelbarrow
- Garden gloves
- Gumboots
- SPARK AGRICULTURE GRADE 8 textbook pg. 5
- Dry plant materials
- Strong sticks

- Observation - Oral questions - Written assignments

Conservation of Resources

Soil Conservation Measures - Constructing a farm model showing soil conservation measures
Soil Conservation Measures - Displaying and explaining the farm model

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

- Plan the layout of a farm model
- Demonstrate creativity in making a farm model
- Collaborate with others in constructing a farm model

- Discuss the layout of a farm model
- Assign responsibilities to group members
- Sketch and design the farm model
- Present the design for feedback
- Make adjustments based on feedback

How can we use a farm model to demonstrate soil conservation measures?

- SPARK AGRICULTURE GRADE 8 textbook pg. 6
- Cartons
- Cardboards
- Small stones
- Soil
- Papier-mâché
- SPARK AGRICULTURE GRADE 8 textbook pg. 7
- Constructed farm model
- Display area

- Practical assessment - Observation - Project evaluation

Conservation of Resources

Water Harvesting and Storage - Ways of storing harvested water
Water Harvesting and Storage - Shallow water pans

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

- Describe ways of storing harvested water for domestic use
- Identify common water storage methods
- Appreciate the importance of proper water storage

- Search for information on how harvested water can be stored for domestic use
- Study photographs showing water storage methods
- Discuss and make summary notes
- Share findings with the class

How can we store harvested water for domestic purposes?

- SPARK AGRICULTURE GRADE 8 textbook pg. 11
- Digital devices
- Print media with information on water storage
- Photographs showing water storage methods
- SPARK AGRICULTURE GRADE 8 textbook pg. 12
- Photographs showing shallow water pans
- School environment
- Digital resources

- Observation - Oral questions - Written assignments

Conservation of Resources

Water Harvesting and Storage - Water ponds

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

- Explain how water ponds are used to store water
- Identify suitable locations for water ponds
- Show interest in water harvesting using ponds

- Explore the school environment
- Identify areas where water ponds can be constructed
- Discuss how water ponds can be constructed and maintained
- Make presentations on water harvesting initiatives

How can water ponds be effective in harvesting and storing water?

- SPARK AGRICULTURE GRADE 8 textbook pg. 12
- Photographs showing water ponds
- School environment
- Digital resources

- Observation - Oral questions - Written assignments

Conservation of Resources

Water Harvesting and Storage - Water containers
Water Harvesting and Storage - Installing water tanks

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

- Explain how various containers are used to store water
- Identify suitable containers for water storage
- Value the importance of proper container selection

- Explore the school environment
- Identify types of containers used for water storage
- Discuss the advantages and disadvantages of different containers
- Make presentations on appropriate container selection

What makes a container suitable for water storage?

- SPARK AGRICULTURE GRADE 8 textbook pg. 12
- Various water containers
- Photographs
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 13
- Water tank or container
- Tools for installation
- Cleaning materials

- Observation - Oral questions - Written assignments

Conservation of Resources

Water Harvesting and Storage - Constructing water ponds
Water Harvesting and Storage - Constructing water pans

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

- Demonstrate how to construct a water pond
- Participate in water pond construction or maintenance
- Show responsibility in harvesting and storing water

- Design a water pond
- Participate in digging or repairing a pond
- Keep the pond clean and secure
- Use harvested water for appropriate purposes

How can we construct an effective water pond for water storage?

- SPARK AGRICULTURE GRADE 8 textbook pg. 13
- Tools for digging
- Protective clothing
- School environment
- SPARK AGRICULTURE GRADE 8 textbook pg. 14

- Practical assessment - Observation - Project evaluation

Conservation of Resources

Water Harvesting and Storage - Maintaining water harvesting structures

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

- Explain the importance of maintaining water harvesting structures
- Carry out maintenance practices for water harvesting structures
- Show responsibility in water conservation

- Check water collection structures regularly
- Repair leaks and clean containers
- Protect water harvesting structures
- Keep areas around water storage structures clean

How can we effectively maintain water harvesting and storage structures?

- SPARK AGRICULTURE GRADE 8 textbook pg. 14
- Water harvesting structures
- Cleaning materials
- Repair tools

- Practical assessment - Observation - Written assignments

Conservation of Resources
Food Production Processes

Water Harvesting and Storage - Water harvesting and storage initiatives
Kitchen and Backyard Gardening - Role of kitchen and backyard gardens

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

- Identify water harvesting and storage initiatives for the school
- Implement water harvesting initiatives
- Show responsibility in harvesting and storing water

- Brainstorm on possible water harvesting initiatives
- Outline roles in implementation of initiatives
- Make class presentations on initiatives
- Create an action plan for water harvesting

How can we implement effective water harvesting and storage initiatives in our school?

- SPARK AGRICULTURE GRADE 8 textbook pg. 15
- School environment
- Chart papers
- Markers
- SPARK AGRICULTURE GRADE 8 textbook pg. 17
- Digital devices
- Print resources
- Photographs showing kitchen and backyard gardens

- Observation - Oral presentations - Project plans

Food Production Processes

Kitchen and Backyard Gardening - Food production through kitchen and backyard gardening
Kitchen and Backyard Gardening - Preparing a garden for planting

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

- Describe the advantages of kitchen and backyard gardening
- Identify crops suitable for kitchen and backyard gardens
- Appreciate the role of kitchen gardens in poverty eradication

- Study information compiled by other learners on kitchen gardening
- Discuss how kitchen gardens contribute to food production
- Identify different food crops suitable for kitchen gardens
- Share discussions with the class

What are the benefits of having a kitchen or backyard garden?

- SPARK AGRICULTURE GRADE 8 textbook pg. 18
- Digital resources
- Print resources
- Charts showing benefits of kitchen gardens
- SPARK AGRICULTURE GRADE 8 textbook pg. 19
- Garden tools
- Containers
- School environment

- Observation - Oral questions - Written assignments

Food Production Processes

Kitchen and Backyard Gardening - Establishing crops in kitchen or backyard garden

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

- Demonstrate how to prepare and plant a kitchen or backyard garden
- Select appropriate crops for the garden
- Show responsibility in garden preparation

- Prepare the planting site or containers
- Mix soil with compost manure
- Make planting holes or furrows
- Plant seeds or seedlings and water them

How can we establish different crops in a kitchen or backyard garden?

- SPARK AGRICULTURE GRADE 8 textbook pg. 20
- Jembe
- Panga
- Containers
- Compost manure
- Seeds/seedlings

- Practical assessment - Observation - Project evaluation

Food Production Processes

Kitchen and Backyard Gardening - Crop management in a kitchen or backyard garden
Kitchen and Backyard Gardening - Watering and irrigation

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

- Demonstrate different crop management practices
- Apply appropriate crop management techniques
- Show responsibility in caring for garden crops

- Water the crops regularly
- Remove weeds as they appear
- Prune and train climbing crops
- Monitor for pests and diseases
- Harvest mature crops

How can we effectively manage crops in a kitchen or backyard garden?

- SPARK AGRICULTURE GRADE 8 textbook pg. 21
- Water
- Watering containers
- Garden tools
- Established garden
- SPARK AGRICULTURE GRADE 8 textbook pg. 22
ing cans
- Plastic bottles
- Mulching materials

- Practical assessment - Observation - Project evaluation

Food Production Processes

Kitchen and Backyard Gardening - Pruning and training crops
Kitchen and Backyard Gardening - Harvesting and record keeping

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

- Demonstrate crop pruning and training techniques
- Apply appropriate pruning methods
- Appreciate the importance of pruning and training crops

- Trim dead or damaged leaves and stems
- Use trellises or stakes for climbing crops
- Train vining plants to grow upward
- Demonstrate proper use of pruning tools

Why is pruning and training important for certain garden crops?

- SPARK AGRICULTURE GRADE 8 textbook pg. 22
- Pruning knife/scissors
- Stakes
- Trellises
- Garden crops
- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Harvesting tools
- Record book
- Pen/pencil

- Practical assessment - Observation - Project evaluation

Food Production Processes

Kitchen and Backyard Gardening - Sustainable garden practices

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

- Explain sustainable garden practices
- Apply sustainable methods in the garden
- Show responsibility towards the environment

- Apply organic farming methods
- Practice crop rotation
- Use natural pest control
- Recycle garden waste as compost
- Conserve water through efficient irrigation

How can we make our gardens more sustainable?

- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Garden
- Organic materials
- Composting area
- Digital resources

- Observation - Oral questions - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Understanding poultry folds
Poultry Rearing in a Fold - Observing poultry folds

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

- Describe a fold in poultry rearing
- Identify the features of a poultry fold
- Show interest in learning about poultry folds

- Search for video clips or images on poultry folds
- Watch selected video clips showing poultry folds
- Describe the structures of poultry folds
- Share findings with the class

What is a poultry fold and how is it used in poultry rearing?

- SPARK AGRICULTURE GRADE 8 textbook pg. 24
- Digital devices
- Internet access
- Video clips
- Images of poultry folds
- Poultry farm
- Digital camera/smartphone
- Notebook
- Pen/pencil

- Observation - Oral questions - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Designing a poultry fold
Poultry Rearing in a Fold - Planning for construction

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

- Design a poultry fold
- Determine appropriate dimensions for a poultry fold
- Show creativity in designing a poultry fold

- Share ideas about poultry fold designs
- Draw a design of a poultry fold
- Indicate dimensions on the design
- Present the design for feedback

How can we design an effective poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 25
- Drawing book or paper
- Pencil
- Ruler
- Examples of poultry fold designs
- SPARK AGRICULTURE GRADE 8 textbook pg. 26
- Paper
- Pen/pencil
- Poultry fold design

- Design evaluation - Oral presentations - Peer assessment

Food Production Processes

Poultry Rearing in a Fold - Constructing a poultry fold (frame)

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

- Make rectangular frames for the poultry fold
- Join frames to form the structure
- Show teamwork in construction

- Make rectangular frames of the same length
- Join the frames side by side using wood pieces
- Continue creating joints until all corners are joined
- Work collaboratively with group members

How do we construct the frame of a poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 26
- Wooden pieces
- Nails/screws
- Hammer/screwdriver
- Measuring tape
- Protective gloves

- Practical assessment - Observation - Project evaluation

Food Production Processes

Poultry Rearing in a Fold - Completing the poultry fold
Poultry Rearing in a Fold - Preparing for poultry rearing

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

- Create a shelter on the fold
- Cover the fold with wire mesh or net
- Construct a poultry fold

- Create a small shelter on one side of the fold
- Make a roof for the shelter
- Cover all sides with wire mesh or net
- Ensure the poultry fold is portable and lightweight

How do we complete the construction of a poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 27
- Wire mesh/net
- Roofing material
- Tools for construction
- Protective gloves
- Constructed poultry fold
- Feeders
- Waterers
- Feed

- Practical assessment - Observation - Project evaluation

Food Production Processes

Poultry Rearing in a Fold - Managing poultry in a fold
Poultry Rearing in a Fold - Rearing practices for poultry in a fold

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

- Demonstrate proper poultry management in a fold
- Apply appropriate rearing practices
- Show responsibility in poultry management

- Move the fold regularly for the poultry to feed
- Provide water regularly
- Maintain sanitation in the fold
- Protect the poultry from predators and harsh weather

How can we effectively manage poultry in a fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 28
- Poultry fold with poultry
- Water
- Feed
- Cleaning materials
- SPARK AGRICULTURE GRADE 8 textbook pg. 29

- Practical assessment - Observation - Project evaluation

Food Production Processes

Poultry Rearing in a Fold - Benefits of rearing poultry in a fold

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

- Explain the benefits of rearing poultry in a fold
- Identify advantages over other poultry housing methods
- Appreciate the value of poultry folds

- Discuss the benefits of rearing poultry in a fold
- Compare folds with other poultry housing methods
- Share experiences with poultry rearing in a fold
- Make presentations on the benefits

What are the advantages of rearing poultry in a fold compared to other methods?

- SPARK AGRICULTURE GRADE 8 textbook pg. 30
- Digital resources
- Print resources
- Charts

- Observation - Oral presentations - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Ethical practices in poultry rearing
Crop Pest and Disease Control - Identifying crop pests

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

- Identify ethical practices in poultry rearing
- Apply ethical principles in poultry management
- Value animal welfare in poultry rearing

- Discuss ethical practices in poultry rearing
- Identify ways to ensure poultry welfare
- Implement ethical poultry management
- Share experiences and observations

Why are ethical practices important in poultry rearing?

- SPARK AGRICULTURE GRADE 8 textbook pg. 30
- Digital resources
- Print resources
- Charts
- SPARK AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden
- Digital camera/smartphone
- Notebook
- Pen/pencil

- Observation - Oral questions - Written assignments

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

Food Production Processes

Crop Pest and Disease Control - Removing affected crop parts

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

- Practical assessment - Observation - Project evaluation

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?

- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with heavily affected crops
- Gloves
- Garden tools
- Disposal bags
- SPARK 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

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?

- SPARK AGRICULTURE GRADE 8 textbook pg. 35
- Vegetable garden
- Digital camera/smartphone
- Notebook
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 36
- Vegetable garden with disease-affected crops
- Gloves
- Garden tools
- Disposal bags

- Observation - Oral questions - Written assignments

Food Production Processes

Crop Pest and Disease Control - Importance of pest and disease control

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?

- SPARK AGRICULTURE GRADE 8 textbook pg. 37
- Digital resources
- Print resources
- Charts
- Marker pens

- Observation - Oral presentations - Written assignments

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

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

Food Production Processes

Preparation of Animal Products - Cleaning and salting 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

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preparation of Animal Products - Frying fish
Preparation of Animal Products - Understanding poultry dressing

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

- Demonstrate the process of frying fish
- Apply safety measures when frying fish
- Process fresh fish through frying

- Ensure the fish is properly scaled, gutted, and cleaned
- Heat cooking oil in a suitable container
- Carefully place the fish in hot oil
- Turn the fish until it turns brown
- Remove and allow to cool if for storage

How do we fry fish properly and safely?

- SPARK AGRICULTURE GRADE 8 textbook pg. 43
- Cleaned fish
- Cooking oil
- Sufuria or frying pan
- Source of heat
- Slotted spoon
- Storage container
- SPARK AGRICULTURE GRADE 8 textbook pg. 44
- Photographs showing poultry dressing
- Chart paper
- Marker pens
- Digital resources

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preparation of Animal Products - Dressing poultry
Preparation of Animal Products - Ethical and safety practices

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

- Demonstrate poultry dressing techniques
- Apply ethical and safe procedures
- Dress poultry carcass for various purposes

- Restrain poultry and behead it humanely
- Allow blood to drain
- Dip the carcass in hot water to loosen feathers
- Pluck feathers until the carcass is clean
- Remove internal organs and clean the carcass

How do we dress a poultry carcass humanely and effectively?

- SPARK AGRICULTURE GRADE 8 textbook pg. 45
- Poultry
- Sharp knife or panga
- Hot water
- Clean cold water
- Basin
- Gloves
- SPARK AGRICULTURE GRADE 8 textbook pg. 47
- Digital devices
- Print resources
- Manila papers
- Marker pens

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preparation of Animal Products - Hygiene in animal product preparation

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

- Explain the importance of hygiene in animal product preparation
- Apply hygienic practices in preparation
- Value hygiene in food preparation

- Discuss the importance of hygiene in animal product preparation
- Identify hygienic practices to follow
- Demonstrate proper hand washing and tool cleaning
- Create a checklist for hygienic preparation

How does hygiene affect the quality and safety of animal products?

- SPARK AGRICULTURE GRADE 8 textbook pg. 48
- Hand washing facilities
- Cleaning materials
- Chart paper
- Marker pens

- Observation - Oral questions - Checklist evaluation

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

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

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?

- SPARK AGRICULTURE GRADE 8 textbook pg. 55
- Digital devices
- Print resources
- Pictures showing meat preservation

- Observation - Oral questions - Written assignments

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?

- SPARK 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

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?

- SPARK 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

Food Production Processes

Cooking: Preparing a Balanced Meal - Factors to consider in meal preparation

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?

- SPARK AGRICULTURE GRADE 8 textbook pg. 63
- Digital resources
- Print resources
- Charts showing food groups

- Observation - Oral questions - Written assignments

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

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

Food Production Processes

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 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

- Practical assessment - Observation - Process evaluation

Food Production Processes

Cooking: Preparing a Balanced Meal - Family serving style
Cooking: Preparing a Balanced Meal - Blue plate 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?

- SPARK AGRICULTURE GRADE 8 textbook pg. 67
- Cooked balanced meal
- Large serving dishes
- Plates
- Cutlery
- Serving spoons
- SPARK AGRICULTURE GRADE 8 textbook pg. 68
- Serving plates
- Napkins

- Practical assessment - Observation - Presentation evaluation

Food Production Processes

Cooking: Preparing a Balanced Meal - Creating balanced meal menus
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 what a balanced meal menu entails
- Create balanced meal menus
- Adopt the use of a balanced meal in day to day life

- Study sample balanced meal menus
- Discuss what makes a balanced meal menu
- Create a 3-day balanced meal menu (breakfast, lunch, supper)
- Ensure a healthy balance of food groups
- Present menu to the class

How can we create effective balanced meal menus?

- SPARK AGRICULTURE GRADE 8 textbook pg. 69
- Sample meal menus
- Paper
- Pen/pencil
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Print resources
- Chart paper
- Marker pens

- Menu evaluation - Oral presentations - Written assignments