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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
REPORTING AND REVISION |
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| 2 |
OPENER ASSESSMENT |
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| 3 | 1 |
Food Production Processes
|
Kitchen and Backyard Gardening - Role of kitchen and backyard gardens
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of kitchen and backyard garden in food production - Distinguish between kitchen and backyard gardens - Value the importance of home food production |
- Use digital or print resources to search for information on kitchen and backyard gardens
- Study the characteristics of kitchen and backyard gardens - Discuss the roles of kitchen and backyard gardens - Share findings with the class |
How does kitchen garden contribute to food production?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 17
- Digital devices - Print resources - Photographs showing kitchen and backyard gardens |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 2-3 |
Food Production Processes
|
Kitchen and Backyard Gardening - Food production through kitchen and backyard gardening
Kitchen and Backyard Gardening - Preparing a garden for planting Kitchen and Backyard Gardening - Establishing crops in kitchen or backyard garden Kitchen and Backyard Gardening - Crop management in a kitchen or backyard garden Kitchen and Backyard Gardening - Watering and irrigation Kitchen and Backyard Gardening - Pruning and training crops |
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 - Demonstrate different crop management practices - Apply appropriate crop management techniques - Show responsibility in caring for garden crops |
- 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 - Water the crops regularly - Remove weeds as they appear - Prune and train climbing crops - Monitor for pests and diseases - Harvest mature crops |
What are the benefits of having a kitchen or backyard garden?
How can we effectively manage crops in 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 20 - Jembe - Panga - Compost manure - Seeds/seedlings - 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 - Pruning knife/scissors - Stakes - Trellises - Garden crops |
- Observation
- Oral questions
- Written assignments
- Practical assessment - Observation - Project evaluation |
|
| 3 | 4 |
Food Production Processes
|
Kitchen and Backyard Gardening - Harvesting and record keeping
Kitchen and Backyard Gardening - Sustainable garden practices 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:
- Demonstrate proper harvesting techniques - Keep records of garden activities and harvest - Adopt the use of kitchen and backyard garden for food production |
- Harvest mature crops regularly
- Prevent crops from bolting - Record successes and challenges - Discuss ways to improve gardening skills - Share gardening experiences |
How can we maximize harvest and learn from our gardening experiences?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Garden crops - Harvesting tools - Record book - Pen/pencil - Garden - Organic materials - Composting area - Digital resources - SPARK AGRICULTURE GRADE 8 textbook pg. 24 - Digital devices - Internet access - Video clips - Images of poultry folds - Poultry farm - Digital camera/smartphone - Notebook |
- Practical assessment
- Record evaluation
- Oral presentations
|
|
| 4 | 1 |
Food Production Processes
|
Poultry Rearing in a Fold - Designing a poultry fold
Poultry Rearing in a Fold - Planning for construction Poultry Rearing in a Fold - Constructing a poultry fold (frame) |
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 - Wooden pieces - Nails/screws - Hammer/screwdriver - Measuring tape - Protective gloves |
- Design evaluation
- Oral presentations
- Peer assessment
|
|
| 4 | 2-3 |
Food Production Processes
|
Poultry Rearing in a Fold - Completing the poultry fold
Poultry Rearing in a Fold - Preparing for poultry rearing Poultry Rearing in a Fold - Managing poultry in a fold Poultry Rearing in a Fold - Rearing practices for poultry in a fold Poultry Rearing in a Fold - Benefits of rearing poultry in a fold Poultry Rearing in a Fold - Ethical practices in 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 - Explain various poultry rearing practices - Apply appropriate rearing practices - Rear poultry in a 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 - Discuss watering practices for poultry - Maintain high standards of hygiene - Implement protection from predators - Provide shelter during harsh weather |
How do we complete the construction of a poultry fold?
What are the essential rearing practices for poultry in a fold? |
- SPARK AGRICULTURE GRADE 8 textbook pg. 27
- Wire mesh/net - Roofing material - Tools for construction - Protective gloves - Constructed poultry fold - Feeders - Waterers - Feed - SPARK AGRICULTURE GRADE 8 textbook pg. 28 - Poultry fold with poultry - Water - Cleaning materials - SPARK AGRICULTURE GRADE 8 textbook pg. 29 - Poultry fold with poultry - Water - Feed - Cleaning materials - SPARK AGRICULTURE GRADE 8 textbook pg. 30 - Digital resources - Print resources - Charts |
- Practical assessment
- Observation
- Project evaluation
- Observation - Oral questions - Written assignments |
|
| 4 | 4 |
Food Production Processes
|
Crop Pest and Disease Control - Identifying crop pests
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 vegetable crops attacked by pests - Recognize signs of pest infestation - Show curiosity in learning about crop pests |
- Visit a vegetable garden
- Observe vegetable crops attacked by pests - Identify signs like punctured leaves, curling leaves, cut-off seedlings - Find out common parts that pests attack |
How can we identify vegetable crops attacked by pests?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden - Digital camera/smartphone - Notebook - Pen/pencil - SPARK AGRICULTURE GRADE 8 textbook pg. 32 - Charts - Marker pens - Pest specimens if available - Vegetable garden with pests - Gloves - Container with soapy water - Wooden sticks/tongs |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 1 |
Food Production Processes
|
Crop Pest and Disease Control - Removing affected crop parts
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:
- Demonstrate removing affected crop parts - Apply the technique effectively - Control pests on vegetable crops |
- Inspect vegetable crops for pest damage
- Identify specific parts affected by pests - Carefully remove and dispose of the damaged parts - Implement additional pest control measures |
How can removing affected parts help control pests in vegetable crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with pest-affected crops - Gloves - Pruning shears/scissors - Disposal bag - Vegetable garden with heavily affected crops - Garden tools - Disposal bags - 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
|
|
| 5 | 2-3 |
Food Production Processes
|
Crop Pest and Disease Control - Identifying crop diseases
Crop Pest and Disease Control - Controlling crop diseases Crop Pest and Disease Control - Importance of pest and disease control Crop Pest and Disease Control - Integrated pest management Preparation of Animal Products - Importance of processing animal products 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:
- Identify vegetable crops affected by diseases - Recognize signs of disease infestation - Show curiosity in learning about crop diseases - Explain integrated pest management (IPM) - Identify IPM strategies - Value environmentally friendly pest control |
- Visit a vegetable garden
- Identify crops affected by diseases - Look for signs like black spots, wilting, and rotting - Take photographs of affected crops - 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 we identify vegetable crops affected by diseases?
How can integrated pest management improve pest and disease control? |
- 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 37 - Digital resources - Print resources - Charts - Marker pens - 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 40 - Photographs showing fish processing methods - Chart paper - SPARK AGRICULTURE GRADE 8 textbook pg. 41 - Fresh fish - Knife - Basin or tray - Clean water - Soap |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 4 |
Food Production Processes
|
Preparation of Animal Products - Cleaning and salting fish
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 cleaning fish - Demonstrate the process of salting fish - Show responsibility in fish processing |
- Clean the fish thoroughly with clean water
- Remove any remaining scales, blood, or unwanted parts - Make shallow cuts on the flesh sides of the fish - Apply salt inside the cuts and on the surface - Air dry the fish and store in a clean container |
How do we clean and salt fish properly?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 42
- Gutted fish - Salt - Basin or tray - Clean water - Clean storage container - SPARK AGRICULTURE GRADE 8 textbook pg. 43 - Cleaned fish - Cooking oil - Sufuria or frying pan - Source of heat - Slotted spoon - Storage container - SPARK AGRICULTURE GRADE 8 textbook pg. 44 - Photographs showing poultry dressing - Chart paper - Marker pens - Digital resources |
- Practical assessment
- Observation
- Process evaluation
|
|
| 6 | 1 |
Food Production Processes
|
Preparation of Animal Products - Dressing poultry
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:
- 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 48 - Hand washing facilities - Cleaning materials - Chart paper |
- Practical assessment
- Observation
- Process evaluation
|
|
| 6 | 2-3 |
Food Production Processes
|
Preserving Milk and Meat - Importance of preserving milk
Preserving Milk and Meat - Boiling as a milk preservation method Preserving Milk and Meat - Fermenting as a milk preservation method Preserving Milk and Meat - Home cooling as a milk preservation method Preserving Milk and Meat - Importance of preserving meat Preserving Milk and Meat - Drying as a meat preservation method |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of preserving milk at household level - Identify methods of milk preservation - Show interest in milk preservation methods - Explain home cooling methods for milk - Demonstrate home cooling techniques - Preserve milk through home cooling |
- 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 - Fill a large container with cold water or ice water - Put boiled and cooled milk in a clean bottle - Place the bottle in cold water - Stir occasionally and add cold water as needed - Alternatively, wrap a wet towel around the milk container |
Why is it important to preserve milk at the household level?
How can we use home cooling methods to preserve milk? |
- 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 54 - Boiled milk - Fermented milk or yogurt (starter) - Container with lid - Clean utensils - SPARK AGRICULTURE GRADE 8 textbook pg. 54 - Boiled milk - Clean bottles with lids - Basin with cold/ice water - Clean towel - SPARK AGRICULTURE GRADE 8 textbook pg. 55 - Digital devices - Print resources - Pictures showing meat preservation - SPARK AGRICULTURE GRADE 8 textbook pg. 56 - Fresh meat - Clean water - Knife - Sticks or wires - Clean drying surface |
- Observation
- Oral questions
- Written assignments
- Practical assessment - Observation - Process evaluation |
|
| 6 | 4 |
Food Production Processes
|
Preserving Milk and Meat - Smoking as a meat preservation method
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 smoking preserves meat - Demonstrate the smoking method - Preserve meat through smoking |
- Wash fresh meat using clean water
- Light a fire and place pieces of wood - Hang the meat and smoke it - Maintain steady temperature and smoke for several hours - Allow to cool and store in a clean container |
How does smoking help to preserve meat?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 57
- Fresh meat - Clean water - Pieces of wood - Source of heat - Storage container - SPARK AGRICULTURE GRADE 8 textbook pg. 58 - Salt - Cooking pot - Storage containers - SPARK AGRICULTURE GRADE 8 textbook pg. 60 - Manila papers - Marker pens - Digital resources - Print resources |
- Practical assessment
- Observation
- Process evaluation
|
|
| 7 |
MID TERM ASSESSMENT |
||||||||
| 8 |
HALF TERM |
||||||||
| 9 | 1 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Factors to consider in meal preparation
Cooking: Preparing a Balanced Meal - Planning a balanced meal 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:
- 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 64 - Paper - Pen/pencil - SPARK 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 |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 2-3 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)
Cooking: Preparing a Balanced Meal - Cooking vegetables and preparing fruits Cooking: Preparing a Balanced Meal - Family serving style Cooking: Preparing a Balanced Meal - Blue plate serving style Cooking: Preparing a Balanced Meal - Creating balanced meal menus Cooking: Preparing a Balanced Meal - Nutrition education |
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 - Explain the blue plate serving style - Demonstrate the blue plate serving style - Present the meal using blue plate style |
- 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 - 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 do we properly cook rice for a balanced meal?
How can we present a balanced meal using the blue plate serving style? |
- SPARK 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 67 - Cooked balanced meal - Large serving dishes - Plates - Cutlery - Serving spoons - SPARK AGRICULTURE GRADE 8 textbook pg. 68 - Cooked balanced meal - Serving plates - Cutlery - Napkins - SPARK AGRICULTURE GRADE 8 textbook pg. 69 - Sample meal menus - Paper - Pen/pencil - Digital resources - SPARK AGRICULTURE GRADE 8 textbook pg. 70 - Print resources - Chart paper - Marker pens |
- Practical assessment
- Observation
- Process evaluation
- Practical assessment - Observation - Presentation evaluation |
|
| 9 | 4 |
Food Production Processes
Hygiene Practices Hygiene Practices |
Cooking: Preparing a Balanced Meal - Meal planning for special needs
Cleaning the Kitchen - Routine cleaning practices Cleaning the Kitchen - Understanding cleaning schedules |
By the end of the
lesson, the learner
should be able to:
- Identify special dietary needs - Plan meals for different dietary requirements - Show empathy for people with special dietary needs |
- Discuss different special dietary needs (age, health conditions)
- Research appropriate foods for various needs - Create sample menus for specific dietary requirements - Present findings to the class |
How can we plan balanced meals for people with special dietary needs?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Digital resources - Print resources - Paper - Pen/pencil - SPARK AGRICULTURE GRADE 8 textbook pg. 71 - Charts showing cleaning schedules - SPARK AGRICULTURE GRADE 8 textbook pg. 72 - Sample cleaning schedules |
- Observation
- Oral presentations
- Menu evaluation
|
|
| 10 | 1 |
Hygiene Practices
|
Cleaning the Kitchen - Planning kitchen cleaning
Cleaning the Kitchen - Daily kitchen cleaning Cleaning the Kitchen - Weekly kitchen cleaning |
By the end of the
lesson, the learner
should be able to:
- Plan for kitchen cleaning - Create a cleaning schedule - Show responsibility in planning for cleaning |
- Identify a kitchen that needs cleaning
- Discuss and write a plan for cleaning - Make a schedule for cleaning activities - Specify when and how often each activity should be completed |
How do we effectively plan for kitchen cleaning?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 73
- Paper - Pen/pencil - Sample cleaning plans - Kitchen to be cleaned - SPARK AGRICULTURE GRADE 8 textbook pg. 74 - Cleaning supplies - Dishwashing supplies - Broom/mop - Mop and bucket - Disinfectant |
- Plan evaluation
- Observation
- Written assignments
|
|
| 10 | 2-3 |
Hygiene Practices
Hygiene Practices Production Techniques Production Techniques Production Techniques |
Cleaning the Kitchen - Special kitchen cleaning
Cleaning the Kitchen - Importance of a clean kitchen Cleaning the Kitchen - Kitchen hygiene and food safety Cleaning the Kitchen - Safe use of cleaning products Sewing Skills: Constructing Household Items - Understanding seams Sewing Skills: Constructing Household Items - Understanding plain seams Sewing Skills: Constructing Household Items - Making plain seams |
By the end of the
lesson, the learner
should be able to:
- Explain special kitchen cleaning tasks - Demonstrate special cleaning techniques - Show responsibility in thorough kitchen cleaning - Identify common kitchen cleaning products - Explain safe use of cleaning products - Show responsibility in handling cleaning products |
- Empty and clean cabinets and drawers
- Wipe down windows and sills - Replace curtains if necessary - Dust light fixtures and high surfaces - Wipe surfaces behind equipment - Disinfect door knobs and handles - Identify various cleaning products and their uses - Read and interpret product labels and safety instructions - Demonstrate proper storage of cleaning products - Discuss environmentally friendly cleaning options |
What are the essential special kitchen cleaning tasks?
How can we safely use cleaning products in the kitchen? |
- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Cleaning supplies - Ladder (if necessary) - Disinfectant - Kitchen to be cleaned - Chart paper - Marker pens - Digital resources - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 76 - SPARK AGRICULTURE GRADE 8 textbook pg. 76 - Various cleaning products - Product labels - Digital resources - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 77 - Digital devices - Sample sewn items - Sample seams - SPARK AGRICULTURE GRADE 8 textbook pg. 78 - Samples of plain seams - Charts showing seam types - SPARK AGRICULTURE GRADE 8 textbook pg. 79 - Fabric pieces - Needle and thread - Pins - Scissors - Tape measure - Tailor's chalk |
- Practical assessment
- Observation
- Process evaluation
- Observation - Oral questions - Written assignments |
|
| 10 | 4 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Understanding open seams
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:
- Explain what an open seam is - Describe how an open seam is made - Show interest in learning about open seams |
- Study information on open seams
- Discuss how to make an open seam - List materials needed for making an open seam - Outline the process of making an open seam |
How is an open seam made?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 80
- Samples of open seams - Digital resources - Print resources - Charts showing seam types - SPARK AGRICULTURE GRADE 8 textbook pg. 81 - Fabric pieces - Needle and thread - Pins - Scissors - Tape measure - Tailor's chalk - SPARK AGRICULTURE GRADE 8 textbook pg. 82 - Sample household items - Paper - Pen/pencil |
- Observation
- Oral questions
- Written assignments
|
|
| 11 | 1 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making a cushion cover
Sewing Skills: Constructing Household Items - Making a work bag Sewing Skills: Constructing Household Items - Making bag straps |
By the end of the
lesson, the learner
should be able to:
- Demonstrate making a 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?
|
- SPARK 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 86 - Fabric for straps - Work bag from previous lesson |
- Practical assessment
- Observation
- Product evaluation
|
|
| 11 | 2-3 |
Production Techniques
|
Sewing Skills: Constructing Household Items - Making a pillowcase
Sewing Skills: Constructing Household Items - Safety in sewing Sewing Skills: Constructing Household Items - Creative sewing projects Sewing Skills: Constructing Household Items - Economic benefits of sewing 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:
- Demonstrate making a pillowcase - Apply appropriate sewing techniques - Construct a household item using seams - Explain the economic benefits of sewing - Identify market opportunities for sewn items - Value sewing as an income-generating activity |
- 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 - Discuss how sewing skills can generate income - Research market demand for household sewn items - Calculate costs and potential profits - Develop a simple business plan for sewn items |
How can we make a pillowcase using seams?
How can sewing skills contribute to income generation? |
- SPARK AGRICULTURE GRADE 8 textbook pg. 87
- Fabric for pillowcase - Matching thread - Scissors - Pins - Sewing needles - Tape measure - Stuffing material - SPARK AGRICULTURE GRADE 8 textbook pg. 88 - Sewing tools - Chart paper - Marker pens - Digital resources - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 89 - Drawing materials - Fabric samples - Sample creative items - SPARK AGRICULTURE GRADE 8 textbook pg. 90 - Calculator - Paper - Pen/pencil - Digital resources - Print resources - SPARK AGRICULTURE GRADE 8 textbook pg. 93 - Fabric and thread - All necessary sewing tools - Project plan - Evaluation rubric - SPARK AGRICULTURE GRADE 8 textbook pg. 94 - Digital camera/smartphone - Notebook - Nearby households with animals |
- Practical assessment
- Observation
- Product evaluation
- Observation - Oral presentations - Business plan evaluation |
|
| 11 | 4 |
Production Techniques
|
Constructing Innovative Animal Waterer - Presenting findings
Constructing Innovative Animal Waterer - Researching innovative waterers Constructing Innovative Animal Waterer - Designing a waterer |
By the end of the
lesson, the learner
should be able to:
- Organize findings on animal waterers - Present findings effectively - Show empathy for animal welfare challenges |
- Review findings from previous visits
- Organize points for presentation - Assign roles for presentation - Present findings to the class - Explain challenges of existing waterers |
What are the most common problems with animal waterers in our community?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 95
- Notes from field visits - Chart paper - Marker pens - Photographs from visits - SPARK AGRICULTURE GRADE 8 textbook pg. 96 - Digital devices with internet - Print resources - Photographs of innovative waterers - SPARK AGRICULTURE GRADE 8 textbook pg. 97 - Pencils - Plain paper - Ruler - Colored pencils |
- Presentation evaluation
- Observation
- Oral questions
|
|
| 12 | 1 |
Production Techniques
|
Constructing Innovative Animal Waterer - Constructing a poultry waterer
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 poultry waterer - Apply appropriate construction techniques - Design and construct an innovative waterer |
- Collect a plastic bottle and tray
- Clean the bottle and tray thoroughly - Poke a small hole near the bottom of the bottle - Attach the bottle to the tray - Fill with water and test |
How can we construct an innovative waterer for poultry?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 98
- Plastic bottle with lid - Knife - Glue - Water - Plastic tray - Small nail or tool for poking - SPARK AGRICULTURE GRADE 8 textbook pg. 99 - Plastic bottles with caps - 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 | 2-3 |
Production Techniques
|
Constructing Innovative Animal Waterer - Benefits of innovative waterers
Constructing Innovative Animal Waterer - Marketing innovative waterers ICT Support Services - Understanding ICT support services ICT Support Services - Responsible use of ICT platforms ICT Support Services - Accessing weather forecasts ICT Support Services - Accessing veterinary services ICT Support Services - Accessing market information |
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 - Demonstrate accessing weather forecasts - Apply the information for planning - Access support services using ICT |
- Brainstorm benefits of innovative waterers
- Discuss how they solve identified challenges - Share experiences with using the waterers - Create a chart showing benefits - Visit a meteorological website - Study the weather forecast - Observe services offered - Discuss how weather forecasts help in agricultural planning |
Why should we adopt innovative waterers in animal rearing?
How can farmers use weather forecast services to improve productivity? |
- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Constructed waterers - Chart paper - Marker pens - Digital resources - SPARK AGRICULTURE GRADE 8 textbook pg. 102 - Digital devices with internet - Print resources - Charts showing ICT services - SPARK AGRICULTURE GRADE 8 textbook pg. 103 - Charts on internet safety - SPARK AGRICULTURE GRADE 8 textbook pg. 104 - Digital devices with internet - Meteorological websites - Chart paper - Marker pens - Veterinary service websites/apps - SPARK AGRICULTURE GRADE 8 textbook pg. 105 - Market information websites/apps |
- Observation
- Oral presentations
- Chart evaluation
- Practical assessment - Observation - Skill evaluation |
|
| 12 | 4 |
Production Techniques
|
ICT Support Services - Accessing extension services
ICT Support Services - Accessing banking and other services ICT Support Services - Promoting responsible ICT use ICT Support Services - Digital literacy and safety ICT Support Services - Future of ICT in agriculture |
By the end of the
lesson, the learner
should be able to:
- Demonstrate accessing 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?
|
- SPARK 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 - SPARK AGRICULTURE GRADE 8 textbook pg. 107 - Digital devices - Paper - Pen/pencil - School communication platforms - SPARK AGRICULTURE GRADE 8 textbook pg. 108 - Print resources |
- Practical assessment
- Observation
- Skill evaluation
|
|
| 13 |
END TERM ASSESSMENT AND CLOSING |
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