Conservation of Resources

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

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 2
- Digital camera/smartphone
- Charts showing strip cropping

- Observation - Oral questions - Written assignments

Conservation of Resources

Soil Conservation Measures - Understanding grassed waterways
Soil Conservation Measures - Understanding stone lines
Soil Conservation Measures - Understanding trash lines
Soil Conservation Measures - Understanding soil bunds

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

- Explain what grassed waterways are
- Describe how grassed waterways conserve soil
- Show curiosity in learning about grassed waterways

- Visit a place where soil conservation is practiced
- Identify the soil conservation activities carried out
- Share observations about grassed waterways
- Suggest soil conservation activities for the school environment

How do grassed waterways prevent soil erosion?

- SPARK AGRICULTURE GRADE 8 textbook pg. 3
- Digital camera/smartphone
- Charts showing grassed waterways
- Digital resources
- Print resources
- Photographs showing stone lines
- Photographs showing trash lines
- Charts
- SPARK AGRICULTURE GRADE 8 textbook pg. 4
- Photographs showing soil bunds

- Observation - Oral questions - Written assignments

Conservation of Resources

Soil Conservation Measures - Making stone lines
Soil Conservation Measures - Making trash lines
Soil Conservation Measures - Constructing a farm model showing soil conservation measures

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

- Demonstrate how to make stone lines
- Apply knowledge of stone lines to conserve soil
- Show responsibility in conserving soil

- Collect stones for making stone lines
- Carry stones to the garden experiencing soil loss
- Pile stones along a contour
- Maintain the stone lines by checking and repairing regularly

How can we make stone lines to conserve soil in the school environment?

- SPARK AGRICULTURE GRADE 8 textbook pg. 4
- Stones
- Wheelbarrow
- Garden gloves
- Gumboots
- SPARK AGRICULTURE GRADE 8 textbook pg. 5
- Dry plant materials
- Strong sticks
- SPARK AGRICULTURE GRADE 8 textbook pg. 6
- Cartons
- Cardboards
- Small stones
- Soil
- Papier-mâché

- Practical assessment - Observation - Project work

Conservation of Resources

Soil Conservation Measures - Displaying and explaining the farm model
Water Harvesting and Storage - Ways of storing harvested water

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

- Display the farm model
- Explain soil conservation measures shown in the model
- Demonstrate caring attitude towards soil in the environment

- Complete the construction of the farm model
- Display the farm model in class
- Explain the soil conservation measures displayed in the farm model
- Invite school community to view the farm model

How can the farm model help in educating others about soil conservation?

- SPARK AGRICULTURE GRADE 8 textbook pg. 7
- Constructed farm model
- Display area
- SPARK AGRICULTURE GRADE 8 textbook pg. 11
- Digital devices
- Print media with information on water storage
- Photographs showing water storage methods

- Oral presentation - Observation - Peer assessment

Conservation of Resources

Water Harvesting and Storage - Shallow water pans
Water Harvesting and Storage - Water ponds
Water Harvesting and Storage - Water containers

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

- Explain how shallow water pans are used to store water
- Identify suitable locations for shallow water pans
- Value the role of shallow water pans in water conservation

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

What factors should be considered when constructing shallow water pans?

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

- Observation - Oral questions - Written assignments

Conservation of Resources

Water Harvesting and Storage - Installing water tanks
Water Harvesting and Storage - Constructing water ponds

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

- Demonstrate the process of installing a water tank
- Participate in water tank installation or maintenance
- Show responsibility in water harvesting

- Plan the installation of a water tank
- Participate in installing or cleaning water tanks
- Ensure water tanks are protected from damage
- Use harvested water for appropriate purposes

How can we properly install and maintain water tanks?

- SPARK AGRICULTURE GRADE 8 textbook pg. 13
- Water tank or container
- Tools for installation
- Cleaning materials
- Tools for digging
- Protective clothing
- School environment

- Practical assessment - Observation - Project evaluation

Conservation of Resources

Water Harvesting and Storage - Constructing water pans
Water Harvesting and Storage - Maintaining water harvesting structures

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

- Demonstrate how to construct a water pan
- Participate in water pan construction or maintenance
- Show responsibility in water conservation

- Clear vegetation for water pan construction
- Mark out dimensions of the water pan
- Participate in digging or repairing a water pan
- Keep the surrounding environment clean

How can we construct water pans to effectively harvest and store water?

- SPARK AGRICULTURE GRADE 8 textbook pg. 14
- Tools for digging
- Protective clothing
- School environment
- Water harvesting structures
- Cleaning materials
- Repair tools

- Practical assessment - Observation - Project evaluation

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
Kitchen and Backyard Gardening - Crop management in a 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 21
- Water
- Watering containers
- Garden tools
- Established garden

- Practical assessment - Observation - Project evaluation

Food Production Processes

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:

- Demonstrate proper watering techniques
- Set up simple irrigation systems
- Show responsibility in water conservation

- Check soil moisture regularly
- Water crops in the morning or evening
- Install drip irrigation bottles for continuous water supply
- Apply mulch to conserve moisture

How can we ensure effective watering while conserving water?

- SPARK AGRICULTURE GRADE 8 textbook pg. 22
- Watering cans
- Plastic bottles
- Water
- Mulching materials
- Pruning knife/scissors
- Stakes
- Trellises
- Garden crops

- Practical assessment - Observation - Project evaluation

Food Production Processes

Kitchen and Backyard Gardening - Harvesting and record keeping
Kitchen and Backyard Gardening - Sustainable garden practices

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

- Practical assessment - Record evaluation - Oral presentations

Food Production Processes

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

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 25
- Drawing book or paper
- Pencil
- Ruler
- Examples of poultry fold designs

- Observation - Oral questions - Written assignments

Food Production Processes

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:

- Plan the construction of a poultry fold
- List materials needed for construction
- Show responsibility in planning

- Draw a plan of activities for construction
- Distribute responsibilities among group members
- Identify locally available materials for construction
- Present the plan for feedback

How do we prepare for the construction of a poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 26
- Paper
- Pen/pencil
- Poultry fold design
- Wooden pieces
- Nails/screws
- Hammer/screwdriver
- Measuring tape
- Protective gloves

- Plan evaluation - Oral presentations - Written assignments

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
Poultry Rearing in a Fold - Ethical practices in poultry rearing

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

Hygiene Practices

Cleaning the Kitchen - Routine cleaning practices
Cleaning the Kitchen - Understanding cleaning schedules

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

- Explain the routine cleaning practices of a kitchen
- Identify different types of kitchen cleaning
- Appreciate a clean kitchen for healthy living

- Share experiences on routine cleaning of the kitchen
- Discuss questions about cleaning practices at home
- Identify daily, weekly, and special cleaning tasks
- Share discussion points with the class

How can daily, weekly and special cleaning enhance hygiene in the kitchen?

- SPARK AGRICULTURE GRADE 8 textbook pg. 71
- Digital resources
- Print resources
- Charts showing cleaning schedules
- SPARK AGRICULTURE GRADE 8 textbook pg. 72
- Sample cleaning schedules
- Paper
- Pen/pencil

- Observation - Oral questions - Written assignments

Hygiene Practices

Cleaning the Kitchen - Planning kitchen cleaning
Cleaning the Kitchen - Daily kitchen cleaning

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

- Plan for kitchen cleaning
- Create a cleaning schedule
- Show responsibility in planning for cleaning

- Identify a kitchen that needs cleaning
- Discuss and write a plan for cleaning
- Make a schedule for cleaning activities
- Specify when and how often each activity should be completed

How do we effectively plan for kitchen cleaning?

- SPARK AGRICULTURE GRADE 8 textbook pg. 73
- Paper
- Pen/pencil
- Sample cleaning plans
- Kitchen to be cleaned
- SPARK AGRICULTURE GRADE 8 textbook pg. 74
- Cleaning supplies
- Dishwashing supplies
- Broom/mop

- Plan evaluation - Observation - Written assignments

Hygiene Practices

Cleaning the Kitchen - Weekly kitchen cleaning
Cleaning the Kitchen - Special kitchen cleaning

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

- Explain weekly kitchen cleaning tasks
- Demonstrate weekly cleaning techniques
- Show responsibility in kitchen cleaning

- Mop the floor thoroughly
- Wipe appliances inside and outside
- Scrub the sink and taps with disinfectant
- Rinse and sanitize sponges or replace them
- Replace used dish towels with fresh ones

What are the essential weekly kitchen cleaning tasks?

- SPARK AGRICULTURE GRADE 8 textbook pg. 74
- Cleaning supplies
- Mop and bucket
- Disinfectant
- Kitchen to be cleaned
- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Ladder (if necessary)

- Practical assessment - Observation - Process evaluation

Hygiene Practices

Cleaning the Kitchen - Importance of a clean kitchen
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 importance of a clean kitchen
- Identify health benefits of kitchen cleanliness
- Appreciate a clean kitchen for healthy living

- Reflect on kitchen cleaning activities
- Discuss why cleaning is important
- Make presentations on the importance of a clean kitchen
- Create a chart on the importance of a clean kitchen

Why is maintaining a clean kitchen important for health and well-being?

- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Chart paper
- Marker pens
- Digital resources
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 76
- Various cleaning products
- Product labels

- Observation - Oral presentations - Chart evaluation

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?

- SPARK 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

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?

- SPARK 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

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?

- 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
- Digital resources

- Practical assessment - Observation - Sample evaluation

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?

- 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

- Practical assessment - Observation - Product evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Making bag straps
Sewing Skills: Constructing Household Items - Making a pillowcase

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?

- SPARK AGRICULTURE GRADE 8 textbook pg. 86
- Fabric for straps
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Work bag from previous lesson
- SPARK AGRICULTURE GRADE 8 textbook pg. 87
- Fabric for pillowcase
- Stuffing material

- Practical assessment - Observation - Product evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Safety in sewing
Sewing Skills: Constructing Household Items - Creative sewing projects

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

- Identify safety practices in sewing
- Apply safety measures when sewing
- Show responsibility in sewing safety

- Discuss safety measures when using sewing tools
- Demonstrate safe handling of sharp tools
- Explain proper storage of sewing tools
- Create safety guidelines for sewing activities

Why is safety important when sewing household items?

- 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

- Observation - Oral questions - Guidelines evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Economic benefits of sewing
Sewing Skills: Constructing Household Items - Final household item project

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

- Explain the economic benefits of sewing
- Identify market opportunities for sewn items
- Value sewing as an income-generating activity

- 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 sewing skills contribute to income generation?

- 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

- Observation - Oral presentations - Business plan evaluation

Production Techniques

Constructing Innovative Animal Waterer - Challenges with animal waterers
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:

- Explain challenges with animal waterers used in the community
- Identify limitations of current waterers
- Show interest in innovative solutions

- Identify households that rear domestic animals
- Visit households to observe animal waterers
- Find out if the equipment functions properly
- Identify challenges with existing waterers

What challenges are faced when using conventional animal waterers?

- SPARK AGRICULTURE GRADE 8 textbook pg. 94
- Digital camera/smartphone
- Notebook
- Pen/pencil
- Nearby households with animals
- 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

- Observation - Oral questions - Written reports

Production Techniques

Constructing Innovative Animal Waterer - Designing a waterer
Constructing Innovative Animal Waterer - Constructing a poultry waterer

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

- Design an innovative animal waterer
- Apply design principles
- Show creativity in designing

- Draw a sketch of an innovative waterer
- Present sketch for feedback
- Make adjustments based on feedback
- List materials needed for construction
- Assign tasks for construction

How can we design an innovative waterer that solves identified problems?

- SPARK AGRICULTURE GRADE 8 textbook pg. 97
- Pencils
- Plain paper
- Ruler
- Colored pencils
- SPARK AGRICULTURE GRADE 8 textbook pg. 98
- Plastic bottle with lid
- Knife
- Glue
- Water
- Plastic tray
- Small nail or tool for poking

- Design evaluation - Observation - Peer feedback

Production Techniques

Constructing Innovative Animal Waterer - Constructing a rabbit waterer
Constructing Innovative Animal Waterer - Testing and adjusting waterers

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

- Demonstrate construction of a rabbit waterer
- Apply appropriate construction techniques
- Design and construct an innovative waterer

- Collect plastic bottles with caps
- Clean the bottles thoroughly
- Cut off the tip of the cap to create an opening
- Place a marble or small stone inside the cap
- Fill with water and test
- Hang the bottle upside down

How can we construct an innovative waterer for rabbits?

- SPARK AGRICULTURE GRADE 8 textbook pg. 99
- Plastic bottles with caps
- Knife
- Water
- Marble or small stone
- Tools for hanging
- SPARK AGRICULTURE GRADE 8 textbook pg. 100
- Constructed waterers
- Small domestic animals
- Tools for adjustments

- Practical assessment - Observation - Product evaluation

Production Techniques

Constructing Innovative Animal Waterer - Benefits of innovative waterers
Constructing Innovative Animal Waterer - Marketing innovative waterers

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

- Explain the benefits of innovative waterers
- Identify problems solved by innovations
- Appreciate use of innovative waterers

- Brainstorm benefits of innovative waterers
- Discuss how they solve identified challenges
- Share experiences with using the waterers
- Create a chart showing benefits

Why should we adopt innovative waterers in animal rearing?

- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Constructed waterers
- Chart paper
- Marker pens
- Digital resources

- Observation - Oral presentations - Chart evaluation

Production Techniques

ICT Support Services - Understanding ICT support services
ICT Support Services - Responsible use of ICT platforms

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

- Describe support services that can be accessed through use of ICT
- Identify the common ICT support services
- Show interest in ICT support services

- Think about support services accessible through ICT
- Discuss services like weather forecasts, extension services, etc.
- Research which services people seek in your area
- Share discussion points with the class

What support services can be accessed through ICT?

- SPARK AGRICULTURE GRADE 8 textbook pg. 102
- Digital devices with internet
- Print resources
- Charts showing ICT services
- SPARK AGRICULTURE GRADE 8 textbook pg. 103
- Charts on internet safety

- Observation - Oral questions - Written assignments

Production Techniques

ICT Support Services - Accessing weather forecasts
ICT Support Services - Accessing veterinary services

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

- Demonstrate accessing weather forecasts
- Apply the information for planning
- Access support services using ICT

- Visit a meteorological website
- Study the weather forecast
- Observe services offered
- Discuss how weather forecasts help in agricultural planning

How can farmers use weather forecast services to improve productivity?

- SPARK AGRICULTURE GRADE 8 textbook pg. 104
- Digital devices with internet
- Meteorological websites
- Chart paper
- Marker pens
- Veterinary service websites/apps

- Practical assessment - Observation - Skill evaluation

Production Techniques

ICT Support Services - Accessing market information
ICT Support Services - Accessing extension services

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

- Demonstrate accessing market information
- Apply the information for decision making
- Access support services using ICT

- Search for agricultural market information online
- Study current prices and trends
- Analyze optimal harvesting and selling times
- Discuss benefits of market information

How can farmers use market information to make better decisions?

- SPARK AGRICULTURE GRADE 8 textbook pg. 105
- Digital devices with internet
- Market information websites/apps
- Chart paper
- Marker pens
- Extension service websites/apps

- Practical assessment - Observation - Skill evaluation

Production Techniques

ICT Support Services - Accessing banking and other services
ICT Support Services - Promoting responsible ICT use
ICT Support Services - Digital literacy and safety
ICT Support Services - Future of ICT in agriculture

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

- Demonstrate accessing various support services
- Apply the information appropriately
- Show responsibility in ICT use

- Explore online banking, cleaning, and catering services
- Study how to access these services
- Discuss benefits and limitations
- Share experiences with the class

How can ICT help access various support services efficiently?

- SPARK AGRICULTURE GRADE 8 textbook pg. 106
- Digital devices with internet
- Service websites/apps
- Chart paper
- Marker pens
- SPARK AGRICULTURE GRADE 8 textbook pg. 107
- Digital devices
- Paper
- Pen/pencil
- School communication platforms
- SPARK AGRICULTURE GRADE 8 textbook pg. 108
- Print resources

- Practical assessment - Observation - Skill evaluation