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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Conserving Agricultural Environment
|
Soil Conservation Measures.
|
By the end of the
lesson, the learner
should be able to:
State the importance of soil conservation. Discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings. Appreciate the importance of soil conservation. |
In pairs or in groups, learners are guided to state the importance of soil conservation.
In pairs or in groups, learners are guided to discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings. |
Why should we conserve soil?
|
MTP; Agriculture Learner's Book Grade 8 pg. 1-2
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Conserving Agricultural Environment
|
Methods of soil conservation.
Soil conservation project. |
By the end of the
lesson, the learner
should be able to:
Identify the method of soil conservation shown in the pictures in learner's book 8 page 3 Draw the soil conservation methods as shown on page 3. Appreciate the methods of soil conservation. |
Learners are guided to identify the method of soil conservation shown in the pictures in learner's book 8 page 3
Learners are guided to draw the soil conservation methods as shown on page 3. |
How can we conserve soil in our agricultural environment?
|
MTP; Agriculture Learner's Book Grade 8 pg. 2- 4
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 4 |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Conserving Agricultural Environment
|
Demonstrating soil conservation structures in a farm model
Water harvesting and Storage Water harvesting and Storage |
By the end of the
lesson, the learner
should be able to:
Draw a sketch model of the farm model Demonstrate soil conservation structures in a farm model. Have fun and enjoy the class project. |
As a class, learners are guided to construct a farm model to demonstrate various soil conservation measures such as stone lines, trash lines, strip cropping, grassed waterways and soil bands.
|
Which soil conservation structure have you constructed?
|
MTP; Agriculture Learner's Book Grade 8 pg. 5-6
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 9 MTP; Agriculture Learner's Book Grade 8 pg. 9-11 |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Conserving Agricultural Environment
Food and Nutrition |
Initiating a water harvesting and storage project in the school
Kitchen Garden |
By the end of the
lesson, the learner
should be able to:
Explore the school compound and find out how water is harvested and stored. Identify possible places where runoff may be collected during the rainy season. Give suggestions on how water harvesting and storage may be done. Have fun and enjoy the class project. |
As a class, learners are guided to explore the school compound and find out how water is harvested and stored.
As a class, learners are guided to identify possible places where runoff may be collected during the rainy season. As a class, learners are guided to give suggestions on how water harvesting and storage may be done. |
What are the advantages of harvesting rainwater?
What challenges are encountered when harvesting rainwater?
|
MTP; Agriculture Learner's Book Grade 8 pg. 11-13
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 1-2 |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Food and Nutrition
|
Innovative technologies for kitchen gardening
Classifying food crops suitable for growing in a kitchen garden Establishing a kitchen garden for provision of healthy and affordable food |
By the end of the
lesson, the learner
should be able to:
Identify models it various kitchen gardens. Draw the different models showing kitchen gardens. Describe how gardening is done in each model. Appreciate the innovative technologies for kitchen gardening. |
Individually, in pairs or in groups, learners are guided to identify models it various kitchen gardens.
Individually, in pairs or in groups, learners are guided to draw the different models showing kitchen gardens Individually, in pairs or in groups, learners are guided to describe how gardening is done in each model. |
What is the importance of innovative gardening?
|
MTP; Home Science Learner's Book Grade 8 pg. 2-4
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 4-6 MTP; Home Science Learner's Book Grade 8 pg. 6-9 |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Food and Nutrition
|
Container garden.
Wick garden |
By the end of the
lesson, the learner
should be able to:
List the materials needed to establish a container garden. Outline the procedure of establishing a container garden. Establish a container garden. Have fun and enjoy establishing a container garden. |
As a class or in groups, learners are guided to list the materials needed to establish a container garden.
As a class or in groups, learners are guided to outline the procedure of establishing a container garden. As a class or in groups, learners are guided to establish container garden. |
How do you establish a container garden?
|
MTP; Home Science Learner's Book Grade 8 pg. 9-10
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 11-13 |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Animal Production
|
Animal Safety
Safety of Persons handling domestic animals |
By the end of the
lesson, the learner
should be able to:
List examples of domestic animals. Discuss the structures that can be used when handling cattle and dogs to ensure their safety. Draw the images in learner's book 8 page 58 Appreciate the structures that can be used when handling domestic animals. |
Learners are guided to list examples of domestic animals.
In groups, learners are guided to discuss the structures that can be used when handling cattle and dogs to ensure their safety. Learners are guided to draw the images in learner's book 8 page 58 |
What are domestic animals?
|
MTP; Agriculture Learner's Book Grade 8 pg. 57-58
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 58-59 |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Animal Production
|
Tools and equipment for handling domestic animals.
Ways of ensuring safety of domestic animals from predators Promoting safety of domestic animals in our community |
By the end of the
lesson, the learner
should be able to:
Identify the tools and equipment for handling domestic animals. Draw the equipment's in learner's book 8 page 60 Appreciate the use of tools and equipment's when handling domestic animals. |
In groups or in pairs, learners are guided to identify the tools and equipment for handling domestic animals.
In groups or in pairs, learners are guided to draw the equipment's in learner's book 8 page 60 |
What tools and equipment can you use to restrain a bull when taking it round for exhibition in an agricultural show ground?
|
MTP; Agriculture Learner's Book Grade 8 pg. 59-61
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 61-62 MTP; Agriculture Learner's Book Grade 8 pg. 62 |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Animal Production
|
Poultry Rearing.
Construction of a Fold for rearing poultry |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of poultry rearing. Describe the various shapes, apparent sizes of poultry folds and the materials used to construct them. Appreciate poultry rearing. |
Individually or in pairs, learners are guided to explain the meaning of poultry rearing.
Individually or in pairs, learners are guided to describe the various shapes, apparent sizes of poultry folds and the materials used to construct them. |
What is poultry rearing?
|
MTP; Agriculture Learner's Book Grade 8 pg. 63
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 63-64 |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Animal Production Animal Production
Animal Production Crop Production |
Rearing practices of poultry in a fold
Poultry Rearing project Crop Management |
By the end of the
lesson, the learner
should be able to:
Identify poultry rearing practices that are carried out in a fold. Discuss the requirements and tasks in rearing practices of poultry in a poultry fold. Appreciate the rearing practices of poultry in a fold. |
In groups, learners are guided to identify poultry rearing practices that are carried out in a fold.
In groups, learners are guided to discuss the requirements and tasks in rearing practices of poultry in a poultry fold. |
What improvements should be done to the fold that you designed and constructed to achieve a standard poultry fold?
|
MTP; Agriculture Learner's Book Grade 8 pg. 64-65
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 66 MTP; Agriculture Learner's Book Grade 8 pg. 21 |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Crop Production
|
Identification of common vegetable pests and signs of attack
Controlling pests in vegetable crops |
By the end of the
lesson, the learner
should be able to:
Identify common vegetable pests and signs of attack. Compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. Appreciate the importance of managing crops. |
In groups, learners are guided to identify common vegetable pests and signs of attack.
In groups, learners are guided to compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. |
How can you tell that vegetable crops are affected by insect pests?
|
MTP; Agriculture Learner's Book Grade 8 pg. 22-23
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 23-25 |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Crop Production
|
Controlling cutworms
Controlling caterpillars Diseases in vegetables crops |
By the end of the
lesson, the learner
should be able to:
Outline the procedure of controlling cutworms. Control the cutworms in vegetables. Appreciate the importance of controlling cutworms. |
As a class, learners are guided to outline the procedure of controlling cutworms.
As a class, learners are guided to control the cutworms in vegetables. |
How do you control cutworms in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 25-26
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 26-27 MTP; Agriculture Learner's Book Grade 8 pg. 27-28 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Crop Production
|
Identifying vegetables affected by diseases
Controlling diseases in vegetable crops |
By the end of the
lesson, the learner
should be able to:
Take a walk to a vegetable garden in the school or in the community. Examine all parts of the vegetable crops carefully to identify any symptoms of a disease. Have a desire to stop diseases in vegetable crops. |
As a class, learners are guided to take a walk to a vegetable garden in the school or in the community.
As a class, learners are guided to examine all parts of the vegetable crops carefully to identify any symptoms of a disease. |
How do you identify vegetables affected by diseases?
|
MTP; Agriculture Learner's Book Grade 8 pg. 28-29
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 29-30 |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Crop Production
Animal Production Animal Production |
Importance of controlling pests and disease in vegetable crops
Preparation of Animal Products How to process fresh fish for various purposes |
By the end of the
lesson, the learner
should be able to:
List the vegetables grown in their locality. Discuss the importance of controlling pests and disease in vegetable crops Appreciate the importance of controlling pests and disease in vegetable crops |
In groups or in pairs, learners are guided to list the vegetables grown in their locality.
In groups or in pairs, learners are guided to discuss the importance of controlling pests and disease in vegetable crops |
What is the importance of controlling pests and disease in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 68 MTP; Agriculture Learner's Book Grade 8 pg. 69-70 |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Animal Production
|
How poultry carcasses are dressed for various purposes
Importance of processing fish and dressing poultry. |
By the end of the
lesson, the learner
should be able to:
Outline how to dress a chicken carcass for home consumption, storage and marketing. Dress poultry carcasses for various purposes. Appreciate the importance of gutting a chicken. |
In groups or in pairs, learners are guided to outline how to dress a chicken carcass for home consumption, storage and marketing.
In groups or in pairs, learners are guided to dress poultry carcasses for various purposes |
How do you prepare a chicken at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 71-74
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 74-75 |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Animal Production
|
Preservation of Animal Product
Methods of preserving meat |
By the end of the
lesson, the learner
should be able to:
Define the term, 'shelf life' Identify reasons for preparing animal products. Investigate animal products shelf life. Appreciate the importance of shelf life. |
In groups or in pairs, learners are guided to define the term, 'shelf life'
In groups or in pairs, learners are guided to identify reasons for preparing animal products In groups or in pairs, learners are guided to investigate animal products shelf life |
What is shelf life?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 76-77 |
Oral questions Oral Report Observation
|
|
| 6 |
Mid term Break |
||||||||
| 7 | 1 |
Animal Production
|
Methods of preserving meat
Methods of preserving milk Methods of preserving milk |
By the end of the
lesson, the learner
should be able to:
Identify the method of preserving meat that is applicable to their home life and locality. Demonstrate the methods of preserving meat. Appreciate the methods used to preserve meat. |
In groups or in pairs, learners are guided to identify the method of preserving meat that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving meat |
Which method do you use at home to preserve meat?
|
MTP; Agriculture Learner's Book Grade 8 pg. 77-78
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 78 MTP; Agriculture Learner's Book Grade 8 pg. 79 |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Animal Production
Food and Nutrition |
Methods of preserving milk
Cooking Carbohydrate Rich Foods; Methods of heat transfer when cooking foods |
By the end of the
lesson, the learner
should be able to:
Identify the method of preserving milk that is applicable to their home life and locality. Demonstrate the methods of preserving milk. Appreciate the methods used to preserve milk |
In groups or in pairs, learners are guided to identify the method of preserving milk that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving milk |
Which method do you use to preserve milk at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 79-80
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 14-15 |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Food and Nutrition
|
Classifying carbohydrate rich foods
Effects of heat on carbohydrate rich foods Effects of heat on carbohydrate rich foods |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of simple sugars, double sugars and starchy foods. Give examples of simple sugars, double sugars and starchy foods. Classify carbohydrates rich foods. Appreciate the importance of carbohydrates. |
In groups, in pairs or individually, learners are guided to explain the meaning of simple sugars, double sugars and starchy foods.
In groups, in pairs or individually, learners are guided to give examples of simple sugars, double sugars and starchy foods In groups, in pairs or individually, learners are guided to classify carbohydrates rich foods |
What are carbohydrates?
|
MTP; Home Science Learner's Book Grade 8 pg.15-17
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 17-18 MTP; Home Science Learner's Book Grade 8 pg. 18-20 |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Food and Nutrition
|
Effects of heat on carbohydrate rich foods
|
By the end of the
lesson, the learner
should be able to:
List the requirements needed to boil carbohydrates, such as porridge. Outline the steps to follow when cooking porridge. Investigate the effect of moist heat on carbohydrates rich foods such as porridge. Have fun and enjoy doing the experiment. |
In groups, in pairs or individually, learners are guided to list the requirements needed to boil carbohydrates, such as porridge.
In groups, in pairs or individually, learners are guided to outline the steps to follow when cooking porridge. In groups, in pairs or individually, learners are guided to investigate the effect of moist heat on carbohydrates rich foods such as porridge. |
How do you cook porridge?
|
MTP; Home Science Learner's Book Grade 8 pg. 20-21
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 21-22 |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Food and Nutrition
|
Ways of conserving food nutrients when preparing and cooking carbohydrate rich food
Safety measures to observe in preparing and cooking carbohydrate rich foods Meal Presentation; Factors to consider during table setting in meal presentation |
By the end of the
lesson, the learner
should be able to:
State the importance of conserving food nutrients. Brainstorm ways one would conserve nutrients while preparing and cooking nutrients. Recognize ways of conserving food nutrients when preparing and cooking carbohydrate rich food. Appreciate the ways of conserving food nutrients when preparing and cooking carbohydrate rich food. |
In groups, in pairs or individually, learners are guided to state the importance of conserving food nutrients.
In groups, in pairs or individually, learners are guided to brainstorm ways one would conserve nutrients while preparing and cooking nutrients. In groups, in pairs or individually, learners are guided to recognize ways of conserving food nutrients when preparing and cooking carbohydrate rich food. |
Why do you think it is important to conserve food nutrients?
|
MTP; Home Science Learner's Book Grade 8 pg. 22-24
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 24-25 MTP; Home Science Learner's Book Grade 8 pg. 27-28 |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Food and Nutrition
|
Requirements for table setting when serving meals
Setting a table for meal presentation |
By the end of the
lesson, the learner
should be able to:
Name the items shown on page 29. Identify the requirements for table setting when serving meals. Draw the pictures on page 29. Appreciate the requirements for table setting when serving meals. |
In groups or in pairs, learners are guided to name the items shown on page 29.
In groups or in pairs, learners are guided to identify the requirements for table setting when serving meals In groups or in pairs, learners are guided to draw the pictures on page 29 |
What are the requirements for table setting when serving meals?
|
MTP; Home Science Learner's Book Grade 8 pg. 29-30
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 30-31 |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Food and Nutrition
|
Setting a table for meal presentation
Presenting a simple lunch using the various styles of meal service Presenting a simple lunch using the various styles of meal service |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to set a table for meal presentation. Outline the process needed to set a table for meal presentation. Set a table for meal presentation. Enjoy setting a table for meal presentation. |
In groups or in pairs, learners are guided to state the requirements needed to set a table for meal presentation
In groups or in pairs, learners are guided to outline the process needed to set a table for meal presentation In groups or in pairs, learners are guided to set a table for meal presentation |
How do you set a table for meal presentation?
|
MTP; Home Science Learner's Book Grade 8 pg. 31-34
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 34-37 MTP; Home Science Learner's Book Grade 8 pg. 37-40 |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Food and Nutrition
|
Meals for Special Groups; Guidelines to consider when planning meals for special groups
Guidelines to consider when planning meals for special groups |
By the end of the
lesson, the learner
should be able to:
Identify the factors one should consider when planning meals for adolescent. Give reasons why adolescent girls take meals that contain additional supply of iron. Recognize the importance to cater for one's likes and preferences when planning meals. Appreciate the importance of nutritional needs. |
In groups or in pairs, learners are guided to identify the factors one should consider when planning meals for adolescent.
In groups or in pairs, learners are guided to give reasons why adolescent girls take meals that contain additional supply of iron. In groups or in pairs, learners are guided to recognize the importance to cater for one's likes and preferences when planning meals. |
What are nutritional needs?
Why should adolescent girls take meals that contain additional supply of iron?
|
MTP; Home Science Learner's Book Grade 8 pg. 41-42
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 43-44 |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Food and Nutrition
|
Guidelines to consider when planning meals for special groups
Feeding habits and food taboos for special groups |
By the end of the
lesson, the learner
should be able to:
List the guidelines to observe when planning meals for a sick person. Brainstorm on why sick people who are bedridden should be served with less energy giving foods. Recognize the importance to observe hygiene while preparing and serving food for a sick person. Appreciate the importance of following guidelines when planning meals for a sick person. |
In groups or in pairs, learners are guided to list the guidelines to observe when planning meals for a sick person.
In groups or in pairs, learners are guided to brainstorm on why sick people who are bedridden should be served with less energy giving foods. In groups or in pairs, learners are guided to recognize the importance to observe hygiene while preparing and serving food for a sick person. |
Why do you think it is important to observe hygiene while preparing and serving food for a sick person?
|
MTP; Home Science Learner's Book Grade 8 pg. 45-46
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 46-48 MTP; Home Science Learner's Book Grade 8 pg. 48-50 |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Food and Nutrition
|
Planning, preparing and presenting meals for different special groups
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to prepare a meal for a child. Outline the steps to follow when preparing mashed potatoes and beef stew. Prepare mashed potatoes and beef stew. Have fun and enjoy preparing mashed potatoes and beef stew. |
In groups or in pairs, learners are guided to state the requirements needed to prepare a meal for a child.
In groups or in pairs, learners are guided to outline the steps to follow when preparing mashed potatoes and beef stew. In groups or in pairs, learners are guided to prepare mashed potatoes and beef stew. |
How do you prepare beef stew and mashed potatoes?
|
MTP; Home Science Learner's Book Grade 8 pg. 51-52
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 52-54 |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Food and Nutrition
Caring For the Family |
Planning, preparing and presenting meals for different special groups
Cleaning the Kitchen; Reasons for cleaning a kitchen |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to prepare a meal for an adolescent. Outline the steps to follow when preparing chapati, green gram stew and fried kales. Prepare chapati, green gram stew and fried kales. Have fun and enjoy preparing chapati, green gram stew and fried kales. |
In groups or in pairs, learners are guided to state the requirements needed to prepare a meal for an adolescent.
In groups or in pairs, learners are guided to outline the steps to follow when preparing chapati, green gram stew and fried kales. In groups or in pairs, learners are guided to prepare chapati, green gram stew and fried kales. |
How do you prepare chapati, green gram stew and fried kales?
|
MTP; Home Science Learner's Book Grade 8 pg. 55-57
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 159 |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Caring For the Family
|
Methods of removing dirt from kitchen surfaces
|
By the end of the
lesson, the learner
should be able to:
Identify the methods of removing dirt from kitchen surfaces. Study the pictures in learner's book 8 page 160 Discuss other methods used to clean the kitchen. Appreciate methods of removing dirt from kitchen surfaces. |
In groups or in pairs, learners are guided to identify the methods of removing dirt from kitchen surfaces.
In groups or in pairs, learners are guided to study the pictures in learner's book 8 page 160 In groups or in pairs, learners are guided to discuss other methods used to clean the kitchen. |
Which method do you use to remove dirt from kitchen surfaces?
|
MTP; Home Science Learner's Book Grade 8 pg. 160-161
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 161-162 MTP; Home Science Learner's Book Grade 8 pg. 163 |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Caring For the Family
|
Daily cleaning
Weekly cleaning |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to carry out daily cleaning of a kitchen. Outline the steps to follow when carrying out daily cleaning of a kitchen. Practice carrying out daily cleaning of a kitchen. Have fun and enjoy carrying out daily cleaning of a kitchen. |
In groups or in pairs, learners are guided to state the requirements needed to carry out daily cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out daily cleaning of a kitchen. In groups or in pairs, learners are guided to practice carrying out daily cleaning of a kitchen. |
How do you carry out daily cleaning of a kitchen?
|
MTP; Home Science Learner's Book Grade 8 pg. 164
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 165 |
|
|
| 10 | 2 |
Caring For the Family
Production Techniques Production Techniques |
Special cleaning
Sewing Skills; Constructing Household Items Sewing Skills; Identifying a seam, seam allowance, seam turning and seam line |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to carry out special cleaning of a kitchen. Outline the steps to follow when carrying out special cleaning of a kitchen. Practice carrying out special cleaning of a kitchen. Have fun and enjoy carrying out special cleaning of a kitchen. |
In groups or in pairs, learners are guided to state the requirements needed to carry out special cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out special cleaning of a kitchen. In groups or in pairs, learners are guided to practice carrying out special cleaning of a kitchen. |
How do you carry out special cleaning of a kitchen?
|
MTP; Home Science Learner's Book Grade 8 pg. 166-167
Pictures Charts Realia Computing devices Curriculum Design; MTP; Agriculture Learner's Book Grade 8 Photographs Digital devices |
|
|
| 10 | 3 |
Production Techniques
|
Sewing Skills;
Types of seams used in clothing construction
Sewing Skills; Factors to consider when choosing seams in clothing construction |
By the end of the
lesson, the learner
should be able to:
Identify types of seams. Draw different types of seams. Appreciate the different types of seams. |
With the guidance from their teacher, learners to search the internet for photographs and more information on the different types of seams.
In groups, learners are guided to identify types of seams. In groups, learners are guided to draw different types of seams |
Which of the seams have you seen on your clothes?
|
Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Production Techniques
|
Sewing Skills;
Qualities of a well-made seam
Sewing Skills; Open seam Sewing Skills; Neatening an open seam using pinking shears |
By the end of the
lesson, the learner
should be able to:
Discuss the qualities of a well-made seam. Write a checklist on the qualities of a well-made open and plain seams. Appreciate the qualities of a well-made seam. |
In groups, learners are guided to discuss the qualities of a well-made seam.
In groups, learners are guided to write a checklist on the qualities of a well-made open and plain seams. |
What are th qualities of a well-made seam?
|
Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Production Techniques
|
Sewing Skills;
Neatening an open seam using loop stitch
Sewing Skills; Neatening an open seam using edge stitching |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to neaten an open seam using loop stitches. Practise neatening an open seam using loop stitches. Have fun and enjoy neatening an open seam using loop stitches. |
In groups, learners are guided to state the materials and requirements needed to neaten an open seam using loop stitches.
In groups, learners are guided to outline the procedure of neatening an open seam using loop stitches. In groups, learners are guided to practicing neatening an open seam using loop stitches. |
What is loop stitching?
How do you neaten an open seam using loop stitches?
|
Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Production Techniques
|
Sewing Skills;
Plain seam
Sewing Skills; Neatening plain seam using loop stitch Sewing Skills; Neatening a plain seam using pinking shears |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to make a plain seam. Practise making a plain seam. Have fun and enjoy making a plain seam. |
In groups, learners are guided to state the materials and requirements needed to make a plain seam.
In groups, learners are guided to outline the procedure of making a plain seam. In groups, learners are guided to make a plain seam |
What is a plain seam?
How do you make a plain seam?
|
Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Production Techniques
|
Sewing Skills;
How to make a lap bag
Sewing Skills; Sewing Skills; How to make a Lap bag |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to make a lap bag. Prepare fabric and cutting out. Appreciate the importance of correct measurements when making a lap bag. |
In groups, learners are guided to state the materials and requirements needed to make a lap bag.
In groups, learners are guided to prepare fabric and cutting out. |
What is a lap bag?
|
Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Production Techniques
|
Sewing Skills;
Project, How to make a Work bag
Sewing Skills; How to make a Work bag |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to make a Work bag. Prepare fabric and cutting out. Appreciate the importance of correct measurements when making a Work bag. |
In groups, learners are guided to state the materials and requirements needed to make a Work bag.
In groups, learners are guided to prepare fabric and cutting out. |
What is a Work bag?
|
Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Production Techniques
|
Sewing Skills;
How to make a pillow case
Sewing Skills; How to make a cushion cover Constructing Innovative Animal Waterer |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to make a pillow case. Practise making a pillow case. Have fun and enjoy making a pillow case. |
In groups, learners are guided to state the materials and requirements needed to make a pillow case.
In groups, learners are guided to outline the procedure of making a pillow case. In groups, learners are guided to practise making a pillow case. |
What is a pillow case?
How do you make a pillow case?
|
Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures Photographs Digital devices Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 81-82 Charts Realia |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Production Techniques
|
Constructing Innovative Animal Waterer Challenges of waterers used in the community.
Designing and constructing innovative waterers for domestic animals |
By the end of the
lesson, the learner
should be able to:
List the challenges to waters used in the community. Suggest how the challenges can be resolved. Appreciate the importance of waterers used in the community. |
In groups, learners are guided to list the challenges to waters used in the community.
In groups, learners are guided to suggest how the challenges can be resolved. |
How can the challenges be resolved?
|
MTP; Agriculture Learner's Book Grade 8 pg. 82
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 82-83 |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Production Techniques
|
Designing and constructing innovative waterers for domestic animals
Use of innovative waterers for domestic animals ICT Support Services |
By the end of the
lesson, the learner
should be able to:
Discuss the designed innovative waterer and any improvements that can be done. Determine the materials they need to construct the waterer. Appreciate the innovative waterers for domestic animals. |
In groups, learners are guided to discuss the designed innovative waterer and any improvements that can be done.
In groups, learners are guided to determine the materials they need to construct the waterer. |
Which are some of the innovative waterers for domestic animals?
|
MTP; Agriculture Learner's Book Grade 8 pg. 83-84
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 84-86 MTP; Agriculture Learner's Book Grade 8 pg. 87 |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Production Techniques
|
Agricultural support services accessed through ICT
How to access agricultural support services using ICT: Weather forecast How to access agricultural support services using ICT: Veterinary and agricultural extension services. How to access agricultural support services using ICT: Banking services |
By the end of the
lesson, the learner
should be able to:
Identify some of the common ICT devices in their community. Share experiences on how ICT can be used to access supplies and information for appropriate decision making. Appreciate the agricultural support services accessed through ICT |
In groups, learners are guided to identify some of the common ICT devices in their community.
In groups, learners are guided to share experiences on how ICT can be used to access supplies and information for appropriate decision making. |
What are some of the ICT devices in their community?
|
MTP; Agriculture Learner's Book Grade 8 pg. 87
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 88 MTP; Agriculture Learner's Book Grade 8 pg. 88-89 MTP; Agriculture Learner's Book Grade 8 pg. 89-91 |
Oral questions Oral Report Observation
|
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