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

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

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

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

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

How can we make stone lines to conserve soil in the school environment?
How can we store harvested water for domestic purposes?

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

- Practical assessment - Observation - Project work
- Observation - Oral questions - Written assignments

Conservation of Resources

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

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

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

- SPARK AGRICULTURE GRADE 8 textbook pg. 12
- Photographs showing water ponds
- School environment
- Digital resources
- 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
Water Harvesting and Storage - Constructing water pans

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 14

- Practical assessment - Observation - Project evaluation

Conservation of Resources
Food Production Processes

Water Harvesting and Storage - Maintaining water harvesting structures
Water Harvesting and Storage - Water harvesting and storage initiatives
Kitchen and Backyard Gardening - Role of kitchen and backyard gardens
Kitchen and Backyard Gardening - Food production through kitchen and backyard gardening

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

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

- Explain the role of kitchen and backyard garden in food production
- Distinguish between kitchen and backyard gardens
- Value the importance of home food production

- Check water collection structures regularly
- Repair leaks and clean containers
- Protect water harvesting structures
- Keep areas around water storage structures clean
- 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 can we effectively maintain water harvesting and storage structures?
How does kitchen garden contribute to food production?

- SPARK AGRICULTURE GRADE 8 textbook pg. 14
- Water harvesting structures
- Cleaning materials
- Repair tools
- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 18
- Digital resources
- Charts showing benefits of kitchen gardens

- Practical assessment - Observation - Written assignments
- Observation - Oral questions - Written assignments

Food Production Processes

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

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

- Plan for the preparation of a kitchen or backyard garden
- Select suitable planting site and containers
- Show interest in establishing a kitchen or backyard garden

- Discuss how to prepare a garden
- Select a suitable garden type (container or ground)
- Select a site with adequate sunlight and good drainage
- Make a list of required materials and tools

How do we prepare a suitable site for a kitchen or backyard garden?

- 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
- Established garden

- Observation - Oral questions - Practical assessment

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
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

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

- Harvest mature crops regularly
- Prevent crops from bolting
- Record successes and challenges
- Discuss ways to improve gardening skills
- Share gardening experiences
- 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

How can we maximize harvest and learn from our gardening experiences?
What is a poultry fold and how is it used in poultry rearing?

- 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
- Pen/pencil

- Practical assessment - Record evaluation - Oral presentations
- Observation - Oral questions - Written assignments

Food Production Processes

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

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

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

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

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

- 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
- 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

How can we effectively manage poultry in a fold?
What are the advantages of rearing poultry in a fold compared to other methods?

- SPARK AGRICULTURE GRADE 8 textbook pg. 28
- Poultry fold with poultry
- Water
- Feed
- Cleaning materials
- SPARK AGRICULTURE GRADE 8 textbook pg. 29
- SPARK AGRICULTURE GRADE 8 textbook pg. 30
- Digital resources
- Print resources
- Charts
- SPARK AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden
- Digital camera/smartphone
- Notebook
- Pen/pencil

- Practical assessment - Observation - Project evaluation
- Observation - Oral presentations - Written assignments

Food Production Processes

Crop Pest and Disease Control - Learning about crop pests
Crop Pest and Disease Control - Controlling pests through handpicking

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

- Identify different types of pests
- Explain how pests damage crops
- Show interest in pest identification

- Ask farmers about signs of pest attacks
- Take photographs of affected crops
- Discuss what was learnt about crop pests
- Create a chart showing different pests and their damage

What are the common pests that attack vegetable crops?

- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Digital camera/smartphone
- Charts
- Marker pens
- Pest specimens if available
- Vegetable garden with pests
- Gloves
- Container with soapy water
- Wooden sticks/tongs

- Observation - Oral questions - Written assignments

Food Production Processes

Crop Pest and Disease Control - Removing affected crop parts
Crop Pest and Disease Control - Uprooting heavily affected crops

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

- Practical assessment - Observation - Project evaluation

Food Production Processes

Crop Pest and Disease Control - Applying natural pesticides
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

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

- Prepare natural pesticides
- Apply natural pesticides correctly
- Value natural pest control methods

- Demonstrate disease control methods
- Apply appropriate disease control techniques
- Control diseases on vegetable crops

- Make ash from banana leaves or other plants
- Sprinkle the ash around the base of vegetable crops
- Replace the ash when it gets wet
- Monitor the effectiveness of the treatment
- Inspect a vegetable garden for signs of diseases
- Remove affected parts of the crop
- Uproot heavily affected crops
- Dispose of diseased material appropriately

How can natural pesticides like ash be used to control crop pests?
How can we control diseases in vegetable crops?

- SPARK AGRICULTURE GRADE 8 textbook pg. 34
- Banana leaves or other plant materials
- Source of heat
- Container for ash
- Vegetable garden
- SPARK AGRICULTURE GRADE 8 textbook pg. 35
- 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

- Practical assessment - Observation - Project evaluation

Food Production Processes

Preparation of Animal Products - Importance of processing animal products
Preparation of Animal Products - Understanding fish processing

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

- Explain the importance of processing fish
- Explain the importance of dressing poultry carcass
- Show interest in learning about animal product processing

- Observe photographs of fresh and processed fish
- Observe photographs of poultry before and after dressing
- Discuss the differences observed
- Share discussion points on the importance of processing

Why is it important to process fish and dress poultry carcass?

- SPARK AGRICULTURE GRADE 8 textbook pg. 39
- Photographs of fresh and processed fish
- Photographs of poultry before and after dressing
- Digital resources
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 40
- Photographs showing fish processing methods
- Chart paper
- Marker pens

- Observation - Oral questions - Written assignments

Food Production Processes

Preparation of Animal Products - Scaling and gutting fish
Preparation of Animal Products - Cleaning and salting fish

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

- Demonstrate the process of scaling fish
- Demonstrate the process of gutting fish
- Process fresh fish for various purposes

- Wash hands with soap and water
- Rinse the fish in clean water
- Scale the fish from tail to head using appropriate tools
- Split the fish and remove internal organs
- Rinse the fish in clean water

How do we scale and gut fish properly?

- SPARK AGRICULTURE GRADE 8 textbook pg. 41
- Fresh fish
- Knife
- Basin or tray
- Clean water
- Soap
- SPARK AGRICULTURE GRADE 8 textbook pg. 42
- Gutted fish
- Salt
- Clean storage container

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preparation of Animal Products - Frying fish

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

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

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

How do we fry fish properly and safely?

- SPARK AGRICULTURE GRADE 8 textbook pg. 43
- Cleaned fish
- Cooking oil
- Sufuria or frying pan
- Source of heat
- Slotted spoon
- Storage container

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preparation of Animal Products - Understanding poultry dressing
Preparation of Animal Products - Dressing poultry

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

- Explain the process of dressing poultry carcass
- Identify steps in poultry dressing
- Show interest in poultry dressing methods

- Study photographs showing poultry dressing steps
- Discuss beheading, defeathering, offal removal, and cleaning
- Share discussion points with the class
- Create a flowchart of poultry dressing steps

What are the steps involved in dressing a poultry carcass?

- SPARK AGRICULTURE GRADE 8 textbook pg. 44
- Photographs showing poultry dressing
- Chart paper
- Marker pens
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 45
- Poultry
- Sharp knife or panga
- Hot water
- Clean cold water
- Basin
- Gloves

- Observation - Oral questions - Flowchart evaluation

Food Production Processes

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:

- Identify ethical issues in animal product preparation
- Apply safety practices in preparation
- Value ethical treatment of animals

- Discuss ethical issues in animal product preparation
- Identify safety practices to follow
- Create posters with messages on ethical issues and safety practices
- Present findings to the class

Why are ethical and safety practices important in animal product preparation?

- 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

- Observation - Oral presentations - Poster evaluation

Food Production Processes

Preserving Milk and Meat - Importance of preserving milk
Preserving Milk and Meat - Boiling as a milk preservation method

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

- Explain the importance of preserving milk at household level
- Identify methods of milk preservation
- Show interest in milk preservation methods

- Study pictures showing milk preservation methods
- Share experiences on methods used at home
- Discuss the importance of preserving milk
- Search for information on milk preservation

Why is it important to preserve milk at the household level?

- SPARK AGRICULTURE GRADE 8 textbook pg. 52
- Pictures showing milk preservation
- Digital devices
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 53
- Fresh milk
- Sieve
- Clean pot or sufuria
- Source of heat
- Cooking stick
- Storage container

- Observation - Oral questions - Written assignments

Food Production Processes

Preserving Milk and Meat - Fermenting as a milk preservation method
Preserving Milk and Meat - Home cooling as a milk preservation method
Preserving Milk and Meat - Importance of preserving meat

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

- Explain how fermentation preserves milk
- Demonstrate the fermentation method
- Preserve milk through fermenting

- Boil milk and allow it to cool
- Put in a container and add starter culture
- Close container tightly and leave at moderate temperature
- Stir daily or shake for uniform fermentation
- Store in a cool place

How does fermentation help to preserve milk?

- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk
- Fermented milk or yogurt (starter)
- Container with lid
- Clean utensils
- Clean bottles with lids
- Basin with cold/ice water
- Clean towel
- SPARK AGRICULTURE GRADE 8 textbook pg. 55
- Digital devices
- Print resources
- Pictures showing meat preservation

- Practical assessment - Observation - Process evaluation

Food Production Processes

Preserving Milk and Meat - Drying as a meat preservation method
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 drying preserves meat
- Demonstrate the drying method
- Preserve meat through drying

- Explain how salting and boiling preserve meat
- Demonstrate these preservation methods
- Preserve meat through salting and boiling

- Wash fresh meat using clean water
- Slice the meat into desired sizes
- Hang the meat on clean sticks or wires in the sun
- Alternatively, spread on a clean surface
- Continue exposing to the sun until completely dry
- For salting: wash meat, slice, add salt, and store in a dry container
- For boiling: wash meat, cut into pieces, boil thoroughly, cool and store
- Compare the effectiveness of both methods
- Store preserved meat appropriately

How does drying help to preserve meat?
How do salting and boiling help to preserve meat?

- SPARK AGRICULTURE GRADE 8 textbook pg. 56
- Fresh meat
- Clean water
- Knife
- Sticks or wires
- Clean drying surface
- SPARK AGRICULTURE GRADE 8 textbook pg. 57
- Pieces of wood
- Source of heat
- Storage container
- SPARK AGRICULTURE GRADE 8 textbook pg. 58
- Fresh meat
- Salt
- Clean water
- Cooking pot
- Source of heat
- Storage containers
- SPARK AGRICULTURE GRADE 8 textbook pg. 60
- Manila papers
- Marker pens
- Digital resources
- Print resources

- Practical assessment - Observation - Process evaluation

Food Production Processes

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

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

- Observation - Oral questions - Written assignments

Food Production Processes

Cooking: Preparing a Balanced Meal - Preparing ingredients
Cooking: Preparing a Balanced Meal - Cooking protein (meat)
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)

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

- Demonstrate proper preparation of ingredients
- Apply hygiene practices in food preparation
- Show responsibility in meal preparation

- Wash hands and put on protective clothing
- Wash meat, vegetables, spices, and fruits
- Cut meat into bite-sized pieces
- Chop vegetables into smaller pieces
- Organize ingredients for cooking

How do we properly prepare ingredients for a balanced meal?

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Rice
- Water

- Practical assessment - Observation - Process evaluation

Food Production Processes

Cooking: Preparing a Balanced Meal - Cooking vegetables and preparing fruits
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

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

- Demonstrate how to cook vegetables properly
- Prepare fruits for serving
- Show responsibility in meal preparation

- Explain the blue plate serving style
- Demonstrate the blue plate serving style
- Present the meal using blue plate style

- Heat oil and cook onions until soft
- Add tomatoes and salt, then cook
- Add spinach and cook until tender
- Wash, peel, and slice avocado or other fruits
- Apply safety measures when cooking
- 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 prepare vegetables and fruits for a balanced meal?
How can we present a balanced meal using the blue plate serving style?

- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Spinach or other vegetables
- Onions and tomatoes
- Cooking oil
- Salt
- Avocado or other fruits
- Cooking pot
- Source of heat
- 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

- Practical assessment - Observation - Process evaluation
- Practical assessment - Observation - Presentation evaluation

Food Production Processes

Cooking: Preparing a Balanced Meal - Nutrition education
Cooking: Preparing a Balanced Meal - Meal planning for special needs

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

- Explain the nutritional value of different foods
- Identify nutrient-dense foods
- Value the importance of nutrition knowledge

- Research the nutritional content of common foods
- Categorize foods based on their primary nutrients
- Create nutritional information posters
- Discuss the importance of nutrition knowledge

Why is nutrition knowledge important for preparing balanced meals?

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

- Observation - Oral questions - Poster evaluation