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
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Oral questions Oral Report Observation

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
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MTP; Agriculture Learner's Book Grade 8 pg. 4

Oral questions Oral Report Observation

Conserving Agricultural Environment

Demonstrating soil conservation structures in a farm model
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
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MTP; Agriculture Learner's Book Grade 8 pg. 9

Oral questions Oral Report Observation

Conserving Agricultural Environment

Water harvesting and Storage
Initiating a water harvesting and storage project in the school

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

Search for video clips showing various methods of harvesting and storing water.
Watch the video clips showing various water harvesting and storage methods.
Appreciate water harvesting and storage.

As a class, learners are guided to search for video clips showing various methods of harvesting and storing water.
As a class, learners are guided to watch the video clips showing various water harvesting and storage methods.

What are the ways in which the harvested water can be stored?

MTP; Agriculture Learner's Book Grade 8 pg. 9-11
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MTP; Agriculture Learner's Book Grade 8 pg. 11-13

Oral questions Oral Report Observation

Food and Nutrition

Kitchen Garden
Innovative technologies for kitchen gardening

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

Define a kitchen garden.
State the importance of a kitchen garden in ensuring food and Nutrition.
Role play the conversation in learner's book 8 page 2
Appreciate the importance of kitchen garden.

In pairs, learners are guided to define a kitchen garden.
In pairs, learners are guided to state the importance of a kitchen garden in ensuring food and Nutrition
In pairs, learners are guided to role play the conversation in learner's book 8 page 2

What is a kitchen garden?

MTP; Home Science Learner's Book Grade 8 pg. 1-2
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MTP; Home Science Learner's Book Grade 8 pg. 2-4

Oral questions Oral Report Observation

Food and Nutrition

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:

List food crops that can be grown in a kitchen garden.
Classify the food crops.
Appreciate the crops that can be grown in a kitchen garden.

Individually, learners to list food crops that can be grown in a kitchen garden.

Individually, learners to classify the food crops.

Why are vegetables popular for kitchen gardening?

MTP; Home Science Learner's Book Grade 8 pg. 4-6
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MTP; Home Science Learner's Book Grade 8 pg. 6-9

Oral questions Oral Report Observation

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
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MTP; Home Science Learner's Book Grade 8 pg. 11-13

Oral questions Oral Report Observation

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
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MTP; Agriculture Learner's Book Grade 8 pg. 58-59

Oral questions Oral Report Observation

Animal Production

Tools and equipment for handling domestic animals.
Ways of ensuring safety of domestic animals from predators

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
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MTP; Agriculture Learner's Book Grade 8 pg. 61-62

Oral questions Oral Report Observation

Animal Production

Promoting safety of domestic animals in our community
Poultry Rearing.

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

Go for a field visit to the community around their school.
Observe the domestic animals that they keep.
Check how they ensure safety of the animals.
Appreciate the safety of domestic animals in our community.

As a class, learners are guided to go for a field visit to the community around their school, observe the domestic animals that they keep and check how they ensure safety of the animals.

How else can you promote safety of domestic animals in your community?

MTP; Agriculture Learner's Book Grade 8 pg. 62
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MTP; Agriculture Learner's Book Grade 8 pg. 63

Oral questions Oral Report Observation

Animal Production
Animal Production Animal Production

Construction of a Fold for rearing poultry
Rearing practices of poultry in a fold

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

Outline the procedure of constructing a fold for rearing poultry.
Design and sketch the poultry fold.
Construct the poultry fold.
Have fun and enjoy constructing a fold for rearing poultry.

In groups, learners are guided to outline the procedure of constructing a fold for rearing poultry
In groups, learners are guided to design and sketch the poultry fold.
In groups, learners are guided to construct the poultry fold

How do you construct a fold for rearing poultry?

MTP; Agriculture Learner's Book Grade 8 pg. 63-64
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MTP; Agriculture Learner's Book Grade 8 pg. 64-65

Oral questions Oral Report Observation

Animal Production
Crop Production

Poultry Rearing project
Crop Management

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

Discuss the management practices in rearing of poultry in a fold.
Draw a schedule of responsibilities to initiate and manage the poultry project.
Have fun and enjoy poultry rearing project.

In groups, learners are guided to discuss the management practices in rearing of poultry in a fold.
Individually or in pairs, learners are guided to draw a schedule of responsibilities to initiate and manage the poultry project.

What is poultry fold?

MTP; Agriculture Learner's Book Grade 8 pg. 66
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MTP; Agriculture Learner's Book Grade 8 pg. 21

Oral questions Oral Report Observation

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
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MTP; Agriculture Learner's Book Grade 8 pg. 23-25

Oral questions Oral Report Observation

Crop Production

Controlling cutworms
Controlling caterpillars

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
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MTP; Agriculture Learner's Book Grade 8 pg. 26-27

Oral questions Oral Report Observation

Crop Production

Diseases in vegetables crops
Identifying vegetables affected by diseases

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

Explain the term crop disease.
Discuss the symptoms that indicate a vegetable crop infected with a disease.
Draw the pictures in learner's book 8 page 27
Have a desire to stop diseases in vegetable crops.

In pairs, learners are guided to explain the term crop disease.
In pairs, learners are guided to discuss the symptoms that indicate a vegetable crop infected with a disease.
In pairs, learners are guided to draw the pictures in learner's book 8 page 27

What do you understand by the term crop disease?

MTP; Agriculture Learner's Book Grade 8 pg. 27-28
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MTP; Agriculture Learner's Book Grade 8 pg. 28-29

Oral questions Oral Report Observation

Crop Production

Controlling diseases in vegetable crops
Importance of controlling pests and disease in vegetable crops

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

Identify non-chemical methods of crop disease control.
Control diseases in vegetable crops.
Appreciate the importance of controlling disease in vegetable crops.

As a class or in groups, learners are guided to identify non-chemical methods of crop disease control.
As a class or in groups, learners are guided to control diseases in vegetable crops.

How do you control diseases in vegetable crops?

MTP; Agriculture Learner's Book Grade 8 pg. 29-30
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MTP; Agriculture Learner's Book Grade 8 pg. 30-31

Oral questions Oral Report Observation

Animal Production

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 some of the animal products.
Justify the preparation of animal products.
Appreciate the use of animal products.

In groups or in pairs, learners are guided to list some of the animal products.
In groups or in pairs, learners are guided to justify the preparation of animal products.

How can we prepare fish and poultry carcasses for various purposes?

MTP; Agriculture Learner's Book Grade 8 pg. 68
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MTP; Agriculture Learner's Book Grade 8 pg. 69-70

Oral questions Oral Report Observation

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
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MTP; Agriculture Learner's Book Grade 8 pg. 74-75

Oral questions Oral Report Observation

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
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MTP; Agriculture Learner's Book Grade 8 pg. 76-77

Oral questions Oral Report Observation

Animal Production

Methods of preserving meat
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
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MTP; Agriculture Learner's Book Grade 8 pg. 78

Oral questions Oral Report Observation

Animal Production

Methods of preserving milk

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

Identify methods of preserving milk.
Use digital devices and other reference materials to search for information on methods of preserving milk.
Do Activity 5 in learner's book 8 page 79
Have fun and enjoy the activity.

In groups or in pairs, learners are guided to identify methods of preserving milk
In groups or in pairs, learners are guided to use digital devices and other reference materials to search for information on methods of preserving milk.
In groups or in pairs, learners are guided to do Activity 5 in learner's book 8 page 79

Which method do you use to preserve milk?

MTP; Agriculture Learner's Book Grade 8 pg. 79
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MTP; Agriculture Learner's Book Grade 8 pg. 79-80

Oral questions Oral Report Observation

Food and Nutrition

Cooking Carbohydrate Rich Foods; Methods of heat transfer when cooking foods
Classifying carbohydrate rich foods

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

Brainstorm on methods of heat transfer applied when cooking foods.
Explain the meaning of conduction, convection and radiation.
Draw a tree or flow chart showing the classification of carbohydrate rich foods.
Appreciate the methods of heat transfer applied when cooking foods.

In groups, in pairs or individually, learners are guided to brainstorm on methods of heat transfer applied when cooking foods
In groups, in pairs or individually, learners are guided to explain the meaning of conduction, convection and radiation
In groups, in pairs or individually, learners are guided to draw a tree or flow chart showing the classification of carbohydrate rich foods

What are the methods of heat transfer when cooking food?

MTP; Home Science Learner's Book Grade 8 pg. 14-15
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MTP; Home Science Learner's Book Grade 8 pg.15-17

Oral questions Oral Report Observation

Food and Nutrition

Effects of heat on carbohydrate rich foods

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

Explain the meaning of gelatinization and dextrinization.
State the difference in consistency between the foods.
Investigate the effects of dry and moist heat on carbohydrates rich foods.
Appreciate the effects of heat on carbohydrate rich foods.

In groups, in pairs or individually, learners are guided to explain the meaning of gelatinization and dextrinization.
In groups, in pairs or individually, learners are guided to state the difference in consistency between the foods.
In groups, in pairs or individually, learners are guided to investigate the effects of dry and moist heat on carbohydrates rich foods

What is gelatinization? What is dextrinization?

MTP; Home Science Learner's Book Grade 8 pg. 17-18
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MTP; Home Science Learner's Book Grade 8 pg. 18-20

Oral questions Oral Report Observation

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
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MTP; Home Science Learner's Book Grade 8 pg. 21-22

Oral questions Oral Report Observation

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

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
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MTP; Home Science Learner's Book Grade 8 pg. 24-25

Oral questions Oral Report Observation

Food and Nutrition

Meal Presentation; Factors to consider during table setting in meal presentation
Requirements for table setting when serving meals

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

Brainstorm on the meaning of the terms: Meal, Meal presentation, Dining and Dishes.
Discuss the factors to consider during table setting in meal presentation.
Recognize the importance of meal presentation.
Appreciate the importance of meal presentation.

In groups or in pairs, learners are guided to brainstorm on the meaning of the terms: Meal, Meal presentation, Dining and Dishes.
In groups or in pairs, learners are guided to discuss the factors to consider during table setting in meal presentation
In groups or in pairs, learners are guided to recognize the importance of meal presentation

What factors do you consider during table setting in meal presentation?

MTP; Home Science Learner's Book Grade 8 pg. 27-28
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MTP; Home Science Learner's Book Grade 8 pg. 29-30

Oral questions Oral Report Observation

Food and Nutrition

Setting a table for meal presentation

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

Watch video clips showing how to set a table for meal presentation.
Name the items in learner's book 8 page 31
Describe how the cover in the picture on page 31 has been set.
Have a desire to learn more about setting a table for meal presentation.

In groups or in pairs, learners are guided to watch video clips showing how to set a table for meal presentation.
In groups or in pairs, learners are guided to name the items in learner's book 8 page 31
In groups or in pairs, learners are guided to describe how the cover in the picture on page 31 has been set.

How do you set a table for meal presentation?

MTP; Home Science Learner's Book Grade 8 pg. 30-31
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MTP; Home Science Learner's Book Grade 8 pg. 31-34

Oral questions Oral Report Observation

Food and Nutrition

Presenting a simple lunch using the various styles of meal service

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

Explain the meaning of chaffing dish.
Discuss the difference between blue plate service and family service.
Recognize styles of meal service.
Appreciate the importance of presenting a simple lunch using the various styles of meal service.

In groups or in pairs, learners are guided to explain the meaning of chaffing dish.
In groups or in pairs, learners are guided to discuss the difference between blue plate service and family service
In groups or in pairs, learners are guided to recognize styles of meal service.

How does family service reflect cultural traditions and values?

MTP; Home Science Learner's Book Grade 8 pg. 34-37
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MTP; Home Science Learner's Book Grade 8 pg. 37-40

Oral questions Oral Report Observation

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
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MTP; Home Science Learner's Book Grade 8 pg. 43-44

Oral questions Oral Report Observation

Food and Nutrition

Guidelines to consider when planning meals 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
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MTP; Home Science Learner's Book Grade 8 pg. 46-48

Oral questions Oral Report Observation

Food and Nutrition

Feeding habits and food taboos for special groups
Planning, preparing and presenting meals for different special groups

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

State feeding habits of a special group.
List the food taboos in their community.
Investigate on how food taboos affect the choice of meals for special groups.
Appreciate feeding habits and food taboos for special groups.

In groups or in pairs, learners are guided to state feeding habits of a special group.
In groups or in pairs, learners are guided to list the food taboos in their community.
In groups or in pairs, learners are guided to investigate on how food taboos affect the choice of meals for special groups.

Which food taboos are there in your community?

MTP; Home Science Learner's Book Grade 8 pg. 48-50
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MTP; Home Science Learner's Book Grade 8 pg. 51-52

Oral questions Oral Report Observation

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 an elderly person.
Outline the steps to follow when preparing rice, liver stew and steamed cabbage.
Prepare rice, liver stew and steamed cabbage.
Have fun and enjoy preparing rice, liver stew and steamed cabbage.

In groups or in pairs, learners are guided to state the requirements needed to prepare a meal for an elderly person.
In groups or in pairs, learners are guided to outline the steps to follow when preparing rice, liver stew and steamed cabbage.
In groups or in pairs, learners are guided to prepare rice, liver stew and steamed cabbage.

How do you prepare rice, liver stew and steamed cabbage?

MTP; Home Science Learner's Book Grade 8 pg. 52-54
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MTP; Home Science Learner's Book Grade 8 pg. 55-57

Oral questions Oral Report Observation

Food and Nutrition

Planning, preparing and presenting meals for different special groups
Meals for Special Occasions; Factors to consider when planning meals for special occasions

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

State the requirements needed to prepare a meal for a sick person.
Outline the steps to follow when preparing boiled sweet potatoes, a boiled egg and orange juice.
Prepare boiled sweet potatoes, a boiled egg and orange juice.
Have fun and enjoy preparing boiled sweet potatoes, a boiled egg and orange juice.

In groups or in pairs, learners are guided to state the requirements needed to prepare a meal for a sick person.
In groups or in pairs, learners are guided to outline the steps to follow when preparing boiled sweet potatoes, a boiled egg and orange juice.
In groups or in pairs, learners are guided to prepare boiled sweet potatoes, a boiled egg and orange juice.

How do you prepare boiled sweet potatoes, a boiled egg and orange juice?

MTP; Home Science Learner's Book Grade 8 pg. 58-60
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MTP; Home Science Learner's Book Grade 8 pg. 61-63

Oral questions Oral Report Observation

Food and Nutrition

Guidelines to consider when planning meals for special occasions
Planning, preparing, cooking and presenting a meal for a special occasion

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

Identify the guidelines to consider when planning meals for special occasions.
State the importance in finding out whether any guest has dietary restrictions.
Suggest a style of meal service one would use for one hundred guests.
Appreciate the importance of following guidelines when planning meals for special occasions.

In groups or in pairs, learners are guided to identify the guidelines to consider when planning meals for special occasions.
In groups or in pairs, learners are guided to state the importance in finding out whether any guest has dietary restrictions.
In groups or in pairs, learners are guided to suggest a style of meal service one would use for one hundred guests.

Why is it important to find out whether any guest has dietary restrictions?

MTP; Home Science Learner's Book Grade 8 pg. 63-64
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MTP; Home Science Learner's Book Grade 8 pg. 65

Oral questions Oral Report Observation

Food and Nutrition

Planning, preparing, cooking and presenting a meal for a special occasion

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

State the requirements needed to prepare beef pilau.
Outline the steps to follow when preparing beef pilau.
Prepare beef pilau.
Have fun and enjoy preparing beef pilau.

In groups or in pairs, learners are guided to state the requirements needed to prepare beef pilau.
In groups or in pairs, learners are guided to outline the steps to follow when preparing beef pilau.
In groups or in pairs, learners are guided to prepare beef pilau.

How do you prepare beef pilau?

MTP; Home Science Learner's Book Grade 8 pg. 66-68
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MTP; Home Science Learner's Book Grade 8 pg. 69-70

Oral questions Oral Report Observation

Food and Nutrition
Caring For the Family

Planning, preparing, cooking and presenting a meal for a special occasion
Cleaning the Kitchen; Reasons for cleaning a kitchen

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

Read the story in learner's book 8 page 70
State the importance for guests to confirm whether they will attend an event.
Recognize the importance to plan meals for special occasions.
Appreciate the importance to plan meals for special occasions.

In groups or in pairs, learners are guided to read the story in learner's book 8 page 70
In groups or in pairs, learners are guided to state the importance for guests to confirm whether they will attend an event.
In groups or in pairs, learners are guided to recognize the importance to plan meals for special occasions.

Why is it important for guests to confirm whether they will attend an event?

MTP; Home Science Learner's Book Grade 8 pg. 70-71
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MTP; Home Science Learner's Book Grade 8 pg. 159

Oral questions Oral Report Observation

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
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MTP; Home Science Learner's Book Grade 8 pg. 161-162

Oral questions Oral Report Observation

Caring For the Family

Methods of removing dirt from kitchen surfaces
Daily cleaning

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

Explain the meaning of mopping and vacuum cleaning.
Outline the process of mopping and vacuum cleaning.
Practice mopping and vacuum cleaning.
Have fun and enjoy mopping and vacuum cleaning.

In groups or in pairs, learners are guided to explain the meaning of mopping and vacuum cleaning.
In groups or in pairs, learners are guided to outline the process of mopping and vacuum cleaning.
In groups or in pairs, learners are guided to practice mopping and vacuum cleaning.

What is the process of vacuum cleaning?

MTP; Home Science Learner's Book Grade 8 pg. 163
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Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 164

Caring For the Family

Weekly cleaning
Special cleaning

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

State the requirements needed to carry out weekly cleaning of a kitchen.
Outline the steps to follow when carrying out weekly cleaning of a kitchen.
Practice carrying out weekly cleaning of a kitchen.
Have fun and enjoy carrying out weekly cleaning of a kitchen.

In groups or in pairs, learners are guided to state the requirements needed to carry out weekly cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out weekly cleaning of a kitchen.
In groups or in pairs, learners are guided to practice carrying out weekly cleaning of a kitchen.

How do you carry out weekly cleaning of a kitchen?

MTP; Home Science Learner's Book Grade 8 pg. 165
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Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 166-167

Production Techniques

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:

Research from tailoring books, magazines and the internet for the meaning of different terms.
Write the meanings in their exercise books.
Have a desire to learn more about sewing skills.

In groups, learners to research from tailoring books, magazines and the internet with guidance from their teacher for the meaning of the following terms; seam, seam allowance, seam turning and seam line.
In groups, learners to write the meanings in their exercise books

Which terms are used in clothing construction when making seams?

Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

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

Production Techniques

Sewing Skills; Qualities of a well-made seam
Sewing Skills; Open seam

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

Production Techniques

Sewing Skills; Neatening an open seam using pinking shears
Sewing Skills; Neatening an open seam using loop stitch

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

State the materials and requirements needed to neaten an open seam using pinking shears.
Practise neatening an open seam using pinking shears.
Have fun and enjoy neatening an open seam using pinking shears.

In groups, learners are guided to state the materials and requirements needed to neaten an open seam using pinking shears.
In groups, learners are guided to outline the procedure of neatening an open seam using pinking shears.
In groups, learners are guided to practise neatening an open seam using pinking shears.

What is pinking? How do you neaten an open seam using pinking shears?

Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Neatening an open seam using edge stitching
Sewing Skills; Plain seam

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

State the materials and requirements needed to neaten an open seam using edge stitching.
Practise neatening an open seam using edge stitching.
Have fun and enjoy neatening an open seam using edge stitching.

In groups, learners are guided to state the materials and requirements needed to neaten an open seam using edge stitching.
In groups, learners are guided to outline the procedure of neatening an open seam using edge stitching.
In groups, learners are guided to practicing neatening an open seam using edge stitching.

What is edge stitching? How do you neaten an open seam using edge stitching?

Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Production Techniques

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 neaten a plain seam using loop stitches.
Practise neatening a plain seam using loop stitches.
Have fun and enjoy neatening a plain seam using loop stitches.

In groups, learners are guided to state the materials and requirements needed to neaten a plain seam using loop stitches.
In groups, learners are guided to outline the procedure of neatening a plain seam using loop stitches.
In groups, learners are guided to practicing neatening a plain seam using loop stitches.

How do you neaten a plain seam using loop stitches?

Curriculum Design; MTP; Agriculture Learner's Book Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

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

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

Production Techniques

Sewing Skills; How to make a pillow case
Sewing Skills; How to make a cushion cover

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

Oral questions Oral Report Observation

Production Techniques

Constructing Innovative Animal Waterer
Constructing Innovative Animal Waterer Challenges of waterers used in the community.

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

Visit any households that rear animals around their school neighbourhood.
Observe the types of watering equipment they use for their animals.
Appreciate the importance of hygienic water for the animals.

As a class, learners are guided to visit any households that rear animals around their school neighbourhood.
As a class, learners are guided to observe the types of watering equipment they use for their animals
As a class, learners are guided to state the importance of hygienic water for the animals.

How do you conserve water for animals to use?

MTP; Agriculture Learner's Book Grade 8 pg. 81-82
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Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 82

Oral questions Oral Report Observation

Production Techniques

Designing and constructing innovative waterers for domestic animals

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

Use the internet, books or magazines for information of different types of innovative watering equipment for various domestic animals.
Use the hints from the pictures, photos and videos clips acquired to design an innovative water equipment for a domestic animal of their choice. Make a sketch of the waterer.
Enjoy using digital devices.

In groups, learners are guided to use the internet, books or magazines for information of different types of innovative watering equipment for various domestic animals.
In groups, learners are guided to explain the materials to be used to construct the waterer.
In groups, learners are guided to use the hints from the pictures, photos and videos clips acquired to design an innovative water equipment for a domestic animal of their choice. Make a sketch of the waterer.

Which type of materials are used to construct the waterer?

MTP; Agriculture Learner's Book Grade 8 pg. 82-83
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Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 83-84

Oral questions Oral Report Observation

Production Techniques

Use of innovative waterers for domestic animals
ICT Support Services

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

Use the constructed innovative waterer to test functionality, make adjustments and provide water to target animal either at home, in the school or selected household.
State the importance of innovative waterers for domestic animals.
Appreciate use of innovative waterers in animal rearing.

As a class, learners are guided to use the constructed innovative waterer to test functionality, make adjustments and provide water to target animal either at home, in the school or selected household.
As a class, learners are guided to state the importance of innovative waterers for domestic animals.

How can we make an innovative waterer for small domestic animals?

MTP; Agriculture Learner's Book Grade 8 pg. 84-86
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 87

Oral questions Oral Report Observation

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
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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