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

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

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

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

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

- SPARK AGRICULTURE GRADE 8 textbook pg. 4
- Stones
- Wheelbarrow
- Garden gloves
- Gumboots
- SPARK AGRICULTURE GRADE 8 textbook pg. 5
- Dry plant materials
- Strong sticks
- SPARK AGRICULTURE GRADE 8 textbook pg. 6
- Cartons
- Cardboards
- Small stones
- Soil
- Papier-mâché
- SPARK AGRICULTURE GRADE 8 textbook pg. 7
- Constructed farm model
- Display area

- Practical assessment - Observation - Project work

Conservation of Resources

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:

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

- 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 store harvested water for domestic purposes?

- 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

- 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

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

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

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

How can we properly install and maintain water tanks?

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

- Practical assessment - Observation - Project evaluation

Conservation of Resources

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

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

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

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

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

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

- Practical assessment - Observation - Project evaluation

Conservation of Resources
Food Production Processes
Food Production Processes

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:

- Identify water harvesting and storage initiatives for the school
- Implement water harvesting initiatives
- Show responsibility in harvesting and storing water

- Brainstorm on possible water harvesting initiatives
- Outline roles in implementation of initiatives
- Make class presentations on initiatives
- Create an action plan for water harvesting

How can we implement effective water harvesting and storage initiatives in our school?

- SPARK AGRICULTURE GRADE 8 textbook pg. 15
- School environment
- Chart papers
- Markers
- SPARK AGRICULTURE GRADE 8 textbook pg. 17
- Digital devices
- Print resources
- Photographs showing kitchen and backyard gardens
- SPARK AGRICULTURE GRADE 8 textbook pg. 18
- Digital resources
- Charts showing benefits of kitchen gardens

- Observation - Oral presentations - Project plans

Food Production Processes

Kitchen and Backyard Gardening - Preparing a garden for planting
Kitchen and Backyard Gardening - Establishing crops in 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

- Observation - Oral questions - Practical assessment

Food Production Processes

Kitchen and Backyard Gardening - Crop management in a kitchen or backyard garden
Kitchen and Backyard Gardening - Watering and irrigation

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

- Demonstrate different crop management practices
- Apply appropriate crop management techniques
- Show responsibility in caring for garden crops

- Water the crops regularly
- Remove weeds as they appear
- Prune and train climbing crops
- Monitor for pests and diseases
- Harvest mature crops

How can we effectively manage crops in a kitchen or backyard garden?

- SPARK AGRICULTURE GRADE 8 textbook pg. 21
- Water
- Watering containers
- Garden tools
- Established garden
- SPARK AGRICULTURE GRADE 8 textbook pg. 22
ing cans
- Plastic bottles
- Mulching materials

- Practical assessment - Observation - Project evaluation

Food Production Processes

Kitchen and Backyard Gardening - Pruning and training crops
Kitchen and Backyard Gardening - Harvesting and record keeping

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

- Demonstrate crop pruning and training techniques
- Apply appropriate pruning methods
- Appreciate the importance of pruning and training crops

- Trim dead or damaged leaves and stems
- Use trellises or stakes for climbing crops
- Train vining plants to grow upward
- Demonstrate proper use of pruning tools

Why is pruning and training important for certain garden crops?

- SPARK AGRICULTURE GRADE 8 textbook pg. 22
- Pruning knife/scissors
- Stakes
- Trellises
- Garden crops
- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Harvesting tools
- Record book
- Pen/pencil

- Practical assessment - Observation - Project evaluation

Food Production Processes

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:

- Explain sustainable garden practices
- Apply sustainable methods in the garden
- Show responsibility towards the environment

- Apply organic farming methods
- Practice crop rotation
- Use natural pest control
- Recycle garden waste as compost
- Conserve water through efficient irrigation

How can we make our gardens more sustainable?

- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- 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

- 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

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

- Design evaluation - Oral presentations - Peer assessment

Food Production Processes

Poultry Rearing in a Fold - Constructing a poultry fold (frame)
Poultry Rearing in a Fold - Completing the poultry fold

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

- Make rectangular frames for the poultry fold
- Join frames to form the structure
- Show teamwork in construction

- Make rectangular frames of the same length
- Join the frames side by side using wood pieces
- Continue creating joints until all corners are joined
- Work collaboratively with group members

How do we construct the frame of a poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 26
- Wooden pieces
- Nails/screws
- Hammer/screwdriver
- Measuring tape
- Protective gloves
- SPARK AGRICULTURE GRADE 8 textbook pg. 27
- Wire mesh/net
- Roofing material
- Tools for construction

- Practical assessment - Observation - Project evaluation

Food Production Processes

Poultry Rearing in a Fold - Preparing for poultry rearing
Poultry Rearing in a Fold - Managing poultry in a fold

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

- Select appropriate poultry types for rearing
- Prepare for poultry rearing in a fold
- Show responsibility in poultry rearing

- Select a type of poultry for rearing
- Prepare the fold for housing poultry
- Gather the necessary equipment (feeders, waterers)
- Make a plan for poultry management

What preparations are needed before introducing poultry to a fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 27
- Constructed poultry fold
- Feeders
- Waterers
- Feed
- SPARK AGRICULTURE GRADE 8 textbook pg. 28
- Poultry fold with poultry
- Water
- Cleaning materials

- Observation - Oral questions - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Rearing practices for poultry in a fold
Poultry Rearing in a Fold - Benefits of rearing poultry in a fold

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

- Explain various poultry rearing practices
- Apply appropriate rearing practices
- Rear poultry in a fold

- Discuss watering practices for poultry
- Maintain high standards of hygiene
- Implement protection from predators
- Provide shelter during harsh weather

What are the essential rearing practices for poultry in a fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 29
- Poultry fold with poultry
- Water
- Feed
- Cleaning materials
- SPARK AGRICULTURE GRADE 8 textbook pg. 30
- Digital resources
- Print resources
- Charts

- Observation - Oral questions - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Ethical practices in poultry rearing
Crop Pest and Disease Control - Identifying crop pests
Crop Pest and Disease Control - Learning about crop pests

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

- Identify ethical practices in poultry rearing
- Apply ethical principles in poultry management
- Value animal welfare in poultry rearing

- Discuss ethical practices in poultry rearing
- Identify ways to ensure poultry welfare
- Implement ethical poultry management
- Share experiences and observations

Why are ethical practices important in poultry rearing?

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Marker pens
- Pest specimens if available

- Observation - Oral questions - Written assignments

Food Production Processes

Crop Pest and Disease Control - Controlling pests through handpicking
Crop Pest and Disease Control - Removing affected crop parts

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

- Demonstrate handpicking as a pest control method
- Apply handpicking effectively
- Show responsibility in pest control

- Identify vegetable crops infested with pests
- Wear gloves and handpick pests like caterpillars and cutworms
- Remove affected parts of the vegetables
- Dispose of the pests appropriately

How can we control pests through handpicking?

- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Vegetable garden with pests
- Gloves
- Container with soapy water
- Wooden sticks/tongs
- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with pest-affected crops
- Pruning shears/scissors
- Disposal bag

- Practical assessment - Observation - Project evaluation

Food Production Processes

Crop Pest and Disease Control - Uprooting heavily affected crops
Crop Pest and Disease Control - Applying natural pesticides

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

- Identify heavily affected crops
- Demonstrate uprooting as a control method
- Show responsibility in pest control

- Identify vegetable crops heavily attacked by pests
- Uproot the affected crops carefully
- Dispose of them far from the garden
- Discuss the importance of this control method

When should crops be uprooted to control pests?

- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with heavily affected crops
- Gloves
- Garden tools
- Disposal bags
- SPARK AGRICULTURE GRADE 8 textbook pg. 34
- Banana leaves or other plant materials
- Source of heat
- Container for ash
- Vegetable garden

- Practical assessment - Observation - Project evaluation

Food Production Processes

Crop Pest and Disease Control - Identifying crop diseases
Crop Pest and Disease Control - Controlling crop diseases

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

- Identify vegetable crops affected by diseases
- Recognize signs of disease infestation
- Show curiosity in learning about crop diseases

- Visit a vegetable garden
- Identify crops affected by diseases
- Look for signs like black spots, wilting, and rotting
- Take photographs of affected crops

How can we identify vegetable crops affected by diseases?

- SPARK AGRICULTURE GRADE 8 textbook pg. 35
- Vegetable garden
- Digital camera/smartphone
- Notebook
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 36
- Vegetable garden with disease-affected crops
- Gloves
- Garden tools
- Disposal bags

- Observation - Oral questions - Written assignments

Food Production Processes

Crop Pest and Disease Control - Importance of pest and disease control
Crop Pest and Disease Control - Integrated pest management
Preparation of Animal Products - Importance of processing animal products

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

- Explain the importance of controlling pests and diseases
- Identify benefits of pest and disease control
- Acknowledge importance of controlling pests and diseases

- Read and discuss information on pest and disease control
- Discuss the importance of controlling pests and diseases
- Share discussion points with the class
- Write a summary of what was learnt

Why is it important to control pests and diseases in vegetable production?

- SPARK AGRICULTURE GRADE 8 textbook pg. 37
- Digital resources
- Print resources
- Charts
- Marker pens
- SPARK AGRICULTURE GRADE 8 textbook pg. 38
- SPARK AGRICULTURE GRADE 8 textbook pg. 39
- Photographs of fresh and processed fish
- Photographs of poultry before and after dressing

- Observation - Oral presentations - Written assignments

Food Production Processes

Preparation of Animal Products - Understanding fish processing
Preparation of Animal Products - Scaling and gutting fish

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

- Describe methods of processing fresh fish
- Identify resources needed for fish processing
- Show interest in fish processing methods

- Observe photographs showing methods of processing fish
- Study scaling, gutting, cleaning, salting, and frying processes
- Discuss what fish processing involves
- Create a chart showing fish processing methods

How can we process fresh fish?

- SPARK AGRICULTURE GRADE 8 textbook pg. 40
- Photographs showing fish processing methods
- Chart paper
- Marker pens
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 41
- Fresh fish
- Knife
- Basin or tray
- Clean water
- Soap

- Observation - Oral questions - Chart evaluation

Food Production Processes

Preparation of Animal Products - Cleaning and salting fish
Preparation of Animal Products - Frying fish

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

- Demonstrate the process of cleaning fish
- Demonstrate the process of salting fish
- Show responsibility in fish processing

- Clean the fish thoroughly with clean water
- Remove any remaining scales, blood, or unwanted parts
- Make shallow cuts on the flesh sides of the fish
- Apply salt inside the cuts and on the surface
- Air dry the fish and store in a clean container

How do we clean and salt fish properly?

- SPARK AGRICULTURE GRADE 8 textbook pg. 42
- Gutted fish
- Salt
- Basin or tray
- Clean water
- Clean storage container
- SPARK AGRICULTURE GRADE 8 textbook pg. 43
- Cleaned fish
- Cooking oil
- Sufuria or frying pan
- Source of heat
- Slotted spoon
- Storage container

- 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
Preserving Milk and Meat - Fermenting 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk
- Fermented milk or yogurt (starter)
- Container with lid
- Clean utensils

- Observation - Oral questions - Written assignments

Food Production Processes

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 home cooling methods for milk
- Demonstrate home cooling techniques
- Preserve milk through home cooling

- Fill a large container with cold water or ice water
- Put boiled and cooled milk in a clean bottle
- Place the bottle in cold water
- Stir occasionally and add cold water as needed
- Alternatively, wrap a wet towel around the milk container

How can we use home cooling methods to preserve milk?

- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk
- Clean bottles with lids
- Basin with cold/ice water
- Clean towel
- SPARK AGRICULTURE GRADE 8 textbook pg. 55
- Digital devices
- Print resources
- Pictures showing meat preservation

- 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

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

- 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

How does drying 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

- Practical assessment - Observation - Process evaluation

Food Production Processes

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

- 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 do salting and boiling help to preserve meat?

- 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
Cooking: Preparing a Balanced Meal - Preparing ingredients

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

- Explain factors to consider in preparing a balanced meal
- Identify food groups for a balanced meal
- Show interest in balanced meal preparation

- Read and discuss the scenario about preparing a meal for visitors
- Discuss factors to consider in meal preparation
- Identify food groups for a balanced meal
- Share discussion points with the class

What factors should we consider when preparing a balanced meal?

- SPARK AGRICULTURE GRADE 8 textbook pg. 63
- Digital resources
- Print resources
- Charts showing food groups
- SPARK AGRICULTURE GRADE 8 textbook pg. 64
- Paper
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- Ingredients (meat, vegetables, etc.)
- Knife and chopping board
- Bowls
- Clean water
- Soap

- Observation - Oral questions - Written assignments

Food Production Processes

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 how to cook meat properly
- Apply appropriate cooking techniques
- Show responsibility in meal preparation

- Heat oil and fry onions until browned
- Add tomatoes and salt, then stir until cooked
- Add meat and stir
- Add water and simmer until meat is cooked
- Apply safety measures when cooking

How do we properly cook meat for a balanced meal?

- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- 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

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

- 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

How do we properly prepare vegetables and fruits for a balanced meal?

- 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

- Practical assessment - Observation - Process evaluation

Food Production Processes

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:

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

- 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 can we present a balanced meal using the blue plate serving style?

- 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 - 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

Hygiene Practices

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

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

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

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

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

- SPARK AGRICULTURE GRADE 8 textbook pg. 71
- Digital resources
- Print resources
- Charts showing cleaning schedules
- SPARK AGRICULTURE GRADE 8 textbook pg. 72
- Sample cleaning schedules
- Paper
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 73
- Sample cleaning plans
- Kitchen to be cleaned

- Observation - Oral questions - Written assignments

Hygiene Practices

Cleaning the Kitchen - Daily kitchen cleaning
Cleaning the Kitchen - Weekly kitchen cleaning

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

- Explain daily kitchen cleaning tasks
- Demonstrate daily cleaning techniques
- Carry out cleaning of a kitchen to maintain hygiene

- Take out trash and food waste
- Wash dirty dishes promptly
- Clean spills from counters and floors
- Wipe counters with a damp cloth
- Sweep or mop the floor
- Rinse and wipe down the sink

What are the essential daily kitchen cleaning tasks?

- SPARK AGRICULTURE GRADE 8 textbook pg. 74
- Cleaning supplies
- Dishwashing supplies
- Broom/mop
- Kitchen to be cleaned
- Mop and bucket
- Disinfectant

- Practical assessment - Observation - Process evaluation

Hygiene Practices

Cleaning the Kitchen - Special kitchen cleaning
Cleaning the Kitchen - Importance of a clean kitchen

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

- Explain special kitchen cleaning tasks
- Demonstrate special cleaning techniques
- Show responsibility in thorough kitchen cleaning

- Empty and clean cabinets and drawers
- Wipe down windows and sills
- Replace curtains if necessary
- Dust light fixtures and high surfaces
- Wipe surfaces behind equipment
- Disinfect door knobs and handles

What are the essential special kitchen cleaning tasks?

- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Cleaning supplies
- Ladder (if necessary)
- Disinfectant
- Kitchen to be cleaned
- Chart paper
- Marker pens
- Digital resources
- Print resources

- Practical assessment - Observation - Process evaluation

Hygiene Practices

Cleaning the Kitchen - Kitchen hygiene and food safety
Cleaning the Kitchen - Safe use of cleaning products

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

- Explain the relationship between kitchen hygiene and food safety
- Identify practices that prevent contamination
- Value hygiene for food safety

- Research the connection between kitchen cleanliness and food safety
- Identify common sources of contamination
- Discuss preventive measures
- Create a food safety poster

How does kitchen cleanliness affect food safety?

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

- Observation - Oral questions - Poster evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Understanding seams
Sewing Skills: Constructing Household Items - Understanding plain seams
Sewing Skills: Constructing Household Items - Making plain seams

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

- Identify the types of seams used in making clothes
- Explain the difference between plain and open seams
- Show interest in learning about seams

- Observe examples of household items made by sewing
- Search for information on different types of seams
- Study how plain and open seams look and how they are made
- Share findings with the class

What types of seams are used to make household items?

- SPARK AGRICULTURE GRADE 8 textbook pg. 77
- Digital devices
- Print resources
- Sample sewn items
- Sample seams
- SPARK AGRICULTURE GRADE 8 textbook pg. 78
- Samples of plain seams
- Digital resources
- Charts showing seam types
- SPARK AGRICULTURE GRADE 8 textbook pg. 79
- Fabric pieces
- Needle and thread
- Pins
- Scissors
- Tape measure
- Tailor's chalk

- Observation - Oral questions - Written assignments

Production Techniques

Sewing Skills: Constructing Household Items - Understanding open seams
Sewing Skills: Constructing Household Items - Making open seams

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

- Explain what an open seam is
- Describe how an open seam is made
- Show interest in learning about open seams

- Study information on open seams
- Discuss how to make an open seam
- List materials needed for making an open seam
- Outline the process of making an open seam

How is an open seam made?

- SPARK AGRICULTURE GRADE 8 textbook pg. 80
- Samples of open seams
- Digital resources
- Print resources
- Charts showing seam types
- SPARK AGRICULTURE GRADE 8 textbook pg. 81
- Fabric pieces
- Needle and thread
- Pins
- Scissors
- Tape measure
- Tailor's chalk

- Observation - Oral questions - Written assignments

Production Techniques

Sewing Skills: Constructing Household Items - Planning household items
Sewing Skills: Constructing Household Items - Making a cushion cover

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

- Identify household items that can be made using seams
- Plan for constructing a household item
- Show creativity in planning

- Discuss and select a household item to make
- Explore information on making the selected item
- List tools and materials needed
- Assign roles and responsibilities
- Draw a plan for construction

What household items can be made using seams?

- SPARK AGRICULTURE GRADE 8 textbook pg. 82
- Sample household items
- Paper
- Pen/pencil
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 83
- Fabric for cushion cover
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Iron box

- Plan evaluation - Observation - Oral presentations

Production Techniques

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

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

- Demonstrate making a work bag
- Apply appropriate sewing techniques
- Construct a household item using seams

- Wash, dry, and iron fabric
- Measure and cut fabric pieces
- Fold shorter sides and sew using backstitches
- Place right sides together and pin edges
- Sew pieces together
- Turn the bag right side out

How can we make a work bag using seams?

- SPARK AGRICULTURE GRADE 8 textbook pg. 85
- Fabric for work bag
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Iron box
- SPARK AGRICULTURE GRADE 8 textbook pg. 86
- Fabric for straps
- Work bag from previous lesson

- Practical assessment - Observation - Product evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Making a pillowcase
Sewing Skills: Constructing Household Items - Safety in sewing

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

- Demonstrate making a pillowcase
- Apply appropriate sewing techniques
- Construct a household item using seams

- Cut a large piece of fabric for the pillowcase
- Fold fabric in half with right sides facing each other
- Secure sides and bottom edges with pins
- Sew along pinned edges
- Turn the pillowcase right side out
- Fill with appropriate stuffing material

How can we make a pillowcase using seams?

- SPARK AGRICULTURE GRADE 8 textbook pg. 87
- Fabric for pillowcase
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Stuffing material
- SPARK AGRICULTURE GRADE 8 textbook pg. 88
- Sewing tools
- Chart paper
- Marker pens
- Digital resources
- Print resources

- Practical assessment - Observation - Product evaluation

Production Techniques

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

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

- Design creative sewing projects
- Apply sewing skills to new projects
- Show creativity in sewing

- Brainstorm ideas for creative sewing projects
- Design a unique household item using seams
- Create a plan for making the item
- Share design ideas with the class

How can we apply our sewing skills to creative projects?

- SPARK AGRICULTURE GRADE 8 textbook pg. 89
- Drawing materials
- Fabric samples
- Digital resources
- Sample creative items
- SPARK AGRICULTURE GRADE 8 textbook pg. 90
- Calculator
- Paper
- Pen/pencil
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 93
- Fabric and thread
- All necessary sewing tools
- Project plan
- Evaluation rubric

- Design evaluation - Observation - Oral presentations

Production Techniques

Constructing Innovative Animal Waterer - Challenges with animal waterers
Constructing Innovative Animal Waterer - Presenting findings

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

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

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

What challenges are faced when using conventional animal waterers?

- SPARK AGRICULTURE GRADE 8 textbook pg. 94
- Digital camera/smartphone
- Notebook
- Pen/pencil
- Nearby households with animals
- SPARK AGRICULTURE GRADE 8 textbook pg. 95
- Notes from field visits
- Chart paper
- Marker pens
- Photographs from visits

- Observation - Oral questions - Written reports

Production Techniques

Constructing Innovative Animal Waterer - Researching innovative waterers
Constructing Innovative Animal Waterer - Designing a waterer

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

- Identify innovative waterer designs
- Explain how innovative waterers work
- Show interest in innovative solutions

- Search for information on innovative waterers
- Study designs of innovative waterers
- Identify locally available materials for construction
- Present findings to the class

What innovative waterer designs can solve the identified challenges?

- SPARK AGRICULTURE GRADE 8 textbook pg. 96
- Digital devices with internet
- Print resources
- Photographs of innovative waterers
- SPARK AGRICULTURE GRADE 8 textbook pg. 97
- Pencils
- Plain paper
- Ruler
- Colored pencils

- Observation - Oral presentations - Research evaluation

Production Techniques

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

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

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

- Collect a plastic bottle and tray
- Clean the bottle and tray thoroughly
- Poke a small hole near the bottom of the bottle
- Attach the bottle to the tray
- Fill with water and test

How can we construct an innovative waterer for poultry?

- SPARK AGRICULTURE GRADE 8 textbook pg. 98
- Plastic bottle with lid
- Knife
- Glue
- Water
- Plastic tray
- Small nail or tool for poking
- SPARK AGRICULTURE GRADE 8 textbook pg. 99
- Plastic bottles with caps
- Marble or small stone
- Tools for hanging

- Practical assessment - Observation - Product evaluation

Production Techniques

Constructing Innovative Animal Waterer - Testing and adjusting waterers
Constructing Innovative Animal Waterer - Benefits of innovative waterers
Constructing Innovative Animal Waterer - Marketing innovative waterers

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

- Test the functionality of constructed waterers
- Make necessary adjustments
- Show responsibility in water conservation

- Test waterers to determine if they solve identified problems
- Assess whether they conserve water
- Check if animals can comfortably drink from them
- Ensure water is safe from contamination
- Make necessary adjustments

How can we test and improve our innovative animal waterers?

- SPARK AGRICULTURE GRADE 8 textbook pg. 100
- Constructed waterers
- Water
- Small domestic animals
- Tools for adjustments
- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Chart paper
- Marker pens
- Digital resources

- Practical assessment - Observation - Performance evaluation

Production Techniques

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

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

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

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

What support services can be accessed through ICT?

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

- Observation - Oral questions - Written assignments

Production Techniques

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

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

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

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

How can farmers use weather forecast services to improve productivity?

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

- Practical assessment - Observation - Skill evaluation

Production Techniques

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

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

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

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

How can farmers use market information to make better decisions?

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

- Practical assessment - Observation - Skill evaluation

Production Techniques

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

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

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

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

How can ICT help access various support services efficiently?

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

- Practical assessment - Observation - Skill evaluation