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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Crop Production
|
Controlling caterpillars
|
By the end of the lesson, the learner should be able to:
Outline the procedure of controlling caterpillars. Control the caterpillars in vegetables. Appreciate the importance of controlling caterpillars. |
As a class, learners are guided to outline the procedure of controlling caterpillars.
As a class, learners are guided to control the caterpillars in vegetables. |
How do you control caterpillars in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 26-27
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Crop Production
|
Controlling caterpillars
|
By the end of the lesson, the learner should be able to:
Outline the procedure of controlling caterpillars. Control the caterpillars in vegetables. Appreciate the importance of controlling caterpillars. |
As a class, learners are guided to outline the procedure of controlling caterpillars.
As a class, learners are guided to control the caterpillars in vegetables. |
How do you control caterpillars in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 26-27
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Crop Production
|
Diseases in vegetables crops
|
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Crop Production
|
Identifying vegetables affected by diseases
|
By the end of the lesson, the learner should be able to:
Take a walk to a vegetable garden in the school or in the community. Examine all parts of the vegetable crops carefully to identify any symptoms of a disease. Have a desire to stop diseases in vegetable crops. |
As a class, learners are guided to take a walk to a vegetable garden in the school or in the community.
As a class, learners are guided to examine all parts of the vegetable crops carefully to identify any symptoms of a disease. |
How do you identify vegetables affected by diseases?
|
MTP; Agriculture Learner's Book Grade 8 pg. 28-29
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Crop Production
|
Controlling diseases 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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Crop Production
|
Controlling diseases 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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Crop Production
|
Importance of controlling pests and disease in vegetable crops
|
By the end of the lesson, the learner should be able to:
List the vegetables grown in their locality. Discuss the importance of controlling pests and disease in vegetable crops Appreciate the importance of controlling pests and disease in vegetable crops |
In groups or in pairs, learners are guided to list the vegetables grown in their locality.
In groups or in pairs, learners are guided to discuss the importance of controlling pests and disease in vegetable crops |
What is the importance of controlling pests and disease in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Crop Production
|
Importance of controlling pests and disease in vegetable crops
|
By the end of the lesson, the learner should be able to:
List the vegetables grown in their locality. Discuss the importance of controlling pests and disease in vegetable crops Appreciate the importance of controlling pests and disease in vegetable crops |
In groups or in pairs, learners are guided to list the vegetables grown in their locality.
In groups or in pairs, learners are guided to discuss the importance of controlling pests and disease in vegetable crops |
What is the importance of controlling pests and disease in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Animal Production
|
Preparation of Animal Products
|
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Animal Production
|
How to process fresh fish for various purposes
|
By the end of the lesson, the learner should be able to:
Outline the process of preparing fish in readiness for both consumption and storage. Illustrate the process of preparing fish in readiness for both consumption and storage. Appreciate the importance of scaling a fish. |
In groups or in pairs, learners are guided to outline the process of preparing fish in readiness for both consumption and storage.
In groups or in pairs, learners are guided to illustrate the process of preparing fish in readiness for both consumption and storage. |
How do you prepare fish in readiness for both consumption and storage?
|
MTP; Agriculture Learner's Book Grade 8 pg. 69-70
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Animal Production
|
How to process fresh fish for various purposes
|
By the end of the lesson, the learner should be able to:
Outline the process of preparing fish in readiness for both consumption and storage. Illustrate the process of preparing fish in readiness for both consumption and storage. Appreciate the importance of scaling a fish. |
In groups or in pairs, learners are guided to outline the process of preparing fish in readiness for both consumption and storage.
In groups or in pairs, learners are guided to illustrate the process of preparing fish in readiness for both consumption and storage. |
How do you prepare fish in readiness for both consumption and storage?
|
MTP; Agriculture Learner's Book Grade 8 pg. 69-70
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Animal Production
|
How poultry carcasses are dressed for various purposes
|
By the end of the lesson, the learner should be able to:
Outline how to dress a chicken carcass for home consumption, storage and marketing. Dress poultry carcasses for various purposes. Appreciate the importance of gutting a chicken. |
In groups or in pairs, learners are guided to outline how to dress a chicken carcass for home consumption, storage and marketing.
In groups or in pairs, learners are guided to dress poultry carcasses for various purposes |
How do you prepare a chicken at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 71-74
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Animal Production
|
Importance of processing fish and dressing poultry.
|
By the end of the lesson, the learner should be able to:
List the methods used to preserve fish. Discuss the importance of processing fish and dressing poultry carcasses for various purposes. Appreciate the importance of processing fish and dressing poultry. |
In groups, learners are guided to list the methods used to preserve fish.
In groups, learners are guided to discuss the importance of processing fish and dressing poultry carcasses for various purposes. |
What is the importance of processing fish and dressing poultry?
|
MTP; Agriculture Learner's Book Grade 8 pg. 74-75
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Animal Production
|
Importance of processing fish and dressing poultry.
|
By the end of the lesson, the learner should be able to:
List the methods used to preserve fish. Discuss the importance of processing fish and dressing poultry carcasses for various purposes. Appreciate the importance of processing fish and dressing poultry. |
In groups, learners are guided to list the methods used to preserve fish.
In groups, learners are guided to discuss the importance of processing fish and dressing poultry carcasses for various purposes. |
What is the importance of processing fish and dressing poultry?
|
MTP; Agriculture Learner's Book Grade 8 pg. 74-75
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Animal Production
|
Preservation of Animal Product
|
By the end of the lesson, the learner should be able to:
Define the term, 'shelf life' Identify reasons for preparing animal products. Investigate animal products shelf life. Appreciate the importance of shelf life. |
In groups or in pairs, learners are guided to define the term, 'shelf life'
In groups or in pairs, learners are guided to identify reasons for preparing animal products In groups or in pairs, learners are guided to investigate animal products shelf life |
What is shelf life?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Animal Production
|
Methods of preserving meat
|
By the end of the lesson, the learner should be able to:
List the methods used to preserve meat in their locality. Use digital devices and other reference materials to search for information on methods of preserving meat. Appreciate the methods used to preserve meat in their locality. |
In groups or in pairs, learners are guided to list the methods used to preserve meat in their locality
In groups or in pairs, learners are guided to use digital devices and other reference materials to search for information on methods of preserving meat |
What are some of the methods of preserving meat?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76-77
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Animal Production
|
Methods of preserving meat
|
By the end of the lesson, the learner should be able to:
Identify the method of preserving meat that is applicable to their home life and locality. Demonstrate the methods of preserving meat. Appreciate the methods used to preserve meat. |
In groups or in pairs, learners are guided to identify the method of preserving meat that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving meat |
Which method do you use at home to preserve meat?
|
MTP; Agriculture Learner's Book Grade 8 pg. 77-78
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Animal Production
|
Methods of preserving meat
|
By the end of the lesson, the learner should be able to:
Identify the method of preserving meat that is applicable to their home life and locality. Demonstrate the methods of preserving meat. Appreciate the methods used to preserve meat. |
In groups or in pairs, learners are guided to identify the method of preserving meat that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving meat |
Which method do you use at home to preserve meat?
|
MTP; Agriculture Learner's Book Grade 8 pg. 77-78
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Animal Production
|
Methods of preserving milk
|
By the end of the lesson, the learner should be able to:
List the methods used in their locality to preserve milk. Discuss the methods that Maria's family can use to preserve the milk. Appreciate the methods used to preserve milk. |
In groups or in pairs, learners are guided to list the methods used in their locality to preserve milk
In groups or in pairs, learners are guided to discuss the methods that Maria's family can use to preserve the milk. |
How can Maria's family preserve milk to ensure they use all of it without getting spoilt?
|
MTP; Agriculture Learner's Book Grade 8 pg. 78
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Animal Production
|
Methods of preserving milk
|
By the end of the lesson, the learner should be able to:
List the methods used in their locality to preserve milk. Discuss the methods that Maria's family can use to preserve the milk. Appreciate the methods used to preserve milk. |
In groups or in pairs, learners are guided to list the methods used in their locality to preserve milk
In groups or in pairs, learners are guided to discuss the methods that Maria's family can use to preserve the milk. |
How can Maria's family preserve milk to ensure they use all of it without getting spoilt?
|
MTP; Agriculture Learner's Book Grade 8 pg. 78
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Animal Production
|
Methods of preserving milk
|
By the end of the lesson, the learner should be able to:
Identify the method of preserving milk that is applicable to their home life and locality. Demonstrate the methods of preserving milk. Appreciate the methods used to preserve milk |
In groups or in pairs, learners are guided to identify the method of preserving milk that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving milk |
Which method do you use to preserve milk at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 79-80
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Animal Production
|
Methods of preserving milk
|
By the end of the lesson, the learner should be able to:
Identify the method of preserving milk that is applicable to their home life and locality. Demonstrate the methods of preserving milk. Appreciate the methods used to preserve milk |
In groups or in pairs, learners are guided to identify the method of preserving milk that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving milk |
Which method do you use to preserve milk at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 79-80
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Food and Nutrition
|
Cooking Carbohydrate Rich Foods; Methods of heat transfer when cooking 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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Food and Nutrition
|
Classifying carbohydrate rich foods
|
By the end of the lesson, the learner should be able to:
Explain the meaning of simple sugars, double sugars and starchy foods. Give examples of simple sugars, double sugars and starchy foods. Classify carbohydrates rich foods. Appreciate the importance of carbohydrates. |
In groups, in pairs or individually, learners are guided to explain the meaning of simple sugars, double sugars and starchy foods.
In groups, in pairs or individually, learners are guided to give examples of simple sugars, double sugars and starchy foods In groups, in pairs or individually, learners are guided to classify carbohydrates rich foods |
What are carbohydrates?
|
MTP; Home Science Learner's Book Grade 8 pg.15-17
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Food and Nutrition
|
Classifying carbohydrate rich foods
|
By the end of the lesson, the learner should be able to:
Explain the meaning of simple sugars, double sugars and starchy foods. Give examples of simple sugars, double sugars and starchy foods. Classify carbohydrates rich foods. Appreciate the importance of carbohydrates. |
In groups, in pairs or individually, learners are guided to explain the meaning of simple sugars, double sugars and starchy foods.
In groups, in pairs or individually, learners are guided to give examples of simple sugars, double sugars and starchy foods In groups, in pairs or individually, learners are guided to classify carbohydrates rich foods |
What are carbohydrates?
|
MTP; Home Science Learner's Book Grade 8 pg.15-17
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Food and Nutrition
|
Effects of heat on carbohydrate rich foods
|
By the end of the lesson, the learner should be able to:
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
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. Outline the steps to follow when boiling carbohydrates. Investigate the effect of moist heat on carbohydrates rich foods such as rice. Have fun and enjoy doing the experiment. |
In groups, in pairs or individually, learners are guided to list the requirements needed to boil carbohydrates.
In groups, in pairs or individually, learners are guided to outline the steps to follow when boiling carbohydrates In groups, in pairs or individually, learners are guided to investigate the effect of moist heat on carbohydrates rich foods such as rice |
How do you boil rice?
|
MTP; Home Science Learner's Book Grade 8 pg. 18-20
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Food and Nutrition
|
Effects of heat on carbohydrate rich foods
|
By the end of the lesson, the learner should be able to:
List the requirements needed to boil carbohydrates, such as porridge. Outline the steps to follow when cooking porridge. Investigate the effect of moist heat on carbohydrates rich foods such as porridge. Have fun and enjoy doing the experiment. |
In groups, in pairs or individually, learners are guided to list the requirements needed to boil carbohydrates, such as porridge.
In groups, in pairs or individually, learners are guided to outline the steps to follow when cooking porridge. In groups, in pairs or individually, learners are guided to investigate the effect of moist heat on carbohydrates rich foods such as porridge. |
How do you cook porridge?
|
MTP; Home Science Learner's Book Grade 8 pg. 20-21
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Food and Nutrition
|
Effects of heat on carbohydrate rich foods
|
By the end of the lesson, the learner should be able to:
List the requirements needed to boil carbohydrates, such as porridge. Outline the steps to follow when cooking porridge. Investigate the effect of moist heat on carbohydrates rich foods such as porridge. Have fun and enjoy doing the experiment. |
In groups, in pairs or individually, learners are guided to list the requirements needed to boil carbohydrates, such as porridge.
In groups, in pairs or individually, learners are guided to outline the steps to follow when cooking porridge. In groups, in pairs or individually, learners are guided to investigate the effect of moist heat on carbohydrates rich foods such as porridge. |
How do you cook porridge?
|
MTP; Home Science Learner's Book Grade 8 pg. 20-21
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Food and Nutrition
|
Effects of heat on carbohydrate rich foods
|
By the end of the lesson, the learner should be able to:
List the requirements needed to grill maize. Outline the steps to follow when grilling maize. Investigate the effect of dry heat on carbohydrates rich foods, by grilling maize. Have fun and enjoy doing the experiment. |
In groups, in pairs or individually, learners are guided to list the requirements needed to grill maize.
In groups, in pairs or individually, learners are guided to outline the steps to follow when grilling maize. In groups, in pairs or individually, learners are guided to investigate the effect of dry heat on carbohydrates rich foods, by grilling maize. |
How do you grill maize?
|
MTP; Home Science Learner's Book Grade 8 pg. 21-22
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Food and Nutrition
|
Ways of conserving food nutrients when preparing and cooking carbohydrate rich food
|
By the end of the lesson, the learner should be able to:
State the importance of conserving food nutrients. Brainstorm ways one would conserve nutrients while preparing and cooking nutrients. Recognize ways of conserving food nutrients when preparing and cooking carbohydrate rich food. Appreciate the ways of conserving food nutrients when preparing and cooking carbohydrate rich food. |
In groups, in pairs or individually, learners are guided to state the importance of conserving food nutrients.
In groups, in pairs or individually, learners are guided to brainstorm ways one would conserve nutrients while preparing and cooking nutrients. In groups, in pairs or individually, learners are guided to recognize ways of conserving food nutrients when preparing and cooking carbohydrate rich food. |
Why do you think it is important to conserve food nutrients?
|
MTP; Home Science Learner's Book Grade 8 pg. 22-24
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Food and Nutrition
|
Ways of conserving food nutrients when preparing and cooking carbohydrate rich food
|
By the end of the lesson, the learner should be able to:
State the importance of conserving food nutrients. Brainstorm ways one would conserve nutrients while preparing and cooking nutrients. Recognize ways of conserving food nutrients when preparing and cooking carbohydrate rich food. Appreciate the ways of conserving food nutrients when preparing and cooking carbohydrate rich food. |
In groups, in pairs or individually, learners are guided to state the importance of conserving food nutrients.
In groups, in pairs or individually, learners are guided to brainstorm ways one would conserve nutrients while preparing and cooking nutrients. In groups, in pairs or individually, learners are guided to recognize ways of conserving food nutrients when preparing and cooking carbohydrate rich food. |
Why do you think it is important to conserve food nutrients?
|
MTP; Home Science Learner's Book Grade 8 pg. 22-24
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Food and Nutrition
|
Safety measures to observe in preparing and cooking carbohydrate rich foods
|
By the end of the lesson, the learner should be able to:
Identify the safety measures to observe in preparing and cooking carbohydrate rich foods. Give a reason why each safety measure is observed. Recognize the importance of each safety measure. Appreciate the importance of observing safety. |
In groups, in pairs or individually, learners are guided to identify the safety measures to observe in preparing and cooking carbohydrate rich foods
In groups, in pairs or individually, learners are guided to Give a reason why each safety measure is observed. In groups, in pairs or individually, learners are guided to recognize the importance of each safety measure. |
What safety measures should one observe in preparing and cooking carbohydrate rich foods?
|
MTP; Home Science Learner's Book Grade 8 pg. 24-25
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Food and Nutrition
|
Meal Presentation; Factors to consider during table setting in meal presentation
|
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Food and Nutrition
|
Requirements for table setting when serving meals
|
By the end of the lesson, the learner should be able to:
Name the items shown on page 29. Identify the requirements for table setting when serving meals. Draw the pictures on page 29. Appreciate the requirements for table setting when serving meals. |
In groups or in pairs, learners are guided to name the items shown on page 29.
In groups or in pairs, learners are guided to identify the requirements for table setting when serving meals In groups or in pairs, learners are guided to draw the pictures on page 29 |
What are the requirements for table setting when serving meals?
|
MTP; Home Science Learner's Book Grade 8 pg. 29-30
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Food and Nutrition
|
Requirements for table setting when serving meals
|
By the end of the lesson, the learner should be able to:
Name the items shown on page 29. Identify the requirements for table setting when serving meals. Draw the pictures on page 29. Appreciate the requirements for table setting when serving meals. |
In groups or in pairs, learners are guided to name the items shown on page 29.
In groups or in pairs, learners are guided to identify the requirements for table setting when serving meals In groups or in pairs, learners are guided to draw the pictures on page 29 |
What are the requirements for table setting when serving meals?
|
MTP; Home Science Learner's Book Grade 8 pg. 29-30
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
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?
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MTP; Home Science Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 11 | 1 |
Food and Nutrition
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Setting a table for meal presentation
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By the end of the lesson, the learner should be able to:
State the requirements needed to set a table for meal presentation. Outline the process needed to set a table for meal presentation. Set a table for meal presentation. Enjoy setting a table for meal presentation. |
In groups or in pairs, learners are guided to state the requirements needed to set a table for meal presentation
In groups or in pairs, learners are guided to outline the process needed to set a table for meal presentation In groups or in pairs, learners are guided to set a table for meal presentation |
How do you set a table for meal presentation?
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MTP; Home Science Learner's Book Grade 8 pg. 31-34
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 11 | 2 |
Food and Nutrition
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Presenting a simple lunch using the various styles of meal service
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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?
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MTP; Home Science Learner's Book Grade 8 pg. 34-37
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 11 | 3 |
Food and Nutrition
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Presenting a simple lunch using the various styles of meal service
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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?
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MTP; Home Science Learner's Book Grade 8 pg. 34-37
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 11 | 4 |
Food and Nutrition
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Presenting a simple lunch using the various styles of meal service
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By the end of the lesson, the learner should be able to:
State the requirements to cook ugali, stewed beef and steamed spinach. Outline the procedure of cooking ugali, stewed beef and steamed spinach. Cook ugali, stewed beef and steamed spinach. Have fun and enjoy cooking. |
In groups or in pairs, learners are guided to state the requirements to cook ugali, stewed beef and steamed spinach
In groups or in pairs, learners are guided to outline the procedure of cooking ugali, stewed beef and steamed spinach. In groups or in pairs, learners are guided to cook ugali, stewed beef and steamed spinach |
Why is it important to observe table etiquette during meals?
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MTP; Home Science Learner's Book Grade 8 pg. 37-40
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 12 | 1 |
Food and Nutrition
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Meals for Special Groups; Guidelines to consider when planning meals for special groups
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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?
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MTP; Home Science Learner's Book Grade 8 pg. 41-42
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 12 | 2 |
Food and Nutrition
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Meals for Special Groups; Guidelines to consider when planning meals for special groups
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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?
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MTP; Home Science Learner's Book Grade 8 pg. 41-42
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 12 | 3 |
Food and Nutrition
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Guidelines to consider when planning meals for special groups
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By the end of the lesson, the learner should be able to:
Discuss the guidelines to observe when planning meals for children. State the importance for children to take plenty fluids, fruits and vegetables. Investigate how the texture of food is likely to change as a child transitions from infancy to toddlerhood. Appreciate the importance of following guidelines when planning meals for children. |
In groups or in pairs, learners are guided to discuss the guidelines to observe when planning meals for children.
In groups or in pairs, learners are guided to state the importance for children to take plenty fluids, fruits and vegetables. In groups or in pairs, learners are guided to investigate how the texture of food is likely to change as a child transitions from infancy to toddlerhood. |
Why is it important for children to take plenty fluids, fruits and vegetable?
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MTP; Home Science Learner's Book Grade 8 pg. 43-44
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 12 | 4 |
Food and Nutrition
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Guidelines to consider when planning meals for special groups
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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?
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MTP; Home Science Learner's Book Grade 8 pg. 45-46
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 13 | 1 |
Food and Nutrition
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Guidelines to consider when planning meals for special groups
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By the end of the lesson, the learner should be able to:
List the guidelines to observe when planning meals for vegetarians. Suggest various sources of proteins that one can include in the vegetarian meals. State the importance of using a variety of cooking methods when preparing food for vegetarians. Appreciate the importance of following guidelines when planning vegetarian's meals. |
In groups or in pairs, learners are guided to list the guidelines to observe when planning meals for vegetarians.
In groups or in pairs, learners are guided to suggest various sources of proteins that one can include in the vegetarian meals. In groups or in pairs, learners are guided to state the importance of using a variety of cooking methods when preparing food for vegetarians. |
Why is it important to use a variety of cooking methods when preparing food for vegetarian?
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MTP; Home Science Learner's Book Grade 8 pg. 46-48
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 13 | 2 |
Food and Nutrition
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Guidelines to consider when planning meals for special groups
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By the end of the lesson, the learner should be able to:
List the guidelines to observe when planning meals for vegetarians. Suggest various sources of proteins that one can include in the vegetarian meals. State the importance of using a variety of cooking methods when preparing food for vegetarians. Appreciate the importance of following guidelines when planning vegetarian's meals. |
In groups or in pairs, learners are guided to list the guidelines to observe when planning meals for vegetarians.
In groups or in pairs, learners are guided to suggest various sources of proteins that one can include in the vegetarian meals. In groups or in pairs, learners are guided to state the importance of using a variety of cooking methods when preparing food for vegetarians. |
Why is it important to use a variety of cooking methods when preparing food for vegetarian?
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MTP; Home Science Learner's Book Grade 8 pg. 46-48
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 13 | 3 |
Food and Nutrition
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Feeding habits and food taboos for special groups
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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?
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MTP; Home Science Learner's Book Grade 8 pg. 48-50
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 13 | 4 |
Food and Nutrition
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Feeding habits and food taboos for special groups
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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?
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MTP; Home Science Learner's Book Grade 8 pg. 48-50
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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