Animal Production
Crop Production
Crop Production
Crop Production
Crop Production
Animal Production
Animal Production
Animal Production
Animal Production
Animal Production
Animal Production

Poultry Rearing project
Controlling caterpillars
Diseases in vegetables crops
Identifying vegetables affected by diseases
Controlling diseases in vegetable crops
Importance of controlling pests and disease in vegetable crops
Preparation of Animal Products
How to process fresh fish for various purposes
How poultry carcasses are dressed for various purposes
Importance of processing fish and dressing poultry.
Preservation of Animal Product
Methods of preserving meat

By the end of the lesson, the learner should be able to:
Discuss the management practices in rearing of poultry in a fold.
Draw a schedule of responsibilities to initiate and manage the poultry project.
Have fun and enjoy poultry rearing project.
Outline the procedure of controlling caterpillars.
Control the caterpillars in vegetables.
Appreciate the importance of controlling caterpillars.
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.
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.
Identify non-chemical methods of crop disease control.
Control diseases in vegetable crops.
Appreciate the importance of controlling disease in vegetable crops.
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
List some of the animal products.
Justify the preparation of animal products.
Appreciate the use of animal products.
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.
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.
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.
Define the term, 'shelf life'
Identify reasons for preparing animal products.
Investigate animal products shelf life.
Appreciate the importance of shelf life.
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, learners are guided to discuss the management practices in rearing of poultry in a fold.
Individually or in pairs, learners are guided to draw a schedule of responsibilities to initiate and manage the poultry project.
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.
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
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.
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.
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
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.
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.
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
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.
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
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 is poultry fold?
How do you control diseases in vegetable crops?

MTP; Agriculture Learner's Book Grade 8 pg. 66
Pictures
Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 26-27
MTP; Agriculture Learner's Book Grade 8 pg. 27-28
MTP; Agriculture Learner's Book Grade 8 pg. 28-29
MTP; Agriculture Learner's Book Grade 8 pg. 29-30
Pictures
Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 30-31
MTP; Agriculture Learner's Book Grade 8 pg. 68
MTP; Agriculture Learner's Book Grade 8 pg. 69-70
MTP; Agriculture Learner's Book Grade 8 pg. 71-74
MTP; Agriculture Learner's Book Grade 8 pg. 74-75
MTP; Agriculture Learner's Book Grade 8 pg. 76
MTP; Agriculture Learner's Book Grade 8 pg. 76-77

Oral questions Oral Report Observation

Animal Production
Food and Nutrition
Food and Nutrition
Food and Nutrition
Food and Nutrition

Methods of preserving meat
Methods of preserving milk
Methods of preserving milk
Methods of preserving milk
Cooking Carbohydrate Rich Foods; Methods of heat transfer when cooking foods
Classifying carbohydrate rich foods
Effects of heat on carbohydrate rich foods
Effects of heat on carbohydrate rich foods

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

Which method do you use at home to preserve meat?

MTP; Agriculture Learner's Book Grade 8 pg. 77-78
Pictures
Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 78
MTP; Agriculture Learner's Book Grade 8 pg. 79
MTP; Agriculture Learner's Book Grade 8 pg. 79-80
MTP; Home Science Learner's Book Grade 8 pg. 14-15
MTP; Home Science Learner's Book Grade 8 pg.15-17
MTP; Home Science Learner's Book Grade 8 pg. 17-18
MTP; Home Science Learner's Book Grade 8 pg. 18-20

Oral questions Oral Report Observation

Food and Nutrition

Effects of heat on carbohydrate rich foods
Effects of heat on carbohydrate rich foods
Ways of conserving food nutrients when preparing and cooking carbohydrate rich food
Safety measures to observe in preparing and cooking carbohydrate rich foods
Meal Presentation; Factors to consider during table setting in meal presentation
Requirements for table setting when serving meals
Setting a table for meal presentation
Setting a table for meal presentation
Presenting a simple lunch using the various styles of meal service

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.
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.
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.
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.
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.
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.
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.
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.
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, 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.
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.
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.
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.
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
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
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.
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
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 do you cook porridge?

MTP; Home Science Learner's Book Grade 8 pg. 20-21
Pictures
Charts
Realia
Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 21-22
MTP; Home Science Learner's Book Grade 8 pg. 22-24
MTP; Home Science Learner's Book Grade 8 pg. 24-25
MTP; Home Science Learner's Book Grade 8 pg. 27-28
MTP; Home Science Learner's Book Grade 8 pg. 29-30
MTP; Home Science Learner's Book Grade 8 pg. 30-31
MTP; Home Science Learner's Book Grade 8 pg. 31-34
MTP; Home Science Learner's Book Grade 8 pg. 34-37

Oral questions Oral Report Observation

Food and Nutrition
Caring For the Family
Caring For the Family
Caring For the Family
Caring For the Family
Caring For the Family
Caring For the Family
Caring For the Family

Presenting a simple lunch using the various styles of meal service
Meals for Special Groups; Guidelines to consider when planning meals for special groups
Guidelines to consider when planning meals for special groups
Guidelines to consider when planning meals for special groups
Guidelines to consider when planning meals for special groups
Feeding habits and food taboos for special groups
Cleaning the Kitchen; Reasons for cleaning a kitchen
Methods of removing dirt from kitchen surfaces
Methods of removing dirt from kitchen surfaces
Methods of removing dirt from kitchen surfaces
Daily cleaning
Weekly cleaning
Special cleaning

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.
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.
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.
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.
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.
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.
Study the picture in learner's book 8 page 159
Give reasons for cleaning the kitchen.
Draw the picture in learner's book 8 page 159
Appreciate the reasons for cleaning a kitchen.
Identify the methods of removing dirt from kitchen surfaces.
Study the pictures in learner's book 8 page 160
Discuss other methods used to clean the kitchen.
Appreciate methods of removing dirt from kitchen surfaces.
Explain the meaning of sweeping, dusting and wiping.
Outline the process of sweeping, dusting and wiping.
Practice sweeping, dusting and wiping.
Have fun and enjoy sweeping, dusting and wiping.
Explain the meaning of mopping and vacuum cleaning.
Outline the process of mopping and vacuum cleaning.
Practice mopping and vacuum cleaning.
Have fun and enjoy mopping and vacuum cleaning.
State the requirements needed to carry out daily cleaning of a kitchen.
Outline the steps to follow when carrying out daily cleaning of a kitchen.
Practice carrying out daily cleaning of a kitchen.
Have fun and enjoy carrying out daily cleaning of a kitchen.
State the requirements needed to carry out weekly cleaning of a kitchen.
Outline the steps to follow when carrying out weekly cleaning of a kitchen.
Practice carrying out weekly cleaning of a kitchen.
Have fun and enjoy carrying out weekly cleaning of a kitchen.
State the requirements needed to carry out special cleaning of a kitchen.
Outline the steps to follow when carrying out special cleaning of a kitchen.
Practice carrying out special cleaning of a kitchen.
Have fun and enjoy carrying out special cleaning of a kitchen.

In groups or in pairs, learners are guided to state the requirements 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
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.
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.
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.
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.
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.
In groups or in pairs, learners are guided to study the picture in learner's book 8 page 159
In groups or in pairs, learners are guided to give reasons for cleaning the kitchen.
In groups or in pairs, learners are guided to draw the picture in learner's book 8 page 159
In groups or in pairs, learners are guided to identify the methods of removing dirt from kitchen surfaces.
In groups or in pairs, learners are guided to study the pictures in learner's book 8 page 160
In groups or in pairs, learners are guided to discuss other methods used to clean the kitchen.
In groups or in pairs, learners are guided to explain the meaning of sweeping, dusting and wiping.
In groups or in pairs, learners are guided to outline the process of sweeping, dusting and wiping.
In groups or in pairs, learners are guided to practice sweeping, dusting and wiping.
In groups or in pairs, learners are guided to explain the meaning of mopping and vacuum cleaning.
In groups or in pairs, learners are guided to outline the process of mopping and vacuum cleaning.
In groups or in pairs, learners are guided to practice mopping and vacuum cleaning.
In groups or in pairs, learners are guided to state the requirements needed to carry out daily cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out daily cleaning of a kitchen.
In groups or in pairs, learners are guided to practice carrying out daily cleaning of a kitchen.
In groups or in pairs, learners are guided to state the requirements needed to carry out weekly cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out weekly cleaning of a kitchen.
In groups or in pairs, learners are guided to practice carrying out weekly cleaning of a kitchen.
In groups or in pairs, learners are guided to state the requirements needed to carry out special cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out special cleaning of a kitchen.
In groups or in pairs, learners are guided to practice carrying out special cleaning of a kitchen.

Why is it important to observe table etiquette during meals?

MTP; Home Science Learner's Book Grade 8 pg. 37-40
Pictures
Charts
Realia
Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 41-42
MTP; Home Science Learner's Book Grade 8 pg. 43-44
MTP; Home Science Learner's Book Grade 8 pg. 45-46
MTP; Home Science Learner's Book Grade 8 pg. 46-48
MTP; Home Science Learner's Book Grade 8 pg. 48-50
MTP; Home Science Learner's Book Grade 8 pg. 159
MTP; Home Science Learner's Book Grade 8 pg. 160-161
MTP; Home Science Learner's Book Grade 8 pg. 161-162
MTP; Home Science Learner's Book Grade 8 pg. 163
MTP; Home Science Learner's Book Grade 8 pg. 164
MTP; Home Science Learner's Book Grade 8 pg. 165
MTP; Home Science Learner's Book Grade 8 pg. 166-167

Oral questions Oral Report Observation