Conserving Agricultural Environment

Soil Conservation Measures.
Methods of soil conservation.

By the end of the lesson, the learner should be able to:
State the importance of soil conservation.
Discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings.
Appreciate the importance of soil conservation.
Identify the method of soil conservation shown in the pictures in learner's book 8 page 3
Draw the soil conservation methods as shown on page 3.
Appreciate the methods of soil conservation.

In pairs or in groups, learners are guided to state the importance of soil conservation.
In pairs or in groups, learners are guided to discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings.
Learners are guided to identify the method of soil conservation shown in the pictures in learner's book 8 page 3
Learners are guided to draw the soil conservation methods as shown on page 3.

Why should we conserve soil?

MTP; Agriculture Learner's Book Grade 8 pg. 1-2
Pictures
Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 2- 4

Oral questions Oral Report Observation

Conserving Agricultural Environment

Soil conservation project.
Demonstrating soil conservation structures in a farm model

By the end of the lesson, the learner should be able to:
Explore the school environment and identify an area where soil erosion has occurred or is likely to occur.
Carry out soil conservation on the identified area.
Have fun and enjoy the soil conservation project.
Draw a sketch model of the farm model
Demonstrate soil conservation structures in a farm model.
Have fun and enjoy the class project.

As a class, learners are guided to explore the school environment and identify an area where soil erosion has occurred or is likely to occur.
As a class, learners are guided to carry out soil conservation on the identified area.
As a class, learners are guided to construct a farm model to demonstrate various soil conservation measures such as stone lines, trash lines, strip cropping, grassed waterways and soil bands.

Which soil conservation method have you carried out?

MTP; Agriculture Learner's Book Grade 8 pg. 4
Pictures
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 5-6

Oral questions Oral Report Observation

Conserving Agricultural Environment

Water harvesting and Storage
Water harvesting and Storage

By the end of the lesson, the learner should be able to:
Identify characteristics of a good catchment surface and give examples of such surfaces in their environment.
Demonstrate various methods that can be used to harvest rainwater.
Appreciate water harvesting and Storage.
Search for video clips showing various methods of harvesting and storing water.
Watch the video clips showing various water harvesting and storage methods.
Appreciate water harvesting and storage.

Learners are guided to identify characteristics of a good catchment surface and give examples of such surfaces in their environment.
Learners are guided to demonstrate various methods that can be used to harvest rainwater.
As a class, learners are guided to search for video clips showing various methods of harvesting and storing water.
As a class, learners are guided to watch the video clips showing various water harvesting and storage methods.

Which methods can be used to harvest rainwater?

MTP; Agriculture Learner's Book Grade 8 pg. 9
Pictures
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 9-11

Oral questions Oral Report Observation

Conserving Agricultural Environment
Food and Nutrition

Initiating a water harvesting and storage project in the school
Kitchen Garden

By the end of the lesson, the learner should be able to:
Explore the school compound and find out how water is harvested and stored.
Identify possible places where runoff may be collected during the rainy season.
Give suggestions on how water harvesting and storage may be done.
Have fun and enjoy the class project.
Define a kitchen garden.
State the importance of a kitchen garden in ensuring food and Nutrition.
Role play the conversation in learner's book 8 page 2
Appreciate the importance of kitchen garden.

As a class, learners are guided to explore the school compound and find out how water is harvested and stored.
As a class, learners are guided to identify possible places where runoff may be collected during the rainy season.
As a class, learners are guided to give suggestions on how water harvesting and storage may be done.

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

What are the advantages of harvesting rainwater? What challenges are encountered when harvesting rainwater?

MTP; Agriculture Learner's Book Grade 8 pg. 11-13
Pictures
Charts
Realia
Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 1-2

Oral questions Oral Report Observation

Food and Nutrition

Innovative technologies for kitchen gardening
Classifying food crops suitable for growing in a kitchen garden

By the end of the lesson, the learner should be able to:
Identify models it various kitchen gardens.
Draw the different models showing kitchen gardens.
Describe how gardening is done in each model.
Appreciate the innovative technologies for kitchen gardening.
List food crops that can be grown in a kitchen garden.
Classify the food crops.
Appreciate the crops that can be grown in a kitchen garden.

Individually, in pairs or in groups, learners are guided to identify models it various kitchen gardens.
Individually, in pairs or in groups, learners are guided to draw the different models showing kitchen gardens
Individually, in pairs or in groups, learners are guided to describe how gardening is done in each model.
Individually, learners to list food crops that can be grown in a kitchen garden.

Individually, learners to classify the food crops.

What is the importance of innovative gardening?

MTP; Home Science Learner's Book Grade 8 pg. 2-4
Pictures
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Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 4-6

Oral questions Oral Report Observation

Food and Nutrition

Establishing a kitchen garden for provision of healthy and affordable food
Container garden.

By the end of the lesson, the learner should be able to:
List the materials needed to establish a tyre garden.
Outline the procedure of establishing a tyre garden.
Establish a tyre garden.
Have fun and enjoy establishing a tyre garden.
List the materials needed to establish a container garden.
Outline the procedure of establishing a container garden.
Establish a container garden.
Have fun and enjoy establishing a container garden.

As a class or in groups, learners are guided to list the materials needed to establish a tyre garden.
As a class or in groups, learners are guided to outline the procedure of establishing a tyre garden.
As a class or in groups, learners are guided to establish a tyre garden.
As a class or in groups, learners are guided to list the materials needed to establish a container garden.
As a class or in groups, learners are guided to outline the procedure of establishing a container garden.
As a class or in groups, learners are guided to establish container garden.

How do you establish a tyre garden?

MTP; Home Science Learner's Book Grade 8 pg. 6-9
Pictures
Charts
Realia
Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 9-10

Oral questions Oral Report Observation

Food and Nutrition
Animal Production

Wick garden
Animal Safety

By the end of the lesson, the learner should be able to:
List the materials needed to establish a wick garden.
Outline the procedure of establishing a wick garden.
Establish a wick garden.
Have fun and enjoy establishing a wick garden.
List examples of domestic animals.
Discuss the structures that can be used when handling cattle and dogs to ensure their safety.
Draw the images in learner's book 8 page 58
Appreciate the structures that can be used when handling domestic animals.

As a class or in groups, learners are guided to list the materials needed to establish a wick garden.
As a class or in groups, learners are guided to outline the procedure of establishing a wick garden.
As a class or in groups, learners are guided to establish a wick garden.
Learners are guided to list examples of domestic animals.
In groups, learners are guided to discuss the structures that can be used when handling cattle and dogs to ensure their safety.
Learners are guided to draw the images in learner's book 8 page 58

How do you establish a wick garden?

MTP; Home Science Learner's Book Grade 8 pg. 11-13
Pictures
Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 57-58

Oral questions Oral Report Observation

Animal Production

Safety of Persons handling domestic animals
Tools and equipment for handling domestic animals.

By the end of the lesson, the learner should be able to:
Identify safety measures of handling domestic animals.
Discuss the safety of Persons handling domestic animals
Use the clues given in the pictures in learner's book 8 page 58 to explain how they can ensure safety when handling animals.
Appreciate the safety measures of handling domestic animals.
Identify the tools and equipment for handling domestic animals.
Draw the equipment's in learner's book 8 page 60
Appreciate the use of tools and equipment's when handling domestic animals.

In groups or in pairs, learners are guided to identify safety measures of handling domestic animals
In groups or in pairs, learners are guided to discuss the safety of Persons handling domestic animals
In groups or in pairs, learners are guided to use the clues given in the pictures in learner's book 8 page 58 to explain how they can ensure safety when handling animals.
In groups or in pairs, learners are guided to identify the tools and equipment for handling domestic animals.
In groups or in pairs, learners are guided to draw the equipment's in learner's book 8 page 60

How can you restrain the dog when you have visitors at home?

MTP; Agriculture Learner's Book Grade 8 pg. 58-59
Pictures
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 59-61

Oral questions Oral Report Observation

Animal Production

Ways of ensuring safety of domestic animals from predators
Promoting safety of domestic animals in our community

By the end of the lesson, the learner should be able to:
Identify ways of ensuring safety of domestic animals from predators
Discuss the wild animals that could be kept away by different methods.
Appreciate the ways of ensuring safety of domestic animals from predators.
Go for a field visit to the community around their school.
Observe the domestic animals that they keep.
Check how they ensure safety of the animals.
Appreciate the safety of domestic animals in our community.

In groups, learners are guided to identify ways of ensuring safety of domestic animals from predators
In groups, learners are guided to discuss the wild animals that could be kept away by different methods
As a class, learners are guided to go for a field visit to the community around their school, observe the domestic animals that they keep and check how they ensure safety of the animals.

What are the ways of ensuring safety of domestic animals from predators?

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

Oral questions Oral Report Observation

Animal Production

Poultry Rearing.
Construction of a Fold for rearing poultry

By the end of the lesson, the learner should be able to:
Explain the meaning of poultry rearing.
Describe the various shapes, apparent sizes of poultry folds and the materials used to construct them.
Appreciate poultry rearing.
Outline the procedure of constructing a fold for rearing poultry.
Design and sketch the poultry fold.
Construct the poultry fold.
Have fun and enjoy constructing a fold for rearing poultry.

Individually or in pairs, learners are guided to explain the meaning of poultry rearing.
Individually or in pairs, learners are guided to describe the various shapes, apparent sizes of poultry folds and the materials used to construct them.
In groups, learners are guided to outline the procedure of constructing a fold for rearing poultry
In groups, learners are guided to design and sketch the poultry fold.
In groups, learners are guided to construct the poultry fold

What is poultry rearing?

MTP; Agriculture Learner's Book Grade 8 pg. 63
Pictures
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 63-64

Oral questions Oral Report Observation

Animal Production Animal Production
Animal Production

Rearing practices of poultry in a fold
Poultry Rearing project

By the end of the lesson, the learner should be able to:
Identify poultry rearing practices that are carried out in a fold.
Discuss the requirements and tasks in rearing practices of poultry in a poultry fold.
Appreciate the rearing practices of poultry in a fold.
Discuss the management practices in rearing of poultry in a fold.
Draw a schedule of responsibilities to initiate and manage the poultry project.
Have fun and enjoy poultry rearing project.

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

What improvements should be done to the fold that you designed and constructed to achieve a standard poultry fold?

MTP; Agriculture Learner's Book Grade 8 pg. 64-65
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MTP; Agriculture Learner's Book Grade 8 pg. 66

Oral questions Oral Report Observation

Crop Production

Crop Management
Identification of common vegetable pests and signs of attack

By the end of the lesson, the learner should be able to:
Explain the term crop pest.
Give examples of common insect pests in vegetable crops.
Discuss the statement,
Identify common vegetable pests and signs of attack.
Compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests.
Appreciate the importance of managing crops.

In groups, learners are guided to explain the term crop pest
In groups, learners are guided to give examples of common insect pests in vegetable crops.
In groups, learners are guided to discuss the statement,
In groups, learners are guided to identify common vegetable pests and signs of attack.
In groups, learners are guided to compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests.

What do you understand by the term crop pest?

MTP; Agriculture Learner's Book Grade 8 pg. 21
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 22-23

Oral questions Oral Report Observation

Crop Production

Controlling pests in vegetable crops
Controlling cutworms

By the end of the lesson, the learner should be able to:
Outline the procedure of controlling aphids.
Control the aphids in vegetables.
Appreciate the importance of controlling aphids.
Outline the procedure of controlling cutworms.
Control the cutworms in vegetables.
Appreciate the importance of controlling cutworms.

As a class, learners are guided to outline the procedure of controlling aphids.
As a class, learners are guided to control the aphids in vegetables.
As a class, learners are guided to outline the procedure of controlling cutworms.
As a class, learners are guided to control the cutworms in vegetables.

How do you control aphids in vegetables?

MTP; Agriculture Learner's Book Grade 8 pg. 23-25
Pictures
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 25-26

Oral questions Oral Report Observation

Crop Production

Controlling caterpillars
Diseases in vegetables crops

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.
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.

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

How do you control caterpillars in vegetables?

MTP; Agriculture Learner's Book Grade 8 pg. 26-27
Pictures
Charts
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 27-28

Oral questions Oral Report Observation

Crop Production

Identifying vegetables affected by diseases
Controlling diseases in vegetable crops

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.
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, 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.

How do you identify vegetables affected by diseases?

MTP; Agriculture Learner's Book Grade 8 pg. 28-29
Pictures
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 29-30

Oral questions Oral Report Observation

Crop Production
Animal Production

Importance of controlling pests and disease in vegetable crops
Preservation of Animal Product

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
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 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 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 the importance of controlling pests and disease in vegetable crops?

MTP; Agriculture Learner's Book Grade 8 pg. 30-31
Pictures
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 76

Oral questions Oral Report Observation

Animal Production

Methods of preserving meat
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.
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 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
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

What are some of the methods of preserving meat?

MTP; Agriculture Learner's Book Grade 8 pg. 76-77
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MTP; Agriculture Learner's Book Grade 8 pg. 77-78

Oral questions Oral Report Observation

Animal Production

Methods of preserving milk
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.
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 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

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
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Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 79

Oral questions Oral Report Observation

Animal Production
Food and Nutrition

Methods of preserving milk
Cooking Carbohydrate Rich Foods; Methods of heat transfer when cooking foods

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
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 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

Which method do you use to preserve milk at home?

MTP; Agriculture Learner's Book Grade 8 pg. 79-80
Pictures
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Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 14-15

Oral questions Oral Report Observation

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

Food and Nutrition

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:
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, 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

What is gelatinization? What is dextrinization?

MTP; Home Science Learner's Book Grade 8 pg. 17-18
Pictures
Charts
Realia
Computing devices
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

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.

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.

How do you cook porridge?

MTP; Home Science Learner's Book Grade 8 pg. 20-21
Pictures
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Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 21-22

Oral questions Oral Report Observation

Food and Nutrition

Ways of conserving food nutrients when preparing and cooking carbohydrate rich food
Safety measures to observe in preparing and cooking carbohydrate rich foods

By the end of the lesson, the learner should be able to:
State the importance of conserving food nutrients.
Brainstorm ways one would conserve nutrients while preparing and cooking nutrients.
Recognize ways of conserving food nutrients when preparing and cooking carbohydrate rich food.
Appreciate the ways of conserving food nutrients when preparing and cooking carbohydrate rich food.
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 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.

Why do you think it is important to conserve food nutrients?

MTP; Home Science Learner's Book Grade 8 pg. 22-24
Pictures
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MTP; Home Science Learner's Book Grade 8 pg. 24-25

Oral questions Oral Report Observation

Food and Nutrition

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

By the end of the lesson, the learner should be able to:
Brainstorm on the meaning of the terms: Meal, Meal presentation, Dining and Dishes.
Discuss the factors to consider during table setting in meal presentation.
Recognize the importance of meal presentation.
Appreciate the importance of meal presentation.
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 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

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

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

Oral questions Oral Report Observation

Food and Nutrition

Setting a table for meal presentation
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.
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 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

How do you set a table for meal presentation?

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

Oral questions Oral Report Observation

Food and Nutrition

Presenting a simple lunch using the various styles of meal service
Presenting a simple lunch using the various styles of meal service

By the end of the lesson, the learner should be able to:
Explain the meaning of chaffing dish.
Discuss the difference between blue plate service and family service.
Recognize styles of meal service.
Appreciate the importance of presenting a simple lunch using the various styles of meal service.
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 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.
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

How does family service reflect cultural traditions and values?

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

Oral questions Oral Report Observation

Food and Nutrition

Meals for Special Groups; Guidelines to consider when planning meals for special groups
Guidelines to consider when planning meals for special groups

By the end of the lesson, the learner should be able to:
Identify the factors one should consider when planning meals for adolescent.
Give reasons why adolescent girls take meals that contain additional supply of iron.
Recognize the importance to cater for one's likes and preferences when planning meals.
Appreciate the importance of nutritional needs.
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 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.

What are nutritional needs? Why should adolescent girls take meals that contain additional supply of iron?

MTP; Home Science Learner's Book Grade 8 pg. 41-42
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MTP; Home Science Learner's Book Grade 8 pg. 43-44

Oral questions Oral Report Observation

Food and Nutrition

Guidelines to consider when planning meals for special groups
Guidelines to consider when planning meals for special groups

By the end of the lesson, the learner should be able to:
List the guidelines to observe when planning meals for a sick person.
Brainstorm on why sick people who are bedridden should be served with less energy giving foods.
Recognize the importance to observe hygiene while preparing and serving food for a sick person.
Appreciate the importance of following guidelines when planning meals for a sick person.
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 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.

Why do you think it is important to observe hygiene while preparing and serving food for a sick person?

MTP; Home Science Learner's Book Grade 8 pg. 45-46
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MTP; Home Science Learner's Book Grade 8 pg. 46-48

Oral questions Oral Report Observation

Food and Nutrition

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

By the end of the lesson, the learner should be able to:
State feeding habits of a special group.
List the food taboos in their community.
Investigate on how food taboos affect the choice of meals for special groups.
Appreciate feeding habits and food taboos for special groups.
State the requirements needed to prepare a meal for a child.
Outline the steps to follow when preparing mashed potatoes and beef stew.
Prepare mashed potatoes and beef stew.
Have fun and enjoy preparing mashed potatoes and beef stew.

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 state the requirements needed to prepare a meal for a child.
In groups or in pairs, learners are guided to outline the steps to follow when preparing mashed potatoes and beef stew.
In groups or in pairs, learners are guided to prepare mashed potatoes and beef stew.

Which food taboos are there in your community?

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

Oral questions Oral Report Observation

Food and Nutrition

Planning, preparing and presenting meals for different special groups
Planning, preparing and presenting meals for different special groups

By the end of the lesson, the learner should be able to:
State the requirements needed to prepare a meal for an elderly person.
Outline the steps to follow when preparing rice, liver stew and steamed cabbage.
Prepare rice, liver stew and steamed cabbage.
Have fun and enjoy preparing rice, liver stew and steamed cabbage.
State the requirements needed to prepare a meal for an adolescent.
Outline the steps to follow when preparing chapati, green gram stew and fried kales.
Prepare chapati, green gram stew and fried kales.
Have fun and enjoy preparing chapati, green gram stew and fried kales.

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

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

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

Oral questions Oral Report Observation

Food and Nutrition

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

By the end of the lesson, the learner should be able to:
State the requirements needed to prepare a meal for a sick person.
Outline the steps to follow when preparing boiled sweet potatoes, a boiled egg and orange juice.
Prepare boiled sweet potatoes, a boiled egg and orange juice.
Have fun and enjoy preparing boiled sweet potatoes, a boiled egg and orange juice.
Explain the meaning of special occasion.
Brainstorm on some special occasions that are celebrated in society.
Recognize the factors one would consider when planning meals for a special occasion.
Appreciate meals for a special occasion.

In groups or in pairs, learners are guided to state the requirements needed to prepare a meal for a sick person.
In groups or in pairs, learners are guided to outline the steps to follow when preparing boiled sweet potatoes, a boiled egg and orange juice.
In groups or in pairs, learners are guided to prepare boiled sweet potatoes, a boiled egg and orange juice.
In groups or in pairs, learners are guided to explain the meaning of special occasion.
In groups or in pairs, learners are guided to brainstorm on some special occasions that are celebrated in society.
In groups or in pairs, learners are guided to recognize the factors one would consider when planning meals for a special occasion.

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

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

Oral questions Oral Report Observation

Food and Nutrition

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

By the end of the lesson, the learner should be able to:
Identify the guidelines to consider when planning meals for special occasions.
State the importance in finding out whether any guest has dietary restrictions.
Suggest a style of meal service one would use for one hundred guests.
Appreciate the importance of following guidelines when planning meals for special occasions.
Identify the dishes and food items shown in learner's book 8 page 65
Suggest the special occasions each dish is likely to be prepared.
List other food items or dishes served during special occasions.
Appreciate the dishes and food items found in your locality.

In groups or in pairs, learners are guided to identify the guidelines to consider when planning meals for special occasions.
In groups or in pairs, learners are guided to state the importance in finding out whether any guest has dietary restrictions.
In groups or in pairs, learners are guided to suggest a style of meal service one would use for one hundred guests.
In groups or in pairs, learners are guided to identify the dishes and food items shown in learner's book 8 page 65
In groups or in pairs, learners are guided to suggest the special occasions each dish is likely to be prepared.
In groups or in pairs, learners are guided to list other food items or dishes served during special occasions.

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

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

Oral questions Oral Report Observation

Food and Nutrition

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

By the end of the lesson, the learner should be able to:
State the requirements needed to prepare beef pilau.
Outline the steps to follow when preparing beef pilau.
Prepare beef pilau.
Have fun and enjoy preparing beef pilau.
Design cards containing special occasions.
Create a menu for the special occasions.
Use recipe books or digital devices to come up with recipes.
Have fun and enjoy designing cards for special occasions.

In groups or in pairs, learners are guided to state the requirements needed to prepare beef pilau.
In groups or in pairs, learners are guided to outline the steps to follow when preparing beef pilau.
In groups or in pairs, learners are guided to prepare beef pilau.
In groups or in pairs, learners are guided to design cards containing special occasions.
In groups or in pairs, learners are guided to create a menu for the special occasions.
In groups or in pairs, learners are guided to use recipe books or digital devices to come up with recipes.

How do you prepare beef pilau?

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

Oral questions Oral Report Observation

Food and Nutrition
Caring For the Family

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

By the end of the lesson, the learner should be able to:
Read the story in learner's book 8 page 70
State the importance for guests to confirm whether they will attend an event.
Recognize the importance to plan meals for special occasions.
Appreciate the importance to plan meals for special occasions.
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.

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

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

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

Oral questions Oral Report Observation

Caring For the Family

Methods of removing dirt from kitchen surfaces
Methods of removing dirt from kitchen surfaces

By the end of the lesson, the learner should be able to:
Identify the methods of removing dirt from kitchen surfaces.
Study the pictures in learner's book 8 page 160
Discuss other methods used to clean the kitchen.
Appreciate methods of removing dirt from kitchen surfaces.
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.

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.

Which method do you use to remove dirt from kitchen surfaces?

MTP; Home Science Learner's Book Grade 8 pg. 160-161
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MTP; Home Science Learner's Book Grade 8 pg. 161-162

Oral questions Oral Report Observation

Caring For the Family

Methods of removing dirt from kitchen surfaces
Daily cleaning

By the end of the lesson, the learner should be able to:
Explain the meaning of mopping and vacuum cleaning.
Outline the process of mopping and vacuum cleaning.
Practice mopping and vacuum cleaning.
Have fun and enjoy mopping and vacuum cleaning.
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.

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.

What is the process of vacuum cleaning?

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

Caring For the Family

Weekly cleaning
Special cleaning

By the end of the lesson, the learner should be able to:
State the requirements needed to carry out weekly cleaning of a kitchen.
Outline the steps to follow when carrying out weekly cleaning of a kitchen.
Practice carrying out weekly cleaning of a kitchen.
Have fun and enjoy carrying out weekly cleaning of a kitchen.
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 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.

How do you carry out weekly cleaning of a kitchen?

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

Production Techniques

Sewing Skills; Constructing Household Items
Sewing Skills; Identifying a seam, seam allowance, seam turning and seam line

By the end of the lesson, the learner should be able to:
Research from tailoring books, magazines and the internet for the meaning of different terms.
Write the meanings in their exercise books.
Have a desire to learn more about sewing skills.
Identify a seam, seam allowance, seam turning and a seam line.
Use a piece of cloth and show fabric wrong side (W.S) and fabric right side (R.S).
Appreciate different types of seams.

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

In groups, learners are guided to identify a seam, seam allowance, seam turning and a seam line.
In groups, learners are guided to use a piece of cloth and show fabric wrong side (W.S) and fabric right side (R.S).
In groups, learners are guided to talk about their findings and share with the other learners in class.

Which terms are used in clothing construction when making seams?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Types of seams used in clothing construction
Sewing Skills; Factors to consider when choosing seams in clothing construction

By the end of the lesson, the learner should be able to:
Identify types of seams.
Draw different types of seams.
Appreciate the different types of seams.
Identify factors to consider when choosing seams in clothing construction.
Compose a song on factors to consider when choosing seam in clothing construction, record and upload on digital platforms.
Appreciate the factors to consider when choosing seams in clothing construction.

With the guidance from their teacher, learners to search the internet for photographs and more information on the different types of seams.
In groups, learners are guided to identify types of seams.
In groups, learners are guided to draw different types of seams
In groups, learners are guided to identify factors to consider when choosing seams in clothing construction.
In groups, learners are guided to discuss factors to consider when choosing seams in garments construction.
In groups, learners are guided to compose a song on factors to consider when choosing seam in clothing construction, record and upload on digital platforms.

Which of the seams have you seen on your clothes?

Curriculum Design; Creative Arts and Sports, Grade 8
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Computing devices

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Qualities of a well-made seam

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

Discuss the qualities of a well-made seam.
Write a checklist on the qualities of a well-made open and plain seams.
Appreciate the qualities of a well-made seam.

In groups, learners are guided to discuss the qualities of a well-made seam.
In groups, learners are guided to write a checklist on the qualities of a well-made open and plain seams.

What are th qualities of a well-made seam?

Curriculum Design; Creative Arts and Sports, Grade 8
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Photographs
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Computing devices

Oral questions Oral Report Observation