Food and Nutrition

Kitchen Garden
Innovative technologies for kitchen gardening

By the end of the lesson, the learner should be able to:
Define a kitchen garden.
State the importance of a kitchen garden in ensuring food and Nutrition.
Role play the conversation in learner's book 8 page 2
Appreciate the importance of kitchen garden.
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.

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
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.

What is a kitchen garden?

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

Oral questions Oral Report Observation

Food and Nutrition

Classifying food crops suitable for growing in a kitchen garden
Establishing a kitchen garden for provision of healthy and affordable food

By the end of the lesson, the learner should be able to:
List food crops that can be grown in a kitchen garden.
Classify the food crops.
Appreciate the crops that can be grown in a kitchen garden.
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.

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

Individually, learners to classify the food crops.
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.

Why are vegetables popular for kitchen gardening?

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

Oral questions Oral Report Observation

Food and Nutrition

Container garden.
Wick garden

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

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.
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.

How do you establish a container garden?

MTP; Home Science Learner's Book Grade 8 pg. 9-10
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MTP; Home Science Learner's Book Grade 8 pg. 11-13

Oral questions Oral Report Observation

Animal Production

Animal Safety
Safety of Persons handling domestic animals

By the end of the lesson, the learner should be able to:
List examples of domestic animals.
Discuss the structures that can be used when handling cattle and dogs to ensure their safety.
Draw the images in learner's book 8 page 58
Appreciate the structures that can be used when handling domestic animals.
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.

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
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.

What are domestic animals?

MTP; Agriculture Learner's Book Grade 8 pg. 57-58
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MTP; Agriculture Learner's Book Grade 8 pg. 58-59

Oral questions Oral Report Observation

Animal Production

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

By the end of the lesson, the learner should be able to:
Identify the tools and equipment for handling domestic animals.
Draw the equipment's in learner's book 8 page 60
Appreciate the use of tools and equipment's when handling domestic animals.
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.

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
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

What tools and equipment can you use to restrain a bull when taking it round for exhibition in an agricultural show ground?

MTP; Agriculture Learner's Book Grade 8 pg. 59-61
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MTP; Agriculture Learner's Book Grade 8 pg. 61-62

Oral questions Oral Report Observation

Animal Production

Promoting safety of domestic animals in our community
Poultry Rearing.

By the end of the lesson, the learner should be able to:
Go for a field visit to the community around their school.
Observe the domestic animals that they keep.
Check how they ensure safety of the animals.
Appreciate the safety of domestic animals in our community.
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.

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.
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.

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

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

Oral questions Oral Report Observation

Animal Production
Animal Production Animal Production

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

By the end of the lesson, the learner should be able to:
Outline the procedure of constructing a fold for rearing poultry.
Design and sketch the poultry fold.
Construct the poultry fold.
Have fun and enjoy constructing a fold for rearing poultry.
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.

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
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.

How do you construct a fold for rearing poultry?

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

Oral questions Oral Report Observation

Animal Production
Food and Nutrition

Poultry Rearing project
Cooking Carbohydrate Rich Foods; Methods of heat transfer when cooking foods

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.
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, 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.
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 is poultry fold?

MTP; Agriculture Learner's Book Grade 8 pg. 66
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
Effects of heat on 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.
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 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

What are carbohydrates?

MTP; Home Science Learner's Book Grade 8 pg.15-17
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MTP; Home Science Learner's Book Grade 8 pg. 17-18

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.
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.
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.

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
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 boil rice?

MTP; Home Science Learner's Book Grade 8 pg. 18-20
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MTP; Home Science Learner's Book Grade 8 pg. 20-21

Oral questions Oral Report Observation

Food and Nutrition

Effects of heat on carbohydrate rich foods
Ways of conserving food nutrients when preparing and cooking carbohydrate rich food

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.
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 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.

How do you grill maize?

MTP; Home Science Learner's Book Grade 8 pg. 21-22
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MTP; Home Science Learner's Book Grade 8 pg. 22-24

Oral questions Oral Report Observation

Food and Nutrition

Safety measures to observe in preparing and cooking carbohydrate rich foods
Meal Presentation; Factors to consider during table setting in meal presentation

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.
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, 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

What safety measures should one observe in preparing and cooking carbohydrate rich foods?

MTP; Home Science Learner's Book Grade 8 pg. 24-25
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MTP; Home Science Learner's Book Grade 8 pg. 27-28

Oral questions Oral Report Observation

Food and Nutrition

Requirements for table setting when serving meals
Setting a table for meal presentation

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.
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 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.

What are the requirements for table setting when serving meals?

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

Oral questions Oral Report Observation

Food and Nutrition

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:
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 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 set a table for meal presentation?

MTP; Home Science Learner's Book Grade 8 pg. 31-34
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MTP; Home Science Learner's Book Grade 8 pg. 34-37

Oral questions Oral Report Observation

Food and Nutrition

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

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.

Why is it important to observe table etiquette during meals?

MTP; Home Science Learner's Book Grade 8 pg. 37-40
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MTP; Home Science Learner's Book Grade 8 pg. 41-42

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:
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.

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.

Why is it important for children to take plenty fluids, fruits and vegetable?

MTP; Home Science Learner's Book Grade 8 pg. 43-44
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MTP; Home Science Learner's Book Grade 8 pg. 45-46

Oral questions Oral Report Observation

Food and Nutrition

Guidelines to consider when planning meals for special groups
Feeding habits and food taboos for special groups

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.
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 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.

Why is it important to use a variety of cooking methods when preparing food for vegetarian?

MTP; Home Science Learner's Book Grade 8 pg. 46-48
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MTP; Home Science Learner's Book Grade 8 pg. 48-50

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 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.
State the requirements needed to prepare a meal for an elderly person.
Outline the steps to follow when preparing rice, liver stew and steamed cabbage.
Prepare rice, liver stew and steamed cabbage.
Have fun and enjoy preparing rice, liver stew and steamed cabbage.

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

How do you prepare beef stew and mashed potatoes?

MTP; Home Science Learner's Book Grade 8 pg. 51-52
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Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 52-54

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

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

How do you prepare chapati, green gram stew and fried kales?

MTP; Home Science Learner's Book Grade 8 pg. 55-57
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Computing devices
MTP; Home Science Learner's Book Grade 8 pg. 58-60

Oral questions Oral Report Observation

Food and Nutrition

Meals for Special Occasions; Factors to consider when planning meals for special occasions
Guidelines to consider when planning meals for special occasions

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

In groups or in pairs, learners are guided to 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.
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.

Which factors do you consider when planning meals for special occasion?

MTP; Home Science Learner's Book Grade 8 pg. 61-63
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MTP; Home Science Learner's Book Grade 8 pg. 63-64

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

In groups or in pairs, learners are guided to 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.
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.

Which food items are found in your locality?

MTP; Home Science Learner's Book Grade 8 pg. 65
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MTP; Home Science Learner's Book Grade 8 pg. 66-68

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

In groups or in pairs, learners are guided to 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.
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.

Which menu have you created?

MTP; Home Science Learner's Book Grade 8 pg. 69-70
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MTP; Home Science Learner's Book Grade 8 pg. 70-71

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Open seam
Sewing Skills; Neatening an open seam using pinking shears

By the end of the lesson, the learner should be able to:
State the materials and requirements needed to stitch an open seam.
Stitch an open seam.
Have fun and enjoy stitching an open seam.
State the materials and requirements needed to neaten an open seam using pinking shears.
Practise neatening an open seam using pinking shears.
Have fun and enjoy neatening an open seam using pinking shears.

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

What is an open seam? How do you stitch an open seam?

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

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Neatening an open seam using loop stitch
Sewing Skills; Neatening an open seam using edge stitching

By the end of the lesson, the learner should be able to:
State the materials and requirements needed to neaten an open seam using loop stitches.
Practise neatening an open seam using loop stitches.
Have fun and enjoy neatening an open seam using loop stitches.
State the materials and requirements needed to neaten an open seam using edge stitching.
Practise neatening an open seam using edge stitching.
Have fun and enjoy neatening an open seam using edge stitching.

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

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

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

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Plain seam
Sewing Skills; Neatening plain seam using loop stitch

By the end of the lesson, the learner should be able to:
State the materials and requirements needed to make a plain seam.
Practise making a plain seam.
Have fun and enjoy making a plain seam.
State the materials and requirements needed to neaten a plain seam using loop stitches.
Practise neatening a plain seam using loop stitches.
Have fun and enjoy neatening a plain seam using loop stitches.

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

What is a plain seam? How do you make a plain seam?

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

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Neatening a plain seam using pinking shears
Sewing Skills; How to make a lap bag

By the end of the lesson, the learner should be able to:
State the materials and requirements needed to neaten a plain seam using pinking shears.
Practise neatening a plain seam using pinking shears.
Have fun and enjoy neatening a plain seam using pinking shears.
State the materials and requirements needed to make a lap bag.
Prepare fabric and cutting out.
Appreciate the importance of correct measurements when making a lap bag.

In groups, learners are guided to state the materials and requirements needed to neaten a plain seam using pinking shears.
In groups, learners are guided to outline the procedure of neatening a plain seam using pinking shears.
In groups, learners are guided to practise neatening a plain seam using pinking shears.
In groups, learners are guided to state the materials and requirements needed to make a lap bag.
In groups, learners are guided to prepare fabric and cutting out.

How do you neaten a plain seam using pinking shears?

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

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; Sewing Skills; How to make a Lap bag
Sewing Skills; Project, How to make a Work bag

By the end of the lesson, the learner should be able to:
Outline the procedure of making a lap bag.
Make a lap bag.
Have fun and enjoy making a lap bag.
State the materials and requirements needed to make a Work bag.
Prepare fabric and cutting out.
Appreciate the importance of correct measurements when making a Work bag.

In groups, learners are guided to outline the procedure of making a lap bag.
In groups, learners are guided to make a lap bag.
In groups, learners are guided to state the materials and requirements needed to make a Work bag.
In groups, learners are guided to prepare fabric and cutting out.

How do you make a lap bag?

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

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; How to make a Work bag
Sewing Skills; How to make a pillow case

By the end of the lesson, the learner should be able to:
Outline the procedure of making a Work bag.
Make a Work bag.
Have fun and enjoy making a Work bag.
State the materials and requirements needed to make a pillow case.
Practise making a pillow case.
Have fun and enjoy making a pillow case.

In groups, learners are guided to outline the procedure of making a Work bag.
In groups, learners are guided to make a Work bag.
In groups, learners are guided to state the materials and requirements needed to make a pillow case.
In groups, learners are guided to outline the procedure of making a pillow case.
In groups, learners are guided to practise making a pillow case.

How do you make a Work bag?

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

Oral questions Oral Report Observation

Production Techniques

Sewing Skills; How to make a cushion cover
Constructing Innovative Animal Waterer

By the end of the lesson, the learner should be able to:
State the materials and requirements needed to make a cushion cover.
Practise making a cushion cover.
Have fun and enjoy making a cushion cover.
Visit any households that rear animals around their school neighbourhood.
Observe the types of watering equipment they use for their animals.
Appreciate the importance of hygienic water for the animals.

In groups, learners are guided to state the materials and requirements needed to make a cushion cover.
In groups, learners are guided to outline the procedure of making a cushion cover.
In groups, learners are guided to practise making a cushion cover.
As a class, learners are guided to visit any households that rear animals around their school neighbourhood.
As a class, learners are guided to observe the types of watering equipment they use for their animals
As a class, learners are guided to state the importance of hygienic water for the animals.

What is a cushion cover? How do you make a cushion cover?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 81-82
Charts
Realia

Oral questions Oral Report Observation

Production Techniques

Constructing Innovative Animal Waterer Challenges of waterers used in the community.
Designing and constructing innovative waterers for domestic animals

By the end of the lesson, the learner should be able to:
List the challenges to waters used in the community.
Suggest how the challenges can be resolved.
Appreciate the importance of waterers used in the community.
Use the internet, books or magazines for information of different types of innovative watering equipment for various domestic animals.
Use the hints from the pictures, photos and videos clips acquired to design an innovative water equipment for a domestic animal of their choice. Make a sketch of the waterer.
Enjoy using digital devices.

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

How can the challenges be resolved?

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

Oral questions Oral Report Observation

Production Techniques

Designing and constructing innovative waterers for domestic animals
Use of innovative waterers for domestic animals

By the end of the lesson, the learner should be able to:
Discuss the designed innovative waterer and any improvements that can be done.
Determine the materials they need to construct the waterer.
Appreciate the innovative waterers for domestic animals.
Use the constructed innovative waterer to test functionality, make adjustments and provide water to target animal either at home, in the school or selected household.
State the importance of innovative waterers for domestic animals.
Appreciate use of innovative waterers in animal rearing.

In groups, learners are guided to discuss the designed innovative waterer and any improvements that can be done.
In groups, learners are guided to determine the materials they need to construct the waterer.
As a class, learners are guided to use the constructed innovative waterer to test functionality, make adjustments and provide water to target animal either at home, in the school or selected household.
As a class, learners are guided to state the importance of innovative waterers for domestic animals.

Which are some of the innovative waterers for domestic animals?

MTP; Agriculture Learner's Book Grade 8 pg. 83-84
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Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 84-86

Oral questions Oral Report Observation

Production Techniques

ICT Support Services
Agricultural support services accessed through ICT

By the end of the lesson, the learner should be able to:
State the importance of Information Communication Technology (ICT).
Recognise some of the practices that can be improved if farmers get the information they need.
Appreciate the importance of Information Communication Technology (ICT).
Identify some of the common ICT devices in their community.
Share experiences on how ICT can be used to access supplies and information for appropriate decision making.
Appreciate the agricultural support services accessed through ICT

In groups, learners are guided to state the importance of Information Communication Technology (ICT).
In groups, learners are guided to recognise some of the practices that can be improved if farmers get the information they need.
In groups, learners are guided to identify some of the common ICT devices in their community.
In groups, learners are guided to share experiences on how ICT can be used to access supplies and information for appropriate decision making.

What are some of the practices that can be improved if farmers get the information they need?

MTP; Agriculture Learner's Book Grade 8 pg. 87
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Production Techniques

How to access agricultural support services using ICT: Weather forecast
How to access agricultural support services using ICT: Veterinary and agricultural extension services.

By the end of the lesson, the learner should be able to:
State the importance of weather forecasting.
Recognise corporate websites that provide weather forecasts for a period of time such as two weeks.
Appreciate the importance of weather forecasting.
Explain the meaning of veterinary and agricultural extension services.
Search the internet for a Veterinary and agricultural extension services near their County.
Appreciate the importance of Veterinary and agricultural extension services.

As a class, learners are guided to state the importance of weather forecasting.
As a class, learners are guided to recognise corporate websites that provide weather forecasts for a period of time such as two weeks.
In groups, learners are guided to explain the meaning of veterinary and agricultural extension services.
In groups, learners are guided to state the importance of Veterinary and agricultural extension services.
In groups, learners are guided to search the internet for a Veterinary and agricultural extension services near their County.

What is weather forecast?

MTP; Agriculture Learner's Book Grade 8 pg. 88
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Charts
Realia
Computing devices
MTP; Agriculture Learner's Book Grade 8 pg. 88-89

Oral questions Oral Report Observation

Production Techniques

How to access agricultural support services using ICT: Banking services

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

State the importance of banking services, such as SACCO.
Use a smartphone, select

In groups, learners are guided to state the importance of banking services, such as SACCO.
In groups, learners are guided to using a smartphone, select

What are some of the importance's of SACCOs?

MTP; Agriculture Learner's Book Grade 8 pg. 89-91
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Charts
Realia
Computing devices

Oral questions Oral Report Observation