Food and Nutrition

Kitchen Garden

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.

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 is a kitchen garden?

MTP; Home Science Learner's Book Grade 8 pg. 1-2
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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
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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
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MTP; Home Science Learner's Book Grade 8 pg. 9-10

Oral questions Oral Report Observation

Food and Nutrition

Wick garden
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:
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.
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.

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.
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 establish a wick garden?

MTP; Home Science Learner's Book Grade 8 pg. 11-13
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MTP; Home Science Learner's Book Grade 8 pg. 51-52
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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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
Planning, preparing, cooking and presenting a meal for a special occasion

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.
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 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.
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.

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
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
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.
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.

In groups or in pairs, learners are guided to identify the methods of removing dirt from kitchen surfaces.
In groups or in pairs, learners are guided to study the pictures in learner's book 8 page 160
In groups or in pairs, learners are guided to discuss other methods used to clean the kitchen.
In groups or in pairs, learners are guided to explain the meaning of sweeping, dusting and wiping.
In groups or in pairs, learners are guided to outline the process of sweeping, dusting and wiping.
In groups or in pairs, learners are guided to practice sweeping, dusting and wiping.
In groups or in pairs, learners are guided to explain the meaning of mopping and vacuum cleaning.
In groups or in pairs, learners are guided to outline the process of mopping and vacuum cleaning.
In groups or in pairs, learners are guided to practice mopping and vacuum cleaning.

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

Oral questions Oral Report Observation

Caring For the Family

Daily cleaning
Weekly cleaning

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

In groups or in pairs, learners are guided to state the requirements needed to carry out daily cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out daily cleaning of a kitchen.
In groups or in pairs, learners are guided to practice carrying out daily cleaning of a kitchen.
In groups or in pairs, learners are guided to state the requirements needed to carry out weekly cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out weekly cleaning of a kitchen.
In groups or in pairs, learners are guided to practice carrying out weekly cleaning of a kitchen.

How do you carry out daily cleaning of a kitchen?

MTP; Home Science Learner's Book Grade 8 pg. 164
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MTP; Home Science Learner's Book Grade 8 pg. 165

Caring For the Family
Conserving Agricultural Environment
Conserving Agricultural Environment

Special cleaning
Soil Conservation Measures.
Methods of soil conservation.

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

How do you carry out special cleaning of a kitchen?

MTP; Home Science Learner's Book Grade 8 pg. 166-167
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MTP; Agriculture Learner's Book Grade 8 pg. 1-2
MTP; Agriculture Learner's Book Grade 8 pg. 2- 4

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

Oral questions Oral Report Observation

Conserving Agricultural Environment
Animal Production
Animal Production

Initiating a water harvesting and storage project in the school
Animal Safety
Safety of Persons handling domestic animals

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.
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.

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.

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

MTP; Agriculture Learner's Book Grade 8 pg. 11-13
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MTP; Agriculture Learner's Book Grade 8 pg. 57-58
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.
Construction of a Fold for rearing poultry

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.
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.

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.
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

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

Oral questions Oral Report Observation

Crop Production

Controlling pests in vegetable crops
Controlling cutworms
Controlling caterpillars

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.
Outline the procedure of controlling caterpillars.
Control the caterpillars in vegetables.
Appreciate the importance of controlling caterpillars.

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

How do you control aphids in vegetables?

MTP; Agriculture Learner's Book Grade 8 pg. 23-25
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MTP; Agriculture Learner's Book Grade 8 pg. 25-26
MTP; Agriculture Learner's Book Grade 8 pg. 26-27

Oral questions Oral Report Observation

Crop Production

Diseases in vegetables crops
Identifying vegetables affected by diseases
Controlling diseases in vegetable crops
Importance of controlling pests and disease in vegetable crops

By the end of the lesson, the learner should be able to:
Explain the term crop disease.
Discuss the symptoms that indicate a vegetable crop infected with a disease.
Draw the pictures in learner's book 8 page 27
Have a desire to stop diseases in vegetable crops.
Take a walk to a vegetable garden in the school or in the community.
Examine all parts of the vegetable crops carefully to identify any symptoms of a disease.
Identify non-chemical methods of crop disease control.
Control diseases in vegetable crops.
Appreciate the importance of controlling disease in vegetable crops.
List the vegetables grown in their locality.
Discuss the importance of controlling pests and disease in vegetable crops
Appreciate the importance of controlling pests and disease in vegetable crops

In pairs, learners are guided to explain the term crop disease.
In pairs, learners are guided to discuss the symptoms that indicate a vegetable crop infected with a disease.
In pairs, learners are guided to draw the pictures in learner's book 8 page 27
As a class, learners are guided to take a walk to a vegetable garden in the school or in the community.
As a class, learners are guided to examine all parts of the vegetable crops carefully to identify any symptoms of a disease.
As a class or in groups, learners are guided to identify non-chemical methods of crop disease control.
As a class or in groups, learners are guided to control diseases in vegetable crops.
In groups or in pairs, learners are guided to list the vegetables grown in their locality.
In groups or in pairs, learners are guided to discuss the importance of controlling pests and disease in vegetable crops

What do you understand by the term crop disease?

MTP; Agriculture Learner's Book Grade 8 pg. 27-28
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MTP; Agriculture Learner's Book Grade 8 pg. 28-29
MTP; Agriculture Learner's Book Grade 8 pg. 29-30
MTP; Agriculture Learner's Book Grade 8 pg. 30-31

Oral questions Oral Report Observation