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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Hygiene Practices.
|
Hygiene in Rearing Animals.
|
By the end of the lesson, the learner should be able to:
lesson, Identify the hygiene practices in rearing of domestic animals at home/school. Discuss the hygiene practices in rearing of domestic animals at home/school. Prepare posters showing the hygiene practices in rearing of domestic animals. Acknowledge the need for practicing hygiene practices in rearing domestic animals. |
In groups,pairs,learners are guided to:
brainstorm on the hygiene practices in rearing of domestic animals. discuss the hygiene practices in rearing of domestic animals search for additional information on the internet or relevant textbook on hygienic practices in rearing domestic animals. prepare posters showing the hygienic practices in rearing domestic animals. |
Which domestic animals do you keep at home?
what is the importance of maintaining hygiene when rearing animals?
|
Spark Agriculture pg 61-62.
Pictures. Digital devices. Teacher's Notes. Pictures. Video clips. |
Oral questions.
Written tests.
Assessment rubric.
|
|
| 1 | 2 |
Hygiene Practices.
|
Hygiene in Rearing Animals.
|
By the end of the lesson, the learner should be able to:
lesson, State the importance of hygiene practices in rearing domestic animals. Discuss the importance of hygiene practices in rearing domestic animals. Search the internet for information on the importance of hygiene practices in rearing domestic animals. Appreciate importance of hygiene practices in rearing domestic animals. |
In groups,pairs,learners are guided to:
brainstorm on the importance of hygiene practices in rearing of domestic animals. discuss the importance of hygiene practices in rearing of domestic animals. search the internet for more information on the importance of hygiene practices in rearing of domestic animals and note down. make a class presentation on the importance of hygiene in rearing domestic animals. |
What is the importance of practicing hygiene when rearing domestic animals?
|
Internet.
Digital devices. Teacher's Notes. Spark Agriculture pg 62. |
Oral questions.
Oral presentation.
Written tests.
Assessment rubric.
|
|
| 1 | 3 |
Hygiene Practices.
|
Hygiene in Rearing Animals.
|
By the end of the lesson, the learner should be able to:
lesson, carry out hygiene practices in rearing domestic animals at home or school. Prepare a journal/report showing the hygiene practices carried out to domestic animals. Enjoy practicing hygiene practices to the domestic animals. |
Individually,in pairs, groups,learners are guided to:
carry out appropriate hygiene practices in rearing domestic animals at school or home. prepare a journal or report showing the hygiene practices carried out on the domestic animals at home or school. |
How can you maintain hygiene while rearing animals at home or school?
|
Reared domestic animals.
Spark Agriculture pg 61-62. |
Assessment rubric.
Journals.
Written Reports.
Observation schedule.
|
|
| 1 | 4 |
Hygiene Practices.
|
Laundry:Loose Coloured Items.
Laundry:Loose Coloured Items. |
By the end of the lesson, the learner should be able to:
lesson, List the materials used for laundering loose coloured clothes. Describe how to launder a loose coloured article for hygiene purposes. Search the internet for a clip or demonstration on how to launder a loose coloured article. Embrace laundering of loose coloured articles for hygienic purposes. State the measures to be observed when laundering coloured clothes. Discuss the measures to be observed when laundering coloured clothes. Prepare posters showing measures to adhere to when laundering coloured clothes. Acknowledge the measures to observe when laundering coloured clothes. |
In groups,pairs,learners are guided to:
search and watch a video clip or demonstration on how to launder a loose coloured article. list the requirements for laundering a loose coloured article. outline the procedure for laundering a loose coloured article. discuss how to launder a loose coloured article and make a presentation. brainstorm on the measures to observe when laundering coloured clothes. discuss the measures to observe when laundering coloured clothes. search the internet for information on measures to observe when laundering coloured clothes. prepare posters showing the measures to observe when laundering coloured clothes. |
How do you launder a loose coloured article for hygiene purposes?
|
Teacher's Notes.
Video Clips. Digital devices: Laptop, Projector, tablets. MTP Home Science 154. Digital devices. Posters. Internet. |
Observation.
Written tests.
Assessment rubric.
Oral questions.
|
|
| 1 | 5 |
Hygiene Practices.
|
Laundry:Loose Coloured Items.
|
By the end of the lesson, the learner should be able to:
lesson, Select a loose coloured article for laundering. Launder a loose coloured article for hygiene purposes. Embrace laundering of loose coloured article for hygienic purposes. |
Individually,in pairs or groups,learners are guided to:
select a loose coloured article for laundering. follow the procedure to launder a loose coloured article. record using a digital device. |
How do you launder a loose coloured article for hygienic purposes?
|
Selected loose coloured article.
Basins. Warm and cold water. Soap or mild detergent. Salt, Vinegar or lemon. pegs. |
Assessment rubric.
Checklists.
Observation schedule.
Oral questions.
|
|
| 2 | 1 |
Conserving Agricultural Environment
|
Soil Conservation Measures.
|
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. |
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. |
Why should we conserve soil?
|
MTP; Agriculture Learner's Book Grade 8 pg. 1-2
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Conserving Agricultural Environment
|
Methods of soil conservation.
|
By the end of the lesson, the learner should be able to:
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. |
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 can we conserve soil in our agricultural environment?
|
MTP; Agriculture Learner's Book Grade 8 pg. 2- 4
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Conserving Agricultural Environment
|
Soil conservation project.
|
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. |
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. |
Which soil conservation method have you carried out?
|
MTP; Agriculture Learner's Book Grade 8 pg. 4
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Conserving Agricultural Environment
|
Demonstrating soil conservation structures in a farm model
|
By the end of the lesson, the learner should be able to:
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 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 structure have you constructed?
|
MTP; Agriculture Learner's Book Grade 8 pg. 5-6
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Conserving Agricultural Environment
|
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. |
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. |
Which methods can be used to harvest rainwater?
|
MTP; Agriculture Learner's Book Grade 8 pg. 9
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Conserving Agricultural Environment
|
Water harvesting and Storage
|
By the end of the lesson, the learner should be able to:
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. |
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. |
What are the ways in which the harvested water can be stored?
|
MTP; Agriculture Learner's Book Grade 8 pg. 9-11
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Conserving Agricultural Environment
Crop Production |
Initiating a water harvesting and storage project in the school
Crop Management |
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. Explain the term crop pest. Give examples of common insect pests in vegetable crops. Discuss the statement, |
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 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, |
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; Agriculture Learner's Book Grade 8 pg. 21 |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Crop Production
|
Identification of common vegetable pests and signs of attack
|
By the end of the lesson, the learner should be able to:
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 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. |
How can you tell that vegetable crops are affected by insect pests?
|
MTP; Agriculture Learner's Book Grade 8 pg. 22-23
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Crop Production
|
Controlling pests in vegetable crops
|
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. |
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. |
How do you control aphids in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 23-25
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Crop Production
|
Controlling cutworms
|
By the end of the lesson, the learner should be able to:
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 cutworms.
As a class, learners are guided to control the cutworms in vegetables. |
How do you control cutworms in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 25-26
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Crop Production
|
Controlling caterpillars
|
By the end of the lesson, the learner should be able to:
Outline the procedure of controlling caterpillars. Control the caterpillars in vegetables. Appreciate the importance of controlling caterpillars. |
As a class, learners are guided to outline the procedure of controlling caterpillars.
As a class, learners are guided to control the caterpillars in vegetables. |
How do you control caterpillars in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 26-27
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Crop Production
|
Diseases in vegetables crops
|
By the end of the lesson, the learner should be able to:
Explain the term crop disease. Discuss the symptoms that indicate a vegetable crop infected with a disease. Draw the pictures in learner's book 8 page 27 Have a desire to stop diseases in vegetable crops. |
In pairs, learners are guided to explain the term crop disease.
In pairs, learners are guided to discuss the symptoms that indicate a vegetable crop infected with a disease. In pairs, learners are guided to draw the pictures in learner's book 8 page 27 |
What do you understand by the term crop disease?
|
MTP; Agriculture Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Crop Production
|
Identifying vegetables affected by diseases
|
By the end of the lesson, the learner should be able to:
Take a walk to a vegetable garden in the school or in the community. Examine all parts of the vegetable crops carefully to identify any symptoms of a disease. Have a desire to stop diseases in vegetable crops. |
As a class, learners are guided to take a walk to a vegetable garden in the school or in the community.
As a class, learners are guided to examine all parts of the vegetable crops carefully to identify any symptoms of a disease. |
How do you identify vegetables affected by diseases?
|
MTP; Agriculture Learner's Book Grade 8 pg. 28-29
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Crop Production
|
Controlling diseases in vegetable crops
|
By the end of the lesson, the learner should be able to:
Identify non-chemical methods of crop disease control. Control diseases in vegetable crops. Appreciate the importance of controlling disease in vegetable crops. |
As a class or in groups, learners are guided to identify non-chemical methods of crop disease control.
As a class or in groups, learners are guided to control diseases in vegetable crops. |
How do you control diseases in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 29-30
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Crop Production
Production Techniques |
Importance of controlling pests and disease in vegetable crops
Sewing Skills; Open seam |
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 State the materials and requirements needed to stitch an open seam. Stitch an open seam. Have fun and enjoy stitching an open seam. |
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, 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. |
What is the importance of controlling pests and disease in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices Curriculum Design; Creative Arts and Sports, Grade 8 Photographs Digital devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Production Techniques
|
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 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 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 pinking?
How do you neaten an open seam using pinking shears?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Production Techniques
|
Sewing Skills;
Neatening an open seam using loop stitch
|
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. |
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. |
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
|
|
| 5 | 3 |
Production Techniques
|
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 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 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 edge stitching?
How do you neaten an open seam using edge stitching?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Production Techniques
|
Sewing Skills;
Plain seam
|
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. |
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 |
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
|
|
| 5 | 5 |
Production Techniques
|
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 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 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. |
How do you neaten a plain seam using loop stitches?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 6 |
Midterm |
||||||||
| 7 | 1 |
Production Techniques
|
Sewing Skills;
Neatening a plain seam using pinking shears
|
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. |
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. |
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
|
|
| 7 | 2 |
Production Techniques
|
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 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 make a lap bag.
In groups, learners are guided to prepare fabric and cutting out. |
What is a lap bag?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
Production Techniques
|
Sewing Skills;
How to make a Work bag
|
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. |
In groups, learners are guided to outline the procedure of making a Work bag.
In groups, learners are guided to make a Work bag. |
How do you make a Work bag?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Production Techniques
|
Sewing Skills;
How to make a pillow case
|
By the end of the lesson, the learner should be able to:
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 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. |
What is a pillow case?
How do you make a pillow case?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Production Techniques
|
Sewing Skills;
How to make a cushion cover
|
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. |
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. |
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 |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Production Techniques
|
Constructing Innovative Animal Waterer
|
By the end of the lesson, the learner should be able to:
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. |
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. |
How do you conserve water for animals to use?
|
MTP; Agriculture Learner's Book Grade 8 pg. 81-82
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Production Techniques
|
Constructing Innovative Animal Waterer Challenges of waterers used in the community.
|
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. |
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. |
How can the challenges be resolved?
|
MTP; Agriculture Learner's Book Grade 8 pg. 82
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Production Techniques
|
Designing and constructing innovative waterers for domestic animals
|
By the end of the lesson, the learner should be able to:
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 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. |
Which type of materials are used to construct the waterer?
|
MTP; Agriculture Learner's Book Grade 8 pg. 82-83
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Production Techniques
|
Designing and constructing 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. |
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. |
Which are some of the innovative waterers for domestic animals?
|
MTP; Agriculture Learner's Book Grade 8 pg. 83-84
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Production Techniques
|
Use of innovative waterers for domestic animals
ICT Support Services |
By the end of the lesson, the learner should be able 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. State the importance of innovative waterers for domestic animals. Appreciate use of innovative waterers in animal rearing. 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). |
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. 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. |
How can we make an innovative waterer for small domestic animals?
|
MTP; Agriculture Learner's Book Grade 8 pg. 84-86
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 87 |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Production Techniques
|
Agricultural support services accessed through ICT
|
By the end of the lesson, the learner should be able to:
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 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 ICT devices in their community?
|
MTP; Agriculture Learner's Book Grade 8 pg. 87
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Production Techniques
|
How to access agricultural support services using ICT: Weather forecast
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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. |
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. |
What is weather forecast?
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MTP; Agriculture Learner's Book Grade 8 pg. 88
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 9 | 4 |
Production Techniques
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How to access agricultural support services using ICT: Veterinary and agricultural extension services.
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By the end of the lesson, the learner should be able to:
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. |
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 are veterinary and agricultural extension services?
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MTP; Agriculture Learner's Book Grade 8 pg. 88-89
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 9 | 5 |
Production Techniques
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How to access agricultural support services using ICT: Banking services
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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?
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MTP; Agriculture Learner's Book Grade 8 pg. 89-91
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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