If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 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.
Soil conservation project. |
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 MTP; Agriculture Learner's Book Grade 8 pg. 4 |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Conserving Agricultural Environment
|
Demonstrating soil conservation structures in a farm model
Water harvesting and Storage |
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 MTP; Agriculture Learner's Book Grade 8 pg. 9 |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Conserving Agricultural Environment
|
Water harvesting and Storage
Initiating a water harvesting and storage project in the school |
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 MTP; Agriculture Learner's Book Grade 8 pg. 11-13 |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
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. |
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
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 2-4 |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
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. |
Individually, learners to list food crops that can be grown in a kitchen garden.
Individually, learners to classify the food crops. |
Why are vegetables popular for kitchen gardening?
|
MTP; Home Science Learner's Book Grade 8 pg. 4-6
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 6-9 |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
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. |
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 container garden?
|
MTP; Home Science Learner's Book Grade 8 pg. 9-10
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 11-13 |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
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. |
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 |
What are domestic animals?
|
MTP; Agriculture Learner's Book Grade 8 pg. 57-58
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 58-59 |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
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. |
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 |
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
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 61-62 |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
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. |
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.
|
How else can you promote safety of domestic animals in your community?
|
MTP; Agriculture Learner's Book Grade 8 pg. 62
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 63 |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
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. |
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 do you construct a fold for rearing poultry?
|
MTP; Agriculture Learner's Book Grade 8 pg. 63-64
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 64-65 |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Animal Production
Crop Production |
Poultry Rearing project
Crop Management |
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. |
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 is poultry fold?
|
MTP; Agriculture Learner's Book Grade 8 pg. 66
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 21 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Crop Production
|
Identification of common vegetable pests and signs of attack
Controlling pests in vegetable crops |
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 MTP; Agriculture Learner's Book Grade 8 pg. 23-25 |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Crop Production
|
Controlling cutworms
Controlling caterpillars Diseases in vegetables crops |
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 MTP; Agriculture Learner's Book Grade 8 pg. 26-27 MTP; Agriculture Learner's Book Grade 8 pg. 27-28 |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Crop Production
|
Identifying vegetables affected by diseases
Controlling diseases in vegetable crops |
By the end of the
lesson, the learner
should be able to:
Take a walk to a vegetable garden in the school or in the community. Examine all parts of the vegetable crops carefully to identify any symptoms of a disease. Have a desire to stop diseases in vegetable crops. |
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 MTP; Agriculture Learner's Book Grade 8 pg. 29-30 |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Crop Production
Animal Production |
Importance of controlling pests and disease in vegetable crops
Preparation of Animal Products |
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 |
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 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 MTP; Agriculture Learner's Book Grade 8 pg. 68 |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Animal Production
|
How to process fresh fish for various purposes
How poultry carcasses are dressed for various purposes |
By the end of the
lesson, the learner
should be able to:
Outline the process of preparing fish in readiness for both consumption and storage. Illustrate the process of preparing fish in readiness for both consumption and storage. Appreciate the importance of scaling a fish. |
In groups or in pairs, learners are guided to outline the process of preparing fish in readiness for both consumption and storage.
In groups or in pairs, learners are guided to illustrate the process of preparing fish in readiness for both consumption and storage. |
How do you prepare fish in readiness for both consumption and storage?
|
MTP; Agriculture Learner's Book Grade 8 pg. 69-70
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 71-74 |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Animal Production
|
Importance of processing fish and dressing poultry.
Preservation of Animal Product |
By the end of the
lesson, the learner
should be able to:
List the methods used to preserve fish. Discuss the importance of processing fish and dressing poultry carcasses for various purposes. Appreciate the importance of processing fish and dressing poultry. |
In groups, learners are guided to list the methods used to preserve fish.
In groups, learners are guided to discuss the importance of processing fish and dressing poultry carcasses for various purposes. |
What is the importance of processing fish and dressing poultry?
|
MTP; Agriculture Learner's Book Grade 8 pg. 74-75
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 76 |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Animal Production
|
Methods of preserving meat
|
By the end of the
lesson, the learner
should be able to:
List the methods used to preserve meat in their locality. Use digital devices and other reference materials to search for information on methods of preserving meat. Appreciate the methods used to preserve meat in their locality. |
In groups or in pairs, learners are guided to list the methods used to preserve meat in their locality
In groups or in pairs, learners are guided to use digital devices and other reference materials to search for information on methods of preserving meat |
What are some of the methods of preserving meat?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76-77
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 77-78 |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Animal Production
|
Methods of preserving milk
|
By the end of the
lesson, the learner
should be able to:
List the methods used in their locality to preserve milk. Discuss the methods that Maria's family can use to preserve the milk. Appreciate the methods used to preserve milk. |
In groups or in pairs, learners are guided to list the methods used in their locality to preserve milk
In groups or in pairs, learners are guided to discuss the methods that Maria's family can use to preserve the milk. |
How can Maria's family preserve milk to ensure they use all of it without getting spoilt?
|
MTP; Agriculture Learner's Book Grade 8 pg. 78
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 79 |
Oral questions Oral Report Observation
|
|
| 7 |
Half term |
||||||||
| 8 | 1 |
Animal Production
Food and Nutrition |
Methods of preserving milk
Planning, preparing and presenting meals for different special groups |
By the end of the
lesson, the learner
should be able to:
Identify the method of preserving milk that is applicable to their home life and locality. Demonstrate the methods of preserving milk. Appreciate the methods used to preserve milk |
In groups or in pairs, learners are guided to identify the method of preserving milk that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving milk |
Which method do you use to preserve milk at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 79-80
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 58-60 |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
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. |
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. |
Which factors do you consider when planning meals for special occasion?
|
MTP; Home Science Learner's Book Grade 8 pg. 61-63
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 63-64 |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Food and Nutrition
|
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. |
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 food items are found in your locality?
|
MTP; Home Science Learner's Book Grade 8 pg. 65
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 66-68 |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Food and Nutrition
|
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. |
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. |
Which menu have you created?
|
MTP; Home Science Learner's Book Grade 8 pg. 69-70
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 70-71 |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Caring For the Family
|
Cleaning the Kitchen; Reasons for cleaning a kitchen
Methods of removing dirt from kitchen surfaces |
By the end of the
lesson, the learner
should be able to:
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 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 should we clean the kitchen?
|
MTP; Home Science Learner's Book Grade 8 pg. 159
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 160-161 |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Caring For the Family
|
Methods of removing dirt from kitchen surfaces
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of sweeping, dusting and wiping. Outline the process of sweeping, dusting and wiping. Practice sweeping, dusting and wiping. Have fun and enjoy sweeping, dusting and wiping. |
In groups or in pairs, learners are guided to 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. |
What is dusting?
How do you sweep at home?
|
MTP; Home Science Learner's Book Grade 8 pg. 161-162
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 163 |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
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. |
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. |
How do you carry out daily cleaning of a kitchen?
|
MTP; Home Science Learner's Book Grade 8 pg. 164
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 165 |
|
|
| 9 | 4 |
Caring For the Family
Production Techniques Production Techniques |
Special cleaning
Sewing Skills; Constructing Household Items Sewing Skills; Identifying a seam, seam allowance, seam turning and seam line |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to carry out special cleaning of a kitchen. Outline the steps to follow when carrying out special cleaning of a kitchen. Practice carrying out special cleaning of a kitchen. Have fun and enjoy carrying out special cleaning of a kitchen. |
In groups or in pairs, learners are guided to state the requirements needed to carry out special cleaning of a kitchen.
In groups or in pairs, learners are guided to outline the steps to follow when carrying out special cleaning of a kitchen. In groups or in pairs, learners are guided to practice carrying out special cleaning of a kitchen. |
How do you carry out special cleaning of a kitchen?
|
MTP; Home Science Learner's Book Grade 8 pg. 166-167
Pictures Charts Realia Computing devices Curriculum Design; Creative Arts and Sports, Grade 8 Photographs Digital devices |
|
|
| 10 | 1 |
Production Techniques
|
Sewing Skills;
Types of seams used in clothing construction
Sewing Skills; Factors to consider when choosing seams in clothing construction |
By the end of the
lesson, the learner
should be able to:
Identify types of seams. Draw different types of seams. Appreciate the different types of seams. |
With the guidance from their teacher, learners to search the internet for photographs and more information on the different types of seams.
In groups, learners are guided to identify types of seams. In groups, learners are guided to draw different types of seams |
Which of the seams have you seen on your clothes?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Production Techniques
|
Sewing Skills;
Qualities of a well-made seam
Sewing Skills; Open seam |
By the end of the
lesson, the learner
should be able to:
Discuss the qualities of a well-made seam. Write a checklist on the qualities of a well-made open and plain seams. Appreciate the qualities of a well-made seam. |
In groups, learners are guided to discuss the qualities of a well-made seam.
In groups, learners are guided to write a checklist on the qualities of a well-made open and plain seams. |
What are th qualities of a well-made seam?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Production Techniques
|
Sewing Skills;
Neatening an open seam using pinking shears
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 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
|
|
| 10 | 4 |
Production Techniques
|
Sewing Skills;
Neatening an open seam using edge stitching
Sewing Skills; Plain seam |
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
|
|
| 11 | 1 |
Production Techniques
|
Sewing Skills;
Neatening plain seam using loop stitch
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 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
|
|
| 11 | 2 |
Production Techniques
|
Sewing Skills;
How to make a lap bag
Sewing Skills; 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
|
|
| 11 | 3 |
Production Techniques
|
Sewing Skills;
Project, How to make a Work bag
Sewing Skills; How to make a Work bag |
By the end of the
lesson, the learner
should be able to:
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 state the materials and requirements needed to make a Work bag.
In groups, learners are guided to prepare fabric and cutting out. |
What is a Work bag?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Production Techniques
|
Sewing Skills;
How to make a pillow case
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 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
|
|
| 12 | 1 |
Production Techniques
|
Constructing Innovative Animal Waterer
Constructing Innovative Animal Waterer Challenges of waterers used in the community. |
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 MTP; Agriculture Learner's Book Grade 8 pg. 82 |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
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 MTP; Agriculture Learner's Book Grade 8 pg. 83-84 |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
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. |
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. |
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
|
|
| 12 | 4 |
Production Techniques
|
Agricultural support services accessed through ICT
How to access agricultural support services using ICT: Weather forecast How to access agricultural support services using ICT: Veterinary and agricultural extension services. How to access agricultural support services using ICT: Banking services |
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 MTP; Agriculture Learner's Book Grade 8 pg. 88 MTP; Agriculture Learner's Book Grade 8 pg. 88-89 MTP; Agriculture Learner's Book Grade 8 pg. 89-91 |
Oral questions Oral Report Observation
|
|
Your Name Comes Here