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 |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Animal Production
|
Preparation of Animal Products
|
By the end of the
lesson, the learner
should be able to:
List some of the animal products. Justify the preparation of animal products. Appreciate the use of animal products. |
In groups or in pairs, learners are guided to list some of the animal products.
In groups or in pairs, learners are guided to justify the preparation of animal products. |
How can we prepare fish and poultry carcasses for various purposes?
|
MTP; Agriculture Learner's Book Grade 8 pg. 68
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Animal Production
|
Preparation of Animal Products
|
By the end of the
lesson, the learner
should be able to:
List some of the animal products. Justify the preparation of animal products. Appreciate the use of animal products. |
In groups or in pairs, learners are guided to list some of the animal products.
In groups or in pairs, learners are guided to justify the preparation of animal products. |
How can we prepare fish and poultry carcasses for various purposes?
|
MTP; Agriculture Learner's Book Grade 8 pg. 68
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Animal Production
|
How to process fresh fish 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 |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Animal Production
|
How poultry carcasses are dressed for various purposes
|
By the end of the
lesson, the learner
should be able to:
Outline how to dress a chicken carcass for home consumption, storage and marketing. Dress poultry carcasses for various purposes. Appreciate the importance of gutting a chicken. |
In groups or in pairs, learners are guided to outline how to dress a chicken carcass for home consumption, storage and marketing.
In groups or in pairs, learners are guided to dress poultry carcasses for various purposes |
How do you prepare a chicken at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 71-74
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Animal Production
|
How poultry carcasses are dressed for various purposes
|
By the end of the
lesson, the learner
should be able to:
Outline how to dress a chicken carcass for home consumption, storage and marketing. Dress poultry carcasses for various purposes. Appreciate the importance of gutting a chicken. |
In groups or in pairs, learners are guided to outline how to dress a chicken carcass for home consumption, storage and marketing.
In groups or in pairs, learners are guided to dress poultry carcasses for various purposes |
How do you prepare a chicken at home?
|
MTP; Agriculture Learner's Book Grade 8 pg. 71-74
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Animal Production
|
Importance of processing fish and dressing poultry.
|
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 |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Animal Production
|
Preservation of Animal Product
|
By the end of the
lesson, the learner
should be able to:
Define the term, 'shelf life' Identify reasons for preparing animal products. Investigate animal products shelf life. Appreciate the importance of shelf life. |
In groups or in pairs, learners are guided to define the term, 'shelf life'
In groups or in pairs, learners are guided to identify reasons for preparing animal products In groups or in pairs, learners are guided to investigate animal products shelf life |
What is shelf life?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Animal Production
|
Preservation of Animal Product
|
By the end of the
lesson, the learner
should be able to:
Define the term, 'shelf life' Identify reasons for preparing animal products. Investigate animal products shelf life. Appreciate the importance of shelf life. |
In groups or in pairs, learners are guided to define the term, 'shelf life'
In groups or in pairs, learners are guided to identify reasons for preparing animal products In groups or in pairs, learners are guided to investigate animal products shelf life |
What is shelf life?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Animal Production
|
Preservation of Animal Product
|
By the end of the
lesson, the learner
should be able to:
Define the term, 'shelf life' Identify reasons for preparing animal products. Investigate animal products shelf life. Appreciate the importance of shelf life. |
In groups or in pairs, learners are guided to define the term, 'shelf life'
In groups or in pairs, learners are guided to identify reasons for preparing animal products In groups or in pairs, learners are guided to investigate animal products shelf life |
What is shelf life?
|
MTP; Agriculture Learner's Book Grade 8 pg. 76
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
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 |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Animal Production
|
Methods of preserving meat
|
By the end of the
lesson, the learner
should be able to:
Identify the method of preserving meat that is applicable to their home life and locality. Demonstrate the methods of preserving meat. Appreciate the methods used to preserve meat. |
In groups or in pairs, learners are guided to identify the method of preserving meat that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving meat |
Which method do you use at home to preserve meat?
|
MTP; Agriculture Learner's Book Grade 8 pg. 77-78
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Animal Production
|
Methods of preserving meat
|
By the end of the
lesson, the learner
should be able to:
Identify the method of preserving meat that is applicable to their home life and locality. Demonstrate the methods of preserving meat. Appreciate the methods used to preserve meat. |
In groups or in pairs, learners are guided to identify the method of preserving meat that is applicable to their home life and locality
In groups or in pairs, learners are guided to demonstrate the methods of preserving meat |
Which method do you use at home to preserve meat?
|
MTP; Agriculture Learner's Book Grade 8 pg. 77-78
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
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 |
Oral questions Oral Report Observation
|
|
| 4 | 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 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Animal Production
|
Methods of preserving milk
|
By the end of the
lesson, the learner
should be able to:
Identify methods of preserving milk. Use digital devices and other reference materials to search for information on methods of preserving milk. Do Activity 5 in learner's book 8 page 79 Have fun and enjoy the activity. |
In groups or in pairs, learners are guided to identify methods of preserving milk
In groups or in pairs, learners are guided to use digital devices and other reference materials to search for information on methods of preserving milk. In groups or in pairs, learners are guided to do Activity 5 in learner's book 8 page 79 |
Which method do you use to preserve milk?
|
MTP; Agriculture Learner's Book Grade 8 pg. 79
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Animal Production
|
Methods of preserving milk
|
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 |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Animal Production
|
Methods of preserving milk
|
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 |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Caring For the Family
|
Cleaning the Kitchen; Reasons for cleaning a kitchen
|
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 |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Caring For the Family
|
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. |
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. |
Which method do you use to remove dirt from kitchen surfaces?
|
MTP; Home Science Learner's Book Grade 8 pg. 160-161
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Caring For the Family
|
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. |
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. |
Which method do you use to remove dirt from kitchen surfaces?
|
MTP; Home Science Learner's Book Grade 8 pg. 160-161
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
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 |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
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 |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
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 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 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. |
What is the process of vacuum cleaning?
|
MTP; Home Science Learner's Book Grade 8 pg. 163
Pictures Charts Realia Computing devices |
|
|
| 7 | 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 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 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. |
What is the process of vacuum cleaning?
|
MTP; Home Science Learner's Book Grade 8 pg. 163
Pictures Charts Realia Computing devices |
|
|
| 7 | 3 |
Caring For the Family
|
Daily 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 |
|
|
| 7 | 4 |
Caring For the Family
|
Daily 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 |
|
|
| 8 | 1 |
Caring For the Family
|
Weekly cleaning
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to carry out weekly cleaning of a kitchen. Outline the steps to follow when carrying out weekly cleaning of a kitchen. Practice carrying out weekly cleaning of a kitchen. Have fun and enjoy carrying out weekly cleaning of a kitchen. |
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 weekly cleaning of a kitchen?
|
MTP; Home Science Learner's Book Grade 8 pg. 165
Pictures Charts Realia Computing devices |
|
|
| 8 | 2 |
Caring For the Family
|
Special cleaning
|
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 |
|
|
| 8-9 |
Midterm break |
||||||||
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
Production Techniques
|
Use of innovative waterers for domestic animals
|
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 |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Production Techniques
|
ICT Support Services
|
By the end of the
lesson, the learner
should be able to:
State the importance of Information Communication Technology (ICT). Recognise some of the practices that can be improved if farmers get the information they need. Appreciate the importance of Information Communication Technology (ICT). |
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. |
What are some of the practices that can be improved if farmers get the information they need?
|
MTP; Agriculture Learner's Book Grade 8 pg. 87
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
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
|
|
| 12 | 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
|
|
| 12 | 3 |
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
|
|
| 12 | 4 |
Production Techniques
|
How to access agricultural support services using ICT: Weather forecast
|
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?
|
MTP; Agriculture Learner's Book Grade 8 pg. 88
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 1 |
Production Techniques
|
How to access agricultural support services using ICT: Veterinary and agricultural extension services.
|
By the end of the
lesson, the learner
should be able to:
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?
|
MTP; Agriculture Learner's Book Grade 8 pg. 88-89
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 2 |
Production Techniques
|
How to access agricultural support services using ICT: Veterinary and agricultural extension services.
|
By the end of the
lesson, the learner
should be able to:
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?
|
MTP; Agriculture Learner's Book Grade 8 pg. 88-89
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 3 |
Production Techniques
|
How to access agricultural support services using ICT: Banking services
|
By the end of the
lesson, the learner
should be able to:
State the importance of banking services, such as SACCO. Use a smartphone, select |
In groups, learners are guided to state the importance of banking services, such as SACCO.
In groups, learners are guided to using a smartphone, select |
What are some of the importance's of SACCOs?
|
MTP; Agriculture Learner's Book Grade 8 pg. 89-91
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 4 |
Production Techniques
|
How to access agricultural support services using ICT: Banking services
|
By the end of the
lesson, the learner
should be able to:
State the importance of banking services, such as SACCO. Use a smartphone, select |
In groups, learners are guided to state the importance of banking services, such as SACCO.
In groups, learners are guided to using a smartphone, select |
What are some of the importance's of SACCOs?
|
MTP; Agriculture Learner's Book Grade 8 pg. 89-91
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
Your Name Comes Here