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 | 1 |
Food Production Processes
|
Crop Pest and Disease Control - Identifying crop pests
|
By the end of the
lesson, the learner
should be able to:
- Identify vegetable crops attacked by pests - Recognize signs of pest infestation - Show curiosity in learning about crop pests |
- Visit a vegetable garden
- Observe vegetable crops attacked by pests - Identify signs like punctured leaves, curling leaves, cut-off seedlings - Find out common parts that pests attack |
How can we identify vegetable crops attacked by pests?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden - Digital camera/smartphone - Notebook - Pen/pencil |
- Observation
- Oral questions
- Written assignments
|
|
| 1 | 2 |
Food Production Processes
|
Crop Pest and Disease Control - Learning about crop pests
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of pests - Explain how pests damage crops - Show interest in pest identification |
- Ask farmers about signs of pest attacks
- Take photographs of affected crops - Discuss what was learnt about crop pests - Create a chart showing different pests and their damage |
What are the common pests that attack vegetable crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Digital camera/smartphone - Charts - Marker pens - Pest specimens if available |
- Observation
- Oral questions
- Written assignments
|
|
| 1 | 3 |
Food Production Processes
|
Crop Pest and Disease Control - Controlling pests through handpicking
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate handpicking as a pest control method - Apply handpicking effectively - Show responsibility in pest control |
- Identify vegetable crops infested with pests
- Wear gloves and handpick pests like caterpillars and cutworms - Remove affected parts of the vegetables - Dispose of the pests appropriately |
How can we control pests through handpicking?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Vegetable garden with pests - Gloves - Container with soapy water - Wooden sticks/tongs |
- Practical assessment
- Observation
- Project evaluation
|
|
| 1 | 4 |
Food Production Processes
|
Crop Pest and Disease Control - Removing affected crop parts
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate removing affected crop parts - Apply the technique effectively - Control pests on vegetable crops |
- Inspect vegetable crops for pest damage
- Identify specific parts affected by pests - Carefully remove and dispose of the damaged parts - Implement additional pest control measures |
How can removing affected parts help control pests in vegetable crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with pest-affected crops - Gloves - Pruning shears/scissors - Disposal bag |
- Practical assessment
- Observation
- Project evaluation
|
|
| 2 | 1 |
Food Production Processes
|
Crop Pest and Disease Control - Uprooting heavily affected crops
|
By the end of the
lesson, the learner
should be able to:
- Identify heavily affected crops - Demonstrate uprooting as a control method - Show responsibility in pest control |
- Identify vegetable crops heavily attacked by pests
- Uproot the affected crops carefully - Dispose of them far from the garden - Discuss the importance of this control method |
When should crops be uprooted to control pests?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with heavily affected crops - Gloves - Garden tools - Disposal bags |
- Practical assessment
- Observation
- Project evaluation
|
|
| 2 | 2 |
Food Production Processes
|
Crop Pest and Disease Control - Applying natural pesticides
|
By the end of the
lesson, the learner
should be able to:
- Prepare natural pesticides - Apply natural pesticides correctly - Value natural pest control methods |
- Make ash from banana leaves or other plants
- Sprinkle the ash around the base of vegetable crops - Replace the ash when it gets wet - Monitor the effectiveness of the treatment |
How can natural pesticides like ash be used to control crop pests?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 34
- Banana leaves or other plant materials - Source of heat - Container for ash - Vegetable garden |
- Practical assessment
- Observation
- Project evaluation
|
|
| 2 | 3 |
Food Production Processes
|
Crop Pest and Disease Control - Identifying crop diseases
|
By the end of the
lesson, the learner
should be able to:
- Identify vegetable crops affected by diseases - Recognize signs of disease infestation - Show curiosity in learning about crop diseases |
- Visit a vegetable garden
- Identify crops affected by diseases - Look for signs like black spots, wilting, and rotting - Take photographs of affected crops |
How can we identify vegetable crops affected by diseases?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 35
- Vegetable garden - Digital camera/smartphone - Notebook - Pen/pencil |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 4 |
Food Production Processes
|
Crop Pest and Disease Control - Controlling crop diseases
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate disease control methods - Apply appropriate disease control techniques - Control diseases on vegetable crops |
- Inspect a vegetable garden for signs of diseases
- Remove affected parts of the crop - Uproot heavily affected crops - Dispose of diseased material appropriately |
How can we control diseases in vegetable crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 36
- Vegetable garden with disease-affected crops - Gloves - Garden tools - Disposal bags |
- Practical assessment
- Observation
- Project evaluation
|
|
| 3 | 1 |
Food Production Processes
|
Crop Pest and Disease Control - Importance of pest and disease control
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of controlling pests and diseases - Identify benefits of pest and disease control - Acknowledge importance of controlling pests and diseases |
- Read and discuss information on pest and disease control
- Discuss the importance of controlling pests and diseases - Share discussion points with the class - Write a summary of what was learnt |
Why is it important to control pests and diseases in vegetable production?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 37
- Digital resources - Print resources - Charts - Marker pens |
- Observation
- Oral presentations
- Written assignments
|
|
| 3 | 2 |
Food Production Processes
|
Crop Pest and Disease Control - Integrated pest management
|
By the end of the
lesson, the learner
should be able to:
- Explain integrated pest management (IPM) - Identify IPM strategies - Value environmentally friendly pest control |
- Discuss the principles of integrated pest management
- Identify different IPM strategies - Explore how to combine different control methods - Plan an IPM approach for a vegetable garden |
How can integrated pest management improve pest and disease control?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 38
- Digital resources - Print resources - Charts - Marker pens |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 3 |
Food Production Processes
|
Preparation of Animal Products - Importance of processing animal products
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of processing fish - Explain the importance of dressing poultry carcass - Show interest in learning about animal product processing |
- Observe photographs of fresh and processed fish
- Observe photographs of poultry before and after dressing - Discuss the differences observed - Share discussion points on the importance of processing |
Why is it important to process fish and dress poultry carcass?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 39
- Photographs of fresh and processed fish - Photographs of poultry before and after dressing - Digital resources - Print resources |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 4 |
Food Production Processes
|
Preparation of Animal Products - Understanding fish processing
|
By the end of the
lesson, the learner
should be able to:
- Describe methods of processing fresh fish - Identify resources needed for fish processing - Show interest in fish processing methods |
- Observe photographs showing methods of processing fish
- Study scaling, gutting, cleaning, salting, and frying processes - Discuss what fish processing involves - Create a chart showing fish processing methods |
How can we process fresh fish?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 40
- Photographs showing fish processing methods - Chart paper - Marker pens - Digital resources |
- Observation
- Oral questions
- Chart evaluation
|
|
| 4 | 1 |
Food Production Processes
|
Preparation of Animal Products - Scaling and gutting fish
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the process of scaling fish - Demonstrate the process of gutting fish - Process fresh fish for various purposes |
- Wash hands with soap and water
- Rinse the fish in clean water - Scale the fish from tail to head using appropriate tools - Split the fish and remove internal organs - Rinse the fish in clean water |
How do we scale and gut fish properly?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 41
- Fresh fish - Knife - Basin or tray - Clean water - Soap |
- Practical assessment
- Observation
- Process evaluation
|
|
| 4 | 2 |
Food Production Processes
|
Preparation of Animal Products - Cleaning and salting fish
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the process of cleaning fish - Demonstrate the process of salting fish - Show responsibility in fish processing |
- Clean the fish thoroughly with clean water
- Remove any remaining scales, blood, or unwanted parts - Make shallow cuts on the flesh sides of the fish - Apply salt inside the cuts and on the surface - Air dry the fish and store in a clean container |
How do we clean and salt fish properly?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 42
- Gutted fish - Salt - Basin or tray - Clean water - Clean storage container |
- Practical assessment
- Observation
- Process evaluation
|
|
| 4 | 3 |
Food Production Processes
|
Preparation of Animal Products - Frying fish
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the process of frying fish - Apply safety measures when frying fish - Process fresh fish through frying |
- Ensure the fish is properly scaled, gutted, and cleaned
- Heat cooking oil in a suitable container - Carefully place the fish in hot oil - Turn the fish until it turns brown - Remove and allow to cool if for storage |
How do we fry fish properly and safely?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 43
- Cleaned fish - Cooking oil - Sufuria or frying pan - Source of heat - Slotted spoon - Storage container |
- Practical assessment
- Observation
- Process evaluation
|
|
| 4 | 4 |
Food Production Processes
|
Preparation of Animal Products - Understanding poultry dressing
|
By the end of the
lesson, the learner
should be able to:
- Explain the process of dressing poultry carcass - Identify steps in poultry dressing - Show interest in poultry dressing methods |
- Study photographs showing poultry dressing steps
- Discuss beheading, defeathering, offal removal, and cleaning - Share discussion points with the class - Create a flowchart of poultry dressing steps |
What are the steps involved in dressing a poultry carcass?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 44
- Photographs showing poultry dressing - Chart paper - Marker pens - Digital resources |
- Observation
- Oral questions
- Flowchart evaluation
|
|
| 5 | 1 |
Food Production Processes
|
Preparation of Animal Products - Dressing poultry
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate poultry dressing techniques - Apply ethical and safe procedures - Dress poultry carcass for various purposes |
- Restrain poultry and behead it humanely
- Allow blood to drain - Dip the carcass in hot water to loosen feathers - Pluck feathers until the carcass is clean - Remove internal organs and clean the carcass |
How do we dress a poultry carcass humanely and effectively?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 45
- Poultry - Sharp knife or panga - Hot water - Clean cold water - Basin - Gloves |
- Practical assessment
- Observation
- Process evaluation
|
|
| 5 | 2 |
Food Production Processes
|
Preparation of Animal Products - Ethical and safety practices
|
By the end of the
lesson, the learner
should be able to:
- Identify ethical issues in animal product preparation - Apply safety practices in preparation - Value ethical treatment of animals |
- Discuss ethical issues in animal product preparation
- Identify safety practices to follow - Create posters with messages on ethical issues and safety practices - Present findings to the class |
Why are ethical and safety practices important in animal product preparation?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 47
- Digital devices - Print resources - Manila papers - Marker pens |
- Observation
- Oral presentations
- Poster evaluation
|
|
| 5 | 3 |
Food Production Processes
|
Preparation of Animal Products - Hygiene in animal product preparation
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of hygiene in animal product preparation - Apply hygienic practices in preparation - Value hygiene in food preparation |
- Discuss the importance of hygiene in animal product preparation
- Identify hygienic practices to follow - Demonstrate proper hand washing and tool cleaning - Create a checklist for hygienic preparation |
How does hygiene affect the quality and safety of animal products?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 48
- Hand washing facilities - Cleaning materials - Chart paper - Marker pens |
- Observation
- Oral questions
- Checklist evaluation
|
|
| 5 | 4 |
Food Production Processes
|
Preserving Milk and Meat - Importance of preserving milk
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of preserving milk at household level - Identify methods of milk preservation - Show interest in milk preservation methods |
- Study pictures showing milk preservation methods
- Share experiences on methods used at home - Discuss the importance of preserving milk - Search for information on milk preservation |
Why is it important to preserve milk at the household level?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 52
- Pictures showing milk preservation - Digital devices - Print resources |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 1 |
Food Production Processes
|
Preserving Milk and Meat - Boiling as a milk preservation method
|
By the end of the
lesson, the learner
should be able to:
- Explain how boiling preserves milk - Demonstrate the boiling method - Preserve milk through boiling |
- Wash hands with clean water and soap
- Sieve milk to remove impurities - Boil milk in a clean container - Stir while boiling and continue for a few minutes - Store in a clean container |
How does boiling help preserve milk?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 53
- Fresh milk - Sieve - Clean pot or sufuria - Source of heat - Cooking stick - Storage container |
- Practical assessment
- Observation
- Process evaluation
|
|
| 6 | 2 |
Food Production Processes
|
Preserving Milk and Meat - Fermenting as a milk preservation method
|
By the end of the
lesson, the learner
should be able to:
- Explain how fermentation preserves milk - Demonstrate the fermentation method - Preserve milk through fermenting |
- Boil milk and allow it to cool
- Put in a container and add starter culture - Close container tightly and leave at moderate temperature - Stir daily or shake for uniform fermentation - Store in a cool place |
How does fermentation help to preserve milk?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk - Fermented milk or yogurt (starter) - Container with lid - Clean utensils |
- Practical assessment
- Observation
- Process evaluation
|
|
| 6 | 3 |
Food Production Processes
|
Preserving Milk and Meat - Home cooling as a milk preservation method
|
By the end of the
lesson, the learner
should be able to:
- Explain home cooling methods for milk - Demonstrate home cooling techniques - Preserve milk through home cooling |
- Fill a large container with cold water or ice water
- Put boiled and cooled milk in a clean bottle - Place the bottle in cold water - Stir occasionally and add cold water as needed - Alternatively, wrap a wet towel around the milk container |
How can we use home cooling methods to preserve milk?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk - Clean bottles with lids - Basin with cold/ice water - Clean towel |
- Practical assessment
- Observation
- Process evaluation
|
|
| 6 | 4 |
Food Production Processes
|
Preserving Milk and Meat - Importance of preserving meat
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of preserving meat at household level - Identify methods of meat preservation - Show interest in meat preservation methods |
- Search for information on the importance of preserving meat
- Study pictures showing meat preservation methods - Discuss and share experiences on meat preservation - Make summary notes on findings |
Why is it important to preserve meat at the household level?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 55
- Digital devices - Print resources - Pictures showing meat preservation |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 1 |
Food Production Processes
|
Preserving Milk and Meat - Drying as a meat preservation method
|
By the end of the
lesson, the learner
should be able to:
- Explain how drying preserves meat - Demonstrate the drying method - Preserve meat through drying |
- Wash fresh meat using clean water
- Slice the meat into desired sizes - Hang the meat on clean sticks or wires in the sun - Alternatively, spread on a clean surface - Continue exposing to the sun until completely dry |
How does drying help to preserve meat?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 56
- Fresh meat - Clean water - Knife - Sticks or wires - Clean drying surface |
- Practical assessment
- Observation
- Process evaluation
|
|
| 7 | 2 |
Food Production Processes
|
Preserving Milk and Meat - Smoking as a meat preservation method
|
By the end of the
lesson, the learner
should be able to:
- Explain how smoking preserves meat - Demonstrate the smoking method - Preserve meat through smoking |
- Wash fresh meat using clean water
- Light a fire and place pieces of wood - Hang the meat and smoke it - Maintain steady temperature and smoke for several hours - Allow to cool and store in a clean container |
How does smoking help to preserve meat?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 57
- Fresh meat - Clean water - Pieces of wood - Source of heat - Storage container |
- Practical assessment
- Observation
- Process evaluation
|
|
| 7 | 3 |
Food Production Processes
|
Preserving Milk and Meat - Salting and boiling as meat preservation methods
|
By the end of the
lesson, the learner
should be able to:
- Explain how salting and boiling preserve meat - Demonstrate these preservation methods - Preserve meat through salting and boiling |
- For salting: wash meat, slice, add salt, and store in a dry container
- For boiling: wash meat, cut into pieces, boil thoroughly, cool and store - Compare the effectiveness of both methods - Store preserved meat appropriately |
How do salting and boiling help to preserve meat?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 58
- Fresh meat - Salt - Clean water - Cooking pot - Source of heat - Storage containers |
- Practical assessment
- Observation
- Process evaluation
|
|
| 7 | 4 |
Food Production Processes
|
Preserving Milk and Meat - Promoting methods of preserving animal products
|
By the end of the
lesson, the learner
should be able to:
- Present various methods of preserving animal products - Compare effectiveness of different methods - Value the importance of preserving animal products |
- Think about applicable methods of preserving animal products
- Create a table showing animal products, preservation methods, and their usefulness - Present information to the class - Discuss how the methods can be used at home or school |
Which methods of preserving animal products are most effective and practical?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 60
- Manila papers - Marker pens - Digital resources - Print resources |
- Observation
- Oral presentations
- Table evaluation
|
|
| 8 | 1 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Factors to consider in meal preparation
|
By the end of the
lesson, the learner
should be able to:
- Explain factors to consider in preparing a balanced meal - Identify food groups for a balanced meal - Show interest in balanced meal preparation |
- Read and discuss the scenario about preparing a meal for visitors
- Discuss factors to consider in meal preparation - Identify food groups for a balanced meal - Share discussion points with the class |
What factors should we consider when preparing a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 63
- Digital resources - Print resources - Charts showing food groups |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 2 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Planning a balanced meal
|
By the end of the
lesson, the learner
should be able to:
- Plan a balanced meal - Identify ingredients and equipment needed - Show creativity in meal planning |
- Discuss how to prepare a balanced meal
- Plan a meal that includes protein, carbohydrate, and vegetables - List all ingredients and equipment needed - Consider age, gender, health status or occasion |
How do we plan for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 64
- Charts showing food groups - Paper - Pen/pencil - Digital resources |
- Plan evaluation
- Observation
- Oral presentations
|
|
| 8 | 3 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Preparing ingredients
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper preparation of ingredients - Apply hygiene practices in food preparation - Show responsibility in meal preparation |
- Wash hands and put on protective clothing
- Wash meat, vegetables, spices, and fruits - Cut meat into bite-sized pieces - Chop vegetables into smaller pieces - Organize ingredients for cooking |
How do we properly prepare ingredients for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- Ingredients (meat, vegetables, etc.) - Knife and chopping board - Bowls - Clean water - Soap |
- Practical assessment
- Observation
- Process evaluation
|
|
| 8 | 4 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Cooking protein (meat)
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to cook meat properly - Apply appropriate cooking techniques - Show responsibility in meal preparation |
- Heat oil and fry onions until browned
- Add tomatoes and salt, then stir until cooked - Add meat and stir - Add water and simmer until meat is cooked - Apply safety measures when cooking |
How do we properly cook meat for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 65
- Meat - Onions and tomatoes - Cooking oil - Salt - Cooking pot - Source of heat |
- Practical assessment
- Observation
- Process evaluation
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to cook rice properly - Apply appropriate cooking techniques - Show responsibility in meal preparation |
- Rinse rice and drain water
- Bring water to boil in a pot - Add rice, salt, and oil using proper ratio - Boil until water level equals rice level - Reduce heat, cover, and cook until dry - Turn off heat to save energy |
How do we properly cook rice for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Rice - Water - Salt - Cooking oil - Cooking pot - Source of heat |
- Practical assessment
- Observation
- Process evaluation
|
|
| 10 | 2 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Cooking vegetables and preparing fruits
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to cook vegetables properly - Prepare fruits for serving - Show responsibility in meal preparation |
- Heat oil and cook onions until soft
- Add tomatoes and salt, then cook - Add spinach and cook until tender - Wash, peel, and slice avocado or other fruits - Apply safety measures when cooking |
How do we properly prepare vegetables and fruits for a balanced meal?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Spinach or other vegetables - Onions and tomatoes - Cooking oil - Salt - Avocado or other fruits - Cooking pot - Source of heat |
- Practical assessment
- Observation
- Process evaluation
|
|
| 10 | 3 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Family serving style
|
By the end of the
lesson, the learner
should be able to:
- Explain the family serving style - Demonstrate the family serving style - Present the meal using family style |
- Transfer foods to large serving dishes
- Place serving dishes at the center of the table - Ensure each person has the required cutlery - Put serving spoons beside the dishes - Allow family members to serve themselves |
How can we present a balanced meal using the family serving style?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 67
- Cooked balanced meal - Large serving dishes - Plates - Cutlery - Serving spoons |
- Practical assessment
- Observation
- Presentation evaluation
|
|
| 10 | 4 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Blue plate serving style
|
By the end of the
lesson, the learner
should be able to:
- Explain the blue plate serving style - Demonstrate the blue plate serving style - Present the meal using blue plate style |
- Place portions of food on individual plates
- Arrange food neatly with items not touching too much - Ensure each plate has balanced portions - Set the table with appropriate cutlery - Serve the prepared meals to each person |
How can we present a balanced meal using the blue plate serving style?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 68
- Cooked balanced meal - Serving plates - Cutlery - Napkins |
- Practical assessment
- Observation
- Presentation evaluation
|
|
| 11 | 1 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Creating balanced meal menus
|
By the end of the
lesson, the learner
should be able to:
- Explain what a balanced meal menu entails - Create balanced meal menus - Adopt the use of a balanced meal in day to day life |
- Study sample balanced meal menus
- Discuss what makes a balanced meal menu - Create a 3-day balanced meal menu (breakfast, lunch, supper) - Ensure a healthy balance of food groups - Present menu to the class |
How can we create effective balanced meal menus?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 69
- Sample meal menus - Paper - Pen/pencil - Digital resources |
- Menu evaluation
- Oral presentations
- Written assignments
|
|
| 11 | 2 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Nutrition education
|
By the end of the
lesson, the learner
should be able to:
- Explain the nutritional value of different foods - Identify nutrient-dense foods - Value the importance of nutrition knowledge |
- Research the nutritional content of common foods
- Categorize foods based on their primary nutrients - Create nutritional information posters - Discuss the importance of nutrition knowledge |
Why is nutrition knowledge important for preparing balanced meals?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Digital resources - Print resources - Chart paper - Marker pens |
- Observation
- Oral questions
- Poster evaluation
|
|
| 11 | 3 |
Food Production Processes
|
Cooking: Preparing a Balanced Meal - Meal planning for special needs
|
By the end of the
lesson, the learner
should be able to:
- Identify special dietary needs - Plan meals for different dietary requirements - Show empathy for people with special dietary needs |
- Discuss different special dietary needs (age, health conditions)
- Research appropriate foods for various needs - Create sample menus for specific dietary requirements - Present findings to the class |
How can we plan balanced meals for people with special dietary needs?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Digital resources - Print resources - Paper - Pen/pencil |
- Observation
- Oral presentations
- Menu evaluation
|
|
| 11 | 4 |
Hygiene Practices
|
Cleaning the Kitchen - Routine cleaning practices
|
By the end of the
lesson, the learner
should be able to:
- Explain the routine cleaning practices of a kitchen - Identify different types of kitchen cleaning - Appreciate a clean kitchen for healthy living |
- Share experiences on routine cleaning of the kitchen
- Discuss questions about cleaning practices at home - Identify daily, weekly, and special cleaning tasks - Share discussion points with the class |
How can daily, weekly and special cleaning enhance hygiene in the kitchen?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 71
- Digital resources - Print resources - Charts showing cleaning schedules |
- Observation
- Oral questions
- Written assignments
|
|
| 12 | 1 |
Hygiene Practices
|
Cleaning the Kitchen - Understanding cleaning schedules
|
By the end of the
lesson, the learner
should be able to:
- Analyze cleaning schedules - Create a kitchen cleaning schedule - Value the importance of organized cleaning |
- Study sample cleaning schedules
- Identify daily, weekly, and special cleaning activities - Discuss the purpose of each type of cleaning - Create a cleaning schedule for a kitchen |
Why is it important to have a well-organized cleaning schedule?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 72
- Sample cleaning schedules - Paper - Pen/pencil |
- Schedule evaluation
- Observation
- Written assignments
|
|
| 12 | 2 |
Hygiene Practices
|
Cleaning the Kitchen - Planning kitchen cleaning
|
By the end of the
lesson, the learner
should be able to:
- Plan for kitchen cleaning - Create a cleaning schedule - Show responsibility in planning for cleaning |
- Identify a kitchen that needs cleaning
- Discuss and write a plan for cleaning - Make a schedule for cleaning activities - Specify when and how often each activity should be completed |
How do we effectively plan for kitchen cleaning?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 73
- Paper - Pen/pencil - Sample cleaning plans - Kitchen to be cleaned |
- Plan evaluation
- Observation
- Written assignments
|
|
| 12 | 3 |
Hygiene Practices
|
Cleaning the Kitchen - Daily kitchen cleaning
|
By the end of the
lesson, the learner
should be able to:
- Explain daily kitchen cleaning tasks - Demonstrate daily cleaning techniques - Carry out cleaning of a kitchen to maintain hygiene |
- Take out trash and food waste
- Wash dirty dishes promptly - Clean spills from counters and floors - Wipe counters with a damp cloth - Sweep or mop the floor - Rinse and wipe down the sink |
What are the essential daily kitchen cleaning tasks?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 74
- Cleaning supplies - Dishwashing supplies - Broom/mop - Kitchen to be cleaned |
- Practical assessment
- Observation
- Process evaluation
|
|
| 12 | 4 |
Hygiene Practices
|
Cleaning the Kitchen - Weekly kitchen cleaning
|
By the end of the
lesson, the learner
should be able to:
- Explain weekly kitchen cleaning tasks - Demonstrate weekly cleaning techniques - Show responsibility in kitchen cleaning |
- Mop the floor thoroughly
- Wipe appliances inside and outside - Scrub the sink and taps with disinfectant - Rinse and sanitize sponges or replace them - Replace used dish towels with fresh ones |
What are the essential weekly kitchen cleaning tasks?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 74
- Cleaning supplies - Mop and bucket - Disinfectant - Kitchen to be cleaned |
- Practical assessment
- Observation
- Process evaluation
|
|
| 13 | 1 |
Hygiene Practices
|
Cleaning the Kitchen - Special kitchen cleaning
|
By the end of the
lesson, the learner
should be able to:
- Explain special kitchen cleaning tasks - Demonstrate special cleaning techniques - Show responsibility in thorough kitchen cleaning |
- Empty and clean cabinets and drawers
- Wipe down windows and sills - Replace curtains if necessary - Dust light fixtures and high surfaces - Wipe surfaces behind equipment - Disinfect door knobs and handles |
What are the essential special kitchen cleaning tasks?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Cleaning supplies - Ladder (if necessary) - Disinfectant - Kitchen to be cleaned |
- Practical assessment
- Observation
- Process evaluation
|
|
| 13 | 2 |
Hygiene Practices
|
Cleaning the Kitchen - Importance of a clean kitchen
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of a clean kitchen - Identify health benefits of kitchen cleanliness - Appreciate a clean kitchen for healthy living |
- Reflect on kitchen cleaning activities
- Discuss why cleaning is important - Make presentations on the importance of a clean kitchen - Create a chart on the importance of a clean kitchen |
Why is maintaining a clean kitchen important for health and well-being?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Chart paper - Marker pens - Digital resources - Print resources |
- Observation
- Oral presentations
- Chart evaluation
|
|
| 13 | 3 |
Hygiene Practices
|
Cleaning the Kitchen - Kitchen hygiene and food safety
|
By the end of the
lesson, the learner
should be able to:
- Explain the relationship between kitchen hygiene and food safety - Identify practices that prevent contamination - Value hygiene for food safety |
- Research the connection between kitchen cleanliness and food safety
- Identify common sources of contamination - Discuss preventive measures - Create a food safety poster |
How does kitchen cleanliness affect food safety?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 76
- Digital resources - Print resources - Chart paper - Marker pens |
- Observation
- Oral questions
- Poster evaluation
|
|
| 13 | 4 |
Hygiene Practices
|
Cleaning the Kitchen - Safe use of cleaning products
|
By the end of the
lesson, the learner
should be able to:
- Identify common kitchen cleaning products - Explain safe use of cleaning products - Show responsibility in handling cleaning products |
- Identify various cleaning products and their uses
- Read and interpret product labels and safety instructions - Demonstrate proper storage of cleaning products - Discuss environmentally friendly cleaning options |
How can we safely use cleaning products in the kitchen?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 76
- Various cleaning products - Product labels - Digital resources - Print resources |
- Observation
- Oral questions
- Written assignments
|
|
Your Name Comes Here