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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Food Production Processes
|
Kitchen and Backyard Gardening - Role of kitchen and backyard gardens
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of kitchen and backyard garden in food production - Distinguish between kitchen and backyard gardens - Value the importance of home food production |
- Use digital or print resources to search for information on kitchen and backyard gardens
- Study the characteristics of kitchen and backyard gardens - Discuss the roles of kitchen and backyard gardens - Share findings with the class |
How does kitchen garden contribute to food production?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 17
- Digital devices - Print resources - Photographs showing kitchen and backyard gardens |
- Observation
- Oral questions
- Written assignments
|
|
| 1 | 2 |
Food Production Processes
|
Kitchen and Backyard Gardening - Role of kitchen and backyard gardens
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of kitchen and backyard garden in food production - Distinguish between kitchen and backyard gardens - Value the importance of home food production |
- Use digital or print resources to search for information on kitchen and backyard gardens
- Study the characteristics of kitchen and backyard gardens - Discuss the roles of kitchen and backyard gardens - Share findings with the class |
How does kitchen garden contribute to food production?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 17
- Digital devices - Print resources - Photographs showing kitchen and backyard gardens |
- Observation
- Oral questions
- Written assignments
|
|
| 1 | 3 |
Food Production Processes
|
Kitchen and Backyard Gardening - Pruning and training crops
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate crop pruning and training techniques - Apply appropriate pruning methods - Appreciate the importance of pruning and training crops |
- Trim dead or damaged leaves and stems
- Use trellises or stakes for climbing crops - Train vining plants to grow upward - Demonstrate proper use of pruning tools |
Why is pruning and training important for certain garden crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 22
- Pruning knife/scissors - Stakes - Trellises - Garden crops |
- Practical assessment
- Observation
- Project evaluation
|
|
| 1 | 4 |
Food Production Processes
|
Kitchen and Backyard Gardening - Pruning and training crops
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate crop pruning and training techniques - Apply appropriate pruning methods - Appreciate the importance of pruning and training crops |
- Trim dead or damaged leaves and stems
- Use trellises or stakes for climbing crops - Train vining plants to grow upward - Demonstrate proper use of pruning tools |
Why is pruning and training important for certain garden crops?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 22
- Pruning knife/scissors - Stakes - Trellises - Garden crops |
- Practical assessment
- Observation
- Project evaluation
|
|
| 2 | 1 |
Food Production Processes
|
Kitchen and Backyard Gardening - Harvesting and record keeping
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper harvesting techniques - Keep records of garden activities and harvest - Adopt the use of kitchen and backyard garden for food production |
- Harvest mature crops regularly
- Prevent crops from bolting - Record successes and challenges - Discuss ways to improve gardening skills - Share gardening experiences |
How can we maximize harvest and learn from our gardening experiences?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Garden crops - Harvesting tools - Record book - Pen/pencil |
- Practical assessment
- Record evaluation
- Oral presentations
|
|
| 2 | 2 |
Food Production Processes
|
Kitchen and Backyard Gardening - Harvesting and record keeping
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper harvesting techniques - Keep records of garden activities and harvest - Adopt the use of kitchen and backyard garden for food production |
- Harvest mature crops regularly
- Prevent crops from bolting - Record successes and challenges - Discuss ways to improve gardening skills - Share gardening experiences |
How can we maximize harvest and learn from our gardening experiences?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Garden crops - Harvesting tools - Record book - Pen/pencil |
- Practical assessment
- Record evaluation
- Oral presentations
|
|
| 2 | 3 |
Food Production Processes
|
Kitchen and Backyard Gardening - Harvesting and record keeping
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper harvesting techniques - Keep records of garden activities and harvest - Adopt the use of kitchen and backyard garden for food production |
- Harvest mature crops regularly
- Prevent crops from bolting - Record successes and challenges - Discuss ways to improve gardening skills - Share gardening experiences |
How can we maximize harvest and learn from our gardening experiences?
|
- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Garden crops - Harvesting tools - Record book - Pen/pencil |
- Practical assessment
- Record evaluation
- Oral presentations
|
|
| 2 | 4 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 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
|
|
| 5 | 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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 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
|
|
| 7 | 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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 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
|
|
| 8 | 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
|
|
| 9 | 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
|
|
| 9 | 2 |
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
|
|
| 9 | 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
|
|
| 9 |
Midterm |
||||||||
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 2 |
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
|
|
| 12 | 3 |
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
|
|
| 12 | 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
|
|
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