Food Production Processes

Kitchen and Backyard Gardening - Role of kitchen and backyard gardens
Kitchen and Backyard Gardening - Food production through kitchen and backyard gardening

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 18
- Digital resources
- Charts showing benefits of kitchen gardens

- Observation - Oral questions - Written assignments

Food Production Processes

Kitchen and Backyard Gardening - Preparing a garden for planting

By the end of the lesson, the learner should be able to:
- Plan for the preparation of a kitchen or backyard garden
- Select suitable planting site and containers
- Show interest in establishing a kitchen or backyard garden

- Discuss how to prepare a garden
- Select a suitable garden type (container or ground)
- Select a site with adequate sunlight and good drainage
- Make a list of required materials and tools

How do we prepare a suitable site for a kitchen or backyard garden?

- SPARK AGRICULTURE GRADE 8 textbook pg. 19
- Garden tools
- Containers
- School environment

- Observation - Oral questions - Practical assessment

Food Production Processes

Kitchen and Backyard Gardening - Establishing crops in kitchen or backyard garden
Kitchen and Backyard Gardening - Crop management in a kitchen or backyard garden

By the end of the lesson, the learner should be able to:
- Demonstrate how to prepare and plant a kitchen or backyard garden
- Select appropriate crops for the garden
- Show responsibility in garden preparation

- Prepare the planting site or containers
- Mix soil with compost manure
- Make planting holes or furrows
- Plant seeds or seedlings and water them

How can we establish different crops in a kitchen or backyard garden?

- SPARK AGRICULTURE GRADE 8 textbook pg. 20
- Jembe
- Panga
- Containers
- Compost manure
- Seeds/seedlings
- SPARK AGRICULTURE GRADE 8 textbook pg. 21
- Water
- Watering containers
- Garden tools
- Established garden

- Practical assessment - Observation - Project evaluation

Food Production Processes

Kitchen and Backyard Gardening - Watering and irrigation

By the end of the lesson, the learner should be able to:
- Demonstrate proper watering techniques
- Set up simple irrigation systems
- Show responsibility in water conservation

- Check soil moisture regularly
- Water crops in the morning or evening
- Install drip irrigation bottles for continuous water supply
- Apply mulch to conserve moisture

How can we ensure effective watering while conserving water?

- SPARK AGRICULTURE GRADE 8 textbook pg. 22
- Watering cans
- Plastic bottles
- Water
- Mulching materials

- Practical assessment - Observation - Project evaluation

Food Production Processes

Kitchen and Backyard Gardening - Pruning and training crops
Kitchen and Backyard Gardening - Harvesting and record keeping

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Harvesting tools
- Record book
- Pen/pencil

- Practical assessment - Observation - Project evaluation

Food Production Processes

Kitchen and Backyard Gardening - Sustainable garden practices

By the end of the lesson, the learner should be able to:
- Explain sustainable garden practices
- Apply sustainable methods in the garden
- Show responsibility towards the environment

- Apply organic farming methods
- Practice crop rotation
- Use natural pest control
- Recycle garden waste as compost
- Conserve water through efficient irrigation

How can we make our gardens more sustainable?

- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Garden
- Organic materials
- Composting area
- Digital resources

- Observation - Oral questions - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Understanding poultry folds
Poultry Rearing in a Fold - Observing poultry folds

By the end of the lesson, the learner should be able to:
- Describe a fold in poultry rearing
- Identify the features of a poultry fold
- Show interest in learning about poultry folds

- Search for video clips or images on poultry folds
- Watch selected video clips showing poultry folds
- Describe the structures of poultry folds
- Share findings with the class

What is a poultry fold and how is it used in poultry rearing?

- SPARK AGRICULTURE GRADE 8 textbook pg. 24
- Digital devices
- Internet access
- Video clips
- Images of poultry folds
- Poultry farm
- Digital camera/smartphone
- Notebook
- Pen/pencil

- Observation - Oral questions - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Designing a poultry fold

By the end of the lesson, the learner should be able to:
- Design a poultry fold
- Determine appropriate dimensions for a poultry fold
- Show creativity in designing a poultry fold

- Share ideas about poultry fold designs
- Draw a design of a poultry fold
- Indicate dimensions on the design
- Present the design for feedback

How can we design an effective poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 25
- Drawing book or paper
- Pencil
- Ruler
- Examples of poultry fold designs

- Design evaluation - Oral presentations - Peer assessment

Food Production Processes

Poultry Rearing in a Fold - Planning for construction
Poultry Rearing in a Fold - Constructing a poultry fold (frame)

By the end of the lesson, the learner should be able to:
- Plan the construction of a poultry fold
- List materials needed for construction
- Show responsibility in planning

- Draw a plan of activities for construction
- Distribute responsibilities among group members
- Identify locally available materials for construction
- Present the plan for feedback

How do we prepare for the construction of a poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 26
- Paper
- Pen/pencil
- Poultry fold design
- Wooden pieces
- Nails/screws
- Hammer/screwdriver
- Measuring tape
- Protective gloves

- Plan evaluation - Oral presentations - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Completing the poultry fold

By the end of the lesson, the learner should be able to:
- Create a shelter on the fold
- Cover the fold with wire mesh or net
- Construct a poultry fold

- Create a small shelter on one side of the fold
- Make a roof for the shelter
- Cover all sides with wire mesh or net
- Ensure the poultry fold is portable and lightweight

How do we complete the construction of a poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 27
- Wire mesh/net
- Roofing material
- Tools for construction
- Protective gloves

- Practical assessment - Observation - Project evaluation

Food Production Processes

Poultry Rearing in a Fold - Preparing for poultry rearing

By the end of the lesson, the learner should be able to:
- Select appropriate poultry types for rearing
- Prepare for poultry rearing in a fold
- Show responsibility in poultry rearing

- Select a type of poultry for rearing
- Prepare the fold for housing poultry
- Gather the necessary equipment (feeders, waterers)
- Make a plan for poultry management

What preparations are needed before introducing poultry to a fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 27
- Constructed poultry fold
- Feeders
- Waterers
- Feed

- Observation - Oral questions - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Managing poultry in a fold
Poultry Rearing in a Fold - Rearing practices for poultry in a fold

By the end of the lesson, the learner should be able to:
- Demonstrate proper poultry management in a fold
- Apply appropriate rearing practices
- Show responsibility in poultry management

- Move the fold regularly for the poultry to feed
- Provide water regularly
- Maintain sanitation in the fold
- Protect the poultry from predators and harsh weather

How can we effectively manage poultry in a fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 28
- Poultry fold with poultry
- Water
- Feed
- Cleaning materials
- SPARK AGRICULTURE GRADE 8 textbook pg. 29

- Practical assessment - Observation - Project evaluation

Food Production Processes

Poultry Rearing in a Fold - Benefits of rearing poultry in a fold

By the end of the lesson, the learner should be able to:
- Explain the benefits of rearing poultry in a fold
- Identify advantages over other poultry housing methods
- Appreciate the value of poultry folds

- Discuss the benefits of rearing poultry in a fold
- Compare folds with other poultry housing methods
- Share experiences with poultry rearing in a fold
- Make presentations on the benefits

What are the advantages of rearing poultry in a fold compared to other methods?

- SPARK AGRICULTURE GRADE 8 textbook pg. 30
- Digital resources
- Print resources
- Charts

- Observation - Oral presentations - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Ethical practices in poultry rearing
Crop Pest and Disease Control - Identifying crop pests

By the end of the lesson, the learner should be able to:
- Identify ethical practices in poultry rearing
- Apply ethical principles in poultry management
- Value animal welfare in poultry rearing

- Discuss ethical practices in poultry rearing
- Identify ways to ensure poultry welfare
- Implement ethical poultry management
- Share experiences and observations

Why are ethical practices important in poultry rearing?

- SPARK AGRICULTURE GRADE 8 textbook pg. 30
- Digital resources
- Print resources
- Charts
- SPARK AGRICULTURE GRADE 8 textbook pg. 31
- Vegetable garden
- Digital camera/smartphone
- Notebook
- Pen/pencil

- Observation - Oral questions - Written assignments

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

Food Production Processes

Crop Pest and Disease Control - Controlling pests through handpicking
Crop Pest and Disease Control - Removing affected crop parts

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with pest-affected crops
- Pruning shears/scissors
- Disposal bag

- Practical assessment - Observation - Project evaluation

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

Food Production Processes

Crop Pest and Disease Control - Applying natural pesticides
Crop Pest and Disease Control - Identifying crop diseases

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 35
- Digital camera/smartphone
- Notebook
- Pen/pencil

- Practical assessment - Observation - Project evaluation

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

Food Production Processes

Crop Pest and Disease Control - Importance of pest and disease control
Crop Pest and Disease Control - Integrated pest management

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 38

- Observation - Oral presentations - Written assignments

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

Food Production Processes

Preparation of Animal Products - Understanding fish processing
Preparation of Animal Products - Scaling and gutting fish

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 41
- Fresh fish
- Knife
- Basin or tray
- Clean water
- Soap

- Observation - Oral questions - Chart evaluation

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

Food Production Processes

Preparation of Animal Products - Frying fish
Preparation of Animal Products - Understanding poultry dressing

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 44
- Photographs showing poultry dressing
- Chart paper
- Marker pens
- Digital resources

- Practical assessment - Observation - Process evaluation

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

Food Production Processes

Preparation of Animal Products - Ethical and safety practices
Preparation of Animal Products - Hygiene in animal product preparation

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 48
- Hand washing facilities
- Cleaning materials
- Chart paper

- Observation - Oral presentations - Poster evaluation

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

Food Production Processes

Preserving Milk and Meat - Boiling as a milk preservation method
Preserving Milk and Meat - Fermenting 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk
- Fermented milk or yogurt (starter)
- Container with lid
- Clean utensils

- Practical assessment - Observation - Process evaluation

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

Food Production Processes

Preserving Milk and Meat - Importance of preserving meat
Preserving Milk and Meat - Drying as a meat preservation method

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 56
- Fresh meat
- Clean water
- Knife
- Sticks or wires
- Clean drying surface

- Observation - Oral questions - Written assignments

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

Food Production Processes

Preserving Milk and Meat - Salting and boiling as meat preservation methods
Preserving Milk and Meat - Promoting methods of preserving animal products

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 60
- Manila papers
- Marker pens
- Digital resources
- Print resources

- Practical assessment - Observation - Process evaluation

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

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

Food Production Processes

Cooking: Preparing a Balanced Meal - Preparing ingredients
Cooking: Preparing a Balanced Meal - Cooking protein (meat)

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
- Meat
- Onions and tomatoes
- Cooking oil
- Salt
- Cooking pot
- Source of heat

- Practical assessment - Observation - Process evaluation

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

Food Production Processes

Cooking: Preparing a Balanced Meal - Cooking vegetables and preparing fruits
Cooking: Preparing a Balanced Meal - Family serving style

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 67
- Cooked balanced meal
- Large serving dishes
- Plates
- Cutlery
- Serving spoons

- Practical assessment - Observation - Process evaluation

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

Food Production Processes

Cooking: Preparing a Balanced Meal - Creating balanced meal menus
Cooking: Preparing a Balanced Meal - Nutrition education

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Print resources
- Chart paper
- Marker pens

- Menu evaluation - Oral presentations - Written assignments

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

Hygiene Practices

Cleaning the Kitchen - Routine cleaning practices
Cleaning the Kitchen - Understanding cleaning schedules

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 72
- Sample cleaning schedules
- Paper
- Pen/pencil

- Observation - Oral questions - Written assignments

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

Hygiene Practices

Cleaning the Kitchen - Daily kitchen cleaning
Cleaning the Kitchen - Weekly 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
- Mop and bucket
- Disinfectant

- Practical assessment - Observation - Process evaluation

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

Hygiene Practices

Cleaning the Kitchen - Importance of a clean kitchen
Cleaning the Kitchen - Kitchen hygiene and food safety

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 76

- Observation - Oral presentations - Chart evaluation

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