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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
REPORTING |
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| 2 | 2 |
Conserving Agricultural Environment
|
Soil Conservation Measures.
|
By the end of the
lesson, the learner
should be able to:
State the importance of soil conservation. Discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings. Appreciate the importance of soil conservation. |
In pairs or in groups, learners are guided to state the importance of soil conservation.
In pairs or in groups, learners are guided to discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings. |
Why should we conserve soil?
|
MTP; Agriculture Learner's Book Grade 8 pg. 1-2
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Conserving Agricultural Environment
|
Soil Conservation Measures.
|
By the end of the
lesson, the learner
should be able to:
State the importance of soil conservation. Discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings. Appreciate the importance of soil conservation. |
In pairs or in groups, learners are guided to state the importance of soil conservation.
In pairs or in groups, learners are guided to discuss how soil erosion in an agricultural land leads to various problems such as, destruction of farm structures and buildings. |
Why should we conserve soil?
|
MTP; Agriculture Learner's Book Grade 8 pg. 1-2
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Conserving Agricultural Environment
|
Methods of soil conservation.
|
By the end of the
lesson, the learner
should be able to:
Identify the method of soil conservation shown in the pictures in learner's book 8 page 3 Draw the soil conservation methods as shown on page 3. Appreciate the methods of soil conservation. |
Learners are guided to identify the method of soil conservation shown in the pictures in learner's book 8 page 3
Learners are guided to draw the soil conservation methods as shown on page 3. |
How can we conserve soil in our agricultural environment?
|
MTP; Agriculture Learner's Book Grade 8 pg. 2- 4
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1-2 |
Conserving Agricultural Environment
|
Soil conservation project.
|
By the end of the
lesson, the learner
should be able to:
Explore the school environment and identify an area where soil erosion has occurred or is likely to occur. Carry out soil conservation on the identified area. Have fun and enjoy the soil conservation project. |
As a class, learners are guided to explore the school environment and identify an area where soil erosion has occurred or is likely to occur.
As a class, learners are guided to carry out soil conservation on the identified area. |
Which soil conservation method have you carried out?
|
MTP; Agriculture Learner's Book Grade 8 pg. 4
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Conserving Agricultural Environment
|
Demonstrating soil conservation structures in a farm model
|
By the end of the
lesson, the learner
should be able to:
Draw a sketch model of the farm model Demonstrate soil conservation structures in a farm model. Have fun and enjoy the class project. |
As a class, learners are guided to construct a farm model to demonstrate various soil conservation measures such as stone lines, trash lines, strip cropping, grassed waterways and soil bands.
|
Which soil conservation structure have you constructed?
|
MTP; Agriculture Learner's Book Grade 8 pg. 5-6
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Conserving Agricultural Environment
|
Demonstrating soil conservation structures in a farm model
|
By the end of the
lesson, the learner
should be able to:
Draw a sketch model of the farm model Demonstrate soil conservation structures in a farm model. Have fun and enjoy the class project. |
As a class, learners are guided to construct a farm model to demonstrate various soil conservation measures such as stone lines, trash lines, strip cropping, grassed waterways and soil bands.
|
Which soil conservation structure have you constructed?
|
MTP; Agriculture Learner's Book Grade 8 pg. 5-6
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1-2 |
Conserving Agricultural Environment
|
Water harvesting and Storage
|
By the end of the
lesson, the learner
should be able to:
Identify characteristics of a good catchment surface and give examples of such surfaces in their environment. Demonstrate various methods that can be used to harvest rainwater. Appreciate water harvesting and Storage. |
Learners are guided to identify characteristics of a good catchment surface and give examples of such surfaces in their environment.
Learners are guided to demonstrate various methods that can be used to harvest rainwater. |
Which methods can be used to harvest rainwater?
|
MTP; Agriculture Learner's Book Grade 8 pg. 9
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Conserving Agricultural Environment
|
Water harvesting and Storage
|
By the end of the
lesson, the learner
should be able to:
Search for video clips showing various methods of harvesting and storing water. Watch the video clips showing various water harvesting and storage methods. Appreciate water harvesting and storage. |
As a class, learners are guided to search for video clips showing various methods of harvesting and storing water.
As a class, learners are guided to watch the video clips showing various water harvesting and storage methods. |
What are the ways in which the harvested water can be stored?
|
MTP; Agriculture Learner's Book Grade 8 pg. 9-11
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Conserving Agricultural Environment
|
Water harvesting and Storage
|
By the end of the
lesson, the learner
should be able to:
Search for video clips showing various methods of harvesting and storing water. Watch the video clips showing various water harvesting and storage methods. Appreciate water harvesting and storage. |
As a class, learners are guided to search for video clips showing various methods of harvesting and storing water.
As a class, learners are guided to watch the video clips showing various water harvesting and storage methods. |
What are the ways in which the harvested water can be stored?
|
MTP; Agriculture Learner's Book Grade 8 pg. 9-11
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1-2 |
Conserving Agricultural Environment
Food and Nutrition |
Initiating a water harvesting and storage project in the school
Kitchen Garden |
By the end of the
lesson, the learner
should be able to:
Explore the school compound and find out how water is harvested and stored. Identify possible places where runoff may be collected during the rainy season. Give suggestions on how water harvesting and storage may be done. Have fun and enjoy the class project. Define a kitchen garden. State the importance of a kitchen garden in ensuring food and Nutrition. Role play the conversation in learner's book 8 page 2 Appreciate the importance of kitchen garden. |
As a class, learners are guided to explore the school compound and find out how water is harvested and stored.
As a class, learners are guided to identify possible places where runoff may be collected during the rainy season. As a class, learners are guided to give suggestions on how water harvesting and storage may be done. In pairs, learners are guided to define a kitchen garden. In pairs, learners are guided to state the importance of a kitchen garden in ensuring food and Nutrition In pairs, learners are guided to role play the conversation in learner's book 8 page 2 |
What are the advantages of harvesting rainwater?
What challenges are encountered when harvesting rainwater?
What is a kitchen garden? |
MTP; Agriculture Learner's Book Grade 8 pg. 11-13
Pictures Charts Realia Computing devices MTP; Home Science Learner's Book Grade 8 pg. 1-2 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Food and Nutrition
|
Kitchen Garden
|
By the end of the
lesson, the learner
should be able to:
Define a kitchen garden. State the importance of a kitchen garden in ensuring food and Nutrition. Role play the conversation in learner's book 8 page 2 Appreciate the importance of kitchen garden. |
In pairs, learners are guided to define a kitchen garden.
In pairs, learners are guided to state the importance of a kitchen garden in ensuring food and Nutrition In pairs, learners are guided to role play the conversation in learner's book 8 page 2 |
What is a kitchen garden?
|
MTP; Home Science Learner's Book Grade 8 pg. 1-2
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Food and Nutrition
|
Innovative technologies for kitchen gardening
|
By the end of the
lesson, the learner
should be able to:
Identify models it various kitchen gardens. Draw the different models showing kitchen gardens. Describe how gardening is done in each model. Appreciate the innovative technologies for kitchen gardening. |
Individually, in pairs or in groups, learners are guided to identify models it various kitchen gardens.
Individually, in pairs or in groups, learners are guided to draw the different models showing kitchen gardens Individually, in pairs or in groups, learners are guided to describe how gardening is done in each model. |
What is the importance of innovative gardening?
|
MTP; Home Science Learner's Book Grade 8 pg. 2-4
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1-2 |
Food and Nutrition
|
Classifying food crops suitable for growing in a kitchen garden
|
By the end of the
lesson, the learner
should be able to:
List food crops that can be grown in a kitchen garden. Classify the food crops. Appreciate the crops that can be grown in a kitchen garden. |
Individually, learners to list food crops that can be grown in a kitchen garden.
Individually, learners to classify the food crops. |
Why are vegetables popular for kitchen gardening?
|
MTP; Home Science Learner's Book Grade 8 pg. 4-6
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Food and Nutrition
|
Classifying food crops suitable for growing in a kitchen garden
|
By the end of the
lesson, the learner
should be able to:
List food crops that can be grown in a kitchen garden. Classify the food crops. Appreciate the crops that can be grown in a kitchen garden. |
Individually, learners to list food crops that can be grown in a kitchen garden.
Individually, learners to classify the food crops. |
Why are vegetables popular for kitchen gardening?
|
MTP; Home Science Learner's Book Grade 8 pg. 4-6
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Food and Nutrition
|
Establishing a kitchen garden for provision of healthy and affordable food
|
By the end of the
lesson, the learner
should be able to:
List the materials needed to establish a tyre garden. Outline the procedure of establishing a tyre garden. Establish a tyre garden. Have fun and enjoy establishing a tyre garden. |
As a class or in groups, learners are guided to list the materials needed to establish a tyre garden.
As a class or in groups, learners are guided to outline the procedure of establishing a tyre garden. As a class or in groups, learners are guided to establish a tyre garden. |
How do you establish a tyre garden?
|
MTP; Home Science Learner's Book Grade 8 pg. 6-9
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1-2 |
Food and Nutrition
|
Container garden.
|
By the end of the
lesson, the learner
should be able to:
List the materials needed to establish a container garden. Outline the procedure of establishing a container garden. Establish a container garden. Have fun and enjoy establishing a container garden. |
As a class or in groups, learners are guided to list the materials needed to establish a container garden.
As a class or in groups, learners are guided to outline the procedure of establishing a container garden. As a class or in groups, learners are guided to establish container garden. |
How do you establish a container garden?
|
MTP; Home Science Learner's Book Grade 8 pg. 9-10
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Food and Nutrition
|
Wick garden
|
By the end of the
lesson, the learner
should be able to:
List the materials needed to establish a wick garden. Outline the procedure of establishing a wick garden. Establish a wick garden. Have fun and enjoy establishing a wick garden. |
As a class or in groups, learners are guided to list the materials needed to establish a wick garden.
As a class or in groups, learners are guided to outline the procedure of establishing a wick garden. As a class or in groups, learners are guided to establish a wick garden. |
How do you establish a wick garden?
|
MTP; Home Science Learner's Book Grade 8 pg. 11-13
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Food and Nutrition
|
Wick garden
|
By the end of the
lesson, the learner
should be able to:
List the materials needed to establish a wick garden. Outline the procedure of establishing a wick garden. Establish a wick garden. Have fun and enjoy establishing a wick garden. |
As a class or in groups, learners are guided to list the materials needed to establish a wick garden.
As a class or in groups, learners are guided to outline the procedure of establishing a wick garden. As a class or in groups, learners are guided to establish a wick garden. |
How do you establish a wick garden?
|
MTP; Home Science Learner's Book Grade 8 pg. 11-13
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Crop Production
|
Crop Management
|
By the end of the
lesson, the learner
should be able to:
Explain the term crop pest. Give examples of common insect pests in vegetable crops. Discuss the statement, |
In groups, learners are guided to explain the term crop pest
In groups, learners are guided to give examples of common insect pests in vegetable crops. In groups, learners are guided to discuss the statement, |
What do you understand by the term crop pest?
|
MTP; Agriculture Learner's Book Grade 8 pg. 21
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8-9 |
MIDTERM BREAK |
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| 9 | 2 |
Crop Production
|
Identification of common vegetable pests and signs of attack
|
By the end of the
lesson, the learner
should be able to:
Identify common vegetable pests and signs of attack. Compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. Appreciate the importance of managing crops. |
In groups, learners are guided to identify common vegetable pests and signs of attack.
In groups, learners are guided to compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. |
How can you tell that vegetable crops are affected by insect pests?
|
MTP; Agriculture Learner's Book Grade 8 pg. 22-23
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Crop Production
|
Identification of common vegetable pests and signs of attack
|
By the end of the
lesson, the learner
should be able to:
Identify common vegetable pests and signs of attack. Compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. Appreciate the importance of managing crops. |
In groups, learners are guided to identify common vegetable pests and signs of attack.
In groups, learners are guided to compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. |
How can you tell that vegetable crops are affected by insect pests?
|
MTP; Agriculture Learner's Book Grade 8 pg. 22-23
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Crop Production
|
Identification of common vegetable pests and signs of attack
|
By the end of the
lesson, the learner
should be able to:
Identify common vegetable pests and signs of attack. Compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. Appreciate the importance of managing crops. |
In groups, learners are guided to identify common vegetable pests and signs of attack.
In groups, learners are guided to compare the appearance of vegetable crops attacked by the pests with vegetables which are free of pests. |
How can you tell that vegetable crops are affected by insect pests?
|
MTP; Agriculture Learner's Book Grade 8 pg. 22-23
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1-2 |
Crop Production
|
Controlling pests in vegetable crops
Controlling cutworms |
By the end of the
lesson, the learner
should be able to:
Outline the procedure of controlling aphids. Control the aphids in vegetables. Appreciate the importance of controlling aphids. Outline the procedure of controlling cutworms. Control the cutworms in vegetables. Appreciate the importance of controlling cutworms. |
As a class, learners are guided to outline the procedure of controlling aphids.
As a class, learners are guided to control the aphids in vegetables. As a class, learners are guided to outline the procedure of controlling cutworms. As a class, learners are guided to control the cutworms in vegetables. |
How do you control aphids in vegetables?
How do you control cutworms in vegetables? |
MTP; Agriculture Learner's Book Grade 8 pg. 23-25
Pictures Charts Realia Computing devices MTP; Agriculture Learner's Book Grade 8 pg. 25-26 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Crop Production
|
Controlling cutworms
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure of controlling cutworms. Control the cutworms in vegetables. Appreciate the importance of controlling cutworms. |
As a class, learners are guided to outline the procedure of controlling cutworms.
As a class, learners are guided to control the cutworms in vegetables. |
How do you control cutworms in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 25-26
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Crop Production
|
Controlling caterpillars
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure of controlling caterpillars. Control the caterpillars in vegetables. Appreciate the importance of controlling caterpillars. |
As a class, learners are guided to outline the procedure of controlling caterpillars.
As a class, learners are guided to control the caterpillars in vegetables. |
How do you control caterpillars in vegetables?
|
MTP; Agriculture Learner's Book Grade 8 pg. 26-27
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1-2 |
Crop Production
|
Diseases in vegetables crops
|
By the end of the
lesson, the learner
should be able to:
Explain the term crop disease. Discuss the symptoms that indicate a vegetable crop infected with a disease. Draw the pictures in learner's book 8 page 27 Have a desire to stop diseases in vegetable crops. |
In pairs, learners are guided to explain the term crop disease.
In pairs, learners are guided to discuss the symptoms that indicate a vegetable crop infected with a disease. In pairs, learners are guided to draw the pictures in learner's book 8 page 27 |
What do you understand by the term crop disease?
|
MTP; Agriculture Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Crop Production
|
Diseases in vegetables crops
|
By the end of the
lesson, the learner
should be able to:
Explain the term crop disease. Discuss the symptoms that indicate a vegetable crop infected with a disease. Draw the pictures in learner's book 8 page 27 Have a desire to stop diseases in vegetable crops. |
In pairs, learners are guided to explain the term crop disease.
In pairs, learners are guided to discuss the symptoms that indicate a vegetable crop infected with a disease. In pairs, learners are guided to draw the pictures in learner's book 8 page 27 |
What do you understand by the term crop disease?
|
MTP; Agriculture Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Crop Production
|
Identifying vegetables affected by diseases
|
By the end of the
lesson, the learner
should be able to:
Take a walk to a vegetable garden in the school or in the community. Examine all parts of the vegetable crops carefully to identify any symptoms of a disease. Have a desire to stop diseases in vegetable crops. |
As a class, learners are guided to take a walk to a vegetable garden in the school or in the community.
As a class, learners are guided to examine all parts of the vegetable crops carefully to identify any symptoms of a disease. |
How do you identify vegetables affected by diseases?
|
MTP; Agriculture Learner's Book Grade 8 pg. 28-29
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1-2 |
Crop Production
|
Controlling diseases in vegetable crops
|
By the end of the
lesson, the learner
should be able to:
Identify non-chemical methods of crop disease control. Control diseases in vegetable crops. Appreciate the importance of controlling disease in vegetable crops. |
As a class or in groups, learners are guided to identify non-chemical methods of crop disease control.
As a class or in groups, learners are guided to control diseases in vegetable crops. |
How do you control diseases in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 29-30
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Crop Production
|
Importance of controlling pests and disease in vegetable crops
|
By the end of the
lesson, the learner
should be able to:
List the vegetables grown in their locality. Discuss the importance of controlling pests and disease in vegetable crops Appreciate the importance of controlling pests and disease in vegetable crops |
In groups or in pairs, learners are guided to list the vegetables grown in their locality.
In groups or in pairs, learners are guided to discuss the importance of controlling pests and disease in vegetable crops |
What is the importance of controlling pests and disease in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3-4 |
Crop Production
|
Importance of controlling pests and disease in vegetable crops
|
By the end of the
lesson, the learner
should be able to:
List the vegetables grown in their locality. Discuss the importance of controlling pests and disease in vegetable crops Appreciate the importance of controlling pests and disease in vegetable crops |
In groups or in pairs, learners are guided to list the vegetables grown in their locality.
In groups or in pairs, learners are guided to discuss the importance of controlling pests and disease in vegetable crops |
What is the importance of controlling pests and disease in vegetable crops?
|
MTP; Agriculture Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 |
CLOSING AND EXAMS |
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