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

Production Techniques

Sewing Skills: Constructing Household Items - Understanding seams
Sewing Skills: Constructing Household Items - Understanding plain seams

By the end of the lesson, the learner should be able to:

- Identify the types of seams used in making clothes
- Explain the difference between plain and open seams
- Show interest in learning about seams

- Observe examples of household items made by sewing
- Search for information on different types of seams
- Study how plain and open seams look and how they are made
- Share findings with the class

What types of seams are used to make household items?

- SPARK AGRICULTURE GRADE 8 textbook pg. 77
- Digital devices
- Print resources
- Sample sewn items
- Sample seams
- SPARK AGRICULTURE GRADE 8 textbook pg. 78
- Samples of plain seams
- Digital resources
- Charts showing seam types

- Observation - Oral questions - Written assignments

Production Techniques

Sewing Skills: Constructing Household Items - Making plain seams

By the end of the lesson, the learner should be able to:

- Demonstrate how to make a plain seam
- Apply appropriate sewing techniques
- Make samples of seams on a piece of cloth

- Cut two pieces of cotton fabric
- Place fabrics with right sides together
- Pin and tack the pieces together
- Sew along the marked line
- Press seams to one side

How can we make a plain seam on a piece of cloth?

- SPARK AGRICULTURE GRADE 8 textbook pg. 79
- Fabric pieces
- Needle and thread
- Pins
- Scissors
- Tape measure
- Tailor's chalk

- Practical assessment - Observation - Sample evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Understanding open seams
Sewing Skills: Constructing Household Items - Making open seams

By the end of the lesson, the learner should be able to:

- Explain what an open seam is
- Describe how an open seam is made
- Show interest in learning about open seams

- Study information on open seams
- Discuss how to make an open seam
- List materials needed for making an open seam
- Outline the process of making an open seam

How is an open seam made?

- SPARK AGRICULTURE GRADE 8 textbook pg. 80
- Samples of open seams
- Digital resources
- Print resources
- Charts showing seam types
- SPARK AGRICULTURE GRADE 8 textbook pg. 81
- Fabric pieces
- Needle and thread
- Pins
- Scissors
- Tape measure
- Tailor's chalk

- Observation - Oral questions - Written assignments

Production Techniques

Sewing Skills: Constructing Household Items - Planning household items

By the end of the lesson, the learner should be able to:

- Identify household items that can be made using seams
- Plan for constructing a household item
- Show creativity in planning

- Discuss and select a household item to make
- Explore information on making the selected item
- List tools and materials needed
- Assign roles and responsibilities
- Draw a plan for construction

What household items can be made using seams?

- SPARK AGRICULTURE GRADE 8 textbook pg. 82
- Sample household items
- Paper
- Pen/pencil
- Digital resources

- Plan evaluation - Observation - Oral presentations

Production Techniques

Sewing Skills: Constructing Household Items - Making a cushion cover
Sewing Skills: Constructing Household Items - Making a work bag

By the end of the lesson, the learner should be able to:

- Demonstrate making a cushion cover
- Apply appropriate sewing techniques
- Construct a household item using seams

- Wash, dry, and iron fabric
- Cut fabric pieces to appropriate sizes
- Fold and pin edges
- Sew pieces together using appropriate seams
- Turn the cover right side out
- Insert a cushion

How can we make a cushion cover using seams?

- SPARK AGRICULTURE GRADE 8 textbook pg. 83
- Fabric for cushion cover
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Iron box
- SPARK AGRICULTURE GRADE 8 textbook pg. 85
- Fabric for work bag

- Practical assessment - Observation - Product evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Making bag straps

By the end of the lesson, the learner should be able to:

- Demonstrate making straps for a bag
- Apply appropriate sewing techniques
- Show creativity in construction

- Measure and cut two long pieces for straps
- Fold each strap lengthwise with right side outwards
- Open and fold edges to center fold
- Backstitch along both long ends
- Trim excess fabric
- Attach straps to the bag

How can we make and attach straps to a work bag?

- SPARK AGRICULTURE GRADE 8 textbook pg. 86
- Fabric for straps
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Work bag from previous lesson

- Practical assessment - Observation - Product evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Making a pillowcase
Sewing Skills: Constructing Household Items - Safety in sewing

By the end of the lesson, the learner should be able to:

- Demonstrate making a pillowcase
- Apply appropriate sewing techniques
- Construct a household item using seams

- Cut a large piece of fabric for the pillowcase
- Fold fabric in half with right sides facing each other
- Secure sides and bottom edges with pins
- Sew along pinned edges
- Turn the pillowcase right side out
- Fill with appropriate stuffing material

How can we make a pillowcase using seams?

- SPARK AGRICULTURE GRADE 8 textbook pg. 87
- Fabric for pillowcase
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Stuffing material
- SPARK AGRICULTURE GRADE 8 textbook pg. 88
- Sewing tools
- Chart paper
- Marker pens
- Digital resources
- Print resources

- Practical assessment - Observation - Product evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Creative sewing projects

By the end of the lesson, the learner should be able to:

- Design creative sewing projects
- Apply sewing skills to new projects
- Show creativity in sewing

- Brainstorm ideas for creative sewing projects
- Design a unique household item using seams
- Create a plan for making the item
- Share design ideas with the class

How can we apply our sewing skills to creative projects?

- SPARK AGRICULTURE GRADE 8 textbook pg. 89
- Drawing materials
- Fabric samples
- Digital resources
- Sample creative items

- Design evaluation - Observation - Oral presentations

Production Techniques

Sewing Skills: Constructing Household Items - Economic benefits of sewing
Sewing Skills: Constructing Household Items - Final household item project

By the end of the lesson, the learner should be able to:

- Explain the economic benefits of sewing
- Identify market opportunities for sewn items
- Value sewing as an income-generating activity

- Discuss how sewing skills can generate income
- Research market demand for household sewn items
- Calculate costs and potential profits
- Develop a simple business plan for sewn items

How can sewing skills contribute to income generation?

- SPARK AGRICULTURE GRADE 8 textbook pg. 90
- Calculator
- Paper
- Pen/pencil
- Digital resources
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 93
- Fabric and thread
- All necessary sewing tools
- Project plan
- Evaluation rubric

- Observation - Oral presentations - Business plan evaluation

Production Techniques

Constructing Innovative Animal Waterer - Challenges with animal waterers

By the end of the lesson, the learner should be able to:

- Explain challenges with animal waterers used in the community
- Identify limitations of current waterers
- Show interest in innovative solutions

- Identify households that rear domestic animals
- Visit households to observe animal waterers
- Find out if the equipment functions properly
- Identify challenges with existing waterers

What challenges are faced when using conventional animal waterers?

- SPARK AGRICULTURE GRADE 8 textbook pg. 94
- Digital camera/smartphone
- Notebook
- Pen/pencil
- Nearby households with animals

- Observation - Oral questions - Written reports

Production Techniques

Constructing Innovative Animal Waterer - Presenting findings
Constructing Innovative Animal Waterer - Researching innovative waterers

By the end of the lesson, the learner should be able to:

- Organize findings on animal waterers
- Present findings effectively
- Show empathy for animal welfare challenges

- Review findings from previous visits
- Organize points for presentation
- Assign roles for presentation
- Present findings to the class
- Explain challenges of existing waterers

What are the most common problems with animal waterers in our community?

- SPARK AGRICULTURE GRADE 8 textbook pg. 95
- Notes from field visits
- Chart paper
- Marker pens
- Photographs from visits
- SPARK AGRICULTURE GRADE 8 textbook pg. 96
- Digital devices with internet
- Print resources
- Photographs of innovative waterers

- Presentation evaluation - Observation - Oral questions

Production Techniques

Constructing Innovative Animal Waterer - Designing a waterer

By the end of the lesson, the learner should be able to:

- Design an innovative animal waterer
- Apply design principles
- Show creativity in designing

- Draw a sketch of an innovative waterer
- Present sketch for feedback
- Make adjustments based on feedback
- List materials needed for construction
- Assign tasks for construction

How can we design an innovative waterer that solves identified problems?

- SPARK AGRICULTURE GRADE 8 textbook pg. 97
- Pencils
- Plain paper
- Ruler
- Colored pencils

- Design evaluation - Observation - Peer feedback

Production Techniques

Constructing Innovative Animal Waterer - Constructing a poultry waterer
Constructing Innovative Animal Waterer - Constructing a rabbit waterer

By the end of the lesson, the learner should be able to:

- Demonstrate construction of a poultry waterer
- Apply appropriate construction techniques
- Design and construct an innovative waterer

- Collect a plastic bottle and tray
- Clean the bottle and tray thoroughly
- Poke a small hole near the bottom of the bottle
- Attach the bottle to the tray
- Fill with water and test

How can we construct an innovative waterer for poultry?

- SPARK AGRICULTURE GRADE 8 textbook pg. 98
- Plastic bottle with lid
- Knife
- Glue
- Water
- Plastic tray
- Small nail or tool for poking
- SPARK AGRICULTURE GRADE 8 textbook pg. 99
- Plastic bottles with caps
- Marble or small stone
- Tools for hanging

- Practical assessment - Observation - Product evaluation

Production Techniques

Constructing Innovative Animal Waterer - Testing and adjusting waterers

By the end of the lesson, the learner should be able to:

- Test the functionality of constructed waterers
- Make necessary adjustments
- Show responsibility in water conservation

- Test waterers to determine if they solve identified problems
- Assess whether they conserve water
- Check if animals can comfortably drink from them
- Ensure water is safe from contamination
- Make necessary adjustments

How can we test and improve our innovative animal waterers?

- SPARK AGRICULTURE GRADE 8 textbook pg. 100
- Constructed waterers
- Water
- Small domestic animals
- Tools for adjustments

- Practical assessment - Observation - Performance evaluation

Production Techniques

Constructing Innovative Animal Waterer - Benefits of innovative waterers
Constructing Innovative Animal Waterer - Marketing innovative waterers

By the end of the lesson, the learner should be able to:

- Explain the benefits of innovative waterers
- Identify problems solved by innovations
- Appreciate use of innovative waterers

- Brainstorm benefits of innovative waterers
- Discuss how they solve identified challenges
- Share experiences with using the waterers
- Create a chart showing benefits

Why should we adopt innovative waterers in animal rearing?

- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Constructed waterers
- Chart paper
- Marker pens
- Digital resources

- Observation - Oral presentations - Chart evaluation

Production Techniques

ICT Support Services - Understanding ICT support services

By the end of the lesson, the learner should be able to:

- Describe support services that can be accessed through use of ICT
- Identify the common ICT support services
- Show interest in ICT support services

- Think about support services accessible through ICT
- Discuss services like weather forecasts, extension services, etc.
- Research which services people seek in your area
- Share discussion points with the class

What support services can be accessed through ICT?

- SPARK AGRICULTURE GRADE 8 textbook pg. 102
- Digital devices with internet
- Print resources
- Charts showing ICT services

- Observation - Oral questions - Written assignments

Production Techniques

ICT Support Services - Responsible use of ICT platforms
ICT Support Services - Accessing weather forecasts

By the end of the lesson, the learner should be able to:

- Identify ethical and security considerations for ICT use
- Explain privacy and security measures
- Show responsibility in use of ICT

- Study and discuss ethical considerations for ICT use
- Explore privacy protection measures
- Discuss security threats and prevention
- Share discussion points with the class

Why is responsible use of ICT platforms important?

- SPARK AGRICULTURE GRADE 8 textbook pg. 103
- Digital devices with internet
- Print resources
- Charts on internet safety
- SPARK AGRICULTURE GRADE 8 textbook pg. 104
- Meteorological websites
- Chart paper
- Marker pens

- Observation - Oral questions - Written assignments

Production Techniques

ICT Support Services - Accessing veterinary services

By the end of the lesson, the learner should be able to:

- Demonstrate accessing veterinary services
- Apply the information for animal health
- Access support services using ICT

- Search for veterinary service websites or apps
- Study how to register and access services
- Explore services offered
- Discuss benefits of online veterinary support

How can farmers access veterinary services through ICT?

- SPARK AGRICULTURE GRADE 8 textbook pg. 104
- Digital devices with internet
- Veterinary service websites/apps
- Chart paper
- Marker pens

- Practical assessment - Observation - Skill evaluation

Production Techniques

ICT Support Services - Accessing market information
ICT Support Services - Accessing extension services

By the end of the lesson, the learner should be able to:

- Demonstrate accessing market information
- Apply the information for decision making
- Access support services using ICT

- Search for agricultural market information online
- Study current prices and trends
- Analyze optimal harvesting and selling times
- Discuss benefits of market information

How can farmers use market information to make better decisions?

- SPARK AGRICULTURE GRADE 8 textbook pg. 105
- Digital devices with internet
- Market information websites/apps
- Chart paper
- Marker pens
- Extension service websites/apps

- Practical assessment - Observation - Skill evaluation

Production Techniques

ICT Support Services - Accessing banking and other services

By the end of the lesson, the learner should be able to:

- Demonstrate accessing various support services
- Apply the information appropriately
- Show responsibility in ICT use

- Explore online banking, cleaning, and catering services
- Study how to access these services
- Discuss benefits and limitations
- Share experiences with the class

How can ICT help access various support services efficiently?

- SPARK AGRICULTURE GRADE 8 textbook pg. 106
- Digital devices with internet
- Service websites/apps
- Chart paper
- Marker pens

- Practical assessment - Observation - Skill evaluation

Production Techniques

ICT Support Services - Promoting responsible ICT use
ICT Support Services - Digital literacy and safety

By the end of the lesson, the learner should be able to:

- Create messages promoting responsible ICT use
- Share responsible ICT practices
- Show responsibility in use of ICT

- Discuss responsible use of ICT when accessing services
- Write key points about responsible use
- Create a clear message about ICT responsibility
- Share message through approved school platforms

How can we promote responsible use of ICT in accessing support services?

- SPARK AGRICULTURE GRADE 8 textbook pg. 107
- Digital devices
- Paper
- Pen/pencil
- School communication platforms
- SPARK AGRICULTURE GRADE 8 textbook pg. 108
- Digital devices with internet
- Chart paper
- Marker pens
- Print resources

- Message evaluation - Observation - Peer feedback

Production Techniques

ICT Support Services - Future of ICT in agriculture

By the end of the lesson, the learner should be able to:

- Explore emerging ICT applications in agriculture
- Explain potential benefits of new technologies
- Show interest in agricultural innovations

- Research emerging ICT applications in agriculture
- Discuss potential benefits for farmers
- Explore how technologies may evolve
- Create presentations on future trends

How might ICT support services transform agriculture in the future?

- SPARK AGRICULTURE GRADE 8 textbook pg. 108
- Digital devices with internet
- Chart paper
- Marker pens
- Print resources

- Presentation evaluation - Observation - Research quality