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Agriculture & Nutrition
Grade 8 2025
TERM III
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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
2 1
Food Production Processes
Crop Pest and Disease Control - Uprooting heavily affected crops
By the end of the lesson, the learner should be able to:

- Identify heavily affected crops
- Demonstrate uprooting as a control method
- Show responsibility in pest control
- Identify vegetable crops heavily attacked by pests
- Uproot the affected crops carefully
- Dispose of them far from the garden
- Discuss the importance of this control method
When should crops be uprooted to control pests?
- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with heavily affected crops
- Gloves
- Garden tools
- Disposal bags
- Practical assessment - Observation - Project evaluation
2 2
Food Production Processes
Crop Pest and Disease Control - Applying natural pesticides
Crop Pest and Disease Control - Identifying crop diseases
Crop Pest and Disease Control - Controlling 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 36
- Vegetable garden with disease-affected crops
- Gloves
- Garden tools
- Disposal bags
- Practical assessment - Observation - Project evaluation
2 3
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
2 4
Food Production Processes
Preparation of Animal Products - Importance of processing animal products
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:

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 40
- Photographs showing fish processing methods
- Chart paper
- Marker pens
- SPARK AGRICULTURE GRADE 8 textbook pg. 41
- Fresh fish
- Knife
- Basin or tray
- Clean water
- Soap
- Observation - Oral questions - Written assignments
3 1
Food Production Processes
Preparation of Animal Products - Cleaning and salting fish
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 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
- 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
3 2
Food Production Processes
Preparation of Animal Products - Dressing poultry
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:

- 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
- 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
- Practical assessment - Observation - Process evaluation
3 3
Food Production Processes
Preserving Milk and Meat - Importance of preserving milk
Preserving Milk and Meat - Boiling as a milk preservation method
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
- SPARK AGRICULTURE GRADE 8 textbook pg. 53
- Fresh milk
- Sieve
- Clean pot or sufuria
- Source of heat
- Cooking stick
- Storage container
- Observation - Oral questions - Written assignments
3 4
Food Production Processes
Preserving Milk and Meat - Fermenting as a milk preservation method
Preserving Milk and Meat - Home cooling as a milk preservation method
Preserving Milk and Meat - Importance of preserving meat
By the end of the lesson, the learner should be able to:

- Explain how fermentation preserves milk
- Demonstrate the fermentation method
- Preserve milk through fermenting
- Boil milk and allow it to cool
- Put in a container and add starter culture
- Close container tightly and leave at moderate temperature
- Stir daily or shake for uniform fermentation
- Store in a cool place
How does fermentation help to preserve milk?
- SPARK AGRICULTURE GRADE 8 textbook pg. 54
- Boiled milk
- Fermented milk or yogurt (starter)
- Container with lid
- Clean utensils
- Clean bottles with lids
- Basin with cold/ice water
- Clean towel
- SPARK AGRICULTURE GRADE 8 textbook pg. 55
- Digital devices
- Print resources
- Pictures showing meat preservation
- Practical assessment - Observation - Process evaluation
4 1
Food Production Processes
Preserving Milk and Meat - Drying as a meat preservation method
Preserving Milk and Meat - Smoking as a meat preservation method
Preserving Milk and Meat - Salting and boiling as meat preservation methods
By the end of the lesson, the learner should be able to:

- Explain how drying preserves meat
- Demonstrate the drying method
- Preserve meat through drying
- Wash fresh meat using clean water
- Slice the meat into desired sizes
- Hang the meat on clean sticks or wires in the sun
- Alternatively, spread on a clean surface
- Continue exposing to the sun until completely dry
How does drying help to preserve meat?
- SPARK AGRICULTURE GRADE 8 textbook pg. 56
- Fresh meat
- Clean water
- Knife
- Sticks or wires
- Clean drying surface
- SPARK AGRICULTURE GRADE 8 textbook pg. 57
- Pieces of wood
- Source of heat
- Storage container
- SPARK AGRICULTURE GRADE 8 textbook pg. 58
- Salt
- Cooking pot
- Storage containers
- Practical assessment - Observation - Process evaluation
4 2
Food Production Processes
Preserving Milk and Meat - Promoting methods of preserving animal products
Cooking: Preparing a Balanced Meal - Factors to consider in meal preparation
Cooking: Preparing a Balanced Meal - Planning a balanced meal
By the end of the lesson, the learner should be able to:

- Present various methods of preserving animal products
- Compare effectiveness of different methods
- Value the importance of preserving animal products
- Think about applicable methods of preserving animal products
- Create a table showing animal products, preservation methods, and their usefulness
- Present information to the class
- Discuss how the methods can be used at home or school
Which methods of preserving animal products are most effective and practical?
- SPARK AGRICULTURE GRADE 8 textbook pg. 60
- Manila papers
- Marker pens
- Digital resources
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 63
- Charts showing food groups
- SPARK AGRICULTURE GRADE 8 textbook pg. 64
- Paper
- Pen/pencil
- Observation - Oral presentations - Table evaluation
4 3
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
4 4
Food Production Processes
Cooking: Preparing a Balanced Meal - Cooking carbohydrates (rice)
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 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
- Spinach or other vegetables
- Onions and tomatoes
- Avocado or other fruits
- SPARK AGRICULTURE GRADE 8 textbook pg. 67
- Cooked balanced meal
- Large serving dishes
- Plates
- Cutlery
- Serving spoons
- Practical assessment - Observation - Process evaluation
5 1
Food Production Processes
Cooking: Preparing a Balanced Meal - Blue plate serving style
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 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
- 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
- Practical assessment - Observation - Presentation evaluation
5 2
Food Production Processes
Hygiene Practices
Hygiene Practices
Cooking: Preparing a Balanced Meal - Meal planning for special needs
Cleaning the Kitchen - Routine cleaning practices
Cleaning the Kitchen - Understanding cleaning schedules
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
- SPARK AGRICULTURE GRADE 8 textbook pg. 71
- Charts showing cleaning schedules
- SPARK AGRICULTURE GRADE 8 textbook pg. 72
- Sample cleaning schedules
- Observation - Oral presentations - Menu evaluation
5 3
Hygiene Practices
Cleaning the Kitchen - Planning kitchen cleaning
Cleaning the Kitchen - Daily 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 74
- Cleaning supplies
- Dishwashing supplies
- Broom/mop
- Plan evaluation - Observation - Written assignments
5 4
Hygiene Practices
Cleaning the Kitchen - Weekly kitchen cleaning
Cleaning the Kitchen - Special kitchen cleaning
Cleaning the Kitchen - Importance of a clean kitchen
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
- SPARK AGRICULTURE GRADE 8 textbook pg. 75
- Ladder (if necessary)
- Chart paper
- Marker pens
- Digital resources
- Print resources
- Practical assessment - Observation - Process evaluation
6 1
Hygiene Practices
Production Techniques
Cleaning the Kitchen - Kitchen hygiene and food safety
Cleaning the Kitchen - Safe use of cleaning products
Sewing Skills: Constructing Household Items - Understanding seams
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
- Various cleaning products
- Product labels
- SPARK AGRICULTURE GRADE 8 textbook pg. 77
- Digital devices
- Sample sewn items
- Sample seams
- Observation - Oral questions - Poster evaluation
6 2
Production Techniques
Sewing Skills: Constructing Household Items - Understanding plain seams
Sewing Skills: Constructing Household Items - Making plain seams
Sewing Skills: Constructing Household Items - Understanding open seams
By the end of the lesson, the learner should be able to:

- Explain what a plain seam is
- Describe how a plain seam is made
- Show interest in learning about plain seams
- Study information on plain seams
- Discuss how to make a plain seam
- List materials needed for making a plain seam
- Outline the process of making a plain seam
How is a plain seam made?
- SPARK AGRICULTURE GRADE 8 textbook pg. 78
- Samples of plain seams
- Digital resources
- Print resources
- Charts showing seam types
- SPARK AGRICULTURE GRADE 8 textbook pg. 79
- Fabric pieces
- Needle and thread
- Pins
- Scissors
- Tape measure
- Tailor's chalk
- SPARK AGRICULTURE GRADE 8 textbook pg. 80
- Samples of open seams
- Observation - Oral questions - Written assignments
6 3
Production Techniques
Sewing Skills: Constructing Household Items - Making open seams
Sewing Skills: Constructing Household Items - Planning household items
By the end of the lesson, the learner should be able to:

- Demonstrate how to make an open 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 open
How can we make an open seam on a piece of cloth?
- SPARK AGRICULTURE GRADE 8 textbook pg. 81
- Fabric pieces
- Needle and thread
- Pins
- Scissors
- Tape measure
- Tailor's chalk
- SPARK AGRICULTURE GRADE 8 textbook pg. 82
- Sample household items
- Paper
- Pen/pencil
- Digital resources
- Practical assessment - Observation - Sample evaluation
6 4
Production Techniques
Sewing Skills: Constructing Household Items - Making a cushion cover
Sewing Skills: Constructing Household Items - Making a work bag
Sewing Skills: Constructing Household Items - Making bag straps
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
- SPARK AGRICULTURE GRADE 8 textbook pg. 86
- Fabric for straps
- Work bag from previous lesson
- Practical assessment - Observation - Product evaluation
7 1
Production Techniques
Sewing Skills: Constructing Household Items - Making a pillowcase
Sewing Skills: Constructing Household Items - Safety in sewing
Sewing Skills: Constructing Household Items - Creative sewing projects
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
- SPARK AGRICULTURE GRADE 8 textbook pg. 89
- Drawing materials
- Fabric samples
- Sample creative items
- Practical assessment - Observation - Product evaluation
7 2
Production Techniques
Sewing Skills: Constructing Household Items - Economic benefits of sewing
Sewing Skills: Constructing Household Items - Final household item project
Constructing Innovative Animal Waterer - Challenges with animal waterers
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
- SPARK AGRICULTURE GRADE 8 textbook pg. 94
- Digital camera/smartphone
- Notebook
- Nearby households with animals
- Observation - Oral presentations - Business plan evaluation
7 3
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
7 4
Production Techniques
Constructing Innovative Animal Waterer - Designing a waterer
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:

- 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
- 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
- Design evaluation - Observation - Peer feedback
8 1
Production Techniques
Constructing Innovative Animal Waterer - Testing and adjusting waterers
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:

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Chart paper
- Marker pens
- Digital resources
- Practical assessment - Observation - Performance evaluation
8 2
Production Techniques
ICT Support Services - Understanding ICT support services
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:

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 103
- Charts on internet safety
- SPARK AGRICULTURE GRADE 8 textbook pg. 104
- Meteorological websites
- Chart paper
- Marker pens
- Observation - Oral questions - Written assignments
8 3
Production Techniques
ICT Support Services - Accessing veterinary services
ICT Support Services - Accessing market information
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
- SPARK AGRICULTURE GRADE 8 textbook pg. 105
- Market information websites/apps
- Practical assessment - Observation - Skill evaluation
8 4
Production Techniques
ICT Support Services - Accessing extension services
ICT Support Services - Accessing banking and other services
ICT Support Services - Promoting responsible ICT use
ICT Support Services - Digital literacy and safety
ICT Support Services - Future of ICT in agriculture
By the end of the lesson, the learner should be able to:

- Demonstrate accessing extension services
- Apply the information for farming
- Access support services using ICT
- Search for agricultural extension service websites
- Study how to access extension information
- Explore the services offered
- Discuss benefits of online extension services
How can farmers access extension services through ICT?
- SPARK AGRICULTURE GRADE 8 textbook pg. 105
- Digital devices with internet
- Extension service websites/apps
- Chart paper
- Marker pens
- SPARK AGRICULTURE GRADE 8 textbook pg. 106
- Service websites/apps
- SPARK AGRICULTURE GRADE 8 textbook pg. 107
- Digital devices
- Paper
- Pen/pencil
- School communication platforms
- SPARK AGRICULTURE GRADE 8 textbook pg. 108
- Print resources
- Practical assessment - Observation - Skill evaluation

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