Food Production Processes

Kitchen and Backyard Gardening - Role of kitchen and backyard gardens
Kitchen and Backyard Gardening - Food production through kitchen and backyard gardening
Kitchen and Backyard Gardening - Preparing a garden for planting
Kitchen and Backyard Gardening - Establishing crops in kitchen or backyard garden

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

- Describe the advantages of kitchen and backyard gardening
- Identify crops suitable for kitchen and backyard gardens
- Appreciate the role of kitchen gardens in poverty eradication

- 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
- Study information compiled by other learners on kitchen gardening
- Discuss how kitchen gardens contribute to food production
- Identify different food crops suitable for kitchen gardens
- Share discussions with the class

How does kitchen garden contribute to food production?
What are the benefits of having a kitchen or backyard garden?

- 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
- Print resources
- Charts showing benefits of kitchen gardens
- SPARK AGRICULTURE GRADE 8 textbook pg. 19
- Garden tools
- Containers
- School environment
- SPARK AGRICULTURE GRADE 8 textbook pg. 20
- Jembe
- Panga
- Compost manure
- Seeds/seedlings

- Observation - Oral questions - Written assignments

Food Production Processes

Kitchen and Backyard Gardening - Crop management in a kitchen or backyard garden
Kitchen and Backyard Gardening - Watering and irrigation
Kitchen and Backyard Gardening - Pruning and training crops

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

- Demonstrate different crop management practices
- Apply appropriate crop management techniques
- Show responsibility in caring for garden crops

- Water the crops regularly
- Remove weeds as they appear
- Prune and train climbing crops
- Monitor for pests and diseases
- Harvest mature crops

How can we effectively manage crops in a kitchen or backyard garden?

- SPARK AGRICULTURE GRADE 8 textbook pg. 21
- Water
- Watering containers
- Garden tools
- Established garden
- SPARK AGRICULTURE GRADE 8 textbook pg. 22
ing cans
- Plastic bottles
- Mulching materials
- Pruning knife/scissors
- Stakes
- Trellises
- Garden crops

- Practical assessment - Observation - Project evaluation

Food Production Processes

Kitchen and Backyard Gardening - Harvesting and record keeping
Kitchen and Backyard Gardening - Sustainable garden practices
Poultry Rearing in a Fold - Understanding poultry folds

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

- Demonstrate proper harvesting techniques
- Keep records of garden activities and harvest
- Adopt the use of kitchen and backyard garden for food production

- Harvest mature crops regularly
- Prevent crops from bolting
- Record successes and challenges
- Discuss ways to improve gardening skills
- Share gardening experiences

How can we maximize harvest and learn from our gardening experiences?

- SPARK AGRICULTURE GRADE 8 textbook pg. 23
- Garden crops
- Harvesting tools
- Record book
- Pen/pencil
- Garden
- Organic materials
- Composting area
- Digital resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 24
- Digital devices
- Internet access
- Video clips
- Images of poultry folds

- Practical assessment - Record evaluation - Oral presentations

Food Production Processes

Poultry Rearing in a Fold - Observing poultry folds
Poultry Rearing in a Fold - Designing a poultry fold
Poultry Rearing in a Fold - Planning for construction
Poultry Rearing in a Fold - Constructing a poultry fold (frame)
Poultry Rearing in a Fold - Completing the poultry fold

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

- Identify different types of poultry folds
- Explain the advantages of rearing poultry in folds
- Appreciate the role of poultry folds in poultry management

- Plan the construction of a poultry fold
- List materials needed for construction
- Show responsibility in planning

- Visit a poultry farm to observe poultry folds
- Describe what the poultry folds look like
- Record the materials used to construct the folds
- Share observations with the class
- Draw a plan of activities for construction
- Distribute responsibilities among group members
- Identify locally available materials for construction
- Present the plan for feedback

What are the characteristics of an effective poultry fold?
How do we prepare for the construction of a poultry fold?

- SPARK AGRICULTURE GRADE 8 textbook pg. 24
- Poultry farm
- Digital camera/smartphone
- Notebook
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 25
- Drawing book or paper
- Pencil
- Ruler
- Examples of poultry fold designs
- SPARK AGRICULTURE GRADE 8 textbook pg. 26
- Paper
- Pen/pencil
- Poultry fold design
- Wooden pieces
- Nails/screws
- Hammer/screwdriver
- Measuring tape
- Protective gloves
- SPARK AGRICULTURE GRADE 8 textbook pg. 27
- Wire mesh/net
- Roofing material
- Tools for construction

- Observation - Oral presentations - Written reports
- Plan evaluation - Oral presentations - Written assignments

Food Production Processes

Poultry Rearing in a Fold - Preparing for poultry rearing
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:

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

- Observation - Oral questions - Written assignments

Food Production Processes

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

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

- Observation - Oral presentations - Written assignments

Food Production Processes

Crop Pest and Disease Control - Learning about crop pests
Crop Pest and Disease Control - Controlling pests through handpicking
Crop Pest and Disease Control - Removing affected crop parts
Crop Pest and Disease Control - Uprooting heavily affected crops
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:

- Identify different types of pests
- Explain how pests damage crops
- Show interest in pest identification

- Identify heavily affected crops
- Demonstrate uprooting as a control method
- Show responsibility in pest control

- 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
- 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

What are the common pests that attack vegetable crops?
When should crops be uprooted to control pests?

- SPARK AGRICULTURE GRADE 8 textbook pg. 32
- Digital camera/smartphone
- Charts
- Marker pens
- Pest specimens if available
- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 33
- Vegetable garden with heavily affected crops
- Gloves
- Garden tools
- Disposal bags
- 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

- Observation - Oral questions - Written assignments
- Practical assessment - Observation - Project evaluation

Food Production Processes

Crop Pest and Disease Control - Controlling crop diseases
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:

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 37
- Digital resources
- Print resources
- Charts
- Marker pens
- SPARK AGRICULTURE GRADE 8 textbook pg. 38

- Practical assessment - Observation - Project evaluation

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

Food Production Processes

Preparation of Animal Products - Cleaning and salting fish
Preparation of Animal Products - Frying fish
Preparation of Animal Products - Understanding poultry dressing
Preparation of Animal Products - Dressing poultry
Preparation of Animal Products - Ethical and safety practices

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

- Explain the process of dressing poultry carcass
- Identify steps in poultry dressing
- Show interest in poultry dressing methods

- 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
- Study photographs showing poultry dressing steps
- Discuss beheading, defeathering, offal removal, and cleaning
- Share discussion points with the class
- Create a flowchart of poultry dressing steps

How do we clean and salt fish properly?
What are the steps involved in dressing a poultry carcass?

- 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
- 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

- Practical assessment - Observation - Process evaluation
- Observation - Oral questions - Flowchart evaluation

Food Production Processes

Preparation of Animal Products - Hygiene in animal product preparation
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 hygiene in animal product preparation
- Apply hygienic practices in preparation
- Value hygiene in food preparation

- Discuss the importance of hygiene in animal product preparation
- Identify hygienic practices to follow
- Demonstrate proper hand washing and tool cleaning
- Create a checklist for hygienic preparation

How does hygiene affect the quality and safety of animal products?

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

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

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
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:

- Explain how drying preserves meat
- Demonstrate the drying method
- Preserve meat through drying

- Present various methods of preserving animal products
- Compare effectiveness of different methods
- Value the importance of preserving animal products

- 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
- 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

How does drying help to preserve meat?
Which methods of preserving animal products are most effective and practical?

- 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
- 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

- Practical assessment - Observation - Process evaluation
- Observation - Oral presentations - Table evaluation

Food Production Processes

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

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
- SPARK AGRICULTURE GRADE 8 textbook pg. 66
- Rice
- Water

- 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
Cooking: Preparing a Balanced Meal - Blue plate 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 68
- Serving plates
- Napkins

- Practical assessment - Observation - Process evaluation

Food Production Processes
Food Production Processes
Production Techniques
Production Techniques

Cooking: Preparing a Balanced Meal - Creating balanced meal menus
Cooking: Preparing a Balanced Meal - Nutrition education
Cooking: Preparing a Balanced Meal - Meal planning for special needs
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:

- Explain what a balanced meal menu entails
- Create balanced meal menus
- Adopt the use of a balanced meal in day to day life

- Identify special dietary needs
- Plan meals for different dietary requirements
- Show empathy for people with special dietary needs

- 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
- 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 create effective balanced meal menus?
How can we plan balanced meals for people with special dietary needs?

- 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 70
- Digital resources
- Print resources
- Paper
- Pen/pencil
- SPARK AGRICULTURE GRADE 8 textbook pg. 77
- Digital devices
- Sample sewn items
- Sample seams
- SPARK AGRICULTURE GRADE 8 textbook pg. 78
- Samples of plain seams
- Charts showing seam types

- Menu evaluation - Oral presentations - Written assignments
- Observation - Oral presentations - Menu evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Making plain seams
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:

- 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
- 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

- Practical assessment - Observation - Sample evaluation

Production Techniques

Sewing Skills: Constructing Household Items - Planning household items
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:

- 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
- 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

- Plan evaluation - Observation - Oral presentations

Production Techniques

Sewing Skills: Constructing Household Items - Making bag straps
Sewing Skills: Constructing Household Items - Making a pillowcase
Sewing Skills: Constructing Household Items - Safety in sewing
Sewing Skills: Constructing Household Items - Creative sewing projects
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:

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

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

- 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
- 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 make and attach straps to a work bag?
How can we apply our sewing skills to creative projects?

- SPARK AGRICULTURE GRADE 8 textbook pg. 86
- Fabric for straps
- Matching thread
- Scissors
- Pins
- Sewing needles
- Tape measure
- Work bag from previous lesson
- SPARK AGRICULTURE GRADE 8 textbook pg. 87
- Fabric for pillowcase
- 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
- Digital resources
- Sample creative items
- SPARK AGRICULTURE GRADE 8 textbook pg. 90
- Calculator
- Paper
- Pen/pencil
- Print resources
- SPARK AGRICULTURE GRADE 8 textbook pg. 93
- Fabric and thread
- All necessary sewing tools
- Project plan
- Evaluation rubric

- Practical assessment - Observation - Product evaluation
- Design evaluation - Observation - Oral presentations

Production Techniques

Constructing Innovative Animal Waterer - Challenges with animal waterers
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:

- 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
- 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

- Observation - Oral questions - Written reports

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

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
ICT Support Services - Understanding ICT support services
ICT Support Services - Responsible use of ICT platforms

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

- Explain how to promote innovative waterers
- Develop a marketing strategy
- Value innovation in solving problems

- 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
- Discuss how to promote innovative waterers in the community
- Develop a marketing strategy
- Create promotional materials
- Practice pitching the innovation to potential users

How can we test and improve our innovative animal waterers?
How can we encourage wider adoption of 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
- SPARK AGRICULTURE GRADE 8 textbook pg. 101
- Constructed waterers
- Chart paper
- Marker pens
- Digital resources
- 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

- Practical assessment - Observation - Performance evaluation
- Strategy evaluation - Observation - Pitch evaluation

Production Techniques

ICT Support Services - Accessing weather forecasts
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 weather forecasts
- Apply the information for planning
- Access support services using ICT

- Visit a meteorological website
- Study the weather forecast
- Observe services offered
- Discuss how weather forecasts help in agricultural planning

How can farmers use weather forecast services to improve productivity?

- SPARK AGRICULTURE GRADE 8 textbook pg. 104
- Digital devices with internet
- Meteorological websites
- Chart paper
- Marker pens
- Veterinary service websites/apps
- SPARK AGRICULTURE GRADE 8 textbook pg. 105
- Market information websites/apps

- Practical assessment - Observation - Skill evaluation

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