SCHEMES OF WORK

SCHOOL: ………………………………………………………………………………………………………………

GRADE: GRADE EIGHT

LEARNING AREA: AGRICULTURE

TERM 1 YEAR: 2024

TEACHER’S NAME: ……………………………………………….… TSC NO……………………………………

We Less Strand Sub- Specific-Learning outcomes Learning Experience Key Inquiry Learning Assessm Reflectio
ek on strand Question(S) Resources ent n
Methods
1 OPENING AND RECEIVING LEARNERS
2 1-3 Conserving Soil By the end of the lesson, the In groups, learners are guided to 1. Why should Stones Observati
Agricultural conserva learner should be able to: i. Discussing in pairs the we conserve Trash from plat on of
Environmen tion a) Explain the importance of importance of soil conservation soil in the remains learning
t measures soil conservation in in agricultural environment. environment? Spade activity
agricultural environment, ii. Form groups, search and share Jembe
Importa Written
b) Describe methods of soil information on methods of soil Planting
nce 2. How can we materials for
assignme
conservation in agricultural conservation (strip cropping,
grassed water ways, stone lines, conserve soil grass
nts
environment,
c) Carry out soil conservation trash lines, bund formation) in the Any cover crop
activities in the school using digital devices and print environment? Waste papers
environment, media. Soil
d) Demonstrate caring attitude iii. Conduct a practical activity: in Carton
towards soil in agricultural groups, learners to explore the
environment. school environment and carry Cardboard
out activities on soil Digital resources
conservation in the school such Mentor
as strip cropping, grassed water Agriculture

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 ways, stone lines, trash lines, Learner’s Book
and bund formation. ,Grade 8,Pg 1-3
iv. Conduct project: in groups,
learners to construct farm
model using materials such as
cartons, cardboards, soil and
2papier-mache to demonstrate
farm layout with various soil
conservation measures.

3 1-3 Conserving Soil By the end of the lesson, the In groups, learners are guided to 1. Why should Stones Observati
Agricultural conserva learner should be able to:  Discussing in pairs the importance we conserve Trash from plat on of
Environmen tion a. Explain the importance of of soil conservation in agricultural soil in the remains learning
t measures soil conservation in environment. environment? Spade activity
agricultural environment,  Form groups, search and share Jembe
Method Written
b. Describe methods of soil information on methods of soil Planting
s of soil 2. How can we materials for
assignme
conservation in agricultural conservation (strip cropping,
conserv grassed water ways, stone lines, conserve soil grass nts
environment,
ation c. Carry out soil conservation trash lines, bund formation) using in the Any cover crop
activities in the school digital devices and print media. environment? Waste papers
environment,  Conduct a practical activity: in Soil
d. Demonstrate caring attitude groups, learners to explore the Carton
towards soil in agricultural school environment and carry out
environment. activities on soil conservation in the Cardboard
school such as strip cropping, Digital resources
grassed water ways, stone lines,
trash lines, and bund formation.
 Conduct project: in groups, learners Mentor
to construct farm model using Agriculture
materials such as cartons, Learner’s Book
cardboards, soil and 2papier-mache
,Grade 8,Pg 3-5
to demonstrate farm layout with
various soil conservation measures.

4 1-3 Conserving Water By the end of the lesson, the In groups leaners are guided to: How can we Gardening tools Observati
Agricultural harvestin learner should be able to:  Brainstorm in pairs, methods of harvest and Jembe on of
Environmen g and a) Outline methods of harvesting water for farming store water for Spade learning
t storage harvesting water for farming purposes. agricultural Panga activity
purposes,  Search and share information in purposes? Slasher
Methods Written
b) Discuss ways of storing groups, on how water can be Manila papers
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 and ways harvested water for farming stored for farming purposes, Marker pens assignme
of purposes, using methods such as shallow Mentor nts
harvestin c) Take part in harvesting and water pans, water ponds and Agriculture Oral
g water storing water in the school water tanks using digital Learner’s Book assessme
for farming purposes, devices and print media.
for ,Grade 8,Pg 6-8 nt
d) Show responsibility in  Make class presentations on
farming harvesting and storing water possible initiatives that can be
Group
for farming. made to harvest and store rain project
water and surface runoff in the Portfolio
school environment. on water
 Initiate measures towards water conservat
harvesting and storage of their ion
choice in the school. structure
5 1-3 Conserving Water By the end of the lesson, the In groups leaners are guided to: How can we Gardening tools Observati
Agricultural harvestin learner should be able to:  Brainstorm in pairs, methods of harvest and Jembe on of
Environmen g and a. Outline methods of harvesting water for farming store water for Spade learning
t storage harvesting water for farming purposes. agricultural Panga activity
purposes,  Search and share information in purposes? Slasher
Methods Written
b. Discuss ways of storing groups, on how water can be Manila papers
and ways stored for farming purposes, Marker pens
assignme
harvested water for farming
of using methods such as shallow nts
purposes,
storing c. Take part in harvesting and water pans, water ponds and Oral
harveste storing water in the school water tanks using digital Mentor assessme
d water for farming purposes, devices and print media. Agriculture nt
d. Show responsibility in  Make class presentations on
Learner’s Book
Group
harvesting and storing water possible initiatives that can be project
made to harvest and store rain ,Grade 8,Pg9-
for farming. Portfolio
water and surface runoff in the 12
on water
school environment. conservat
 Initiate measures towards water
ion
harvesting and storage of their
choice in the school. structure

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6 1-3 Crop Square By the end of the lesson, the In groups leaners are guided to: 1. What is Gardening tools Observati
production foot learner should be able to:  Form groups and search for square foot Jembe on of
gardenin a. Describe the concept of information and share findings gardening? Spade learning
g square foot gardening in through presentations on the Panga activity
growing crops, concept of square foot 2. How can we Slasher
Concept Written
b. Prepare square foot garden gardening for growing grow crops Manila papers
of square vegetables, spices and herbs. through Marker pens
assignme
for growing crops,
foot  To prepare in groups a garden ssquare foot Tape measure nts
c. Establish a set of crops in
gardenin the square foot garden, with a set of partitions each gardening? Planting Oral
g d. Appraise the value of square measuring at least 1ft by 1 ft. materials like assessme
foot gardening for household (30cmby 30cm). The actual vegetable herbs nt
nutrition measurement may be varied Mentor Group
based on the learners’ Agriculture project
preference. Learner’s Book Portfolio
 To establish a set of vegetables
,Grade 8,Pg 3-
spices and herbs on the garden
based on the number of 18
partitions (plant one type of
crop per square foot partition).
 Discuss and make presentations
on the benefits of square foot
gardening.
 Conduct project: to


Prepare a square foot garden
and establish a set of crops of
their choice.
7 1-3 Crop Square By the end of the lesson, the In groups leaners are guided to: 1. What is Gardening tools Observati
production foot learner should be able to:  Form groups and search for square foot Jembe on of
gardenin a. Describe the concept of information and share findings gardening? Spade learning
g square foot gardening in through presentations on the Panga activity
growing crops, concept of square foot 2. How can we Slasher
Preparat Written
b. Prepare square foot garden gardening for growing grow crops Manila papers
ion of vegetables, spices and herbs. through Marker pens
assignme
for growing crops,
square  To prepare in groups a garden ssquare foot Tape measure nts
c. Establish a set of crops in
foot the square foot garden, with a set of partitions each gardening? Planting Oral
garden d. Appraise the value of square measuring at least 1ft by 1 ft. materials like assessme
foot gardening for household (30cmby 30cm). The actual vegetable herbs nt
nutrition measurement may be varied Group
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 based on the learners’ project
preference. Portfolio
 To establish a set of vegetables Mentor
spices and herbs on the garden Agriculture
based on the number of
Learner’s Book
partitions (plant one type of
crop per square foot partition). ,Grade 8,Pg 19-
 Discuss and make presentations 22
on the benefits of square foot
gardening.
 Conduct project: to

 Prepare a square foot garden

and establish a set of crops of
their choice.
8 1-3 Crop Square By the end of the lesson, the In groups leaners are guided to: 1. What is Gardening tools Observati
production foot learner should be able to:  Form groups and search for square foot Jembe on of
gardenin a. Describe the concept of information and share findings gardening? Spade learning
g square foot gardening in through presentations on the Panga activity
growing crops, concept of square foot 2. How can we Slasher
Establish Written
b. Prepare square foot garden gardening for growing grow crops Manila papers
es crops vegetables, spices and herbs. through Marker pens
assignme
for growing crops,
for  To prepare in groups a garden ssquare foot Tape measure nts
c. Establish a set of crops in
square the square foot garden, with a set of partitions each gardening? Planting Oral
foot d. Appraise the value of square measuring at least 1ft by 1 ft. materials like assessme
gardenin foot gardening for household (30cmby 30cm). The actual vegetable herbs nt
g nutrition measurement may be varied Mentor Group
based on the learners’ Agriculture project
preference. Learner’s Book Portfolio
 To establish a set of vegetables
,Grade 8,Pg 23-
spices and herbs on the garden
based on the number of 25
partitions (plant one type of
crop per square foot partition).
 Discuss and make presentations
on the benefits of square foot
gardening.
 Conduct project: to

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 
Prepare a square foot garden
and establish a set of crops of
their choice.
9 1-3 Crop Crop By the end of the lesson, the In groups leaners are guided to: 1. How can we Samples of Observati
production manage learner should be able to:  Brainstorm in pairs the meaning identify crop materials on of
ment a) Give meaning of pests in of the term crop pests. vegetable learning
affected by
vegetable crops,  Take a field excursion to crops attacked activity
observe and identify vegetable by pests and crop pest and
b) Identify vegetable crops Written
attacked by pests, crops attacked by pests diseases? diseases
(punctured leaves, cut-off Field with assignme
c) Identify pests that attack
seedlings, curling leaves) and 2. How can we growing crops nts
growing vegetable crops,
the common sites where the control pests Oral
d) Control pests on vegetable Digital
crops, pests are found. and diseases in resources assessme
e) Give meaning of disease in  Observe and identify pests crops? nt
(aphids, cutworms, caterpillars) Charts Group
vegetable crops,
f) Identify vegetable crops during the field excursion. displaying project
attacked by diseases,  Observe and identify pests that various crop Portfolio
g) Control diseases on attack vegetable crops from pest and on crop
vegetable crops, displayed charts or digital diseases pests.
h) Acknowledge importance of resources (aphids, cutworms,
controlling pests and caterpillars).
diseases in vegetable  Control pests on vegetables
Mentor
production using methods such as
handpicking, removing affected Agriculture
crop parts, uprooting heavily Learner’s Book
affected crops and applying ash. ,Grade 8,Pg 26-
28

10 1-3 Crop Crop By the end of the lesson, the In groups leaners are guided to: 1. How can we Samples of Observati
production manage learner should be able to:  Brainstorm in pairs the meaning identify crop materials on of
ment a. Give meaning of pests in of the term crop pests. vegetable learning
affected by
vegetable crops,  Take a field excursion to crops attacked activity
observe and identify vegetable by pests and crop pest and
b. Identify vegetable crops Written
attacked by pests, crops attacked by pests diseases? diseases
(punctured leaves, cut-off Field with assignme
c. Identify pests that attack
seedlings, curling leaves) and 2. How can we growing crops nts
growing vegetable crops,
the common sites where the control pests Oral
d. Control pests on vegetable Digital
crops, pests are found. and diseases in resources assessme
e. Give meaning of disease in  Observe and identify pests crops? nt
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 vegetable crops, (aphids, cutworms, caterpillars) Charts Group
f. Identify vegetable crops during the field excursion. displaying project
attacked by diseases,  Observe and identify pests that Portfolio
various crop
g. Control diseases on attack vegetable crops from on crop
vegetable crops, displayed charts or digital pest and
diseases pests.
h. Acknowledge importance of resources (aphids, cutworms,
controlling pests and caterpillars).
diseases in vegetable  Control pests on vegetables
production using methods such as Mentor
handpicking, removing affected Agriculture
crop parts, uprooting heavily Learner’s Book
affected crops and applying ash.
,Grade 8,Pg 29-
32

11 1-3 Crop Crop By the end of the lesson, the In groups leaners are guided to: 1. How can we Samples of Observati
production manage learner should be able to:  Brainstorm in pairs the meaning identify crop materials on of
ment a. Give meaning of pests in of the term crop pests. vegetable learning
affected by
vegetable crops,  Take a field excursion to crops attacked activity
observe and identify vegetable by pests and crop pest and
b. Identify vegetable crops Written
attacked by pests, crops attacked by pests diseases? diseases
(punctured leaves, cut-off Field with assignme
c. Identify pests that attack
seedlings, curling leaves) and 2. How can we growing crops nts
growing vegetable crops,
the common sites where the control pests Oral
d. Control pests on vegetable Digital
crops, pests are found. and diseases in resources assessme
e. Give meaning of disease in  Observe and identify pests crops? nt
(aphids, cutworms, caterpillars) Charts Group
vegetable crops,
f. Identify vegetable crops during the field excursion. displaying project
attacked by diseases,  Observe and identify pests that various crop Portfolio
g. Control diseases on attack vegetable crops from pest and on crop
vegetable crops, displayed charts or digital diseases pests.
h. Acknowledge importance of resources (aphids, cutworms,
controlling pests and caterpillars).
diseases in vegetable  Control pests on vegetables
Mentor
production using methods such as
handpicking, removing affected Agriculture
crop parts, uprooting heavily Learner’s Book
affected crops and applying ash. ,Grade 8,Pg33-
38

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12 1-3 Crop Crop By the end of the lesson, the In groups leaners are guided to: 1. How can we Samples of Observati
production harvestin learner should be able to:  Take an excursion to a tell that a crop materials on of
g a. Identify the appropriate stage of vegetable garden, study and vegetable is learning
affected by
Stages of harvesting vegetable crops, identify vegetables that are ready for activity
ready for harvesting. harvesting? crop pest and
harvestin b. Harvest vegetable crops using Written
suitable methods,  Discuss and justify their diseases
g observations on signs of 2. How can we Field with
assignme
c. Take precautions in harvesting
readiness or non-readiness of harvest growing crops nts
vegetables to ensure quality of
produce, the vegetable crops for harvest. vegetables to Digital Oral
d. Show responsibility in handling  Observe samples of spoilt maintain assessme
resources
of vegetable crop produce at vegetable produce and then quality and nt
discuss precautions to be reduce Charts Group
harvesting stage.
observed when harvesting to spoilage? displaying project
reduce spoilage. various crop Portfolio
 Demonstrate how to harvest pest and on crop
different types of vegetables. diseases pests.
 Conduct practical: practice
actual harvesting of vegetable
crops at the right stage, taking
Mentor
necessary precautions and using
appropriate methods when the Agriculture
vegetable is ready for Learner’s Book
utilization. ,Grade 8,Pg 39-
40

13 1-3 Crop Crop By the end of the lesson, the In groups leaners are guided to: 1. How can we A field with Observati
production harvestin learner should be able to:  Take an excursion to a tell that a growing on of
g a. Identify the appropriate stage of vegetable garden, study and vegetable is vegetables learning
Precauti harvesting vegetable crops, identify vegetables that are ready for Mentor activity
b. Harvest vegetable crops using ready for harvesting. harvesting? Agriculture
ons when Written
suitable methods,  Discuss and justify their Learner’s Book
harvestin observations on signs of 2. How can we
assignme
c. Take precautions in harvesting ,Grade 8,Pg 41-
g readiness or non-readiness of harvest nts
vegetables to ensure quality of 45
produce, the vegetable crops for harvest. vegetables to Oral
d. Show responsibility in handling  Observe samples of spoilt maintain assessme
of vegetable crop produce at vegetable produce and then quality and nt
harvesting stage. discuss precautions to be reduce Group
observed when harvesting to spoilage? project
reduce spoilage. Portfolio
 Demonstrate how to harvest on
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 different types of vegetables. harvestin
 Conduct practical: practice g crops.
actual harvesting of vegetable
crops at the right stage, taking
necessary precautions and using
appropriate methods when the
vegetable is ready for
utilization.
14 EXAMINATION CLOSING OF THE SCHOOL

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