Food Production Processes

Selected Crop Management Practices - Introduction to management practices
Selected Crop Management Practices - Thinning and gapping

By the end of the lesson, the learner should be able to:
- Explain why management practices are necessary after crop establishment
- Identify the management practices covered: thinning, gapping, weeding and earthing up
- Show interest in carrying out management practices to ensure healthy crop growth

In groups, learners are guided to:
- Read the introduction and discuss why management practices are important for crop health
- Identify examples of each management practice from pictures or video clips
- Discuss the consequences of neglecting management practices such as overcrowding

What happens to crops that are not given proper management after establishment?

- MTP Agriculture Grade 7 pg. 38
- Digital devices and Internet access
- Charts showing crop management practices
- Reference books and digital resources
- Charts showing thinning and gapping

- Oral questions - Observation

Food Production Processes

Selected Crop Management Practices - Practical: Thinning and gapping
Selected Crop Management Practices - Weeding through physical methods

By the end of the lesson, the learner should be able to:
- Carry out thinning by removing excess seedlings from overcrowded spaces
- Fill identified gaps by transplanting uprooted seedlings or re-sowing seeds
- Demonstrate care in uprooting seedlings with a ball of soil to protect the root system

In groups, learners are guided to:
- Explore a crop garden and identify places where seedlings are too closely spaced
- Uproot excess seedlings carefully retaining a ball of soil around the roots
- Plant the uprooted seedlings to fill gaps where seeds failed to germinate

How do we carry out thinning and gapping correctly in a crop garden?

- MTP Agriculture Grade 7 pg. 38
- School crop garden
- Garden tools (hand fork, trowel) and watering cans
- MTP Agriculture Grade 7 pg. 40
- Digital devices and reference books
- Charts showing physical weeding methods

- Observation - Activity journal

Food Production Processes

Selected Crop Management Practices - Practical: Weeding the crop garden

By the end of the lesson, the learner should be able to:
- Carry out weeding using physical methods in the school crop garden
- Observe safety when using tools to avoid damaging crops or injuring others
- Demonstrate teamwork and shared responsibility during weeding

- Carry out physical weeding on crops established in the school garden
- Use tools carefully, maintaining a safe distance from other learners
- Discuss other physical weeding methods that could be applied in different crop situations

How do we carry out physical weeding safely without damaging the growing crops?

- MTP Agriculture Grade 7 pg. 40
- School crop garden
- Jembe, slasher, hand hoe and gardening gloves

- Observation - Activity journal

Food Production Processes

Selected Crop Management Practices - Earthing up
Selected Crop Management Practices - Review and assessment

By the end of the lesson, the learner should be able to:
- Explain the purpose of earthing up in crops such as maize, potatoes and sweet potatoes
- Carry out earthing up in the school crop garden
- Appreciate the role of earthing up in supporting crops and expanding underground tubers

In groups, learners are guided to:
- Discuss why soil is heaped around crop stems and roots during earthing up
- Identify crops in the garden that require earthing up
- Use a fork jembe or garden trowel to earth up crops by heaping soil around their base

Why is earthing up carried out in maize and tuber crops?

- MTP Agriculture Grade 7 pg. 40
- School crop garden
- Fork jembe, garden trowel and gardening gloves
- MTP Agriculture Grade 7 pg. 41
- Exercise books
- Written question sheets

- Observation - Activity journal

Food Production Processes

Selected Crop Management Practices - Continued management of crop garden

By the end of the lesson, the learner should be able to:
- Continue carrying out management practices on the established school crop garden
- Monitor the health and growth progress of the crops
- Appreciate the cumulative value of consistent management in crop production

In groups, learners are guided to:
- Weed, thin, gap and earth up the school crop garden where necessary
- Record crop health observations in the activity journal
- Discuss how different management practices have influenced crop growth

What changes in crop growth have resulted from applying management practices consistently?

- MTP Agriculture Grade 7 pg. 41
- School crop garden and garden tools
- Activity journals

- Observation - Activity journal

Food Production Processes

Preparing Animal Products - Introduction to animal products preparation
Preparing Animal Products - Cleaning, sorting and grading eggs

By the end of the lesson, the learner should be able to:
- Explain why animal products are prepared before selling, storage or consumption
- Identify the purposes for which eggs and honey are prepared
- Show interest in proper preparation of animal products for various uses

In groups, learners are guided to:
- Discuss the Makala scenario: why eggs should be prepared immediately after collection
- Identify purposes for which eggs and honey are prepared (selling, storage, consumption)
- Discuss what kinds of containers are appropriate for storing eggs and honey

Why should animal products be prepared immediately after collection?

- MTP Agriculture Grade 7 pg. 42
- Digital devices and Internet access
- Reference books and charts
- Eggs, clean cloth and egg trays
- Reference books

- Oral questions - Observation

Food Production Processes

Preparing Animal Products - Practical: Sorting, grading and packing eggs
Preparing Animal Products - Honey processing: crushing and straining

By the end of the lesson, the learner should be able to:
- Sort a set of eggs for various purposes (hatching, sale, consumption, disposal)
- Grade eggs by size and pack them in an egg tray with labels
- Demonstrate integrity in following correct and ethical procedures for egg preparation

In groups, learners are guided to:
- Obtain 10 eggs and sort them according to purpose and quality
- Grade the eggs by size and category for presentation to customers
- Pack the sorted and graded eggs in trays and label each category correctly

Why is it important to sort, grade and label eggs before presenting them for sale?

- MTP Agriculture Grade 7 pg. 43
- Eggs, egg trays and labelling materials
- Clean cloth for wiping
- Digital devices and Internet access
- Raw honey sample, plastic bowl, strainer and glass container

- Observation - Activity journal

Food Production Processes

Preparing Animal Products - Practical: Processing and packing honey

By the end of the lesson, the learner should be able to:
- Process a sample of raw honey using the crushing and straining method
- Pack processed honey in appropriate airtight glass or plastic containers
- Appreciate the value of proper packaging in maintaining quality and safety of honey

In groups, learners are guided to:
- Remove impurities from honeycombs, crush them and strain the honey into a clean container
- Pour the processed honey into labelled glass or thick plastic bottles and seal with airtight lids
- Discuss why honey must not be packed in metal containers or plastic bags

How do we process and pack honey correctly to maintain its quality?

- MTP Agriculture Grade 7 pg. 44
- Raw honey, crushing rod, strainer, glass or plastic bottles
- Airtight lids and labelling materials

- Observation - Activity journal

Food Production Processes

Preparing Animal Products - Importance of preparation and assessment
Cooking Food - Introduction to grilling, roasting and steaming

By the end of the lesson, the learner should be able to:
- Describe the importance of preparing animal products before selling or storage
- Compare prepared and unprepared animal products in terms of quality and value
- Demonstrate confidence in answering questions on egg and honey preparation

In groups, learners are guided to:
- Study the Makala scenario comparing prepared versus unprepared eggs and honey
- Discuss how proper preparation adds monetary and nutritional value to animal products
- Complete assessment questions on egg cleaning, sorting, grading and honey processing

Why does proper preparation of animal products increase their market value?

- MTP Agriculture Grade 7 pg. 46
- Exercise books
- Written question sheets
- MTP Agriculture Grade 7 pg. 49
- Digital devices and Internet access
- Pictures showing grilling and roasting

- Written tests - Oral questions

Food Production Processes

Cooking Food - Grilling: meaning and equipment

By the end of the lesson, the learner should be able to:
- Define grilling and describe the equipment used
- Improvise a grill using locally available materials
- Show creativity and initiative in improvising cooking equipment

In groups, learners are guided to:
- Use print or digital devices to find the meaning of grilling and identify grilling equipment
- Discuss how to improvise a grill using charcoal, a jiko and wire mesh
- Follow steps to clean and prepare the improvised grill before use

What is grilling and how can a grill be improvised using locally available materials?

- MTP Agriculture Grade 7 pg. 50
- Digital devices and Internet access
- Charcoal jiko, wire mesh, matchbox and charcoal

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Practical: Grilling maize
Cooking Food - Advantages of grilling and introduction to roasting

By the end of the lesson, the learner should be able to:
- Follow correct steps to grill maize on an improvised grill
- Apply safety guidelines when using a charcoal grill
- Demonstrate hygiene and food safety during the grilling process

In groups, learners are guided to:
- Prepare the improvised grill and allow it to heat before placing maize
- Remove the husk, place maize on the hot wire mesh and turn frequently for even cooking
- Observe grilling safety guidelines: ventilation, distance from flammable materials, constant attention

How do we grill maize safely and hygienically using an improvised grill?

- MTP Agriculture Grade 7 pg. 51
- Improvised grill, green maize and clean plate
- Charcoal, jiko and matchbox
- MTP Agriculture Grade 7 pg. 53
- Digital devices and reference books
- Pictures of grilled and roasted foods

- Observation - Activity journal

Food Production Processes

Cooking Food - Practical: Roasting food
Cooking Food - Steaming: meaning and equipment

By the end of the lesson, the learner should be able to:
- Follow correct steps to roast a selected food using available equipment
- Apply safety and hygiene guidelines when roasting food
- Show appreciation for roasting as a method that retains natural flavours

In groups, learners are guided to:
- Watch a video clip on how to cook food using the roasting method
- Identify equipment for roasting and discuss the roasting process step by step
- Roast a selected food (green bananas, sweet potatoes, groundnuts or cashewnuts) following correct procedures

How do we roast food safely while maintaining good hygiene practices?

- MTP Agriculture Grade 7 pg. 54
- Oven or improvised roasting equipment
- Selected foods for roasting (groundnuts, sweet potatoes or green bananas)
- MTP Agriculture Grade 7 pg. 60
- Digital devices and reference books
- Pictures of steaming equipment

- Observation - Activity journal

Food Production Processes

Cooking Food - Practical: Steaming cabbage and carrots

By the end of the lesson, the learner should be able to:
- Follow correct steps to steam cabbage and carrots using an improvised colander
- Apply safety guidelines when handling hot steam and lids
- Demonstrate hygiene throughout the steaming process

In groups, learners are guided to:
- Wash and prepare cabbage and grated carrots, then position the colander correctly over boiling water
- Steam the cabbage and carrot mixture for 5 minutes, add salt, stir and serve hot
- Observe safety guidelines: use heat-safe colander, direct steam away when opening lid and use kitchen gloves

How do we steam vegetables safely using an improvised colander and sufuria?

- MTP Agriculture Grade 7 pg. 60
- Cabbage, carrots, salt, colander, sufuria with fitting lid and source of heat
- Grater, chopping board, knife and clean plate

- Observation - Activity journal

Food Production Processes

Cooking Food - Steaming guidelines and advantages
Cooking Food - Comparing cooking methods

By the end of the lesson, the learner should be able to:
- Apply guidelines for steaming food correctly and safely
- Describe four advantages of steaming as a method of cooking
- Show commitment to using steaming regularly as a healthy cooking method

In groups, learners are guided to:
- Discuss guidelines for steaming: maintain continuous steam, refill with boiling water, wrap delicate foods in foil
- Discuss the advantages of steaming: easy to digest, retains nutrients, suitable for low-fat diets and retains natural flavours
- Discuss observations from the steaming practical and answer questions on safety and hygiene

What guidelines must be followed when steaming food and what are its advantages?

- MTP Agriculture Grade 7 pg. 63
- Activity journals
- Reference books
- Exercise books
- Reference books and digital resources

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Take home activity debrief and review

By the end of the lesson, the learner should be able to:
- Share experiences from practising grilling or steaming food at home
- Review all three cooking methods and summarise key learning points
- Show confidence in applying the three cooking methods in real-life situations

- Learners share experiences of grilling or steaming food with parents or guardians at home
- Review the key points of grilling, roasting and steaming through class discussion
- Discuss challenges faced during home activities and how they were resolved

What lessons did you learn from practising cooking methods at home?

- MTP Agriculture Grade 7 pg. 63
- Activity journals
- Exercise books

- Oral questions - Activity journal

Food Production Processes

Cooking Food - Assessment
Cooking Food - Extended practical: preparing a cooked meal

By the end of the lesson, the learner should be able to:
- Answer questions on grilling, roasting and steaming correctly
- Apply knowledge of cooking methods to real-life food preparation scenarios
- Demonstrate responsibility in handling cooking equipment safely

In groups, learners are guided to:
- Attempt written exercises on the three cooking methods
- Review answers and discuss corrections collaboratively
- Reflect on which cooking method best preserves nutrients and explain the reason

Which cooking method best preserves nutrients in food and why?

- MTP Agriculture Grade 7 pg. 63
- Written question sheets
- Exercise books
- Selected foods and appropriate cooking equipment
- Clean plates, serving utensils and kitchen gloves

- Written tests - Oral questions

Hygiene Practices

Hygiene in Rearing Animals - Introduction to hygiene practices
Hygiene in Rearing Animals - Clean feeders, waterers and structures
Hygiene in Rearing Animals - Practical: Cleaning animal structures
Hygiene in Rearing Animals - Practical: Washing feeders and waterers

By the end of the lesson, the learner should be able to:
- Explain why hygiene is important when rearing domestic animals
- Identify hygiene practices carried out when rearing animals (clean structures, clean feeders, clean water, clean animals)
- Show interest in maintaining hygiene standards when rearing domestic animals

In groups, learners are guided to:
- Read the strand introduction and discuss what hygiene practices for domestic animals involve
- Search for information on hygiene practices when rearing dogs, cats, rabbits and poultry
- Discuss why animals should be kept in clean, well-ventilated structures with clean feed and water

Why is hygiene important in the rearing of domestic animals?

- MTP Agriculture Grade 7 pg. 65
- Digital devices and Internet access
- Reference books and charts
- Reference books and digital resources
- Charts showing animal housing structures
- Animal structure (hutch, kennel or basket)
- Cobweb brush, hand brush, dustpan, clean bedding and dust mask
- Animal feeders and waterers
- Warm water, soap, scrubbing brush and waterproof gloves

- Oral questions - Observation

Hygiene Practices

Hygiene in Rearing Animals - Hygiene of animals: rabbits, poultry and cats
Hygiene in Rearing Animals - Practical: Bathing a dog and cleaning its kennel
Hygiene in Rearing Animals - Importance of hygiene in animal rearing

By the end of the lesson, the learner should be able to:
- Explain why rabbits, poultry and cats should never be bathed in water
- Describe how to maintain hygiene for animals that cannot be bathed
- Show responsibility in applying appropriate hygiene methods for different animals

In groups, learners are guided to:
- Discuss why rabbits, poultry and cats depend on a clean living space rather than bathing for hygiene
- Explain how to dust or spray animal shelters with appropriate pesticides to eliminate fleas and mites
- Discuss how the cleanliness of the living space directly influences the cleanliness of the animal

How do we maintain hygiene for animals that cannot be bathed in water?

- MTP Agriculture Grade 7 pg. 66
- Reference books and digital resources
- Pesticide spraying equipment (demonstration)
- Dog shampoo, warm water, dry towel, brush and waterproof gloves
- Bedding material and cleaning equipment
- MTP Agriculture Grade 7 pg. 67
- Charts showing healthy vs unhealthy animal conditions

- Oral questions - Written assignments

Hygiene Practices

Hygiene in Rearing Animals - Review
Hygiene in Rearing Animals - Assessment

By the end of the lesson, the learner should be able to:
- Summarise all hygiene practices for rearing domestic animals
- Identify the correct hygiene practice for each type of animal
- Show confidence in explaining and applying hygiene practices for domestic animals

In groups, learners are guided to:
- Review all hygiene practices: cleaning structures, feeders, waterers and animal bodies
- Discuss differences in hygiene requirements for dogs versus rabbits, cats and poultry
- Complete a class activity matching hygiene practices to specific animals and their housing structures

What are the key hygiene practices for each type of domestic animal and why do they differ?

- MTP Agriculture Grade 7 pg. 67
- Exercise books
- Reference books
- Written question sheets
- Exercise books

- Written assignments - Oral questions

Hygiene Practices

Laundry: Loose-Coloured Items - Introduction to loose-coloured articles
Laundry: Loose-Coloured Items - Observing colour change

By the end of the lesson, the learner should be able to:
- Explain the meaning of loose-coloured articles and define the term "run"
- Describe why loose-coloured items require special care during laundering
- Show interest in learning the correct laundry procedures for loose-coloured articles

In groups, learners are guided to:
- Read the introduction and discuss what makes an article "loose coloured"
- Define "run" as the bleeding of dye or colour from fabric during washing
- Study the David jeans scenario and discuss what causes colour change after repeated washing

What are loose-coloured articles and why do they require special care during laundry?

- MTP Agriculture Grade 7 pg. 71
- A new and an old loose-coloured garment for comparison
- Reference books and digital resources
- New and old loose-coloured garments for comparison
- Reference books

- Oral questions - Observation

Hygiene Practices

Laundry: Loose-Coloured Items - Materials for laundering

By the end of the lesson, the learner should be able to:
- Identify the materials needed to launder a loose-coloured article
- Explain the role of salt, lemon and white vinegar in fixing and brightening colour
- Show preparedness by assembling all necessary materials before laundering

In groups, learners are guided to:
- List and identify laundering materials: loose-coloured article, mild soap or detergent, salt, lemon or white vinegar, basin, pegs, iron box and warm and cold water
- Discuss why mild soap is preferred over strong detergents for loose-coloured items
- Explain how salt fixes colour during the final rinse and how lemon or white vinegar brightens the colour

Why are salt and white vinegar or lemon used when laundering loose-coloured articles?

- MTP Agriculture Grade 7 pg. 71
- Mild soap, salt, lemon or white vinegar, basin, pegs and warm water
- Reference books

- Oral questions - Written assignments

Hygiene Practices

Laundry: Loose-Coloured Items - Practical: Laundering a loose-coloured article
Laundry: Loose-Coloured Items - Drying, finishing and reasons for special care

By the end of the lesson, the learner should be able to:
- Follow the correct procedure to launder a loose-coloured article
- Apply the kneading and squeezing washing method to avoid damaging the fabric
- Demonstrate thoroughness and care throughout the laundering process

In groups, learners are guided to:
- Repair the article if necessary, then wash in warm soapy water using kneading and squeezing
- Rinse in warm water to remove soap, then add salt and white vinegar or lemon in the final cold rinse
- Gently squeeze to remove excess water and hang to dry

How do we launder a loose-coloured article correctly to maintain its colour?

- MTP Agriculture Grade 7 pg. 71
- Loose-coloured article, mild soap, salt, lemon or white vinegar and basin
- Warm and cold water, pegs and drying line
- Iron box, ironing board, loose-coloured article
- Reference books

- Observation - Activity journal

Hygiene Practices

Laundry: Loose-Coloured Items - Full laundry process: sorting to finishing
Laundry: Loose-Coloured Items - Review

By the end of the lesson, the learner should be able to:
- Carry out the complete laundry process for a loose-coloured article from sorting to finishing
- Apply all special care guidelines throughout the laundering process
- Embrace laundering of loose-coloured articles as a regular hygiene practice

In groups, learners are guided to:
- Sort loose-coloured articles separately from white and fast-coloured items
- Carry out the full laundering process: wash, rinse with salt and vinegar/lemon, dry and finish
- Display the laundered article and discuss how each step contributed to colour preservation and hygiene

How does the full laundering process from sorting to finishing maintain the quality of loose-coloured articles?

- MTP Agriculture Grade 7 pg. 71
- Loose-coloured articles, laundering materials and drying line
- Iron box and ironing board
- Exercise books
- Reference books

- Observation - Activity journal

Hygiene Practices

Laundry: Loose-Coloured Items - Assessment

By the end of the lesson, the learner should be able to:
- Answer questions on laundering loose-coloured articles correctly
- Apply knowledge of the laundering procedure to real-life laundry scenarios
- Demonstrate commitment to adopting correct laundry practices at home

In groups, learners are guided to:
- Attempt written assessment questions on loose-coloured article laundering
- Review answers collaboratively and discuss correct procedures
- Reflect on the overall Strand 3 and identify key hygiene lessons learnt for both animal rearing and laundry

How do the hygiene practices learnt in this strand help us maintain cleanliness in our daily lives?

- MTP Agriculture Grade 7 pg. 71
- Written question sheets
- Exercise books

- Written tests - Oral questions