Conservation of Resources

Controlling Soil Pollution - Causes of soil pollution

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

- Explain the meaning of soil pollution
- Identify causes of soil pollution in gardening
- Appreciate the need to prevent soil pollution

In groups, learners are guided to:
- Search and watch a video clip or print media on causes of soil pollution
- Share experiences on causes of soil pollution such as waste water, excessive use of artificial fertilizers, agricultural chemicals and plastic wastes
- Identify causes of soil pollution from provided pictures
- Discuss their findings with classmates

How can household practices cause soil pollution?

- Highland Agriculture and Nutrition Grade 7 pg. 1
- Digital resources (videos on soil pollution)
- Pictures showing soil pollution

- Observation - Oral questions - Written assignments

Conservation of Resources

Controlling Soil Pollution - Causes of soil pollution
Controlling Soil Pollution - Methods of controlling soil pollution
Controlling Soil Pollution - Methods of controlling soil pollution

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

- Identify causes of soil pollution in the environment
- Explain how waste water causes soil pollution
- Show concern for the effects of soil pollution

In groups, learners are guided to:
- Plan and take a visit to different places in the locality
- Observe the causes of soil pollution in the environment
- Find out measures taken to control soil pollution
- Note down observations and take photographs if possible
- Discuss and share findings with classmates

What are the major causes of soil pollution in our locality?

- Highland Agriculture and Nutrition Grade 7 pg. 2
- Digital camera
- Notebook and pen
- Highland Agriculture and Nutrition Grade 7 pg. 3
- Pictures showing soil pollution control methods
- Charts
- Digital resources
- Highland Agriculture and Nutrition Grade 7 pg. 4
- Waste water
- Disposal facilities
- Protective gear

- Observation - Oral questions - Written report

Conservation of Resources

Controlling Soil Pollution - Methods of controlling soil pollution
Controlling Soil Pollution - Safe farming methods to conserve soil
Controlling Soil Pollution - Creating awareness messages

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

- Explain how to dispose of plastic waste to control soil pollution
- Reuse plastic containers in gardening
- Value the importance of proper disposal of plastic waste

- Observe pictures of learners reusing plastic containers to grow crops
- Discuss the method of controlling soil pollution shown in the picture
- Discuss how to dispose of plastic waste to control soil pollution
- Practice disposing of plastic waste in school to control soil pollution
- Share experiences with classmates

How can we dispose of plastic waste to control soil pollution?

- Highland Agriculture and Nutrition Grade 7 pg. 5
- Plastic containers
- Samples of plants
- Growing medium
- Highland Agriculture and Nutrition Grade 7 pg. 6
- Pictures showing safe farming methods
- Digital resources
- Highland Agriculture and Nutrition Grade 7 pg. 7
- Chart papers
- Colored markers
- Sample posters

- Observation - Practical assessment - Oral questions

Conservation of Resources

Constructing Water Retention Structures - Use of surface run-off in gardening
Constructing Water Retention Structures - Types of water retention structures

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

- Explain how surface run-off can be conserved for gardening
- Describe different water retention structures
- Appreciate the value of water conservation

In groups, learners are guided to:
- Search for information on how water retention pits and ditches are used to conserve run-off
- Discuss the difference between the two types of water retention structures
- Share findings with classmates

How can surface run-off be conserved for gardening purposes?

- Highland Agriculture and Nutrition Grade 7 pg. 9
- Digital resources
- Reference materials
- Pictures of water retention structures
- Highland Agriculture and Nutrition Grade 7 pg. 10

- Observation - Oral questions - Written assignments

Conservation of Resources

Constructing Water Retention Structures - Construction of water retention structures
Constructing Water Retention Structures - Constructing a water retention ditch

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

- Explain how to construct water retention structures
- State factors to consider when constructing water retention structures
- Show interest in water conservation

In groups, learners are guided to:
- Take a field visit to farms in the school neighborhood
- Identify various run-off retention structures
- Ask questions to a resource person about construction of water retention structures, their importance, and types of crops planted
- Write short notes and take photographs if possible

What factors should we consider when constructing water retention structures?

- Highland Agriculture and Nutrition Grade 7 pg. 10
- Digital camera
- Notebook and pen
- Highland Agriculture and Nutrition Grade 7 pg. 11
- Panga
- Measuring tape
- Jembe or forked jembe
- Spade
- Protective wear

- Observation - Oral questions - Written report

Conservation of Resources

Constructing Water Retention Structures - Completing the water retention ditch

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

- Complete the construction of a water retention ditch
- Apply the skills of constructing a water retention ditch
- Work safely with others

In groups, learners are guided to:
- Continue with the construction of the water retention ditch
- Shape the ditch to ensure it can properly collect and retain run-off water
- Ensure the ditch has proper dimensions for effective water conservation
- Clean and store tools after use

How can we ensure effective water conservation using our constructed ditch?

- Highland Agriculture and Nutrition Grade 7 pg. 12
- Jembe or forked jembe
- Spade
- Protective wear

- Observation - Practical assessment - Group work evaluation

Conservation of Resources

Constructing Water Retention Structures - Identifying crops for water retention structures
Constructing Water Retention Structures - Planting crops at water retention structures

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

- Identify suitable crops to grow at surface run-off retention structures
- Explain why specific crops are suitable for water retention structures
- Appreciate the value of appropriate crop selection

In groups, learners are guided to:
- Study pictures showing types of crops that can be planted at run-off retention structures
- Identify the crops shown in the pictures
- Discuss other crops that can be grown at run-off retention structures
- Give reasons for choosing the identified crops
- Share ideas with classmates

What types of crops are suitable for growing at water retention structures?

- Highland Agriculture and Nutrition Grade 7 pg. 12
- Pictures of suitable crops for water retention structures
- Digital resources
- Highland Agriculture and Nutrition Grade 7 pg. 13
- Jembe or forked jembe
- Spade
- Protective wear
- Planting materials
- Manure
- Mulch

- Observation - Oral questions - Written assignments

Conservation of Resources

Constructing Water Retention Structures - Maintenance of water retention structures

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

- Explain how to maintain water retention structures
- Care for crops planted at water retention structures
- Value the importance of maintaining water retention structures

In groups, learners are guided to:
- Discuss the importance of maintaining water retention structures
- Identify methods of maintaining water retention structures
- Perform maintenance activities such as removing silt, repairing damaged parts, and watering plants
- Monitor the growth of established plants

How can we maintain water retention structures for effective functioning?

- Highland Agriculture and Nutrition Grade 7 pg. 14
- Water retention structure
- Maintenance tools
- Watering can

- Observation - Oral questions - Practical assessment

Conservation of Resources

Conserving Food Nutrients - Ways of conserving vitamins and minerals in vegetables

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

- Explain the importance of conserving nutrients in vegetables
- Identify ways of conserving nutrients in vegetables
- Appreciate the need to conserve nutrients in vegetables

In groups, learners are guided to:
- Search for information about conserving minerals and vitamins in vegetables using digital and print media
- Discuss findings and write short notes
- Discuss practices of conserving nutrients in vegetables observed at home
- Share findings with classmates

How do we conserve vitamins and mineral salts in vegetables?

- Highland Agriculture and Nutrition Grade 7 pg. 15
- Digital resources
- Print media
- Reference materials
- Highland Agriculture and Nutrition Grade 7 pg. 16
- Pictures showing vegetable preparation practices

- Observation - Oral questions - Written assignments

Conservation of Resources

Conserving Food Nutrients - Ways of cooking vegetables to conserve nutrients

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

- Describe the best cooking methods to conserve nutrients in vegetables
- Explain the reason for cooking vegetables for a short time
- Value proper cooking methods for nutrient conservation

In groups, learners are guided to:
- Use digital and print media to search for information on best cooking methods to conserve nutrients and reasons for cooking vegetables for a short time
- Discuss findings and write short notes
- Present work to classmates

Why is it important to use appropriate cooking methods for vegetables?

- Highland Agriculture and Nutrition Grade 7 pg. 17
- Digital resources
- Print media
- Reference materials

- Observation - Oral questions - Written assignments - Presentations

Conservation of Resources

Conserving Food Nutrients - Preparing vegetables to conserve nutrients

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

- Demonstrate how to prepare vegetables to conserve minerals and vitamins
- Follow correct procedures in washing vegetables
- Show responsibility in food preparation

In groups, learners are guided to:
- Wash hands with clean water and soap
- Arrange the vegetables to be prepared
- Wash vegetables in a clean basin with water
- Rinse the vegetables in another basin and drain
- Chop the vegetables into large pieces in preparation for cooking
- Rinse hands with water after preparing the vegetables

How do we prepare vegetables to conserve minerals and vitamins?

- Highland Agriculture and Nutrition Grade 7 pg. 18
- Fresh vegetables
- Clean water
- Basins
- Knife
- Chopping board

- Observation - Practical assessment - Group work evaluation

Conservation of Resources

Conserving Food Nutrients - Steaming vegetables to conserve nutrients
Conserving Food Nutrients - Stir-frying vegetables to conserve nutrients

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

- Demonstrate how to steam vegetables to conserve nutrients
- Follow correct steaming procedures
- Work safely with cooking equipment

In groups, learners are guided to:
- Put chopped vegetables in a cooking pot and cover with a lid
- Place the cooking pot over the source of heat and lower the heat
- Let the vegetables cook in steam for about three minutes
- Turn the vegetables with a cooking stick to cook evenly
- Place the lid and let the vegetables cook for some more minutes
- Serve the food when hot or let it cool down for storage
- Clean and properly store the utensils after use

How do we steam vegetables to conserve nutrients?

- Highland Agriculture and Nutrition Grade 7 pg. 18
- Chopped vegetables
- Cooking pot with lid
- Source of heat
- Cooking stick
- Protective equipment
- Highland Agriculture and Nutrition Grade 7 pg. 19
- Cooking pot or pan
- Cooking oil
- Heat source

- Observation - Practical assessment - Group work evaluation

Conservation of Resources

Conserving Food Nutrients - Comparing cooking methods for nutrient conservation

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

- Compare different cooking methods for conserving nutrients
- Make informed choices about cooking methods
- Value optimal nutrient retention in food

In groups, learners are guided to:
- Discuss different cooking methods for vegetables (steaming, stir-frying, boiling)
- Compare the methods in terms of nutrient retention
- Prepare a chart showing advantages and disadvantages of each method
- Present findings to classmates

Which cooking method best preserves nutrients in vegetables?

- Highland Agriculture and Nutrition Grade 7 pg. 20
- Chart paper
- Markers
- Digital resources

- Observation - Oral questions - Chart assessment - Presentations

Conservation of Resources

Conserving Food Nutrients - Conserving nutrients in other foods
Conserving Food Nutrients - Review of nutrient conservation

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

- Explain ways of conserving nutrients in other foods besides vegetables
- Apply nutrient conservation principles to different foods
- Appreciate the importance of nutrient conservation in all foods

In groups, learners are guided to:
- Discuss ways of conserving nutrients in different food categories (fruits, grains, meat, etc.)
- Identify specific methods for each food category
- Create a table showing foods and their appropriate nutrient conservation methods
- Share findings with classmates

How can we conserve nutrients in different types of foods?

- Highland Agriculture and Nutrition Grade 7 pg. 21
- Reference materials
- Digital resources
- Chart paper
- Markers
- Worksheets

- Observation - Oral questions - Written assignments

Conservation of Resources

Growing Trees - Importance of trees in conserving the environment

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

- Explain the meaning of tree growing
- Search for information about the importance of trees
- Appreciate the role of trees in environmental conservation

In groups, learners are guided to:
- Work in groups to search for information on the importance of trees in conserving the environment
- Use available digital and print media
- Discuss findings and write short notes
- Share findings with classmates

How can growing trees conserve the environment?

- Highland Agriculture and Nutrition Grade 7 pg. 22
- Digital resources
- Print media
- Reference materials

- Observation - Oral questions - Written assignments

Conservation of Resources

Growing Trees - Importance of trees in conserving the environment
Growing Trees - Planting materials for trees

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

- Identify different ways trees help conserve the environment
- Explain the importance of planting trees in the locality
- Value the environmental benefits of trees

In groups, learners are guided to:
- Discuss the importance of planting trees in the locality
- Identify ways trees conserve the environment (cleaning air, preventing soil erosion, water retention, etc.)
- Create a mind map showing the importance of trees
- Share ideas with classmates

What are the environmental benefits of planting trees?

- Highland Agriculture and Nutrition Grade 7 pg. 22
- Chart paper
- Markers
- Digital resources
- Highland Agriculture and Nutrition Grade 7 pg. 23
- Pictures of planting materials
- Actual planting materials (seeds, seedlings, cuttings)

- Observation - Oral questions - Mind map assessment

Conservation of Resources

Growing Trees - Planting trees

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

- Demonstrate how to plant trees from different materials
- Follow correct tree planting procedures
- Embrace tree planting to conserve the environment

In groups, learners are guided to:
- Get locally available materials for planting trees
- Prepare planting holes of appropriate size
- Add manure or compost to the planting holes
- Plant the tree using appropriate techniques for the specific planting material
- Water the planted tree and apply mulch if necessary

How do we plant trees correctly to ensure their survival?

- Highland Agriculture and Nutrition Grade 7 pg. 23
- Tree planting materials (seeds, seedlings, cuttings)
- Digging tools (jembe, spade)
- Manure or compost
- Watering can
- Mulching material

- Observation - Practical assessment - Group work evaluation

Conservation of Resources

Growing Trees - Caring for tree seedlings
Growing Trees - Benefits of tree planting

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

- Identify methods of caring for tree seedlings
- Demonstrate tree care techniques
- Show responsibility in caring for planted trees

In groups, learners are guided to:
- Study pictures showing methods of caring for tree seedlings (watering, mulching, weeding, protecting)
- Identify the methods shown in the pictures
- Practice the tree care methods on the planted trees
- Discuss the importance of caring for tree seedlings

How do we care for tree seedlings until they are fully established?

- Highland Agriculture and Nutrition Grade 7 pg. 24
- Pictures showing tree care methods
- Watering can
- Mulching material
- Weeding tools
- Tree guards or fencing material
- Chart paper
- Markers
- Digital resources
- Pictures of tree products

- Observation - Practical assessment - Oral questions

Conservation of Resources

Growing Trees - Tree planting projects

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

- Plan a tree planting project
- Work collaboratively with others
- Show commitment to environmental conservation

In groups, learners are guided to:
- Plan a tree planting project for the school or community
- Identify suitable sites and tree species
- Develop a timeline and maintenance schedule
- Assign responsibilities to group members
- Present the project plan to classmates

How can we implement a successful tree planting project?

- Highland Agriculture and Nutrition Grade 7 pg. 25
- Planning sheets
- Digital resources
- Reference materials

- Observation - Project plan assessment - Presentations - Group work evaluation

Conservation of Resources
Production Techniques
Production Techniques

Growing Trees - Review of tree growing
Sewing Skills: Knitting - Basic knitting stitches
Sewing Skills: Knitting - Identifying knit and purl stitches

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

- Summarize the process of tree growing
- Evaluate the success of tree planting activities
- Value the contribution of trees to environmental conservation

In groups, learners are guided to:
- Review the entire process of tree growing (importance, planting materials, planting, care)
- Evaluate the success of tree planting activities conducted
- Discuss challenges faced and solutions
- Develop strategies for ongoing tree care
- Complete an assessment on tree growing

What have we learned about growing trees to conserve the environment?

- Highland Agriculture and Nutrition Grade 7 pg. 25
- Assessment sheets
- Digital resources
- Reference materials
- Highland Agriculture and Nutrition Grade 7 pg. 64
- Print media
- Highland Agriculture and Nutrition Grade 7 pg. 65
- Pictures showing knitting stitches
- Knitted garments
- Digital camera

- Observation - Oral questions - Written assessment - Self-evaluation

Production Techniques

Sewing Skills: Knitting - Casting on
Sewing Skills: Knitting - Making a knit stitch
Sewing Skills: Knitting - Making a purl stitch

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

- Demonstrate casting on in knitting
- Follow correct casting on procedures
- Work carefully with knitting equipment

In groups, learners are guided to:
- Make a slip knot by tying yarn around one needle
- Create loops on the needle by pulling the other needle through the knot to make an X
- Wrap working yarn around the back of the needle and through the X
- Pull needle back through the stitch and make a loop
- Repeat to make several loops
- Describe and show classmates how to cast on

How do we start the knitting process by casting on?

- Highland Agriculture and Nutrition Grade 7 pg. 65
- Two knitting needles
- Yarn
- Scissors
- Highland Agriculture and Nutrition Grade 7 pg. 66
- Cast on stitches made previously
- Knitting needles
- Highland Agriculture and Nutrition Grade 7 pg. 67
- Knit stitches made previously

- Observation - Practical assessment - Group work evaluation

Production Techniques

Sewing Skills: Knitting - Continuing knitting rows
Sewing Skills: Knitting - Understanding patterns
Sewing Skills: Knitting - Identifying household knitted articles

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

- Demonstrate continuing knitting rows
- Alternate between knit and purl stitches
- Show persistence in knitting

In groups, learners are guided to:
- Continue knitting by transferring stitches between needles
- Create alternating rows of knit and purl stitches
- Maintain consistent tension in stitches
- Demonstrate how to rotate work and start a new row
- Show progress to classmates

How do we continue knitting by creating multiple rows?

- Highland Agriculture and Nutrition Grade 7 pg. 68
- Knitting in progress from previous lessons
- Knitting needles
- Yarn
- Sample knitting patterns
- Reference materials
- Highland Agriculture and Nutrition Grade 7 pg. 69
- Pictures showing knitted articles
- Actual knitted household items
- Digital resources

- Observation - Practical assessment - Group work evaluation

Production Techniques

Sewing Skills: Knitting - Making a household article
Sewing Skills: Knitting - Finishing a knitted article

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

- Demonstrate making a household article using knitting
- Apply knit and purl stitches in making an article
- Value creating useful items

In groups, learners are guided to:
- Cast on to make loops the length of the article to be knitted
- Make a knit stitch on the cast-on loops
- Make a purl stitch at the end of the knit stitch
- Knit the article to the end by alternating knit and purl stitches

How do we make a useful household article using knitting?

- Highland Agriculture and Nutrition Grade 7 pg. 69
- Two knitting needles
- Yarn
- Scissors
- Highland Agriculture and Nutrition Grade 7 pg. 70
- Knitted article in progress
- Knitting needles

- Observation - Practical assessment - Product evaluation

Production Techniques

Constructing Framed Suspended Garden - Description of framed suspended gardens

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

- Explain what a framed suspended garden is
- Identify benefits of framed suspended gardens
- Appreciate space-saving gardening techniques

In groups, learners are guided to:
- Discuss the meaning of a framed suspended garden
- Explain the importance of framed suspended gardens for saving space
- Study pictures showing different types of framed suspended gardens
- Share ideas with classmates

How are framed suspended gardens constructed?

- Highland Agriculture and Nutrition Grade 7 pg. 72
- Pictures of framed suspended gardens
- Digital resources
- Reference materials

- Observation - Oral questions - Written assignments

Production Techniques

Constructing Framed Suspended Garden - Types of framed suspended gardens
Constructing Framed Suspended Garden - Planning a framed suspended garden

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

- Identify different types of framed suspended gardens
- Describe the construction of different garden types
- Show interest in innovative gardening

In groups, learners are guided to:
- Study pictures showing different types of framed suspended gardens
- Describe how the gardens in the pictures are constructed
- Discuss materials used to construct the framed suspended gardens
- Share ideas with classmates

What materials are used to construct framed suspended gardens?

- Highland Agriculture and Nutrition Grade 7 pg. 73
- Pictures of framed suspended gardens
- Digital resources
- Reference materials
- Drawing materials
- Chart paper
- Sample materials

- Observation - Oral questions - Picture identification

Production Techniques

Constructing Framed Suspended Garden - Constructing the frame

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

- Demonstrate constructing a frame for suspended garden
- Use tools safely and correctly
- Show resourcefulness in using available materials

In groups, learners are guided to:
- Get locally available materials for making a framed suspended garden
- Identify a site for constructing the garden
- Make a framework using poles, nails, and hammer or metal bars
- Ensure the frame is strong and stable
- Observe safety precautions throughout

How do we construct a strong frame for a suspended garden?

- Highland Agriculture and Nutrition Grade 7 pg. 74
- Locally available materials (wires, wooden planks, metal bars, poles)
- Tools (hammer, nails)
- Protective equipment

- Observation - Practical assessment - Group work evaluation

Production Techniques

Constructing Framed Suspended Garden - Fixing containers
Constructing Framed Suspended Garden - Preparing growing medium

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

- Demonstrate fixing containers on the frame
- Apply appropriate techniques for container attachment
- Work safely with tools and materials

In groups, learners are guided to:
- Prepare containers for mounting (clean, make drainage holes if needed)
- Fix containers on the framework securely
- Ensure containers are evenly spaced and balanced
- Verify that the structure is stable
- Observe safety precautions throughout

How do we fix containers securely on the frame?

- Highland Agriculture and Nutrition Grade 7 pg. 74
- Containers (plastic bottles, jerrycans, troughs)
- Wires, strings, or ropes
- Tools (scissors, knife, pliers)
- Protective equipment
- Highland Agriculture and Nutrition Grade 7 pg. 75
- Soil
- Manure/compost
- Mixing containers

- Observation - Practical assessment - Group work evaluation

Production Techniques

Constructing Framed Suspended Garden - Planting in suspended garden

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

- Plant crops in the suspended garden
- Select appropriate crops for suspended gardens
- Demonstrate care for planted crops

In groups, learners are guided to:
- Put the soil-manure mixture in the containers on the framework
- Select appropriate planting materials for suspended gardens
- Plant the materials in the containers
- Water the planted crops
- Discuss maintenance requirements

How do we establish crops in a framed suspended garden?

- Highland Agriculture and Nutrition Grade 7 pg. 75
- Growing medium (soil-manure mixture)
- Planting materials
- Water
- Watering can

- Observation - Practical assessment - Group work evaluation

Production Techniques

Constructing Framed Suspended Garden - Maintenance of suspended garden
Constructing Framed Suspended Garden - Benefits of suspended gardens

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

- Explain how to maintain a suspended garden
- Demonstrate maintenance activities
- Show commitment to garden care

In groups, learners are guided to:
- Discuss maintenance requirements (watering, feeding, pruning)
- Demonstrate proper watering techniques for suspended gardens
- Explain monitoring for pests and diseases
- Create a maintenance schedule for the garden
- Share maintenance plans with classmates

How do we maintain a framed suspended garden?

- Highland Agriculture and Nutrition Grade 7 pg. 76
- Constructed suspended garden
- Water
- Watering can
- Chart paper
- Markers
- Digital resources
- Reference materials

- Observation - Oral questions - Maintenance plan assessment

Production Techniques

Constructing Framed Suspended Garden - Review of suspended gardens

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

- Summarize the process of constructing framed suspended gardens
- Evaluate the success of the garden construction
- Show pride in innovative gardening

In groups, learners are guided to:
- Review the entire process of constructing framed suspended gardens
- Discuss challenges faced and solutions found
- Evaluate the success of the garden construction
- Complete an assessment on suspended gardens
- Share assessments with classmates

What have we learned about constructing framed suspended gardens?

- Highland Agriculture and Nutrition Grade 7 pg. 76
- Assessment sheets
- Digital resources
- Reference materials
- Constructed suspended garden

- Observation - Oral questions - Written assessment - Self-evaluation

Production Techniques

Adding Value to Crop Produce - Ways of adding value

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

- Explain the meaning of adding value to crop produce
- Identify ways of adding value to crop produce
- Appreciate the importance of value addition

In groups, learners are guided to:
- Discuss the meaning of adding value to crop produce
- Study pictures showing crop produce
- Discuss methods of adding value to the crop produce shown
- Discuss value-addition methods for local crops
- Share ideas with classmates

Why do we add value to crop produce?

- Highland Agriculture and Nutrition Grade 7 pg. 77
- Pictures of crop produce
- Digital resources
- Reference materials

- Observation - Oral questions - Written assignments

Production Techniques

Adding Value to Crop Produce - Value-added products
Adding Value to Crop Produce - Field visit

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

- Identify value-added crop products
- Explain how raw crops are transformed into value-added products
- Value innovation in food processing

In groups, learners are guided to:
- Study pictures showing value-added products
- Identify the products shown in the pictures
- Discuss the process of transforming raw crops into these products
- Share ideas with classmates

How can we transform raw crop produce into value-added products?

- Highland Agriculture and Nutrition Grade 7 pg. 78
- Pictures of value-added products
- Actual value-added products if available
- Digital resources
- Highland Agriculture and Nutrition Grade 7 pg. 79
- Exercise book and pen
- Protective equipment
- Digital camera

- Observation - Oral questions - Picture identification

Production Techniques

Adding Value to Crop Produce - Value addition through drying

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

- Demonstrate value addition through drying method
- Follow correct drying procedures
- Work safely with food processing equipment

In groups, learners are guided to:
- Wash and rinse crops like cassava with clean water
- Peel if necessary and slice into thin pieces
- Put the sliced pieces in the sun to dry
- Keep turning the slices to dry evenly
- Collect when completely dried
- Pack in appropriate materials and store in a cool dry place

How can we add value to crop produce through drying?

- Highland Agriculture and Nutrition Grade 7 pg. 79
- Raw crop produce (cassava, sweet potato)
- Knife
- Drying rack or tray
- Clean water
- Basins
- Packaging materials
- Protective equipment

- Observation - Practical assessment - Group work evaluation

Production Techniques

Adding Value to Crop Produce - Value addition by frying
Adding Value to Crop Produce - Value addition of groundnuts

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

- Demonstrate value addition by frying method
- Follow correct frying procedures
- Maintain safety when cooking

In groups, learners are guided to:
- Wash and rinse potatoes in clean water
- Peel if necessary and slice into thin round pieces
- Put cooking oil in pan over heat source for deep frying
- Put potato slices in hot oil and add salt to taste
- Keep turning to cook evenly until crispy
- Remove from heat and cool down
- Pack in packaging materials and store

How can we add value to crop produce through frying?

- Highland Agriculture and Nutrition Grade 7 pg. 80
- Raw potatoes
- Knife
- Source of heat
- Wide pan or sufuria
- Cooking oil
- Salt
- Clean water
- Basins
- Packaging materials
- Protective equipment
- Highland Agriculture and Nutrition Grade 7 pg. 81
- Raw groundnuts
- Sufuria
- Pestle and mortar

- Observation - Practical assessment - Group work evaluation

Production Techniques

Adding Value to Crop Produce - Marketing value-added products

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

- Explain how to market value-added products
- Identify marketing strategies for value-added products
- Appreciate the economic benefits of value addition

In groups, learners are guided to:
- Discuss different marketing strategies for value-added products
- Create attractive packaging for value-added products
- Calculate potential profit margins for value-added products
- Create a marketing plan for a value-added product
- Share marketing plans with classmates

How can we market value-added crop products?

- Highland Agriculture and Nutrition Grade 7 pg. 82
- Value-added products
- Packaging materials
- Chart paper
- Markers
- Calculator

- Observation - Oral questions - Marketing plan assessment

Production Techniques

Adding Value to Crop Produce - Review of value addition
Making Homemade Soap - Forms of soap

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

- Summarize methods of adding value to crop produce
- Explain the importance of value addition
- Show commitment to value addition

In groups, learners are guided to:
- Review all methods of adding value to crop produce
- Discuss the importance of value addition for economic benefits and storage
- Complete an assessment on value addition to crop produce
- Share assessments with classmates

Why is value addition important for crop produce?

- Highland Agriculture and Nutrition Grade 7 pg. 83
- Assessment sheets
- Digital resources
- Reference materials
- Value-added products
- Highland Agriculture and Nutrition Grade 7 pg. 84
- Pictures of different forms of soap
- Samples of soap if available

- Observation - Oral questions - Written assessment

Production Techniques

Making Homemade Soap - Uses of household soaps

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

- Identify uses of different forms of soap
- Match soap forms with appropriate uses
- Value cleanliness and hygiene

In groups, learners are guided to:
- Study pictures showing uses of homemade soaps
- Discuss the uses shown in the pictures
- Identify the form of soap used in each picture
- Discuss how different forms of soap are used at home
- Share ideas with classmates

What are the uses of different forms of soap?

- Highland Agriculture and Nutrition Grade 7 pg. 85
- Pictures showing soap uses
- Samples of different soap forms
- Digital resources

- Observation - Oral questions - Picture identification

Production Techniques

Making Homemade Soap - Natural ingredients for soap
Making Homemade Soap - Field visit

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

- Identify natural ingredients for making soap
- Explain the purpose of each ingredient
- Show interest in natural products

In groups, learners are guided to:
- Discuss natural ingredients for making soap (ashes, water, animal fats, plant oils, salt)
- Study pictures showing ingredients for making homemade soap
- Identify the ingredients shown in the pictures
- Discuss how to obtain each ingredient locally
- Share ideas with classmates

What natural ingredients can be used for making homemade soap?

- Highland Agriculture and Nutrition Grade 7 pg. 86
- Pictures of soap ingredients
- Samples of ingredients if available
- Digital resources
- Exercise book and pen
- Protective equipment
- Digital camera

- Observation - Oral questions - Picture identification

Production Techniques

Making Homemade Soap - Making liquid soap

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

- Demonstrate making of liquid soap
- Follow correct soap-making procedures
- Work safely with soap ingredients

In groups, learners are guided to:
- Boil water and add grated bar soap until it dissolves
- Add salt and stir until it thickens to the desired consistency
- Allow to cool before adding coloring or fragrance if desired
- Let the soap settle for a few days to develop final consistency
- Work in a well-ventilated area to avoid inhaling fumes

How do we make homemade liquid soap?

- Highland Agriculture and Nutrition Grade 7 pg. 87
- Wood ash
- Table salt
- Animal fat
- Distilled water
- Buckets
- Source of heat
- Utensils for mixing
- Storage containers
- Protective equipment

- Observation - Practical assessment - Group work evaluation

Production Techniques

Making Homemade Soap - Making bar and powder soap
Making Homemade Soap - Making paste soap
Making Homemade Soap - Review of homemade soap making

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

- Demonstrate making of bar and powder soap
- Follow correct soap-making procedures
- Maintain safety throughout the process

In groups, learners are guided to:
- Mix wood ash with distilled water and filter to make lye
- Heat animal fat until melted and strain to remove impurities
- Add lye water to melted fat and stir constantly
- Heat mixture and stir until it thickens
- Pour into molds lined with parchment paper
- Allow to rest, harden, and cure for several weeks
- Grind some pieces into powder for powder soap

How do we make homemade bar and powder soap?

- Highland Agriculture and Nutrition Grade 7 pg. 88
- Wood ash
- Table salt
- Animal fat
- Distilled water
- Buckets
- Source of heat
- Utensils for mixing
- Molds
- Grater
- Storage containers
- Protective equipment
- Highland Agriculture and Nutrition Grade 7 pg. 90
- Bucket
- Highland Agriculture and Nutrition Grade 7 pg. 92
- Assessment sheets
- Digital resources
- Reference materials
- Homemade soap samples

- Observation - Practical assessment - Group work evaluation