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

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

- Observation - Activity journal

Hygiene Practices

Laundry: Loose-Coloured Items - Drying, finishing and reasons for special care
Laundry: Loose-Coloured Items - Full laundry process: sorting to finishing

By the end of the lesson, the learner should be able to:
- Describe the correct drying and finishing steps for loose-coloured articles
- Explain three reasons why special care is taken when laundering loose-coloured items
- Show responsibility in caring for loose-coloured garments to prolong their life and colour

In groups, learners are guided to:
- Discuss how loose-coloured articles should be dried and finished (ironing if required)
- Explain why loose-coloured items must not be washed with white or fast-coloured items
- Discuss the three special care reasons: prevent colour running, prevent colour transfer, prevent colour fading

Why must loose-coloured articles never be washed together with white or fast-coloured items?

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

- Oral questions - Written assignments

Hygiene Practices

Laundry: Loose-Coloured Items - Review

By the end of the lesson, the learner should be able to:
- Summarise the full laundering procedure for loose-coloured articles
- Describe the role of each material used and explain the reasons for special care
- Show confidence in guiding others through the correct laundry process for loose-coloured items

In groups, learners are guided to:
- Review the complete laundering procedure and discuss the purpose of each step
- Role-play guiding a cousin through the laundering procedure for a loose-coloured pair of jeans
- Discuss the Amani scenario: consequences of soaking loose-coloured clothes with white clothes

What would you tell someone who is about to launder a loose-coloured article for the first time?

- MTP Agriculture Grade 7 pg. 71
- Exercise books
- Reference books

- Written assignments - Oral questions

Hygiene Practices
Production Techniques
Production Techniques

Laundry: Loose-Coloured Items - Assessment
Knitting Skills - Introduction to knitting and basic stitches
Knitting Skills - Materials and tools for knitting

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
- MTP Agriculture Grade 7 pg. 77
- Digital devices and Internet access
- Charts or pictures showing knit and purl stitches
- MTP Agriculture Grade 7 pg. 78
- Knitting needles, yarn, scissors and darning needle
- Dry sticks, sandpaper and a knife for improvisation

- Written tests - Oral questions

Production Techniques

Knitting Skills - Practical: Improvising knitting needles
Knitting Skills - Holding needles and yarn
Knitting Skills - Practical: Casting on

By the end of the lesson, the learner should be able to:
- Follow correct steps to improvise knitting needles from dry sticks
- Apply safety guidelines when using a knife to sharpen sticks
- Demonstrate creativity and initiative in improvising tools for knitting

In groups, learners are guided to:
- Cut two dry sticks to equal sizes of 25 cm
- Use a knife to sharpen one end of each stick carefully then smooth with sandpaper
- Inspect the improvised needles to ensure they are not too sharp and are safe to use

How do we improvise safe knitting needles using locally available materials?

- MTP Agriculture Grade 7 pg. 79
- Dry sticks, ruler, knife and sandpaper
- Safety guidelines for using sharp tools
- MTP Agriculture Grade 7 pg. 80
- Knitting needles and yarn
- Reference materials showing correct hand position
- Knitting needles, yarn and scissors
- Reference charts showing casting on steps

- Observation - Activity journal

Production Techniques

Knitting Skills - Practical: Making a scarf using knit stitches
Knitting Skills - Practical: Casting off and finishing

By the end of the lesson, the learner should be able to:
- Complete rows of knit stitches to make a scarf
- Transfer stitches correctly from the left needle to the right needle one row at a time
- Show perseverance in completing a multi-row knitting project

In groups, learners are guided to:
- Cast on the desired number of stitches then work knit stitch rows from front to back
- Transfer all stitches from the left needle to the right needle to complete each row
- Repeat until the scarf reaches the desired length, maintaining even tension throughout

How do we use knit stitches to make a household article such as a scarf?

- MTP Agriculture Grade 7 pg. 80
- Knitting needles, yarn and scissors
- Darning needle for finishing
- MTP Agriculture Grade 7 pg. 83
- Knitting needles, yarn, scissors and darning needle
- Completed scarf in progress

- Observation - Activity journal

Production Techniques

Knitting Skills - Practical: Making a table wiper using purl stitches
Knitting Skills - Review and display of knitted articles

By the end of the lesson, the learner should be able to:
- Follow the correct steps to make purl stitches
- Complete a simple household article (table wiper) using purl stitches
- Demonstrate creativity in embracing knitting skills for household use

In groups, learners are guided to:
- Cast on approximately 20 stitches then insert the right needle on the right side of the first stitch with it on top of the left needle
- Wrap the yarn around the right needle, pull through to create a new purl stitch and transfer it to the right needle
- Repeat across all stitches to complete purl stitch rows until the table wiper reaches the desired size

How do purl stitches differ from knit stitches in technique and appearance?

- MTP Agriculture Grade 7 pg. 86
- Knitting needles, yarn, scissors and darning needle
- Reference charts showing purl stitch technique
- Completed knitted articles
- Activity journals and portfolios

- Observation - Activity journal

Production Techniques

Knitting Skills - Assessment
Constructing Framed Suspended Garden - Introduction to framed suspended gardens

By the end of the lesson, the learner should be able to:
- Answer questions on knitting correctly including definitions, stitches, materials and safety
- Describe how to improvise knitting needles using locally available materials
- Demonstrate confidence in applying knowledge of knitting to real-life scenarios

In groups, learners are guided to:
- Attempt written assessment questions on knitting definition, stitches and improvisation of tools
- Review answers collaboratively and discuss correct procedures
- Reflect on what was most challenging and how those challenges were overcome during the knitting project

What are the key skills and knowledge needed to knit a household article successfully?

- MTP Agriculture Grade 7 pg. 88
- Written question sheets
- Exercise books
- MTP Agriculture Grade 7 pg. 89
- Digital devices and Internet access
- Pictures and charts showing framed suspended gardens

- Written tests - Oral questions

Production Techniques

Constructing Framed Suspended Garden - Structure notes and crop selection

By the end of the lesson, the learner should be able to:
- Describe the structure of a framed suspended garden including frames, containers and crops
- Explain why crops with short root systems are preferred for suspended gardens
- Appreciate the importance of proper drainage and irrigation in framed suspended gardens

In groups, learners are guided to:
- Discuss how frames made of wood or metal support containers such as buckets, tyres, plastic pipes and bamboo stems
- Explain why crops with shallow root systems grow well in the limited soil depth of containers
- Discuss the need for drip irrigation and good drainage to maintain healthy crops

What types of crops and containers are most suitable for framed suspended gardens?

- MTP Agriculture Grade 7 pg. 89
- Pictures of framed suspended garden structures
- Digital devices and reference books

- Oral questions - Written assignments

Production Techniques

Constructing Framed Suspended Garden - Field excursion and project planning
Constructing Framed Suspended Garden - Designing the framed suspended garden

By the end of the lesson, the learner should be able to:
- Identify a suitable site in the school compound for the framed suspended garden
- Develop a project plan including location, crops, materials and roles
- Demonstrate critical thinking and collaboration during the project planning process

In groups, learners are guided to:
- Conduct an excursion in the school compound to identify the best site for the suspended garden
- Complete the project planning table as a class: agree on location, crops, materials, containers and roles
- Discuss how siting the garden in a visible area can influence the school community to adopt the practice

How do we plan a framed suspended garden project effectively as a class?

- MTP Agriculture Grade 7 pg. 90
- School compound
- Notebooks, manila paper and markers for planning
- MTP Agriculture Grade 7 pg. 91
- Drawing materials, manila paper and markers
- Project portfolio

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Practical: Constructing the frame

By the end of the lesson, the learner should be able to:
- Collect locally available materials and tools needed to construct the framed structure
- Construct the framed structure on the selected site following the agreed design
- Demonstrate teamwork and responsible use of tools during the construction project

In groups, learners are guided to:
- Divide into groups, share tasks and collect locally available materials for construction
- Construct the framed structure on the identified site, attaching it to a wall if needed for stability
- Take photos during construction and record progress in a project journal or portfolio

What locally available materials can be used to construct a sturdy framed garden structure?

- MTP Agriculture Grade 7 pg. 91
- Wood or metal bars, wire, poles, nails, hammer and locally available construction materials
- Project portfolio and activity journals

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Practical: Crop establishment

By the end of the lesson, the learner should be able to:
- Fill containers with topsoil mixed with organic manure and establish selected crops
- Arrange containers on the framed structure in a way that maximises growth and visual appeal
- Embrace framed suspended gardens as an innovative solution for growing food in limited spaces

In groups, learners are guided to:
- Fill containers with topsoil mixed with manure, plant selected seeds or seedlings and hang containers on the frame
- Label containers with group or individual names and arrange crops to enhance visual appeal
- Discuss how staggering crops and mixing textures and colours can make the garden more attractive

How do we establish crops in a framed suspended garden to maximise both yield and visual appeal?

- MTP Agriculture Grade 7 pg. 92
- Containers, topsoil, organic manure and planting materials
- Labels and activity journals

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Managing crops in the suspended garden
Constructing Framed Suspended Garden - Review and assessment

By the end of the lesson, the learner should be able to:
- Carry out management practices on crops established in the framed suspended garden
- Create a duty roster to assign responsibilities among group members
- Demonstrate responsibility and teamwork in maintaining the class garden project

In groups, learners are guided to:
- Draw up a duty roster showing who will water, thin, gap, mulch and monitor the crops
- Water crops in the early morning or late evening and apply mulch to reduce evaporation
- Inspect containers and frame structure for damage or weaknesses and carry out any necessary repairs

How do we manage crops in a framed suspended garden to ensure healthy growth?

- MTP Agriculture Grade 7 pg. 92
- Watering can, mulch materials and garden tools
- Activity journals and duty roster
- MTP Agriculture Grade 7 pg. 93
- Written question sheets
- Exercise books and activity journals

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Monitoring the garden

By the end of the lesson, the learner should be able to:
- Monitor the growth and health of crops in the framed suspended garden
- Carry out pest and disease checks and apply appropriate control measures
- Appreciate the cumulative value of consistent management in sustaining the garden

In groups, learners are guided to:
- Inspect crops for signs of pest or disease attack and remove affected plant parts
- Harvest leafy vegetables or fruits where ready and record harvesting details in the journal
- Discuss how the garden has progressed since establishment and plan any improvements needed

What have we learnt about caring for crops in a framed suspended garden over time?

- MTP Agriculture Grade 7 pg. 92
- Garden tools, activity journals
- School framed suspended garden

- Observation - Activity journal

Production Techniques

Adding Value to Crop Produce - Introduction and value addition concept
Adding Value to Crop Produce - Examples of value addition

By the end of the lesson, the learner should be able to:
- Explain the challenges farmers face when marketing raw crop produce
- Define value addition and describe how it transforms crop produce from one state to another
- Show interest in applying value addition techniques to improve crop marketability

In groups, learners are guided to:
- Read the introduction and discuss the four challenges: bulkiness, low prices, consumer preferences and high perishability
- Define value addition as changing crop produce from its original state to a more marketable state
- Discuss examples of value addition: wheat grain to flour, simsim seeds to simsim balls

What challenges do farmers face when selling raw crop produce and how does value addition help?

- MTP Agriculture Grade 7 pg. 95
- Digital devices and Internet access
- Pictures of raw and processed crop produce
- MTP Agriculture Grade 7 pg. 96
- Digital devices and reference books
- Pictures of processed simsim, groundnuts and vegetables

- Oral questions - Observation

Production Techniques

Adding Value to Crop Produce - Research: value addition methods

By the end of the lesson, the learner should be able to:
- Research how value addition is done on a selected crop produce using digital resources
- Present findings to the class using a manila paper, flip chart or exercise book
- Demonstrate digital literacy skills in searching for relevant agricultural information

In groups, learners are guided to:
- In groups, select one crop from: sweet potatoes, potatoes, cassava, groundnuts, simsim or pumpkin
- Search the Internet using key terms such as "how to add value to sweet potatoes"
- Write a brief description of the value addition process and present findings to the class

How do we use digital resources to find out how to add value to different crops?

- MTP Agriculture Grade 7 pg. 96
- Digital devices and Internet access
- Manila paper, markers and flip charts

- Oral questions - Observation

Production Techniques

Adding Value to Crop Produce - Practical: Making potato crisps
Adding Value to Crop Produce - Practical: Processing other crops

By the end of the lesson, the learner should be able to:
- Follow the correct steps to make potato crisps from raw potatoes
- Observe safety and hygiene when peeling, cutting and frying the potatoes
- Appreciate that processed potato crisps have higher market value than raw potatoes

In groups, learners are guided to:
- Collect and peel potatoes, wash, chop into thin slices and fry in a pan under adult guidance
- Remove crisps when crunchy and just turning light brown, cool on a clean plate and pack in clean bags
- Discuss how the same process can be applied to cassava and sweet potatoes

How do we add value to potatoes by turning them into crisps for consumption, storage or sale?

- MTP Agriculture Grade 7 pg. 97
- Potatoes, knife, frying pan, cooking oil and clean bags
- Source of heat, clean plates and adult supervision
- MTP Agriculture Grade 7 pg. 98
- Selected crop produce, processing tools and safety equipment
- Clean packaging materials

- Observation - Activity journal

Production Techniques

Adding Value to Crop Produce - Importance and assessment

By the end of the lesson, the learner should be able to:
- Describe three ways in which value addition benefits farmers and consumers
- Compare the monetary value and shelf life of raw produce versus processed produce
- Demonstrate confidence in evaluating true/false statements on value addition

In groups, learners are guided to:
- Discuss the three importance points: reduces spoilage, increases market value and increases consumer acceptability
- Evaluate true/false statements comparing raw and processed crop produce in terms of price and shelf life
- Complete the assessment table describing how value addition can be done on a range of crops

Why is value addition important for food security, income and consumer acceptability?

- MTP Agriculture Grade 7 pg. 99
- Written question sheets
- Exercise books

- Written tests - Oral questions

Production Techniques

Adding Value to Crop Produce - Extended practice

By the end of the lesson, the learner should be able to:
- Complete the value addition table for a range of crops (sweet potatoes, cassava, simsim, vegetables, groundnuts, pumpkin)
- Share home activity experiences of processing a crop produce at home
- Embrace value addition as a practical life skill for reducing food waste and increasing income

In groups, learners are guided to:
- Complete the assessment table describing methods of value addition for each listed crop
- Share experiences from home activities where a raw crop was processed with parental support
- Discuss how value addition techniques learnt in school can be applied regularly at home

How can we make value addition a regular practice to reduce food waste and earn income?

- MTP Agriculture Grade 7 pg. 100
- Activity journals
- Exercise books

- Written assignments - Oral questions

Production Techniques

Adding Value to Crop Produce - Review
Making Homemade Soap - Introduction to homemade soap

By the end of the lesson, the learner should be able to:
- Summarise value addition methods for all crops covered in the sub-strand
- Explain the importance of value addition using specific examples from practicals done
- Show confidence in guiding others through a value addition process

In groups, learners are guided to:
- Review all crops and their value addition methods discussed and practised
- Discuss which value addition method was most interesting and explain its benefits
- Answer oral questions and participate in a class discussion reviewing key concepts

What are the most important things we have learnt about adding value to crop produce?

- MTP Agriculture Grade 7 pg. 100
- Exercise books
- Reference books
- MTP Agriculture Grade 7 pg. 101
- Samples of different soap forms (liquid, bar, paste, powder)
- Reference books and digital resources

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Ingredients for homemade soap

By the end of the lesson, the learner should be able to:
- Identify the basic ingredients used to make homemade soap
- Explain the role of each ingredient including ashes, oil, salt and water
- Appreciate the saponification process that produces soap from ash lye and oils

In groups, learners are guided to:
- Role-play or read the Miss Hamisa conversation and identify the basic soap-making ingredients: ashes, water, salt and animal fats or vegetable oils
- Explain that ash mixed with water creates lye, an alkaline substance that reacts with fat in saponification to produce soap
- Discuss the types of oils and fats used: coconut oil, palm oil, olive oil, sunflower oil, mutton fat and tallow

What ingredients are used to make homemade soap and what is the role of each ingredient?

- MTP Agriculture Grade 7 pg. 104
- Digital devices and reference books
- Ash sample, oil, salt and water for demonstration

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Practical: Preparing lye
Making Homemade Soap - Practical: Completing and moulding soap

By the end of the lesson, the learner should be able to:
- Follow the correct steps to prepare lye from wood ashes and water
- Test the concentration of lye using an egg to confirm readiness
- Demonstrate safety by wearing protective gear and working in a well-ventilated area

In groups, learners are guided to:
- Sieve fine ashes into a clean container, add three cups of water, stir and allow to sit for 48 hours
- Strain the liquid through a cotton cloth to obtain lye, which should be pale yellow (apple juice colour)
- Test concentration: if an egg floats in the lye, it is ready for soap making

How do we prepare lye from ashes and how do we test whether it is ready for soap making?

- MTP Agriculture Grade 7 pg. 104
- Fine ashes (bean pods or maize stalk ashes), water, sieve, cotton cloth and clean container
- Protective gloves, goggles and face mask
- Lye solution, coconut or vegetable oil, salt, sufuria, clean stick and mould
- Protective gloves, goggles and source of heat

- Observation - Activity journal

Production Techniques

Making Homemade Soap - Improving soap with natural ingredients

By the end of the lesson, the learner should be able to:
- Identify natural ingredients that can be added to improve homemade soap
- Describe the benefits of adding aloe vera, honey, turmeric and orange rind to soap
- Show creativity and imagination in personalising homemade soap using local ingredients

In groups, learners are guided to:
- Study the Lisa scenario and read the table of soap additives and their benefits
- Discuss benefits of aloe vera (moisturising), honey (lathering, gentle on skin), turmeric (disinfectant, colour) and orange rind (scent, vitamin C)
- Suggest other local natural ingredients that can be added to improve colour, scent, texture and lathering

How can natural ingredients be used to improve the quality and properties of homemade soap?

- MTP Agriculture Grade 7 pg. 106
- Samples of aloe vera, honey, turmeric and orange rind
- Digital devices and reference books

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Improving soap: colour, scent, texture, lathering

By the end of the lesson, the learner should be able to:
- Describe four ways of improving homemade soap using natural ingredients
- Give examples of local ingredients that improve colour, scent, texture and lathering
- Appreciate that homemade soap can be personalised to meet individual skin needs

In groups, learners are guided to:
- Discuss using turmeric or beetroot powder to add colour to homemade soap
- Explain how dried lavender, rose petals, citrus rinds or herbs improve scent
- Discuss using crushed charcoal or ground coffee as gentle exfoliants and honey to increase lathering

Why should we use natural ingredients rather than artificial chemicals to improve homemade soap?

- MTP Agriculture Grade 7 pg. 107
- Natural ingredients: turmeric, citrus rinds, dried flowers, honey
- Reference books and digital resources

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Review
Making Homemade Soap - Assessment

By the end of the lesson, the learner should be able to:
- Summarise the steps for making homemade soap from lye preparation to cutting
- Describe the safety precautions to observe throughout the soap-making process
- Show commitment to making homemade soap at home as a cost-saving and eco-friendly practice

In groups, learners are guided to:
- Review all steps for making homemade soap and discuss safety precautions at each step
- Discuss the take home activity: making soap with parents or guardians and benefits of doing so
- Complete a class question-and-answer review covering ingredients, procedure and improvement of soap

What are the key safety precautions to observe when making homemade soap at home?

- MTP Agriculture Grade 7 pg. 107
- Exercise books
- Reference books
- Written question sheets
- Exercise books

- Written assignments - Oral questions

Production Techniques

Making Homemade Soap - Extended practice: using homemade soap

By the end of the lesson, the learner should be able to:
- Use the homemade soap produced in previous lessons for cleaning purposes
- Evaluate the quality of the soap made and suggest improvements
- Embrace homemade soap making as a regular household practice that saves money and protects the environment

In groups, learners are guided to:
- Use the produced homemade soap for a cleaning activity such as handwashing or cleaning equipment
- Evaluate the soap: discuss its texture, lathering ability, scent and compare it with commercial soap
- Discuss how making homemade soap reduces plastic waste and avoids harmful chemical exposure

Why is making and using homemade soap a better choice for our health and environment?

- MTP Agriculture Grade 7 pg. 107
- Homemade soap produced by learners
- Activity journals

- Observation - Activity journal