Hygiene Practices

Hygiene in Rearing Animals - Introduction to hygiene practices

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

- Oral questions - Observation

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:
- Describe the hygiene requirements for animal feeders, waterers and housing structures
- Explain why dirty animals attract external parasites such as fleas and mites
- Appreciate the role of routine cleaning in keeping animals comfortable and disease-free

In groups, learners are guided to:
- Discuss the four key hygiene notes: clean feeders, clean water, clean housing, clean animals
- Identify the correct housing structures for dogs (kennel), cats (basket), rabbits (hutch) and poultry (coop)
- Discuss why bedding materials such as sawdust, wood chippings or straw must be kept clean and dry

How do we ensure that animal feeders, waterers and structures are always kept clean?

- MTP Agriculture Grade 7 pg. 65
- 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 - Written assignments

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
Laundry: Loose-Coloured Items - Practical: Laundering a loose-coloured article

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
- Loose-coloured article, mild soap, salt, lemon or white vinegar and basin
- Warm and cold water, pegs and drying line

- Oral questions - Written assignments

Hygiene Practices

Laundry: Loose-Coloured Items - Drying, finishing and reasons for special care

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

- Oral questions - Written assignments

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
Production Techniques

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

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

- Written tests - Oral questions

Production Techniques

Knitting Skills - Materials and tools for knitting
Knitting Skills - Practical: Improvising knitting needles
Knitting Skills - Holding needles and yarn

By the end of the lesson, the learner should be able to:
- Identify the materials and tools used in knitting
- Describe how each tool and material is used during knitting
- Appreciate that materials can be improvised from locally available resources

In groups, learners are guided to:
- Discuss and identify knitting materials: yarn, knitting needles, darning needle and scissors
- Explain how to improvise knitting needles using dry sticks, a knife, ruler and sandpaper
- Discuss how yarn can be improvised by undoing stitches from an old sweater

What materials and tools are needed for knitting and how can they be improvised?

- MTP Agriculture Grade 7 pg. 78
- Knitting needles, yarn, scissors and darning needle
- Dry sticks, sandpaper and a knife for improvisation
- 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

- Oral questions - Written assignments

Production Techniques

Knitting Skills - Practical: Casting on
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:
- Make a slip knot to create the first stitch on the needle
- Cast on the required number of stitches to start a knitting project
- Demonstrate concentration and care when making casting stitches

In groups, learners are guided to:
- Make a slip knot by forming a loop in the yarn and pulling the working yarn through
- Insert the needle into the slip knot and tighten it to create the first stitch
- Wrap yarn around the index finger and use the needle to scoop up loops repeatedly to cast on the required stitches

What is casting on and why is it the foundation of every knitting project?

- MTP Agriculture Grade 7 pg. 80
- Knitting needles, yarn and scissors
- Reference charts showing casting on steps
- 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
Knitting Skills - Assessment

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
- MTP Agriculture Grade 7 pg. 88
- Written question sheets
- Exercise books

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Introduction to framed suspended gardens

By the end of the lesson, the learner should be able to:
- Explain what a framed suspended garden is and why it is used
- Describe how framed suspended gardens address the challenge of limited land
- Show interest in using innovative gardening methods to grow food in small spaces

In groups, learners are guided to:
- Read the introduction and discuss why households with small plots need innovative gardening solutions
- Study pictures of framed suspended gardens and discuss how they are constructed and maintained
- List crops that can be grown in framed suspended gardens such as kales, spinach, carrots and onions

How do framed suspended gardens help people grow food in areas with limited land?

- MTP Agriculture Grade 7 pg. 89
- Digital devices and Internet access
- Pictures and charts showing framed suspended gardens

- Oral questions - Observation

Production Techniques

Constructing Framed Suspended Garden - Structure notes and crop selection
Constructing Framed Suspended Garden - Field excursion and project planning

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
- MTP Agriculture Grade 7 pg. 90
- School compound
- Notebooks, manila paper and markers for planning

- Oral questions - Written assignments

Production Techniques

Constructing Framed Suspended Garden - Designing the framed suspended garden

By the end of the lesson, the learner should be able to:
- Create a sketch design of the framed suspended garden
- Participate in a class gallery walk to select the best design
- Show creativity and imagination when designing an innovative garden structure

In groups, learners are guided to:
- Use information gathered during the planning activity and personal creativity to draw a design
- Present designs during a class gallery walk and discuss the merits of each design
- Agree on the best design as a class, modifying it where necessary before construction begins

How do we use creativity to design a framed suspended garden that is practical and attractive?

- 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
Constructing Framed Suspended Garden - Practical: Crop establishment

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
- 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

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

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Review and assessment
Constructing Framed Suspended Garden - Monitoring the garden

By the end of the lesson, the learner should be able to:
- Describe the steps for planning, designing and constructing a framed suspended garden
- Explain why framed suspended gardens are suitable for households with limited land
- Show confidence in evaluating statements about framed suspended gardens

In groups, learners are guided to:
- Review the project steps: research, planning, design, construction, crop establishment and management
- Discuss how framed suspended gardens can influence the school and home community
- Complete written assessment questions including true/false statements on framed suspended gardens

Why are framed suspended gardens a suitable solution for food production in areas with limited space?

- MTP Agriculture Grade 7 pg. 93
- Written question sheets
- Exercise books and activity journals
- MTP Agriculture Grade 7 pg. 92
- Garden tools, activity journals
- School framed suspended garden

- Written tests - Oral questions

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
Adding Value to Crop Produce - Review

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
- Exercise books
- Reference books

- Written assignments - Oral questions

Production Techniques

Making Homemade Soap - Introduction to homemade soap

By the end of the lesson, the learner should be able to:
- Explain why homemade soap is preferred over commercially made soap
- Identify and describe the different forms of soap used at the household level
- Show interest in making homemade soap using safe and locally available ingredients

In groups, learners are guided to:
- Read the introduction and discuss why commercial soaps may contain harmful chemicals and preservatives
- Observe and describe the four forms of soap: liquid, cake/bar, paste and powder
- Discuss which forms of soap are used for different household purposes such as laundry, bathing and dishwashing

What are the different forms of soap and why is homemade soap better than commercially made soap?

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

- Oral questions - Observation

Production Techniques

Making Homemade Soap - Ingredients for homemade soap
Making Homemade Soap - Practical: Preparing lye

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
- Fine ashes (bean pods or maize stalk ashes), water, sieve, cotton cloth and clean container
- Protective gloves, goggles and face mask

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Practical: Completing and moulding soap
Making Homemade Soap - Improving soap with natural ingredients

By the end of the lesson, the learner should be able to:
- Follow the correct steps to mix lye with oil and boil to produce soap
- Pour the soap mixture into a mould and allow it to harden
- Show care and precision when handling hot liquids and sharp tools during soap making

In groups, learners are guided to:
- Heat oil in a sufuria, slowly pour in the lye solution while stirring constantly
- Add salt and continue stirring until water evaporates and the mixture solidifies, then pour into a mould
- Once hardened, remove from the mould, cut into desired shapes and discuss the uses of the homemade soap

How do we mix lye and oil correctly to produce homemade soap?

- MTP Agriculture Grade 7 pg. 104
- Lye solution, coconut or vegetable oil, salt, sufuria, clean stick and mould
- Protective gloves, goggles and source of heat
- MTP Agriculture Grade 7 pg. 106
- Samples of aloe vera, honey, turmeric and orange rind
- Digital devices and reference books

- Observation - Activity journal

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
Making Homemade Soap - Extended practice: using homemade soap

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
- Homemade soap produced by learners
- Activity journals

- Written assignments - Oral questions