Production Techniques

Knitting Skills - Introduction to knitting and tools
Knitting Skills - Casting on stitches

By the end of the lesson, the learner should be able to:
- Define knitting and identify the tools and materials used
- Distinguish between knitting needles of different sizes and their uses
- Show interest in knitting as a practical life skill and income-generating activity

In groups, learners are guided to:
- Observe and handle knitting needles, yarn and other knitting tools
- Discuss what knitting is and where knitted products are used in daily life
- Identify different types of yarn and match them to appropriate needle sizes

What is knitting and what tools does a learner need to begin knitting?

- Knitting needles
- Yarn
- Reference books
- Notebooks
- Yarn

- Oral questions - Written assignments

Production Techniques

Knitting Skills - The knit stitch
Knitting Skills - The purl stitch

By the end of the lesson, the learner should be able to:
- Describe the steps involved in making the knit stitch
- Practise making knit stitches across a row correctly
- Demonstrate patience and precision when practising the knit stitch

In groups, learners are guided to:
- Observe a demonstration of the knit stitch by the teacher
- Practise inserting the needle, wrapping the yarn and pulling it through to form a knit stitch
- Knit across a full row and check for dropped or extra stitches

How do you make a knit stitch correctly and how can you tell if a stitch has been dropped?

- Knitting needles
- Yarn

- Observation - Practical assessment

Production Techniques

Knitting Skills - Knitting simple patterns (garter and stocking stitch)
Knitting Skills - Increasing and decreasing stitches

By the end of the lesson, the learner should be able to:
- Knit a garter stitch pattern using all knit stitches
- Knit a stocking stitch pattern by alternating knit and purl rows
- Appreciate that combining stitches creates different textures and patterns in knitted fabric

In groups, learners are guided to:
- Practise knitting several rows using only the knit stitch to produce garter stitch fabric
- Alternate knit rows with purl rows to produce stocking stitch fabric
- Compare the texture and appearance of garter stitch and stocking stitch fabric

What is the difference in appearance between garter stitch and stocking stitch fabric?

- Knitting needles
- Yarn
- Completed stitch samples
- Sample knitted pieces

- Observation - Practical assessment

Production Techniques

Knitting Skills - Casting off and finishing
Knitting Skills - Knitting a simple product

By the end of the lesson, the learner should be able to:
- Demonstrate how to cast off stitches correctly to finish a knitted piece
- Weave in loose yarn ends neatly to complete the item
- Show pride and care in producing a neat finished knitted product

In groups, learners are guided to:
- Practise casting off stitches by passing each stitch over the next across the row
- Cut the yarn leaving a tail and weave in the loose ends using a needle
- Inspect the finished piece for dropped stitches or uneven edges and correct where possible

How do you cast off stitches correctly to ensure the finished edge of a knitted piece does not unravel?

- Knitting needles
- Yarn
- Tapestry needle
- Scissors
- Scissors
- Tapestry needle

- Observation - Practical assessment

Production Techniques

Knitting Skills - Knitting as an income-generating activity

By the end of the lesson, the learner should be able to:
- Explain how knitting skills can be used to generate income
- Identify knitted products that have market value in the community
- Show entrepreneurial thinking by linking knitting skills to livelihood opportunities

In groups, learners are guided to:
- Discuss knitted products that can be sold such as dishcloths, scarves, hats and bags
- Estimate the cost of materials and a selling price for a simple knitted item
- Present and display knitted products and discuss marketing strategies with classmates

What knitted products could a learner make and sell to generate income in the community?

- Completed knitted products
- Notebooks
- Reference books

- Oral questions - Written assignments - Portfolio

Production Techniques

Knitting Skills - Summary and assessment
Constructing Framed Suspended Garden - Introduction and meaning of off-season cropping

By the end of the lesson, the learner should be able to:
- Summarise the knitting techniques learnt including casting on, knit stitch, purl stitch and casting off
- Demonstrate competence in producing a simple knitted item
- Reflect on personal learning progress in knitting skills

In groups, learners are guided to:
- Review key knitting techniques through discussion and demonstration
- Complete the learning progress tracker and self-assess achievement
- Complete a written assessment on knitting skills and review outcomes with the teacher

What knitting skills have you learnt and how will you continue practising them at home?

- Knitting needles
- Yarn
- Learning progress tracker
- Assessment paper
- Spark Agriculture Grade 7 pg. 71
- Digital devices
- Internet access
- Notebooks

- Written test - Practical assessment - Self-assessment

Production Techniques

Constructing Framed Suspended Garden - Technologies for off-season cropping
Constructing Framed Suspended Garden - Off-season cropping techniques

By the end of the lesson, the learner should be able to:
- Describe drip irrigation and container gardening as technologies for off-season cropping
- Identify materials needed for drip irrigation using bottles or pipes
- Appreciate that innovative technologies enable crop production in limited space and dry conditions

In groups, learners are guided to:
- Search for and watch videos on drip irrigation and container gardening using digital devices
- Discuss the materials used for drip irrigation bottles versus drip irrigation pipes
- Identify containers suitable for container gardening such as sacks, buckets, tyres and crates

How do drip irrigation and container gardening enable farmers to grow crops during the dry season?

- Spark Agriculture Grade 7 pg. 73
- Digital devices
- Internet access
- Sample containers
- Notebooks
- Spark Agriculture Grade 7 pg. 75
- Notebooks
- Reference books

- Oral questions - Observation

Production Techniques

Constructing Framed Suspended Garden - Identifying crops suitable for suspended gardening
Constructing Framed Suspended Garden - Selecting a site and designing framed structures

By the end of the lesson, the learner should be able to:
- Identify off-season crops suitable for growing in framed suspended gardens
- Explain the factors that make a crop suitable for suspended gardening including short growing period and ability to grow in small spaces
- Show interest in growing vegetables and flowers to enhance food supply and beautify the environment

In groups, learners are guided to:
- Observe photographs of crops grown in suspended gardens such as kales, spinach, strawberries, onions, carrots and flowers
- Discuss factors that make crops suitable for suspended gardening such as short growing period and small space requirements
- Identify crops available in the school or community that can be established in suspended gardens

Which crops are most suitable for growing in framed suspended gardens and why?

- Spark Agriculture Grade 7 pg. 81
- Photographs of suspended gardens
- Digital devices
- Notebooks
- Spark Agriculture Grade 7 pg. 82
- Drawing book or paper
- Pen
- Pencil
- Ruler
- Rubber

- Oral questions - Written assignments

Production Techniques

Constructing Framed Suspended Garden - Constructing framed structure (Method 1)
Constructing Framed Suspended Garden - Constructing framed structure (Method 2)

By the end of the lesson, the learner should be able to:
- Collect and prepare materials needed to construct a framed structure using wooden planks and metal bars
- Construct a framed structure by erecting poles and fixing planks across them
- Demonstrate teamwork and safety when handling construction tools and materials

In groups, learners are guided to:
- Collect wooden planks, metal bars, poles, nails and wires from the school or home
- Erect two poles about 2 to 3 metres apart at the selected site
- Fix wooden planks across the poles using nails or wire to create bars for suspending containers

How do you construct a strong and stable framed structure for suspending garden containers?

- Spark Agriculture Grade 7 pg. 83
- Wooden planks
- Nails
- Hammer
- Wires
- Metal bars
- Panga
- Tape measure
- Gloves
- Gumboots
- Spark Agriculture Grade 7 pg. 84
- Bamboo sticks
- Rope or wire
- Gloves

- Observation - Practical assessment

Production Techniques

Constructing Framed Suspended Garden - Establishing crops in suspended containers

By the end of the lesson, the learner should be able to:
- Fill containers with soil mixed with organic manure and establish off-season crops in them
- Suspend filled containers on the constructed framed structure
- Take responsibility for the successful establishment of crops in the suspended garden

In groups, learners are guided to:
- Dig soil from the garden and mix it thoroughly with organic manure
- Fill containers with the prepared soil and establish the chosen planting materials
- Suspend the containers on the framed structure using wires and water the crops well

What must a learner do to ensure the crops established in suspended containers grow well?

- Spark Agriculture Grade 7 pg. 85
- Containers
- Soil
- Organic manure
- Planting materials
- Watering cans
- Wires

- Observation - Practical assessment

Production Techniques

Constructing Framed Suspended Garden - Managing crops in suspended gardens

By the end of the lesson, the learner should be able to:
- Carry out management practices for crops in suspended gardens including watering, weeding, thinning, pruning and pest control
- Train creeping crops to grow in the right direction on the framed structure
- Show commitment to consistent care of the suspended garden project

In groups, learners are guided to:
- Water established crops regularly and remove weeds and pests from the containers
- Carry out thinning if crops are overcrowded and pruning where required
- Train creeping crops along the framed structure to ensure they grow in the desired direction

Why is it important to carry out management practices regularly for crops in suspended containers?

- Spark Agriculture Grade 7 pg. 85
- Garden tools
- Watering cans
- Pruning tools
- Established suspended garden

- Observation - Practical assessment

Production Techniques

Constructing Framed Suspended Garden - Creating educative messages and review
Adding Value to Crop Produce - Meaning and importance of value addition

By the end of the lesson, the learner should be able to:
- Create educative messages encouraging the community to adopt framed suspended gardens
- Summarise the steps for designing, constructing, establishing and managing a framed suspended garden
- Reflect on personal learning and teamwork throughout the project

In groups, learners are guided to:
- Discuss Ali's message as a model and create group educative messages on the benefits of framed suspended gardens
- Write messages on manila papers and post them on noticeboards or display during community events
- Complete the learning progress tracker and review key learning points from the sub-strand

How can educative messages persuade community members to adopt framed suspended gardens for food security?

- Spark Agriculture Grade 7 pg. 86
- Manila papers
- Marker pens
- Learning progress tracker
- Notebooks
- Spark Agriculture Grade 7 pg. 89
- Digital devices
- Internet access
- Notebooks
- Reference books

- Oral presentation - Portfolio - Self-assessment

Production Techniques

Adding Value to Crop Produce - Drying and drying and milling
Adding Value to Crop Produce - Roasting and packaging

By the end of the lesson, the learner should be able to:
- Describe drying as a value addition method that reduces moisture and prevents spoilage
- Describe the drying and milling process for crops such as sweet potatoes and cassava
- Show interest in applying value addition techniques to increase the shelf life of crop produce

In groups, learners are guided to:
- Discuss how drying is used for crops like groundnuts, tomatoes and dates to remove moisture and extend shelf life
- Demonstrate how sweet potatoes or cassava are washed, sliced, sun-dried and milled into flour
- Discuss how dried and milled produce can be packed and sold or stored for home use

How does drying reduce spoilage and increase the shelf life of crop produce?

- Spark Agriculture Grade 7 pg. 90
- Crop produce (tomatoes, sweet potatoes or cassava)
- Knife
- Basin
- Drying tray
- Reference books
- Pumpkin seeds or groundnuts
- Roasting pan
- Firewood or gas cooker
- Packaging containers
- Marker pens (for labels)

- Observation - Oral questions

Production Techniques

Adding Value to Crop Produce - Juice extraction as value addition
Adding Value to Crop Produce - Practical value addition (drying tomatoes)

By the end of the lesson, the learner should be able to:
- Describe juice extraction as a value addition method for fruits and vegetables
- Practise extracting juice from mangoes or sugarcane
- Demonstrate hygiene and food safety during juice extraction and storage

In groups, learners are guided to:
- Discuss how mango juice and kale juice are extracted through pressing or blending
- Demonstrate extraction of sugarcane squash by blending sugarcane with ginger, straining and adding lemon juice
- Discuss how to store extracted juice hygienically and how to market it

How does extracting juice from fruits and vegetables add value and create a marketable product?

- Spark Agriculture Grade 7 pg. 91
- Fresh sugarcane or mangoes
- Blender
- Muslin cloth
- Knife
- Clean jug
- Lemon
- Ginger
- Ripe tomatoes
- Water
- Basin
- Drying tray
- Clean containers

- Observation - Practical assessment

Production Techniques

Adding Value to Crop Produce - Comparing raw and processed crop produce
Adding Value to Crop Produce - Value addition and entrepreneurship

By the end of the lesson, the learner should be able to:
- Compare the quality, shelf life and market value of raw versus processed crop produce
- Identify the specific improvements value addition brings to a chosen crop
- Demonstrate critical thinking when evaluating the outcomes of value addition

In groups, learners are guided to:
- Compare the raw crop produce with the processed product in terms of appearance, shelf life and estimated selling price
- Fill in a comparison table showing differences between raw and processed produce
- Present findings to the class and get feedback from the teacher

What specific improvements does processing bring to a crop produce compared to selling it raw?

- Spark Agriculture Grade 7 pg. 92
- Raw and processed crop produce samples
- Notebooks
- Pen
- Completed value-added products
- Reference books

- Oral questions - Written assignments - Portfolio

Production Techniques

Adding Value to Crop Produce - Summary and assessment
Making Homemade Soap - Introduction and materials for soap making

By the end of the lesson, the learner should be able to:
- Summarise the meaning, methods and importance of value addition in crop produce
- Demonstrate understanding of drying, roasting, packaging and juice extraction techniques
- Reflect on personal learning progress on adding value to crop produce

In groups, learners are guided to:
- Review and discuss key value addition methods and their benefits
- Complete the learning progress tracker and self-assess achievement
- Complete a written assessment on adding value to crop produce and review outcomes with the teacher

What value addition techniques have you learnt and how will you apply them at home to improve the quality of crop produce?

- Spark Agriculture Grade 7 pg. 89
- Notebooks
- Learning progress tracker
- Assessment paper
- Pen
- Plant oils
- Caustic soda (lye)
- Water
- Containers
- Gloves
- Goggles
- Reference books

- Written test - Self-assessment - Oral review

Production Techniques

Making Homemade Soap - Safety precautions in soap making
Making Homemade Soap - Preparing the lye solution

By the end of the lesson, the learner should be able to:
- Describe the safety precautions to observe when making homemade soap
- Explain the dangers of handling caustic soda without protective gear
- Demonstrate responsibility and caution during practical soap making activities

In groups, learners are guided to:
- Discuss the dangers of caustic soda including burns and eye damage if handled incorrectly
- Identify protective gear required during soap making including gloves, goggles and apron
- Discuss how to safely mix lye with water by adding lye to water and never water to lye

What safety measures must a learner follow to avoid injury when making homemade soap?

- Gloves
- Goggles
- Apron
- Reference books
- Notebooks
- Caustic soda
- Water
- Measuring containers
- Stirring stick
- Apron

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Mixing oils and combining with lye solution
Making Homemade Soap - Pouring into moulds and adding fragrance

By the end of the lesson, the learner should be able to:
- Measure and prepare plant oils for soap making
- Combine cooled lye solution with plant oils at the correct temperature
- Demonstrate patience and precision during the soap mixing process

In groups, learners are guided to:
- Measure the required amount of plant oil and heat it gently until warm
- Allow both the oil and lye solution to cool to the same temperature before combining
- Pour the lye solution slowly into the oil while stirring continuously until the mixture reaches trace

How do you know the soap mixture has reached the correct stage (trace) before pouring it into moulds?

- Plant oils
- Lye solution
- Cooking pot
- Stirring stick
- Thermometer
- Gloves
- Goggles
- Soap mixture at trace
- Soap moulds
- Fragrance or essential oils
- Natural colourants
- Gloves

- Observation - Practical assessment

Production Techniques

Making Homemade Soap - Cutting, curing and finishing soap
Making Homemade Soap - Packaging and marketing homemade soap

By the end of the lesson, the learner should be able to:
- Unmould and cut the set soap into bars of appropriate sizes
- Explain why soap must be cured for several weeks before use
- Appreciate that curing improves the hardness and quality of homemade soap

In groups, learners are guided to:
- After 24 to 48 hours unmould the set soap carefully and cut into bars
- Arrange the soap bars on a rack or tray and leave them to cure in a well-ventilated area for 4 to 6 weeks
- Discuss how curing reduces the lye content and improves the hardness and mildness of the soap

Why must homemade soap be cured for several weeks before it is safe to use on the skin?

- Set soap
- Knife
- Curing rack or tray
- Gloves
- Cured soap bars
- Wrapping paper
- Marker pens
- Scissors
- Notebooks

- Observation - Practical assessment

Production Techniques

Making Homemade Soap - Summary and Strand 4 assessment

By the end of the lesson, the learner should be able to:
- Summarise the soap making process from preparing the lye solution to curing and packaging
- Demonstrate understanding of all Strand 4 production techniques including knitting, suspended gardens, value addition and soap making
- Reflect on personal learning progress across the entire Strand 4

In groups, learners are guided to:
- Review the key steps of soap making and discuss the importance of safety, hygiene and curing
- Complete the learning progress tracker and self-assess achievement across all Strand 4 sub-strands
- Complete a written assessment covering knitting, framed suspended gardens, value addition and soap making

What have you learnt about production techniques in Strand 4 and how will you apply these skills at home or in the community?

- Notebooks
- Learning progress tracker
- Assessment paper
- Pen

- Written test - Self-assessment - Oral review