Hygiene Practices

Laundry: Loose-Coloured Items - Introduction to loose-coloured articles

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

- Oral questions - Observation

Hygiene Practices

Laundry: Loose-Coloured Items - Observing colour change
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:
- Observe and compare colour differences between a new and an old loose-coloured garment
- Explain the factors that cause fading in loose-coloured articles
- Appreciate the need for proper laundering to maintain the colour and quality of garments
- 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:
- Observe two garments of the same colour (new and old loose-coloured school T-shirt)
- Discuss the differences in colour between the two garments and identify likely causes of fading
- Discuss what incorrect laundering practices may have contributed to colour loss in the older garment
- 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

What causes loose-coloured articles to lose their colour over time?
How do we launder a loose-coloured article correctly to maintain its colour?

- MTP Agriculture Grade 7 pg. 71
- New and old loose-coloured garments for comparison
- Reference books
- Mild soap, salt, lemon or white vinegar, basin, pegs and warm water
- 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

- Oral questions - Observation
- Observation - Activity journal

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

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

- Observation - Activity journal

Hygiene Practices
Production Techniques

Laundry: Loose-Coloured Items - Review
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:
- 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
- Define knitting and describe how it produces fabric or garments
- Identify and distinguish between the knit stitch and purl stitch
- Show interest in knitting as a skill for making household articles

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
- Read the strand introduction and discuss the production techniques to be learnt
- Study pictures of the knit stitch (V-shapes) and purl stitch (horizontal bumps) and describe the differences
- List items that can be knitted for household use such as scarves, mats, gloves and table wipers

What would you tell someone who is about to launder a loose-coloured article for the first time?
What is knitting and what are the two basic stitches used?

- MTP Agriculture Grade 7 pg. 71
- Exercise books
- Reference books
- 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 assignments - Oral questions
- Oral questions - Observation

Production Techniques

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

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

- Observation - Activity journal

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
- 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:
- 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
- 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

How do purl stitches differ from knit stitches in technique and appearance?
What are the key skills and knowledge needed to knit a household article successfully?

- 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
- Written tests - Oral questions

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
Constructing Framed Suspended Garden - Practical: Constructing the frame

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
- 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:
- 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
- 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

How do we use creativity to design a framed suspended garden that is practical and attractive?
What locally available materials can be used to construct a sturdy framed garden structure?

- MTP Agriculture Grade 7 pg. 91
- Drawing materials, manila paper and markers
- Project portfolio
- 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
Adding Value to Crop Produce - Introduction and value addition concept

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
- 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:
- 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
- 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 have we learnt about caring for crops in a framed suspended garden over time?
What challenges do farmers face when selling raw crop produce and how does value addition help?

- MTP Agriculture Grade 7 pg. 92
- Garden tools, activity journals
- School framed suspended garden
- MTP Agriculture Grade 7 pg. 95
- Digital devices and Internet access
- Pictures of raw and processed crop produce

- Observation - Activity journal
- Oral questions - Observation

Production Techniques

Adding Value to Crop Produce - Examples of value addition

By the end of the lesson, the learner should be able to:
- Describe ways of adding value to simsim, groundnuts and green vegetables
- Explain how drying, roasting, milling and packing change the state and value of produce
- Appreciate that value addition increases shelf life, income and consumer acceptability

In groups, learners are guided to:
- Study examples: simsim dried for storage, roasted with sugar to make balls, milled into paste or butter
- Discuss how groundnuts can be dried, roasted, packed or ground into butter
- Discuss how green vegetables and fruits can be sun-dried, ground into powder or processed into juices

How does value addition through drying, roasting and processing improve crop produce?

- MTP Agriculture Grade 7 pg. 96
- Digital devices and reference books
- Pictures of processed simsim, groundnuts and vegetables

- Oral questions - Written assignments

Production Techniques

Adding Value to Crop Produce - Research: value addition methods
Adding Value to Crop Produce - Practical: Making potato crisps

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
- MTP Agriculture Grade 7 pg. 97
- Potatoes, knife, frying pan, cooking oil and clean bags
- Source of heat, clean plates and adult supervision

- Oral questions - Observation

Production Techniques

Adding Value to Crop Produce - Practical: Processing other crops
Adding Value to Crop Produce - Importance and assessment

By the end of the lesson, the learner should be able to:
- Process a locally available crop produce using an appropriate value addition method
- Observe high standards of hygiene and safety during food processing
- Show creativity in applying value addition techniques to locally available crops
- 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:
- Select sweet potatoes, cassava or groundnuts and process them using the appropriate method
- Apply value addition steps discussed: drying, roasting, frying or grinding depending on the crop selected
- Pack the processed produce appropriately and discuss how it compares to the raw form
- 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

How does processing a crop produce using value addition techniques increase its usefulness and market value?
Why is value addition important for food security, income and consumer acceptability?

- MTP Agriculture Grade 7 pg. 98
- Selected crop produce, processing tools and safety equipment
- Clean packaging materials
- MTP Agriculture Grade 7 pg. 99
- Written question sheets
- Exercise books

- Observation - Activity journal
- 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

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

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Introduction to homemade soap
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:
- 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
- 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:
- 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
- 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

What are the different forms of soap and why is homemade soap better than commercially made soap?
How do we prepare lye from ashes and how do we test whether it is ready for soap making?

- MTP Agriculture Grade 7 pg. 101
- Samples of different soap forms (liquid, bar, paste, powder)
- Reference books and digital resources
- MTP Agriculture Grade 7 pg. 104
- Digital devices and reference books
- Ash sample, oil, salt and water for demonstration
- 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

- Oral questions - Observation
- Observation - Activity journal

Production Techniques

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 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

- 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
Making Homemade Soap - Review
Making Homemade Soap - Assessment

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
- Answer questions on soap forms, ingredients, soap-making procedure and improving soap correctly
- Apply knowledge of homemade soap to real-life household and community scenarios
- Demonstrate confidence in explaining the soap-making process to others

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
- Attempt written assessment questions on forms of soap, ingredients, procedure and improvements
- Review answers, discuss corrections and clarify misconceptions
- Describe to a partner the complete procedure for making homemade soap as a check of mastery

Why should we use natural ingredients rather than artificial chemicals to improve homemade soap?
How would you explain the process of making homemade soap to someone who has never done it?

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

- Oral questions - Written assignments
- Written tests - 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