Hygiene Practices

Hygiene in Rearing Animals - Introduction to hygiene practices
Hygiene in Rearing Animals - Clean feeders, waterers and structures

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
- Reference books and digital resources
- Charts showing animal housing structures

- Oral questions - Observation

Hygiene Practices

Hygiene in Rearing Animals - Practical: Cleaning animal structures
Hygiene in Rearing Animals - Practical: Washing feeders and waterers
Hygiene in Rearing Animals - Hygiene of animals: rabbits, poultry and cats
Hygiene in Rearing Animals - Practical: Bathing a dog and cleaning its kennel

By the end of the lesson, the learner should be able to:
- Follow correct steps to clean an animal structure
- Replace bedding material after cleaning to ensure the animal's comfort
- Demonstrate safety by wearing a dust mask when cleaning animal structures

In groups, learners are guided to:
- Identify an animal structure in or near the school (rabbit hutch, poultry house or cat basket)
- Remove wastes and bedding, use a cobweb brush and hand brush to scrub the walls, then sweep the floor
- Replace with clean bedding and discuss why each step is important for animal welfare

What steps must be followed to clean an animal structure correctly?

- MTP Agriculture Grade 7 pg. 65
- 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
- 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

- Observation - Activity journal

Hygiene Practices

Hygiene in Rearing Animals - Importance of hygiene in animal rearing
Hygiene in Rearing Animals - Review
Hygiene in Rearing Animals - Assessment

By the end of the lesson, the learner should be able to:
- Describe five reasons why hygiene is important when rearing domestic animals
- Explain how poor hygiene leads to parasites, disease and stress in animals
- Appreciate that clean animals make better companions and are healthier and more productive

In groups, learners are guided to:
- Discuss the five importance points: odour control, parasite prevention, skin disease prevention, animal comfort and pleasant appearance
- Discuss real-life examples of the consequences of neglecting hygiene when rearing animals
- Create a class presentation summarising why hygiene in animal rearing benefits both animals and people

Why does maintaining hygiene in animal rearing benefit both the animals and their owners?

- MTP Agriculture Grade 7 pg. 67
- Reference books and digital resources
- Charts showing healthy vs unhealthy animal conditions
- Exercise books
- Reference books
- Written question sheets
- Exercise books

- Oral questions - Written assignments

Hygiene Practices

Laundry: Loose-Coloured Items - Introduction to loose-coloured articles
Laundry: Loose-Coloured Items - Observing colour change
Laundry: Loose-Coloured Items - Materials for laundering

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
- Mild soap, salt, lemon or white vinegar, basin, pegs and warm water

- Oral questions - Observation

Hygiene Practices

Laundry: Loose-Coloured Items - Practical: Laundering a loose-coloured article
Laundry: Loose-Coloured Items - Drying, finishing and reasons for special care

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
- Iron box, ironing board, loose-coloured article
- Reference books

- Observation - Activity journal

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
Production Techniques
Production Techniques

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

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
- MTP Agriculture Grade 7 pg. 79
- Dry sticks, ruler, knife and sandpaper
- Safety guidelines for using sharp tools

- Written tests - Oral questions

Production Techniques

Knitting Skills - Holding needles and yarn
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:
- Demonstrate the correct way to hold knitting needles and yarn
- Explain why correct posture and hand position prevent fatigue during knitting
- Show patience and attention to detail when learning to hold and position needles

In groups, learners are guided to:
- Follow the steps for holding yarn: wrap around little finger, over ring finger, under middle, over index finger
- Hold needles flat across fingers with thumbs on top, tips pointing towards each other
- Practise the correct grip until comfortable before beginning to make stitches

Why is correct positioning of yarn and needles important when knitting?

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

- Observation - Oral questions

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
Constructing Framed Suspended Garden - Structure notes and crop selection

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
- Pictures of framed suspended garden structures
- Digital devices and reference books

- Oral questions - Observation

Production Techniques

Constructing Framed Suspended Garden - Field excursion and project planning
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:
- 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
- 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
Constructing Framed Suspended Garden - Managing crops in the suspended garden

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
- 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
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
Adding Value to Crop Produce - Extended practice

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

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

How does processing a crop produce using value addition techniques increase its usefulness and market value?

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

- Observation - Activity journal

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
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
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:
- 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
- Exercise books
- Reference books
- Written question sheets
- Exercise books
- Homemade soap produced by learners
- Activity journals

- Oral questions - Written assignments