Conservation of Resources

Controlling Soil Pollution - Meaning and causes of soil pollution
Controlling Soil Pollution - Effects of soil pollution

By the end of the lesson, the learner should be able to:
- Define soil pollution and identify soil pollutants
- Explain how farming and household activities cause soil pollution
- Show concern for the effects of soil pollution on the environment

In groups, learners are guided to:
- Search for video clips or print materials on causes of soil pollution
- Discuss how fertilisers, wastewater, plastic wastes and agrochemicals pollute soil
- Record key points and present findings to the class

What gardening and household activities cause soil pollution?

- MTP Agriculture Grade 7 pg. 1
- Digital devices and Internet access
- Reference books and agricultural magazines
- MTP Agriculture Grade 7 pg. 2
- Charts showing soil pollution effects

- Oral questions - Observation

Conservation of Resources

Controlling Soil Pollution - Methods of controlling soil pollution

By the end of the lesson, the learner should be able to:
- Identify methods of controlling soil pollution in the home environment
- Explain how organic farming practices reduce soil pollution
- Show responsibility in advocating for safe farming practices

In groups, learners are guided to:
- Discuss precautions when using manures, fertilisers and irrigation water
- Identify alternatives to artificial fertilisers and agrochemicals
- Explore ways of minimising plastic pollution in the garden

How can we control soil pollution in our home environment?

- MTP Agriculture Grade 7 pg. 3
- Digital devices and Internet access
- Resource persons (farmers, agricultural officers)

- Oral questions - Observation

Conservation of Resources

Controlling Soil Pollution - Practical soil pollution control activity
Controlling Soil Pollution - Creating awareness on soil pollution

By the end of the lesson, the learner should be able to:
- Carry out soil pollution control practices in the school environment
- Separate reusable and non-reusable wastes appropriately
- Demonstrate responsibility in safe disposal of pollutants

In groups, learners are guided to:
- Explore the environment to identify solid wastes likely to cause soil pollution
- Separate wastes into reusable and non-reusable categories
- Dig trenches to direct contaminated wastewater away from the garden

Why is it important to safely dispose of waste materials from around the garden?

- MTP Agriculture Grade 7 pg. 4
- Garden tools (jembe, gloves)
- Waste collection containers
- Manila paper, markers and art materials
- Digital devices for research

- Observation - Activity journal

Conservation of Resources

Controlling Soil Pollution - Review and self-assessment

By the end of the lesson, the learner should be able to:
- Describe the causes and effects of soil pollution
- Summarise the methods used to control soil pollution
- Demonstrate commitment to preventing soil pollution in the environment

- Review key points on causes, effects and control of soil pollution
- Complete exercises identifying pollutants and non-pollutants
- Discuss strategies learners can use to influence the school community

What are the most effective ways of controlling soil pollution in our environment?

- MTP Agriculture Grade 7 pg. 5
- Exercise books
- Reference books

- Written assignments - Oral questions

Conservation of Resources

Controlling Soil Pollution - Assessment
Constructing Water Retention Structures - Surface runoff and water conservation

By the end of the lesson, the learner should be able to:
- Answer questions on causes and control of soil pollution correctly
- Apply knowledge of soil pollution to real-life scenarios
- Show confidence in expressing knowledge about soil conservation

In groups, learners are guided to:
- Attempt written exercises and short-answer questions on soil pollution
- Discuss answers and review common mistakes
- Reflect on what they have learnt and how it applies to daily life

How does knowledge of soil pollution help us care for our environment?

- MTP Agriculture Grade 7 pg. 6
- Exercise books
- Written question sheets
- MTP Agriculture Grade 7 pg. 8
- Digital devices and Internet access
- Photographs and charts of water retention structures

- Written tests - Oral questions

Conservation of Resources

Constructing Water Retention Structures - Types of water retention structures

By the end of the lesson, the learner should be able to:
- Describe how water retention ditches and pits are constructed
- Distinguish between a retention ditch and an infiltration ditch
- Appreciate the role of water retention structures in crop production

In groups, learners are guided to:
- Discuss the dimensions and construction method of retention ditches
- Describe water retention pits, their sizes, shapes and how crops are planted in them
- Search for information on other structures used to harvest runoff

How does the construction of water retention structures help crops grow?

- MTP Agriculture Grade 7 pg. 8
- Digital devices and reference books
- Resource persons (farmers, agricultural officers)

- Oral questions - Written assignments

Conservation of Resources

Constructing Water Retention Structures - Constructing a water retention ditch

By the end of the lesson, the learner should be able to:
- Identify a suitable site for constructing a water retention ditch
- Construct a water retention ditch along a contour
- Demonstrate collaboration and teamwork in the construction project

In groups, learners are guided to:
- Identify an area with surface runoff in or around the school
- Mark the contour line using strings, pegs and a tape measure
- Dig the ditch (50 cm deep, 100 cm wide) and pile soil to form a ridge

What steps must be followed to construct a water retention ditch?

- MTP Agriculture Grade 7 pg. 9
- String, tape measure, sticks or pegs
- Jembe, spade and manure

- Observation - Activity journal

Conservation of Resources

Constructing Water Retention Structures - Constructing water retention pits

By the end of the lesson, the learner should be able to:
- Identify a suitable site and mark positions for water retention pits
- Construct water retention pits of suitable dimensions
- Show initiative in establishing crops in the constructed pits

In groups, learners are guided to:
- Clear vegetation and mark positions for pits in the garden
- Dig pits (20–60 cm deep, 60–90 cm wide) and prepare planting holes
- Spread mulch, mix topsoil with manure and plant a crop of choice

How are water retention pits constructed and used for growing crops?

- MTP Agriculture Grade 7 pg. 10
- String, tape measure, slasher, jembe, spade
- Crop residues, manure and planting materials

- Observation - Activity journal

Conservation of Resources

Constructing Water Retention Structures - Crop establishment in retention structures

By the end of the lesson, the learner should be able to:
- Establish suitable crops in constructed water retention structures
- Explain why grass or cover crops are planted on ridges of retention ditches
- Adopt the use of water retention structures to conserve moisture for crops

In groups, learners are guided to:
- Plant suitable crops in retention ditches (banana suckers, sugarcane) or pits (maize, beans)
- Plant grass or cover crops on the ridge to stabilise ditch walls
- Record project activities in a journal and discuss experiences

Why should crops be established in water retention structures during the rainy season?

- MTP Agriculture Grade 7 pg. 10
- Planting materials (banana suckers, sugarcane, grass seeds)
- Manure and garden tools

- Observation - Activity journal

Conservation of Resources

Constructing Water Retention Structures - Crop establishment in retention structures

By the end of the lesson, the learner should be able to:
- Establish suitable crops in constructed water retention structures
- Explain why grass or cover crops are planted on ridges of retention ditches
- Adopt the use of water retention structures to conserve moisture for crops

In groups, learners are guided to:
- Plant suitable crops in retention ditches (banana suckers, sugarcane) or pits (maize, beans)
- Plant grass or cover crops on the ridge to stabilise ditch walls
- Record project activities in a journal and discuss experiences

Why should crops be established in water retention structures during the rainy season?

- MTP Agriculture Grade 7 pg. 10
- Planting materials (banana suckers, sugarcane, grass seeds)
- Manure and garden tools

- Observation - Activity journal

Conservation of Resources

Constructing Water Retention Structures - Review and assessment

By the end of the lesson, the learner should be able to:
- Describe the construction and use of water retention structures
- Relate water retention structures to water conservation in dry conditions
- Show confidence in applying knowledge of water harvesting to real-life situations

In groups, learners are guided to:
- Review and discuss findings from the construction projects
- Answer questions on surface runoff, types of structures and suitable crops
- Share journal entries on lessons learnt from the project activities

How do water retention structures help farmers in areas that experience dry spells?

- MTP Agriculture Grade 7 pg. 10
- Activity journals
- Written question sheets

- Written tests - Oral questions - Observation

Conservation of Resources

Constructing Water Retention Structures - Caring for crops in retention structures

By the end of the lesson, the learner should be able to:
- Carry out care practices on crops established in water retention structures
- Monitor and record the growth of crops in the structures
- Appreciate the long-term benefits of maintaining water retention structures

In groups, learners are guided to:
- Weed, water and mulch crops established in retention structures
- Observe and record growth progress in the activity journal
- Discuss challenges faced and how to address them

Why is it important to continue caring for crops established in water retention structures?

- MTP Agriculture Grade 7 pg. 10
- Garden tools and mulching materials
- Activity journals

- Observation - Activity journal

Conservation of Resources

Conserving Food Nutrients - Importance of nutrients in vegetables

By the end of the lesson, the learner should be able to:
- Explain why vitamins and minerals in vegetables are important for health
- Identify ways in which nutrients can be lost during preparation and cooking
- Show interest in conserving food nutrients for healthy living

In groups, learners are guided to:
- Search for information on the importance of vitamins and minerals in vegetables
- Discuss how nutrients are lost when vegetables are washed, cut or cooked
- Present findings to the class

Why is it important to conserve nutrients when preparing and cooking vegetables?

- MTP Agriculture Grade 7 pg. 11
- Digital devices and Internet access
- Reference books and print materials

- Oral questions - Observation

Conservation of Resources

Conserving Food Nutrients - Importance of nutrients in vegetables

By the end of the lesson, the learner should be able to:
- Explain why vitamins and minerals in vegetables are important for health
- Identify ways in which nutrients can be lost during preparation and cooking
- Show interest in conserving food nutrients for healthy living

In groups, learners are guided to:
- Search for information on the importance of vitamins and minerals in vegetables
- Discuss how nutrients are lost when vegetables are washed, cut or cooked
- Present findings to the class

Why is it important to conserve nutrients when preparing and cooking vegetables?

- MTP Agriculture Grade 7 pg. 11
- Digital devices and Internet access
- Reference books and print materials

- Oral questions - Observation

Conservation of Resources

Conserving Food Nutrients - Conserving nutrients during preparation

By the end of the lesson, the learner should be able to:
- Describe practices that conserve nutrients when preparing vegetables
- Demonstrate correct vegetable preparation techniques
- Appreciate the value of careful food preparation in maintaining nutritional quality

In groups, learners are guided to:
- Discuss the importance of washing vegetables before cutting them
- Explain how thin peeling, large cutting and sharp knives conserve nutrients
- Demonstrate correct preparation of a vegetable while observing nutrient conservation guidelines

How do preparation methods affect the nutrient content of vegetables?

- MTP Agriculture Grade 7 pg. 12
- Fresh vegetables (kales, carrots, French beans)
- Knives, chopping boards and clean plates

- Observation - Oral questions

Conservation of Resources

Conserving Food Nutrients - Conserving nutrients during cooking

By the end of the lesson, the learner should be able to:
- Explain the 3Rs of nutrient conservation during cooking
- Apply methods that reduce nutrient loss when cooking vegetables
- Show care in using cooking practices that conserve nutrients

In groups, learners are guided to:
- Discuss how reducing water, cooking time and food surface area conserves nutrients
- Explain why covering sufurias with fitting lids retains nutrients
- Role-play the conversation with Mr Mwinyi on the 3Rs of nutrient conservation

What are the 3Rs of nutrient conservation during cooking?

- MTP Agriculture Grade 7 pg. 13
- Sufuria with fitting lid, colander, cooking stove
- Fresh vegetables and salt

- Oral questions - Written assignments

Conservation of Resources

Conserving Food Nutrients - Cooking notes and reusing cooking water

By the end of the lesson, the learner should be able to:
- Explain why cooking water should be reused and not discarded
- Describe additional practices that minimise nutrient loss
- Adopt good food preparation habits at home and at school

In groups, learners are guided to:
- Discuss how to reuse water used in cooking vegetables for soups and sauces
- Review why vegetables should be cut just before cooking
- Fill in the table on conservation practices and their effects on nutrient retention

How does reusing cooking water help retain the nutritional value of vegetables?

- MTP Agriculture Grade 7 pg. 14
- Exercise books
- Reference books and print materials

- Written assignments - Oral questions

Conservation of Resources

Conserving Food Nutrients - Cooking notes and reusing cooking water

By the end of the lesson, the learner should be able to:
- Explain why cooking water should be reused and not discarded
- Describe additional practices that minimise nutrient loss
- Adopt good food preparation habits at home and at school

In groups, learners are guided to:
- Discuss how to reuse water used in cooking vegetables for soups and sauces
- Review why vegetables should be cut just before cooking
- Fill in the table on conservation practices and their effects on nutrient retention

How does reusing cooking water help retain the nutritional value of vegetables?

- MTP Agriculture Grade 7 pg. 14
- Exercise books
- Reference books and print materials

- Written assignments - Oral questions

Conservation of Resources

Conserving Food Nutrients - Practical: Boiling green peas

By the end of the lesson, the learner should be able to:
- Follow correct steps to boil green peas while conserving nutrients
- Explain how each step in the boiling process conserves nutrients
- Demonstrate hygiene and safety during food preparation

In groups, learners are guided to:
- Shell and briefly wash green peas without soaking them
- Boil in a covered sufuria using enough water and add salt
- Drain hot water into a container to reuse in soup, then serve immediately

How are nutrients conserved when boiling green peas?

- MTP Agriculture Grade 7 pg. 14
- Green peas, sufuria with fitting lid, colander
- Salt, cooking stove and clean plates

- Observation - Activity journal

Conservation of Resources

Conserving Food Nutrients - Practical: Steaming kales

By the end of the lesson, the learner should be able to:
- Follow correct steps to steam kales while conserving nutrients
- Explain how steaming minimises contact between vegetables and water
- Adopt steaming as a nutrient-conserving cooking method

In groups, learners are guided to:
- Wash kales in clean water and chop into large pieces
- Place kales in a colander over boiling water and cover with a fitting lid
- Steam for 5 minutes, add salt, stir and serve immediately

Why is steaming considered a good method for conserving nutrients in vegetables?

- MTP Agriculture Grade 7 pg. 16
- Kales, sufuria with lid, colander and cooking stove
- Salt and clean plates

- Observation - Activity journal

Conservation of Resources

Conserving Food Nutrients - Practical: Stir-frying French beans and carrots

By the end of the lesson, the learner should be able to:
- Describe the blanching process and explain its role in nutrient conservation
- Follow correct steps to stir-fry French beans and carrots
- Show confidence in preparing vegetables using the stir-fry method

In groups, learners are guided to:
- Wash and prepare French beans and carrots, then blanch them
- Fry onions until golden brown, add vegetables and cook for 3 minutes covered
- Describe how nutrients were conserved at each step of the process

What is blanching and how does it help conserve nutrients in vegetables?

- MTP Agriculture Grade 7 pg. 17
- French beans, carrots, frying pan, cooking oil and onions
- Sufuria, colander, salt and clean plates

- Observation - Activity journal

Conservation of Resources

Conserving Food Nutrients - Practical: Stir-frying French beans and carrots

By the end of the lesson, the learner should be able to:
- Describe the blanching process and explain its role in nutrient conservation
- Follow correct steps to stir-fry French beans and carrots
- Show confidence in preparing vegetables using the stir-fry method

In groups, learners are guided to:
- Wash and prepare French beans and carrots, then blanch them
- Fry onions until golden brown, add vegetables and cook for 3 minutes covered
- Describe how nutrients were conserved at each step of the process

What is blanching and how does it help conserve nutrients in vegetables?

- MTP Agriculture Grade 7 pg. 17
- French beans, carrots, frying pan, cooking oil and onions
- Sufuria, colander, salt and clean plates

- Observation - Activity journal

Conservation of Resources

Conserving Food Nutrients - Review and assessment

By the end of the lesson, the learner should be able to:
- Describe preparation and cooking methods that conserve vitamins and minerals
- Apply nutrient conservation knowledge to real-life cooking scenarios
- Appreciate the connection between food preparation habits and personal health

- Review preparation and cooking practices learnt and summarise key points
- Answer questions based on real-life scenarios of food preparation
- Discuss how learners can apply nutrient conservation at home

How do correct food preparation and cooking methods promote our health?

- MTP Agriculture Grade 7 pg. 18
- Exercise books
- Written question sheets

- Written tests - Oral questions

Conservation of Resources

Conserving Food Nutrients - Nutrient conservation at home

By the end of the lesson, the learner should be able to:
- Apply nutrient conservation techniques when preparing vegetables at home
- Explain nutrient conservation guidelines to family members
- Show commitment to maintaining healthy food preparation practices

In groups, learners are guided to:
- Share home activity experiences of preparing and cooking vegetables with parents
- Discuss which nutrient conservation guideline was most difficult to apply and why
- Present findings and explain each guideline's importance to the class

Why is it important to educate family members about conserving food nutrients?

- MTP Agriculture Grade 7 pg. 19
- Activity journals
- Reference books

- Activity journal - Oral questions

Conservation of Resources

Growing Trees - Importance of trees in conserving the environment

By the end of the lesson, the learner should be able to:
- Explain the importance of growing trees in conserving the environment
- Describe benefits of agroforestry trees to crops, animals and the environment
- Show interest in tree growing as a way of conserving the environment

In groups, learners are guided to:
- Search for video clips or information on the importance of trees using digital devices
- Evaluate statements about growing trees and identify those that are correct
- Discuss how trees reduce soil erosion, improve soil fertility and provide shade

How does growing trees conserve the environment?

- MTP Agriculture Grade 7 pg. 20
- Digital devices and Internet access
- Reference books and charts

- Oral questions - Written assignments

Conservation of Resources

Growing Trees - Importance of trees in conserving the environment

By the end of the lesson, the learner should be able to:
- Explain the importance of growing trees in conserving the environment
- Describe benefits of agroforestry trees to crops, animals and the environment
- Show interest in tree growing as a way of conserving the environment

In groups, learners are guided to:
- Search for video clips or information on the importance of trees using digital devices
- Evaluate statements about growing trees and identify those that are correct
- Discuss how trees reduce soil erosion, improve soil fertility and provide shade

How does growing trees conserve the environment?

- MTP Agriculture Grade 7 pg. 20
- Digital devices and Internet access
- Reference books and charts

- Oral questions - Written assignments

Conservation of Resources

Growing Trees - Benefits of agroforestry trees

By the end of the lesson, the learner should be able to:
- Identify specific benefits of agroforestry trees to soil, crops and animals
- Explain how leguminous trees improve soil fertility
- Appreciate trees as a resource for fuel, timber, fruits and environmental improvement

In groups, learners are guided to:
- Discuss how trees fix nitrogen, add organic matter and bring nutrients from deep soil
- Explain how trees reduce deforestation by providing fuel, wood and timber on farms
- List ways trees improve animal welfare and environmental comfort

How do agroforestry trees benefit crops, animals and the farmer?

- MTP Agriculture Grade 7 pg. 21
- Digital devices and Internet access
- Charts showing agroforestry benefits

- Oral questions - Observation

Conservation of Resources

Growing Trees - Establishing trees from seeds

By the end of the lesson, the learner should be able to:
- Describe how to collect, prepare and plant tree seeds
- Explain how to break seed dormancy in selected tree species
- Demonstrate care and precision in handling tree seeds for planting

In groups, learners are guided to:
- Discuss how to collect seeds from healthy trees and prepare them for planting
- Explain how to break dormancy by soaking seeds in hot water or scarifying the seed coat
- Prepare a seedling nursery bed and plant tree seeds following correct procedures

How can tree seeds be collected and prepared for planting?

- MTP Agriculture Grade 7 pg. 22
- Tree seeds (leucaena, calliandra, croton or locally available species)
- Hot and cold water, knife or file, seedling trays

- Observation - Activity journal

Conservation of Resources

Growing Trees - Establishing trees from seedlings

By the end of the lesson, the learner should be able to:
- Describe the correct procedure for transplanting tree seedlings
- Transplant a tree seedling following correct steps
- Show responsibility in ensuring proper establishment of transplanted seedlings

In groups, learners are guided to:
- Obtain a tree seedling from a nursery or uproot a volunteer seedling with a soil ball
- Dig a planting hole, mix topsoil with manure and insert seedling at the correct depth
- Water the seedling and apply mulch to protect it from water loss and damage

What steps should be followed when transplanting a tree seedling?

- MTP Agriculture Grade 7 pg. 25
- Tree seedlings, jembe, spade, manure and mulching materials
- Watering cans

- Observation - Activity journal

Conservation of Resources

Growing Trees - Establishing trees from seedlings

By the end of the lesson, the learner should be able to:
- Describe the correct procedure for transplanting tree seedlings
- Transplant a tree seedling following correct steps
- Show responsibility in ensuring proper establishment of transplanted seedlings

In groups, learners are guided to:
- Obtain a tree seedling from a nursery or uproot a volunteer seedling with a soil ball
- Dig a planting hole, mix topsoil with manure and insert seedling at the correct depth
- Water the seedling and apply mulch to protect it from water loss and damage

What steps should be followed when transplanting a tree seedling?

- MTP Agriculture Grade 7 pg. 25
- Tree seedlings, jembe, spade, manure and mulching materials
- Watering cans

- Observation - Activity journal

Conservation of Resources

Growing Trees - Class Tree Project: Planning and site selection

By the end of the lesson, the learner should be able to:
- Identify suitable sites in the school compound for tree planting
- Plan the class tree project and assign roles to group members
- Demonstrate teamwork and shared responsibility in planning for the project

In groups, learners are guided to:
- Explore the school compound and select a suitable site for the class tree project
- Discuss criteria for site selection and give reasons for the choice
- Assign roles to each group member and list all activities to be undertaken

How do we select and prepare a suitable site for planting trees at school?

- MTP Agriculture Grade 7 pg. 26
- School compound
- Notebooks for planning and recording

- Observation - Activity journal

Conservation of Resources

Growing Trees - Class Tree Project: Planting trees

By the end of the lesson, the learner should be able to:
- Plant a tree seedling in the selected school site following correct procedures
- Prepare and hang an identification label on the planted tree
- Show patriotism and love for the country through active participation in tree planting

In groups, learners are guided to:
- Plant the chosen tree seedling in the prepared hole using topsoil mixed with manure
- Water and mulch the planted seedling and construct a protective shed
- Prepare and hang an identification label with class details and planting date

Why is it important for learners to participate in tree planting as a class activity?

- MTP Agriculture Grade 7 pg. 26
- Tree seedlings, jembe, spade, manure and mulch
- Wooden boards or laminated labels and markers

- Observation - Activity journal

Conservation of Resources

Growing Trees - Caring for established tree seedlings

By the end of the lesson, the learner should be able to:
- Carry out care practices on planted tree seedlings
- Describe why mulching, watering and protective sheds are important for young trees
- Appreciate the role of consistent care in ensuring trees are properly established

In groups, learners are guided to:
- Water and inspect the planted seedlings for health and stability
- Apply or replenish mulch around seedlings and repair protective sheds where necessary
- Record observations in the activity journal and discuss tree growth progress

What care practices ensure that newly planted tree seedlings survive and grow?

- MTP Agriculture Grade 7 pg. 26
- Watering cans, mulching materials and garden tools
- Activity journals

- Observation - Activity journal

Conservation of Resources

Growing Trees - Review and discussion

By the end of the lesson, the learner should be able to:
- Summarise the importance of trees and methods of tree establishment
- Relate tree growing to environmental conservation in the community
- Show commitment to adopting tree planting as a way of conserving the environment

- Review importance of trees, methods of planting from seeds and seedlings, and care practices
- Discuss how learners can continue growing trees at home and in the community
- Evaluate scenarios on appropriate sites and methods for tree planting

How can growing trees contribute to conservation of the environment in our community?

- MTP Agriculture Grade 7 pg. 27
- Activity journals
- Exercise books and reference books

- Oral questions - Written assignments

Conservation of Resources

Growing Trees - Assessment

By the end of the lesson, the learner should be able to:
- Answer questions on tree growing, benefits of trees and methods of establishment correctly
- Apply knowledge of tree growing to real-life conservation scenarios
- Demonstrate confidence in discussing environmental conservation through tree planting

In groups, learners are guided to:
- Attempt written exercises on the importance and methods of growing trees
- Review answers and discuss corrections collaboratively
- Reflect on the overall strand and identify key conservation lessons learnt

What have we learnt about growing trees and conserving the environment?

- MTP Agriculture Grade 7 pg. 27
- Written question sheets
- Exercise books

- Written tests - Oral questions

Conservation of Resources

Growing Trees - Assessment

By the end of the lesson, the learner should be able to:
- Answer questions on tree growing, benefits of trees and methods of establishment correctly
- Apply knowledge of tree growing to real-life conservation scenarios
- Demonstrate confidence in discussing environmental conservation through tree planting

In groups, learners are guided to:
- Attempt written exercises on the importance and methods of growing trees
- Review answers and discuss corrections collaboratively
- Reflect on the overall strand and identify key conservation lessons learnt

What have we learnt about growing trees and conserving the environment?

- MTP Agriculture Grade 7 pg. 27
- Written question sheets
- Exercise books

- Written tests - Oral questions

Food Production Processes

Crop Establishment - Soil tilth and planting materials
Crop Establishment - Matching planting materials to soil tilth

By the end of the lesson, the learner should be able to:
- Explain the meaning of soil tilth and describe the types of tilth
- Classify planting materials as seeds or vegetative materials
- Show interest in selecting appropriate tilth for different planting materials

In groups, learners are guided to:
- Read the strand introduction and discuss what will be learnt in Food Production Processes
- Discuss the meaning of soil tilth and identify examples of coarse, medium and fine tilth
- List vegetative planting materials such as cuttings, tubers, suckers, runners and bulbs

What is soil tilth and why does it matter when establishing crops?

- MTP Agriculture Grade 7 pg. 29
- Digital devices and Internet access
- Charts showing types of planting materials
- MTP Agriculture Grade 7 pg. 30
- Samples or pictures of planting materials
- Sorting activity worksheets

- Oral questions - Observation

Food Production Processes

Crop Establishment - Notes on types of soil tilth

By the end of the lesson, the learner should be able to:
- Describe how coarse, medium and fine tilth seedbeds are prepared
- Explain why small seeds require fine tilth and large planting materials require coarse tilth
- Demonstrate care and precision when preparing seedbeds

In groups, learners are guided to:
- Discuss how the number of tillings determines the type of tilth achieved
- Study the steps for preparing a coarse, medium and fine tilth seedbed
- Decide on a suitable crop and planting material for the group seedbed project

What steps must be followed to prepare each type of soil tilth?

- MTP Agriculture Grade 7 pg. 34
- Jembe, fork jembe, panga and rake
- Reference books and print materials

- Oral questions - Observation

Food Production Processes

Crop Establishment - Practical: Preparing coarse and medium tilth
Crop Establishment - Practical: Preparing fine tilth

By the end of the lesson, the learner should be able to:
- Prepare a seedbed to coarse tilth following correct steps
- Prepare a seedbed to medium tilth following correct steps
- Demonstrate safety when using garden tools during seedbed preparation

In groups, learners are guided to:
- Mark, clear and dig the site to produce coarse tilth for large planting materials
- Break soil lumps using a fork jembe to achieve medium tilth
- Discuss which planting materials are suitable for each type of tilth prepared

Why is it important to match the tilth to the type of planting material?

- MTP Agriculture Grade 7 pg. 34
- Jembe, fork jembe, panga
- Planting site and gardening gloves
- Fork jembe, rake and planting site
- Small seeds (millet, sorghum or carrots)

- Observation - Activity journal

Food Production Processes

Crop Establishment - Practical: Establishing crops in prepared seedbeds

By the end of the lesson, the learner should be able to:
- Establish selected crops in appropriately prepared seedbeds
- Plant high-quality planting materials in the correct type of tilth
- Adopt appropriate tilth use in crop production through practice

In groups, learners are guided to:
- Group 1: plant tubers or suckers in coarse tilth
- Group 2: plant medium-sized seeds such as maize or beans in medium tilth
- Group 3: plant small seeds such as millet or carrots in fine tilth

Why must each type of planting material be planted in the correct soil tilth?

- MTP Agriculture Grade 7 pg. 35
- Planting materials (tubers, maize, millet or carrots)
- Prepared seedbeds and garden tools

- Observation - Activity journal

Food Production Processes

Crop Establishment - Review and summary
Crop Establishment - Assessment

By the end of the lesson, the learner should be able to:
- Summarise the types of planting materials and the tilth required for each
- Describe the steps for establishing a crop from land preparation to planting
- Show confidence in applying knowledge of crop establishment in a garden setting

In groups, learners are guided to:
- Review key notes on planting materials and types of soil tilth
- Discuss the importance of using high-quality planting materials
- Complete exercises matching planting materials to appropriate tilth types

What are the key steps in establishing a crop from seedbed preparation to planting?

- MTP Agriculture Grade 7 pg. 36
- Activity journals
- Exercise books
- Written question sheets

- Written assignments - Oral questions

Food Production Processes

Crop Establishment - Caring for established crops

By the end of the lesson, the learner should be able to:
- Carry out care practices on the crops established in previous lessons
- Monitor germination progress and record observations in a journal
- Appreciate the relationship between proper tilth and successful crop germination

In groups, learners are guided to:
- Observe and record germination progress of crops planted in different tilths
- Water, thin and weed the crops where necessary
- Discuss how tilth has influenced germination and early growth

What has germination in the different tilth types taught us about seedbed preparation?

- MTP Agriculture Grade 7 pg. 35
- Garden tools and watering cans
- Activity journals

- Observation - Activity journal