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 meaning of tree growing
- Search for information about the importance of trees
- Appreciate the role of trees in environmental conservation

In groups, learners are guided to:
- Work in groups to search for information on the importance of trees in conserving the environment
- Use available digital and print media
- Discuss findings and write short notes
- Share findings with classmates

How can growing trees conserve the environment?

- Highland Agriculture and Nutrition Grade 7 pg. 22
- Digital resources
- Print media
- Reference materials

- Observation - 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:

- Identify different ways trees help conserve the environment
- Explain the importance of planting trees in the locality
- Value the environmental benefits of trees

In groups, learners are guided to:
- Discuss the importance of planting trees in the locality
- Identify ways trees conserve the environment (cleaning air, preventing soil erosion, water retention, etc.)
- Create a mind map showing the importance of trees
- Share ideas with classmates

What are the environmental benefits of planting trees?

- Highland Agriculture and Nutrition Grade 7 pg. 22
- Chart paper
- Markers
- Digital resources

- Observation - Oral questions - Mind map assessment

Conservation of Resources

Growing Trees - Planting materials for trees

By the end of the lesson, the learner should be able to:

- Identify different planting materials for trees
- Explain how trees can be grown from different planting materials
- Show interest in tree planting

In groups, learners are guided to:
- Study pictures showing planting materials for trees (seeds, seedlings, cuttings)
- Discuss how trees can be grown from these planting materials
- Discuss planting materials available locally
- Collect planting materials for a tree planting activity

What planting materials can be used for growing trees?

- Highland Agriculture and Nutrition Grade 7 pg. 23
- Pictures of planting materials
- Actual planting materials (seeds, seedlings, cuttings)
- Digital resources

- Observation - Oral questions - Identification of materials

Conservation of Resources

Growing Trees - Planting trees

By the end of the lesson, the learner should be able to:

- Demonstrate how to plant trees from different materials
- Follow correct tree planting procedures
- Embrace tree planting to conserve the environment

In groups, learners are guided to:
- Get locally available materials for planting trees
- Prepare planting holes of appropriate size
- Add manure or compost to the planting holes
- Plant the tree using appropriate techniques for the specific planting material
- Water the planted tree and apply mulch if necessary

How do we plant trees correctly to ensure their survival?

- Highland Agriculture and Nutrition Grade 7 pg. 23
- Tree planting materials (seeds, seedlings, cuttings)
- Digging tools (jembe, spade)
- Manure or compost
- Watering can
- Mulching material

- Observation - Practical assessment - Group work evaluation

Conservation of Resources

Growing Trees - Caring for tree seedlings

By the end of the lesson, the learner should be able to:

- Identify methods of caring for tree seedlings
- Demonstrate tree care techniques
- Show responsibility in caring for planted trees

In groups, learners are guided to:
- Study pictures showing methods of caring for tree seedlings (watering, mulching, weeding, protecting)
- Identify the methods shown in the pictures
- Practice the tree care methods on the planted trees
- Discuss the importance of caring for tree seedlings

How do we care for tree seedlings until they are fully established?

- Highland Agriculture and Nutrition Grade 7 pg. 24
- Pictures showing tree care methods
- Watering can
- Mulching material
- Weeding tools
- Tree guards or fencing material

- Observation - Practical assessment - Oral questions

Conservation of Resources

Growing Trees - Benefits of tree planting

By the end of the lesson, the learner should be able to:

- Explain the economic benefits of tree planting
- Discuss the social benefits of tree planting
- Advocate for tree planting in the community

In groups, learners are guided to:
- Discuss the economic benefits of tree planting (timber, fruits, medicine, etc.)
- Discuss the social benefits of tree planting (shade, beauty, recreation, etc.)
- Create posters promoting tree planting in the community
- Present posters to classmates

What benefits can we get from planting trees?

- Highland Agriculture and Nutrition Grade 7 pg. 24
- Chart paper
- Markers
- Digital resources
- Pictures of tree products

- Observation - Oral questions - Poster assessment - Presentations

Conservation of Resources

Growing Trees - Tree planting projects
Growing Trees - Review of tree growing

By the end of the lesson, the learner should be able to:

- Plan a tree planting project
- Work collaboratively with others
- Show commitment to environmental conservation

In groups, learners are guided to:
- Plan a tree planting project for the school or community
- Identify suitable sites and tree species
- Develop a timeline and maintenance schedule
- Assign responsibilities to group members
- Present the project plan to classmates

How can we implement a successful tree planting project?

- Highland Agriculture and Nutrition Grade 7 pg. 25
- Planning sheets
- Digital resources
- Reference materials
- Assessment sheets

- Observation - Project plan assessment - Presentations - Group work evaluation

Food Production Processes

Preparing Planting Site and Establishing Crop - Determining appropriate tilth

By the end of the lesson, the learner should be able to:

- Explain the meaning of tilth
- Identify different types of tilth
- Appreciate the importance of appropriate tilth for planting

In groups, learners are guided to:
- Discuss the meaning of tilth in relation to soil condition
- Study pictures showing different types of planting materials
- Identify crops that can be established from different planting materials
- Discuss the type of tilth needed for each planting material

How does planting material determine planting site preparation?

- Highland Agriculture and Nutrition Grade 7 pg. 26
- Pictures of different planting materials
- Digital resources
- Soil samples
- Highland Agriculture and Nutrition Grade 7 pg. 27
- Pictures of planting materials
- Chart showing planting materials and tilth

- Observation - Oral questions - Written assignments

Food Production Processes

Preparing Planting Site and Establishing Crop - Preparing fine tilth
Preparing Planting Site and Establishing Crop - Planting in fine tilth

By the end of the lesson, the learner should be able to:

- Demonstrate preparation of fine tilth for small-sized seeds
- Use appropriate tools for preparing planting site
- Work safely with garden tools

In groups, learners are guided to:
- Wear protective equipment and select appropriate tools
- Identify a site for establishing a fine tilth
- Measure and clear the area
- Dig the site and break soil lumps to a fine texture
- Remove stones and other rough materials
- Level the soil with a rake and loosen any soil lumps

How do we prepare fine tilth for small-sized seeds?

- Highland Agriculture and Nutrition Grade 7 pg. 28
- Panga
- Forked jembe or hoe
- Rake
- Protective equipment
- Small-sized seeds
- Highland Agriculture and Nutrition Grade 7 pg. 29
- Watering can
- Water
- Mulching material

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Preparing Planting Site and Establishing Crop - Preparing medium tilth
Preparing Planting Site and Establishing Crop - Planting in medium tilth

By the end of the lesson, the learner should be able to:

- Demonstrate preparation of medium tilth
- Select appropriate tools for preparing medium tilth
- Work collaboratively with others

In groups, learners are guided to:
- Discuss and agree on locally available medium-sized seeds to plant
- Identify a site for establishing medium tilth
- Measure and clear the vegetation
- Dig the site and break soil lumps to a medium texture
- Make spaced holes and add manure into the holes

How do we prepare medium tilth for medium-sized seeds?

- Highland Agriculture and Nutrition Grade 7 pg. 29
- Panga
- Forked jembe or hoe
- Manure
- Protective equipment
- Medium-sized seeds
- Highland Agriculture and Nutrition Grade 7 pg. 30
- Watering can
- Water
- Mulching material

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Preparing Planting Site and Establishing Crop - Preparing coarse tilth
Preparing Planting Site and Establishing Crop - Planting in coarse tilth

By the end of the lesson, the learner should be able to:

- Demonstrate preparation of coarse tilth
- Select appropriate tools for preparing coarse tilth
- Work safely with garden tools

In groups, learners are guided to:
- Discuss and agree on locally available large planting materials
- Identify a site for establishing coarse tilth
- Measure and clear the vegetation
- Dig the site and break soil lumps to a coarse texture
- Make spaced holes and add manure into the holes

How do we prepare coarse tilth for large planting materials?

- Highland Agriculture and Nutrition Grade 7 pg. 31
- Panga
- Forked jembe or hoe
- Manure
- Protective equipment
- Large planting materials
- Highland Agriculture and Nutrition Grade 7 pg. 32
- Watering can
- Water
- Mulching material

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Preparing Planting Site and Establishing Crop - Review of crop establishment

By the end of the lesson, the learner should be able to:

- Summarize the process of preparing different tilths
- Match planting materials with appropriate tilth
- Value proper site preparation for crop establishment

In groups, learners are guided to:
- Review the entire process of preparing different types of tilth and establishing crops
- Create a chart showing types of planting materials, appropriate tilth, and examples of crops
- Discuss challenges faced and solutions
- Complete an assessment on crop establishment

Why is appropriate tilth important for successful crop establishment?

- Highland Agriculture and Nutrition Grade 7 pg. 33
- Assessment sheets
- Chart paper
- Markers
- Digital resources

- Observation - Oral questions - Written assessment - Chart evaluation

Food Production Processes

Selected Crop Management Practices - Types of crop management practices
Selected Crop Management Practices - Identifying crop management practices

By the end of the lesson, the learner should be able to:

- Explain the meaning of crop management practices
- Identify different crop management practices
- Appreciate the importance of crop management

In groups, learners are guided to:
- Search for information on crop management practices (gapping, thinning, weeding, earthing-up)
- Discuss findings and write short notes
- Share findings with classmates

How can we carry out management practices in crop production?

- Highland Agriculture and Nutrition Grade 7 pg. 34
- Digital resources
- Print media
- Reference materials
- Pictures showing crop management practices

- Observation - Oral questions - Written assignments

Food Production Processes

Selected Crop Management Practices - Importance of crop management

By the end of the lesson, the learner should be able to:

- Explain the importance of different crop management practices
- Discuss when to carry out each practice
- Show interest in proper crop management

In groups, learners are guided to:
- Discuss the importance of gapping, thinning, weeding, and earthing-up
- Explain when each practice should be carried out
- Create a table showing practices and their importance
- Share completed tables with classmates

Why are management practices important in crop production?

- Highland Agriculture and Nutrition Grade 7 pg. 35
- Chart paper
- Markers
- Digital resources

- Observation - Oral questions - Table assessment

Food Production Processes

Selected Crop Management Practices - Gapping in crop management

By the end of the lesson, the learner should be able to:

- Demonstrate gapping in crop management
- Apply appropriate gapping techniques
- Work responsibly in the garden

In groups, learners are guided to:
- Prepare a planting site by clearing vegetation and digging
- Make a suitable tilth and prepare spaced holes or lines
- Add manure to the lines or holes and mix with soil
- Plant materials in the holes or lines
- Water the garden if soil is dry
- Check the garden after some days and identify gaps
- Fill the gaps with suitable planting materials

How do we carry out gapping to ensure proper plant population?

- Highland Agriculture and Nutrition Grade 7 pg. 36
- Panga
- Forked jembe or hoe
- Manure
- Planting materials
- Protective equipment
- Water and watering can

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Selected Crop Management Practices - Thinning in crop management

By the end of the lesson, the learner should be able to:

- Demonstrate thinning in crop management
- Apply appropriate thinning techniques
- Show care for crop health

In groups, learners are guided to:
- Wear protective equipment and visit the garden
- Water the garden if the soil is dry to make it loose
- Thin the crops if they are overcrowded by uprooting the weaker plants
- Ensure plants have enough spaces for healthy growth
- Leave uprooted plants to rot or transplant them

How do we carry out thinning to prevent overcrowding?

- Highland Agriculture and Nutrition Grade 7 pg. 37
- Protective equipment
- Water and watering can

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Selected Crop Management Practices - Weeding in crop management

By the end of the lesson, the learner should be able to:

- Demonstrate weeding in crop management
- Apply appropriate weeding techniques
- Work safely with garden tools

In groups, learners are guided to:
- Wear protective equipment and visit the garden
- Remove weeds from the garden carefully to avoid damaging crops
- Uproot weeds with hands or using tools like forked jembe or panga
- Collect weeds to make compost manure or leave them to dry out and rot on the soil

How do we carry out weeding to reduce competition for nutrients?

- Highland Agriculture and Nutrition Grade 7 pg. 38
- Protective equipment
- Small forked jembe or panga

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Selected Crop Management Practices - Earthing-up in crop management

By the end of the lesson, the learner should be able to:

- Demonstrate earthing-up in crop management
- Apply appropriate earthing-up techniques
- Value the importance of earthing-up for certain crops

In groups, learners are guided to:
- Wear protective equipment and visit the garden
- Gather soil around crops carefully to avoid damaging or exposing roots
- Use small forked jembe, panga, or hands for earthing-up
- Ensure soil forms a mound around the base of plants

How do we carry out earthing-up to support plant growth?

- Highland Agriculture and Nutrition Grade 7 pg. 38
- Protective equipment
- Small forked jembe or panga

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Selected Crop Management Practices - Review of crop management practices

By the end of the lesson, the learner should be able to:

- Summarize different crop management practices
- Explain when each practice should be applied
- Show commitment to proper crop management

In groups, learners are guided to:
- Review all crop management practices (gapping, thinning, weeding, earthing-up)
- Discuss the importance and timing of each practice
- Complete an assessment on crop management practices
- Share assessments with classmates

Why is it important to carry out proper crop management practices?

- Highland Agriculture and Nutrition Grade 7 pg. 39
- Assessment sheets
- Digital resources
- Reference materials

- Observation - Oral questions - Written assessment

Food Production Processes

Preparing Animal Products: Eggs and Honey - How to prepare animal products

By the end of the lesson, the learner should be able to:

- Explain the importance of preparing animal products
- Identify ways of preparing eggs and honey
- Appreciate proper preparation of animal products

In groups, learners are guided to:
- Search for information on sorting, grading, and packing eggs
- Search for information on crushing, straining, and packing honey
- Discuss findings and write short notes
- Present findings to classmates

How can we prepare animal products for various purposes?

- Highland Agriculture and Nutrition Grade 7 pg. 40
- Digital resources
- Print media
- Reference materials

- Observation - Oral questions - Written assignments - Presentations

Food Production Processes

Preparing Animal Products: Eggs and Honey - Sorting and grading eggs

By the end of the lesson, the learner should be able to:

- Identify factors for sorting and grading eggs
- Explain the purpose of sorting and grading eggs
- Value proper handling of eggs

In groups, learners are guided to:
- Study pictures showing sorting and grading of eggs
- Identify the factors considered when sorting and grading eggs (size, cleanliness, shell quality)
- Discuss other factors to consider when sorting and grading eggs
- Share ideas with classmates

How do we sort and grade eggs to ensure quality?

- Highland Agriculture and Nutrition Grade 7 pg. 41
- Pictures showing egg sorting and grading
- Digital resources

- Observation - Oral questions - Picture identification

Food Production Processes

Preparing Animal Products: Eggs and Honey - Packing eggs

By the end of the lesson, the learner should be able to:

- Identify items used for packing eggs
- Explain the importance of proper egg packing
- Show care when handling eggs

In groups, learners are guided to:
- Study pictures showing items used for packing eggs
- Identify the items shown in the pictures
- Discuss other items that can be used for packing eggs safely
- Share ideas with classmates

How do we pack eggs to ensure they remain intact?

- Highland Agriculture and Nutrition Grade 7 pg. 41
- Pictures showing egg packing items
- Actual egg packing items (trays, cartons)
- Digital resources

- Observation - Oral questions - Identification assessment

Food Production Processes

Preparing Animal Products: Eggs and Honey - Field visit for egg preparation

By the end of the lesson, the learner should be able to:

- Observe egg preparation in a real setting
- Ask relevant questions about egg preparation
- Show interest in proper egg handling

In groups, learners are guided to:
- Take a field visit to a poultry farm
- Study how eggs are prepared by sorting, grading, and packing
- Ask resource person questions for clarification
- Discuss and record findings
- Take photographs if possible

What methods are used in commercial egg preparation?

- Highland Agriculture and Nutrition Grade 7 pg. 42
- Protective equipment
- Exercise book and pen
- Digital camera

- Observation - Oral questions - Written report

Food Production Processes

Preparing Animal Products: Eggs and Honey - Preparing eggs

By the end of the lesson, the learner should be able to:

- Demonstrate egg preparation techniques
- Sort and grade eggs according to external characteristics
- Handle eggs with care

In groups, learners are guided to:
- Visit a poultry farm or bring eggs to school
- Sort and grade eggs according to external characteristics (color, cleanliness, size, shell quality)
- Pack eggs together according to quality
- Share experience with classmates

How do we prepare eggs for use and storage?

- Highland Agriculture and Nutrition Grade 7 pg. 42
- Eggs
- Egg sorting and packing materials
- Protective equipment

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Preparing Animal Products: Eggs and Honey - Ways of preparing honey

By the end of the lesson, the learner should be able to:

- Identify different ways of preparing honey
- Explain the process of preparing honey
- Appreciate the value of proper honey preparation

In groups, learners are guided to:
- Study pictures showing ways of preparing honey
- Identify the ways of preparing honey shown in the pictures
- Discuss the ways of preparing honey shown
- Share ideas with classmates

How is honey prepared for use and storage?

- Highland Agriculture and Nutrition Grade 7 pg. 43
- Pictures showing honey preparation
- Digital resources

- Observation - Oral questions - Picture identification

Food Production Processes

Preparing Animal Products: Eggs and Honey - Field visit for honey preparation

By the end of the lesson, the learner should be able to:

- Observe honey preparation in a real setting
- Ask relevant questions about honey preparation
- Show interest in proper honey handling

In groups, learners are guided to:
- Take a field visit to an apiary
- Study how honey is prepared by crushing, straining, and packing
- Ask questions to resource person for clarification
- Discuss and record findings
- Take photographs if possible

What methods are used in commercial honey preparation?

- Highland Agriculture and Nutrition Grade 7 pg. 43
- Protective equipment
- Exercise book and pen
- Digital camera

- Observation - Oral questions - Written report

Food Production Processes

Preparing Animal Products: Eggs and Honey - Preparing honey
Preparing Animal Products: Eggs and Honey - Review of animal products preparation

By the end of the lesson, the learner should be able to:

- Demonstrate honey preparation techniques
- Crush and strain honey appropriately
- Handle honey with care

In groups, learners are guided to:
- Visit an apiary or bring honeycombs to school if possible
- Crush and strain honey as learned
- Pack honey in appropriate containers
- Share experience with classmates

How do we prepare honey for use and storage?

- Highland Agriculture and Nutrition Grade 7 pg. 44
- Honeycombs
- Basins
- Strainer
- Storage containers
- Protective equipment
- Highland Agriculture and Nutrition Grade 7 pg. 45
- Assessment sheets
- Digital resources
- Reference materials

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Methods of cooking food

By the end of the lesson, the learner should be able to:

- Explain the importance of cooking food
- Identify different methods of cooking food
- Appreciate variety in cooking methods

In groups, learners are guided to:
- Search for information about grilling, roasting, and steaming cooking methods
- Discuss findings and write short notes
- Discuss types of food in the locality cooked using each method
- Present ideas to classmates

Why should we use different methods of cooking food?

- Highland Agriculture and Nutrition Grade 7 pg. 46
- Digital resources
- Print media
- Reference materials

- Observation - Oral questions - Written assignments - Presentations

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Identifying cooking methods

By the end of the lesson, the learner should be able to:

- Identify different cooking methods from pictures
- Match cooking methods with suitable foods
- Show interest in various cooking methods

In groups, learners are guided to:
- Study pictures showing different methods of cooking food
- Identify and discuss the methods shown in the pictures
- Discuss locally available foods that can be cooked using each method
- Complete a table showing cooking methods and suitable foods
- Share work with classmates

Which foods are suitable for different cooking methods?

- Highland Agriculture and Nutrition Grade 7 pg. 47
- Pictures showing cooking methods
- Chart paper
- Markers
- Digital resources

- Observation - Oral questions - Table assessment

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Safety in cooking

By the end of the lesson, the learner should be able to:

- Identify safety precautions in cooking
- Explain the importance of safety in the kitchen
- Value safety when cooking

In groups, learners are guided to:
- Discuss safety precautions in the kitchen (keeping distance from heat source, using pot holders, etc.)
- Demonstrate proper use of protective equipment
- Create a safety poster for the kitchen
- Share posters with classmates

How can we ensure safety when cooking?

- Highland Agriculture and Nutrition Grade 7 pg. 48
- Protective equipment (chef's hat, mittens, pot holders, apron)
- Chart paper
- Markers

- Observation - Oral questions - Poster assessment

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Cooking by grilling

By the end of the lesson, the learner should be able to:

- Demonstrate cooking by grilling
- Follow correct grilling procedures
- Work safely with cooking equipment

In groups, learners are guided to:
- Prepare a source of heat by lighting a fire from wood or charcoal
- Place the grill firmly above the source of heat
- Place food on the grill above the fire
- Keep turning the food for even cooking
- Remove food when ready and serve
- Observe safety precautions throughout

How do we cook food by grilling?

- Highland Agriculture and Nutrition Grade 7 pg. 48
- Raw food for grilling
- Protective equipment
- Grill
- Source of heat
- Plates

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Cooking by roasting

By the end of the lesson, the learner should be able to:

- Demonstrate cooking by roasting
- Follow correct roasting procedures
- Maintain safety in cooking

In groups, learners are guided to:
- Prepare a source of heat by lighting a fire from wood or charcoal
- Wrap food items in pieces of aluminum foil
- Place wrapped food to roast on low fire
- Check if food is cooked after some time
- Remove food when ready and serve
- Observe safety precautions throughout

How do we cook food by roasting?

- Highland Agriculture and Nutrition Grade 7 pg. 49
- Raw food for roasting
- Protective equipment
- Aluminum foil
- Source of heat
- Plates

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Cooking by steaming

By the end of the lesson, the learner should be able to:

- Demonstrate cooking by steaming
- Follow correct steaming procedures
- Value the nutritional benefits of steaming

In groups, learners are guided to:
- Place water in a cooking pot and bring to a boil
- Put food in a steaming basket or perforated container
- Place the steaming basket above the boiling water
- Cover the pot and allow food to cook in the steam
- Check food for doneness and serve when ready
- Observe safety precautions throughout

How do we cook food by steaming?

- Highland Agriculture and Nutrition Grade 7 pg. 50
- Raw food for steaming
- Protective equipment
- Cooking pot with lid
- Steaming basket
- Source of heat
- Water

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Comparing cooking methods

By the end of the lesson, the learner should be able to:

- Compare different cooking methods
- Evaluate the advantages and disadvantages of each method
- Make informed choices about cooking methods

In groups, learners are guided to:
- Discuss the advantages and disadvantages of grilling, roasting, and steaming
- Compare the nutritional value of food cooked using different methods
- Create a comparison chart for the three cooking methods
- Share charts with classmates

Which cooking method is best for different types of food?

- Highland Agriculture and Nutrition Grade 7 pg. 51
- Chart paper
- Markers
- Digital resources
- Reference materials

- Observation - Oral questions - Chart assessment

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Food preparation and preservation

By the end of the lesson, the learner should be able to:

- Explain how cooking contributes to food preservation
- Identify appropriate cooking methods for food preservation
- Appreciate the role of cooking in food safety

In groups, learners are guided to:
- Discuss how cooking helps preserve food
- Identify which cooking methods are best for food preservation
- Discuss traditional methods of cooking and food preservation in the locality
- Share findings with classmates

How does cooking contribute to food preservation?

- Highland Agriculture and Nutrition Grade 7 pg. 52
- Digital resources
- Reference materials

- Observation - Oral questions - Written assignments

Food Production Processes
Hygiene Practices

Cooking: Grilling, Roasting and Steaming - Review of cooking methods
Hygiene in Rearing Animals - Hygiene practices

By the end of the lesson, the learner should be able to:

- Summarize different cooking methods
- Explain when to use each cooking method
- Show commitment to proper food preparation

In groups, learners are guided to:
- Review all cooking methods (grilling, roasting, steaming)
- Discuss the appropriate uses of each method
- Complete an assessment on cooking methods
- Share assessments with classmates

Why is it important to understand different cooking methods?

- Highland Agriculture and Nutrition Grade 7 pg. 52
- Assessment sheets
- Digital resources
- Reference materials
- Highland Agriculture and Nutrition Grade 7 pg. 53
- Print media

- Observation - Oral questions - Written assessment

Hygiene Practices

Hygiene in Rearing Animals - Items for maintaining hygiene
Hygiene in Rearing Animals - Field visit

By the end of the lesson, the learner should be able to:

- Identify items used in rearing domestic animals
- Explain how to maintain hygiene of these items
- Value cleanliness in animal rearing

In groups, learners are guided to:
- Study pictures showing items used in rearing domestic animals
- Identify the items shown in the pictures
- Discuss how the items should be kept hygienic
- Share ideas with classmates

What items should be kept hygienic when rearing domestic animals?

- Highland Agriculture and Nutrition Grade 7 pg. 54
- Pictures showing animal rearing items
- Digital resources
- Highland Agriculture and Nutrition Grade 7 pg. 55
- Exercise book and pen
- Protective equipment
- Digital camera

- Observation - Oral questions - Picture identification

Hygiene Practices

Hygiene in Rearing Animals - Cleaning animal feeders and waterers
Hygiene in Rearing Animals - Cleaning animal houses

By the end of the lesson, the learner should be able to:

- Demonstrate cleaning of animal feeders and waterers
- Follow correct cleaning procedures
- Work responsibly with cleaning equipment

In groups, learners are guided to:
- Wear protective equipment and visit domestic animals
- Pour out food remains and dirt from feeders and waterers
- Scrub feeders and waterers with a brush and soapy water
- Rinse with clean water and let dry in an open space
- Wash hands with soap and clean water

How do we clean animal feeders and waterers?

- Highland Agriculture and Nutrition Grade 7 pg. 55
- Clean water
- Brush
- Soap
- Dirty animal feeders and waterers
- Protective equipment
- Highland Agriculture and Nutrition Grade 7 pg. 56
- Broom
- Scrubbing brush

- Observation - Practical assessment - Group work evaluation

Hygiene Practices

Hygiene in Rearing Animals - Cleaning animals
Hygiene in Rearing Animals - Importance of hygiene in animal rearing

By the end of the lesson, the learner should be able to:

- Demonstrate cleaning of animals
- Apply appropriate animal cleaning techniques
- Handle animals with care

In groups, learners are guided to:
- Wear protective equipment and approach animals calmly
- Use appropriate cleaning methods for different animals
- Groom animals using appropriate tools
- Clean animal coats, feet, and other parts as needed
- Observe safety precautions when handling animals

How do we clean animals to maintain their health?

- Highland Agriculture and Nutrition Grade 7 pg. 57
- Clean water
- Brushes
- Cleaning materials
- Protective equipment
- Flashcards
- Chart paper
- Markers
- Digital resources

- Observation - Practical assessment - Group work evaluation

Hygiene Practices

Hygiene in Rearing Animals - Pest and disease control
Hygiene in Rearing Animals - Review of animal hygiene

By the end of the lesson, the learner should be able to:

- Identify common pests affecting domestic animals
- Explain how to control pests and diseases through hygiene
- Value preventive measures in animal health

In groups, learners are guided to:
- Discuss common pests affecting domestic animals
- Explain how hygiene helps control pests and diseases
- Discuss safe use of pest control products
- Demonstrate application of acaricides with adult guidance
- Create a pest control schedule for domestic animals

How does hygiene help control pests and diseases in animals?

- Highland Agriculture and Nutrition Grade 7 pg. 58
- Pictures of common animal pests
- Chart showing pest control methods
- Protective equipment
- Assessment sheets
- Digital resources
- Reference materials

- Observation - Oral questions - Written assignments