Food Production Processes

Crop Establishment - Categories of planting materials

By the end of the lesson, the learner should be able to:
- Categorise planting materials into seeds and vegetative materials
- Give examples of crops established through seeds and through vegetative materials
- Show curiosity about the different ways crops can be propagated

In groups, learners are guided to:
- Use digital devices or textbooks to observe and read about seeds and vegetative planting materials
- Categorise collected planting materials as seeds or vegetative materials in a table
- Discuss the differences between seeds and vegetative planting materials

What is the difference between seeds and vegetative planting materials?

- Spark Agriculture Grade 7 pg. 33
- Digital devices
- Internet access
- Sample planting materials
- Notebooks

- Oral questions - Written assignments

Food Production Processes

Crop Establishment - Selecting suitable planting materials
Crop Establishment - Methods of planting (dibbling and drilling)

By the end of the lesson, the learner should be able to:
- Describe the characteristics of good quality seeds and vegetative planting materials
- Select suitable planting materials based on maturity, health and freedom from damage
- Demonstrate care and attention to detail when selecting planting materials

In groups, learners are guided to:
- Gather planting materials and analyse them for quality characteristics
- Select seeds that are mature and free from cracks, bruises and pests
- Select vegetative materials that are mature, healthy and have at least three buds

How can a learner identify high quality planting materials suitable for establishing crops?

- Spark Agriculture Grade 7 pg. 35
- Sample planting materials (seeds, cuttings, tubers)
- Notebooks
- Spark Agriculture Grade 7 pg. 36
- Sample seeds and tubers
- Notebooks
- Digital devices

- Observation - Oral questions - Written assignments

Food Production Processes

Crop Establishment - Methods of planting (broadcasting)

By the end of the lesson, the learner should be able to:
- Describe broadcasting as a method of establishing crops
- Identify small-seeded crops suitable for broadcasting
- Show willingness to apply the most appropriate planting method for a given crop

In groups, learners are guided to:
- Discuss how broadcasting involves spreading seeds on a ploughed or wet seedbed
- Identify crops established through broadcasting such as finger millet, oats and cotton
- Compare broadcasting with dibbling and drilling and note the differences

Which types of seeds are best established through broadcasting and why?

- Spark Agriculture Grade 7 pg. 37
- Sample small seeds
- Notebooks
- Digital devices

- Oral questions - Written assignments

Food Production Processes

Crop Establishment - Determining the appropriate time for planting

By the end of the lesson, the learner should be able to:
- Identify factors that determine the appropriate time for planting different propagation materials
- Use digital resources and weather forecasts to predict suitable planting times
- Value timely planting as a key factor in successful crop production

In groups, learners are guided to:
- Search for information on factors determining appropriate planting time using digital devices
- Discuss how soil moisture, onset of rain, market timing and staggered planting affect planting decisions
- Visit a digital weather information centre or listen to forecasts to determine the best planting time

How do soil moisture and rainfall patterns help a farmer decide when to plant?

- Spark Agriculture Grade 7 pg. 38
- Digital devices
- Internet access
- Radio or television
- Notebooks

- Oral questions - Written assignments

Food Production Processes

Crop Establishment - Practical crop establishment
Crop Establishment - Monitoring germination and early crop growth

By the end of the lesson, the learner should be able to:
- Establish a crop of choice using the appropriate planting material and method
- Apply the correct planting spacing and depth for the chosen crop
- Demonstrate responsibility and teamwork during the practical planting activity

In groups, learners are guided to:
- Select a crop and establish it in the prepared planting site using the appropriate method
- Apply the correct depth and spacing when establishing the planting materials
- Begin initial management practices such as watering and constructing shades where necessary

What factors must a learner consider before establishing planting materials in a prepared site?

- Spark Agriculture Grade 7 pg. 39
- Panga
- Jembe
- Tape measure
- Watering cans
- Planting materials of choice
- Gumboots
- Gloves
- Spark Agriculture Grade 7 pg. 40
- Notebooks
- Pen
- Established crop in school garden

- Observation - Practical assessment

Food Production Processes

Crop Establishment - Summary and review

By the end of the lesson, the learner should be able to:
- Summarise the categories, selection criteria and methods of establishing crops
- Explain how weather and soil conditions determine the appropriate planting time
- Reflect on personal learning progress on crop establishment

In groups, learners are guided to:
- Review and discuss key points from the crop establishment sub-strand
- Complete the learning progress tracker and self-assess achievement
- Answer review questions and share responses in class

What steps must a farmer follow from selecting planting materials to successfully establishing a crop?

- Spark Agriculture Grade 7 pg. 33
- Notebooks
- Learning progress tracker

- Written assignments - Self-assessment - Oral questions

Food Production Processes

Crop Establishment - Project presentation on established crops

By the end of the lesson, the learner should be able to:
- Present findings on the crop establishment project to the class
- Describe the planting site prepared, planting material used, method applied and early growth observations
- Demonstrate confidence and respect when presenting and receiving feedback

In groups, learners are guided to:
- Prepare a short presentation on the crop establishment project including site preparation, planting method and germination observations
- Present to the class and receive feedback from teacher and peers
- Discuss challenges faced during the project and how they were addressed

What did you learn from establishing your crop that you would do differently next time?

- Spark Agriculture Grade 7 pg. 40
- Notebooks
- Digital devices for photographs
- Established crop samples

- Oral presentation - Portfolio - Peer assessment

Food Production Processes

Selected Crop Management Practices - Introduction and importance of crop management
Selected Crop Management Practices - Weeding: identifying weeds and their effects on crops

By the end of the lesson, the learner should be able to:
- Identify crop management practices carried out after crop establishment
- Explain why crop management is important for healthy crop growth
- Show willingness to take responsibility for managing established crops

In groups, learners are guided to:
- Discuss crop management practices such as weeding, thinning, earthing up, gapping and hardening
- Watch videos on crop management practices using digital devices
- Discuss which management practices are applicable to the crops established

Why is it important to carry out management practices after establishing a crop?

- Spark Agriculture Grade 7 pg. 43
- Digital devices
- Internet access
- Notebooks
- Spark Agriculture Grade 7 pg. 44
- Notebook
- Pen
- Digital camera or smartphone
- Reference books

- Oral questions - Written assignments

Food Production Processes

Selected Crop Management Practices - Practical weeding (handweeding, hand hoeing, digging)

By the end of the lesson, the learner should be able to:
- Carry out handweeding, hand hoeing and digging to remove weeds from established crops
- Remove deep-rooted and perennial weeds using appropriate physical methods
- Demonstrate care to avoid damaging crop roots during weeding

In groups, learners are guided to:
- Pull out weeds by hand especially near young crops to protect roots and stems
- Use a hand hoe to shallow-dig soil around crops and collect weeds for drying
- Dig deeper to remove perennial weeds with deep root systems

How does hand hoeing differ from handweeding in controlling weeds?

- Spark Agriculture Grade 7 pg. 46
- Jembe
- Hand hoe
- Gloves
- Gumboots

- Observation - Practical assessment

Food Production Processes

Selected Crop Management Practices - Practical weeding (cutting, mowing, mulching)

By the end of the lesson, the learner should be able to:
- Cut large weeds such as shrubs and trees using a panga or axe
- Carry out mowing to cut weeds to ground level using a sickle
- Apply mulch to suppress weed germination and conserve soil moisture

In groups, learners are guided to:
- Cut large weeds using a panga or axe and leave them to dry
- Mow weeds to ground level using a sickle especially in well-spaced crops
- Apply mulch such as dry grass, hay, leaves or sawdust on the soil surface to suppress weeds

When is mulching a more suitable weed control method than hand hoeing?

- Spark Agriculture Grade 7 pg. 47
- Panga
- Axe
- Sickle
- Mulching materials
- Gloves
- Gumboots

- Observation - Practical assessment

Food Production Processes

Selected Crop Management Practices - Earthing up and thinning

By the end of the lesson, the learner should be able to:
- Carry out earthing up by piling soil around crops such as Irish potatoes to promote tuber growth
- Carry out thinning by removing congested crops to create space for remaining crops
- Appreciate that earthing up and thinning improve the overall quality of the harvest

In groups, learners are guided to:
- Identify crops in the garden that require earthing up such as Irish potatoes
- Pile soil around the base of appropriate crops and discuss how this regulates moisture and temperature
- Uproot congested crops during thinning and observe how spacing improves growth

How does earthing up help a potato crop produce better tubers?

- Spark Agriculture Grade 7 pg. 48
- Jembe
- Garden tools
- Established crops in school garden

- Observation - Practical assessment

Food Production Processes

Selected Crop Management Practices - Gapping and hardening
Selected Crop Management Practices - Planning crop management and project reporting

By the end of the lesson, the learner should be able to:
- Carry out gapping by filling empty spaces where planting materials failed to germinate
- Carry out hardening or curing on appropriate crops such as potatoes, onions and maize
- Value gapping and hardening as practices that maximise yield and reduce post-harvest losses

In groups, learners are guided to:
- Inspect the seedbed several days after planting and identify spaces where germination failed
- Fill in empty spaces with new planting materials or replace weak and diseased crops
- Harden potato tubers by cutting vines and leaving them before harvest; sun-cure onions and cereals to reduce moisture

How does gapping help a farmer make the most of available seedbed space?

- Spark Agriculture Grade 7 pg. 49
- Planting materials
- Jembe
- Garden tools
- Established crops in school garden
- Spark Agriculture Grade 7 pg. 45
- Notebooks
- Pen

- Observation - Practical assessment

Food Production Processes

Selected Crop Management Practices - Summary, review and crop museum

By the end of the lesson, the learner should be able to:
- Summarise the crop management practices learnt and their importance to crop production
- Contribute to a crop museum or display showing planting sites, establishment methods and management practices
- Reflect on the entire crop production project with a sense of achievement

In groups, learners are guided to:
- Review and discuss key crop management practices and their importance
- Prepare a crop museum or display site in the school showing crops, planting sites and management information
- Complete the learning progress tracker and self-assess achievement

How do the crop management practices you carried out contribute to a good harvest?

- Spark Agriculture Grade 7 pg. 43
- Notebooks
- Established crops
- Learning progress tracker
- Display materials

- Written assignments - Self-assessment - Portfolio

Food Production Processes

Preparing Animal Products - Introduction to animal products

By the end of the lesson, the learner should be able to:
- Identify common animal products obtained from livestock and poultry
- Describe the importance of preparing animal products hygienically
- Appreciate that proper preparation of animal products promotes food safety and nutrition

In groups, learners are guided to:
- Discuss common animal products such as milk, eggs, meat and honey
- Identify animal products available in the local community
- Discuss why it is important to handle and prepare animal products hygienically

Why is it important to prepare animal products in a hygienic manner?

- Spark Agriculture Grade 7 pg. 64
- Reference books
- Digital devices
- Notebooks

- Oral questions - Written assignments

Food Production Processes

Preparing Animal Products - Milking and handling fresh milk
Preparing Animal Products - Processing milk (fermented milk and butter)

By the end of the lesson, the learner should be able to:
- Describe the procedure for milking animals hygienically
- Explain how fresh milk should be handled and stored after milking
- Demonstrate responsibility in maintaining hygiene during milking

In groups, learners are guided to:
- Discuss the steps followed when milking animals hygienically
- Discuss how fresh milk should be filtered, stored and handled to prevent contamination
- Identify common mistakes made during milking and how they can be avoided

What hygiene practices must be observed when milking an animal and handling fresh milk?

- Spark Agriculture Grade 7 pg. 64
- Reference books
- Digital devices
- Notebooks
- Spark Agriculture Grade 7 pg. 65
- Fresh milk
- Clean containers
- Churner or jar
- Reference books

- Oral questions - Observation

Food Production Processes

Preparing Animal Products - Collecting and grading eggs

By the end of the lesson, the learner should be able to:
- Describe how eggs are collected and graded for quality
- Identify characteristics of good quality eggs including shell condition, size and freshness
- Appreciate that proper egg collection and grading ensures safety and marketability

In groups, learners are guided to:
- Discuss how eggs should be collected from the nest box to avoid breakage and contamination
- Examine eggs and grade them based on shell condition, size and cleanliness
- Discuss how cracked or dirty eggs should be handled separately

How does proper grading of eggs help ensure that only safe eggs reach the consumer?

- Spark Agriculture Grade 7 pg. 66
- Sample eggs
- Egg trays
- Reference books
- Notebooks

- Observation - Oral questions - Practical assessment

Food Production Processes

Preparing Animal Products - Storing and preserving animal products

By the end of the lesson, the learner should be able to:
- Describe appropriate storage methods for animal products such as milk, eggs and meat
- Explain how improper storage leads to spoilage and health risks
- Show commitment to maintaining food safety standards when handling animal products

In groups, learners are guided to:
- Discuss how fresh milk should be boiled and refrigerated to extend its shelf life
- Identify appropriate conditions for storing eggs to maintain freshness
- Discuss how meat should be handled, refrigerated or dried to prevent spoilage

What happens to animal products that are not stored correctly after preparation?

- Spark Agriculture Grade 7 pg. 67
- Reference books
- Digital devices
- Notebooks

- Oral questions - Written assignments

Food Production Processes

Preparing Animal Products - Honey harvesting and processing
Preparing Animal Products - Hygienic handling and review

By the end of the lesson, the learner should be able to:
- Describe the steps involved in harvesting and processing honey from a beehive
- Explain the safety precautions observed during honey harvesting
- Appreciate honey as a valuable animal product with nutritional and economic benefits

In groups, learners are guided to:
- Discuss how honey is harvested from beehives using protective gear
- Describe how harvested honey is filtered to remove wax and impurities
- Discuss how processed honey is stored in clean airtight containers

What safety precautions must be observed when harvesting honey from a beehive?

- Spark Agriculture Grade 7 pg. 68
- Reference books
- Digital devices
- Notebooks
- Spark Agriculture Grade 7 pg. 64
- Notebooks
- Learning progress tracker
- Sample animal products

- Oral questions - Written assignments

Food Production Processes

Preparing Animal Products - Excursion to an animal product processing unit

By the end of the lesson, the learner should be able to:
- Observe and describe how animal products are processed in a commercial or community setting
- Identify hygiene and safety practices observed during processing
- Show interest in animal product processing as a source of income and nutrition

In groups, learners are guided to:
- Visit a dairy, poultry farm or community processing unit to observe animal product preparation
- Interview farm workers about processing and storage methods used
- Record observations and share findings in class

What hygiene and safety practices did you observe during the visit to the animal product processing unit?

- Spark Agriculture Grade 7 pg. 64
- Notebooks
- Pen
- Digital camera or smartphone

- Observation - Portfolio - Oral presentation

Food Production Processes

Preparing Animal Products - Sub-strand assessment

By the end of the lesson, the learner should be able to:
- Demonstrate understanding of the preparation, processing and storage of animal products
- Answer assessment questions on the preparation of animal products
- Review and discuss assessment outcomes to identify areas for improvement

In groups, learners are guided to:
- Complete a written assessment covering milking, egg grading, milk processing, honey harvesting and storage
- Review marked work and identify areas needing further practice
- Discuss common errors and clarify misconceptions with the teacher

What are the key steps involved in preparing and storing animal products safely?

- Spark Agriculture Grade 7 pg. 64
- Assessment paper
- Pen

- Written test - Oral review

Food Production Processes

Cooking Food - Introduction to cooking and food nutrients

By the end of the lesson, the learner should be able to:
- Identify common cooking methods used in food preparation
- Explain how different cooking methods affect the nutritional value of food
- Appreciate that proper cooking methods help preserve nutrients and promote good health

In groups, learners are guided to:
- Discuss common cooking methods such as boiling, steaming, roasting and frying
- Discuss how overcooking or incorrect methods destroy nutrients in food
- Identify the cooking methods that best preserve nutrients in different foods

How does the cooking method used affect the nutritional value of the food prepared?

- Spark Agriculture Grade 7 pg. 69
- Reference books
- Digital devices
- Notebooks

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Boiling and steaming food
Cooking Food - Roasting and frying food

By the end of the lesson, the learner should be able to:
- Describe the process of boiling and steaming as cooking methods
- Identify foods best cooked by boiling and steaming
- Show interest in using cooking methods that help preserve food nutrients

In groups, learners are guided to:
- Discuss how boiling involves cooking food in water and steaming uses steam from boiling water
- Identify foods that are commonly boiled or steamed such as vegetables, eggs and grains
- Discuss how steaming better preserves nutrients compared to boiling

Why does steaming preserve more nutrients in vegetables than boiling?

- Spark Agriculture Grade 7 pg. 70
- Cooking pots
- Steamer
- Firewood or gas cooker
- Sample food items
- Cooking pan
- Cooking oil
- Sample food items
- Oven or jiko

- Observation - Oral questions

Food Production Processes

Cooking Food - Practical cooking using animal and crop produce

By the end of the lesson, the learner should be able to:
- Cook a simple nutritious meal using both crop produce and animal products
- Apply appropriate cooking methods to preserve nutrients in the meal
- Demonstrate hygiene and safety practices during food preparation

In groups, learners are guided to:
- Plan a simple meal using available crop and animal produce from the school garden and farm
- Prepare the ingredients hygienically and cook using the most appropriate method
- Serve the meal and discuss the nutrients provided by each ingredient

How does combining crop produce and animal products in one meal improve its nutritional value?

- Spark Agriculture Grade 7 pg. 70
- Cooking pots and pans
- Firewood or gas cooker
- Crop produce from school garden
- Animal products
- Knives
- Chopping boards

- Observation - Practical assessment

Food Production Processes

Cooking Food - Food hygiene and safety during cooking

By the end of the lesson, the learner should be able to:
- Describe hygiene and safety practices that must be observed during food preparation and cooking
- Apply correct food handling and storage practices before and after cooking
- Appreciate that food hygiene protects the health of the family and community

In groups, learners are guided to:
- Discuss personal hygiene practices such as washing hands, wearing aprons and tying hair
- Discuss how food should be washed, stored and handled safely before cooking
- Discuss how cooked food should be covered, served and stored to prevent contamination

What personal hygiene practices must a learner observe before handling food for cooking?

- Spark Agriculture Grade 7 pg. 71
- Reference books
- Digital devices
- Notebooks

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Preserving cooked food and reducing waste
Cooking Food - Balanced diet using crop and animal products

By the end of the lesson, the learner should be able to:
- Describe methods of preserving cooked food to extend its shelf life
- Explain how food waste can be reduced through proper planning and storage
- Show commitment to responsible food management practices at home and school

In groups, learners are guided to:
- Discuss preservation methods for cooked food such as refrigeration, drying and reheating
- Discuss how planning meal quantities helps reduce food waste
- Explore how leftover crop produce can be used creatively to avoid wastage

How can a family reduce food waste while ensuring all members are well nourished?

- Spark Agriculture Grade 7 pg. 71
- Reference books
- Digital devices
- Notebooks
- Spark Agriculture Grade 7 pg. 69

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Summary and review of cooking food

By the end of the lesson, the learner should be able to:
- Summarise the cooking methods, food hygiene practices and food preservation skills learnt
- Reflect on how the entire Strand 2 food production project contributes to nutrition and food security
- Demonstrate a sense of achievement and pride in the food production work done

In groups, learners are guided to:
- Review and discuss key points from the cooking food sub-strand
- Complete the learning progress tracker and self-assess achievement across all Strand 2 sub-strands
- Answer review questions and share responses in class

How has learning about food production processes helped you understand where the food on your table comes from?

- Spark Agriculture Grade 7 pg. 69
- Notebooks
- Learning progress tracker

- Written assignments - Self-assessment - Oral questions

Food Production Processes

Food Production Processes - Strand assessment

By the end of the lesson, the learner should be able to:
- Demonstrate understanding of planting sites, crop establishment, crop management, animal product preparation and cooking
- Answer assessment questions covering all sub-strands in Strand 2
- Review and discuss assessment outcomes to identify areas for further learning

In groups, learners are guided to:
- Complete a written assessment on the Food Production Processes strand
- Review marked work and identify areas needing further practice
- Discuss common errors and clarify misconceptions with the teacher

What have you learnt about food production processes and how will you apply it at home or in the community?

- Spark Agriculture Grade 7 pg. 23
- Assessment paper
- Pen

- Written test - Oral review - Peer discussion

Hygiene Practices

Hygiene in Rearing Animals - Introduction to humane animal handling
Hygiene in Rearing Animals - Examining forms of animal handling in the community

By the end of the lesson, the learner should be able to:
- Distinguish between humane and inhumane ways of handling animals
- Explain why humane handling of animals is important for their productivity
- Show concern for the welfare of animals in the community

In groups, learners are guided to:
- Observe photographs showing humane and inhumane animal handling and discuss differences
- Discuss why proper handling promotes animal health and productivity
- Identify forms of humane and inhumane animal handling common in the local community

Why is it important to handle animals humanely in farming and at home?

- Spark Agriculture Grade 7 pg. 51
- Reference books
- Digital devices
- Notebooks
- Notebook
- Pen
- Digital camera or smartphone

- Oral questions - Written assignments

Hygiene Practices

Hygiene in Rearing Animals - Analysing inhumane animal treatment

By the end of the lesson, the learner should be able to:
- Analyse various forms of inhumane animal treatment and their effects on the animal
- Explain why inhumane treatment reduces animal productivity and leads to death
- Demonstrate empathy towards animals subjected to mistreatment

In groups, learners are guided to:
- Discuss and analyse forms of inhumane treatment such as beating, inappropriate castration, overloading, dirty housing and poor restraining
- Fill in a table showing reasons for inhumane treatment and effects on the animal
- Present findings in class and get feedback from the teacher

How does inhumane treatment of animals affect their health and productivity?

- Spark Agriculture Grade 7 pg. 53
- Reference books
- Digital devices
- Notebooks

- Oral questions - Written assignments - Observation

Hygiene Practices

Hygiene in Rearing Animals - Demonstrating humane and safe animal handling

By the end of the lesson, the learner should be able to:
- Identify the body parts that are safe to handle when attending to animals
- Demonstrate humane and safe handling of animals guided by an animal handler
- Show responsibility and care when interacting with animals

In groups, learners are guided to:
- Invite an animal handler to demonstrate safe body parts to hold when deworming or treating animals
- Ask questions about sensitive animal body parts and safe handling methods
- Demonstrate safe and humane animal handling under the guidance of the animal handler

Which body parts of an animal are safest to handle and which ones must be handled with extra care?

- Spark Agriculture Grade 7 pg. 54
- Animal handler (resource person)
- School or community farm animals
- Notebooks

- Observation - Practical assessment - Oral questions

Hygiene Practices

Hygiene in Rearing Animals - Role play on humane animal handling

By the end of the lesson, the learner should be able to:
- Dramatise humane and inhumane animal handling through a role play activity
- Defend animals against mistreatment through group action and discussion
- Value the role of community members in protecting animal welfare

In groups, learners are guided to:
- Form groups and assign roles: community members who mistreat animals, animals suffering mistreatment, and animal rights defenders
- Perform a skit dramatising inhumane treatment and the defence of animals
- Debrief after the skit discussing solutions for stopping animal mistreatment in the community

How can role play help learners and community members understand the importance of humane animal treatment?

- Spark Agriculture Grade 7 pg. 55
- Notebooks
- Open space for dramatisation

- Observation - Peer assessment - Oral questions

Hygiene Practices

Hygiene in Rearing Animals - Creating awareness on humane animal treatment
Hygiene in Rearing Animals - Introduction to pet management and types of pets

By the end of the lesson, the learner should be able to:
- Create awareness messages defending animals against inhumane treatment
- Design and write clear attractive cards to share with the school and community
- Take civic responsibility for defending animal welfare in the community

In groups, learners are guided to:
- Discuss and create awareness messages on humane animal handling
- Cut small cards from manila paper and write neat attractive messages on them
- Share cards with community members during school open days or community events

How can learners use awareness messages to protect animals from mistreatment in the community?

- Spark Agriculture Grade 7 pg. 56
- Manila papers
- Marker pens
- Ruler
- Scissors
- Glue
- Spark Agriculture Grade 7 pg. 58
- Notebook
- Pen
- Digital camera or smartphone

- Observation - Portfolio (awareness cards) - Oral presentation

Hygiene Practices

Hygiene in Rearing Animals - Factors for selecting and acquiring a pet

By the end of the lesson, the learner should be able to:
- Identify social, economic, legal and safety factors considered when selecting a pet
- Describe the ways in which pets can be acquired such as buying, inheriting and receiving as gifts
- Appreciate that responsible pet ownership requires careful planning and consideration

In groups, learners are guided to:
- Search for information on factors considered when selecting a pet using digital devices or the library
- Discuss social factors (lifestyle, beliefs), economic factors (cost of feeding and treatment), legal factors (licensing) and safety factors
- Read and discuss the story of Atieno and Ahmed and identify the ways pets can be acquired

What factors must a person consider before acquiring a pet for rearing?

- Spark Agriculture Grade 7 pg. 59
- Digital devices
- Internet access
- Reference books
- Notebooks

- Oral questions - Written assignments

Hygiene Practices

Hygiene in Rearing Animals - Management practices for pets and sub-strand review

By the end of the lesson, the learner should be able to:
- Describe management practices for pets including feeding, housing, disease control, sanitation and parasite control
- Explain the importance of each management practice for pet health and welfare
- Reflect on personal learning progress on hygiene in rearing animals

In groups, learners are guided to:
- Watch a video on how pets are managed and discuss practices observed
- Conduct an excursion to observe how community members manage their pets
- Review key learning points from the sub-strand and complete the learning progress tracker

What management practices must a learner carry out to keep a pet healthy and safe?

- Spark Agriculture Grade 7 pg. 61
- Digital devices
- Internet access
- Notebook
- Learning progress tracker

- Written assignments - Self-assessment - Oral questions

Hygiene Practices

Laundry: Loose-coloured Items - Introduction to laundry and fabric types
Laundry: Loose-coloured Items - Identifying loose-coloured items and care labels

By the end of the lesson, the learner should be able to:
- Identify different types of fabric used in making clothing items
- Classify fabrics as coloured, white or loose-coloured
- Appreciate that different fabrics require different laundry methods

In groups, learners are guided to:
- Observe and handle sample fabric swatches and discuss their properties
- Classify fabrics into categories based on colour and fibre type
- Discuss why loose-coloured fabrics require special care during washing

Why is it important to identify the type of fabric before doing laundry?

- Sample fabric pieces
- Reference books
- Notebooks
- Sample clothing items

- Oral questions - Written assignments

Hygiene Practices

Laundry: Loose-coloured Items - Materials and equipment needed for laundry

By the end of the lesson, the learner should be able to:
- Identify materials and equipment needed for washing loose-coloured items
- Explain the correct use of each laundry material and equipment
- Demonstrate care when handling laundry materials and chemicals

In groups, learners are guided to:
- Identify and display laundry materials such as mild detergent, basins, cold water, hangers and drying lines
- Discuss the correct amount of detergent to use when washing loose-coloured items
- Discuss why hot water should be avoided when washing loose-coloured fabrics

Why must you use mild detergent and cold water when washing loose-coloured items?

- Mild detergent
- Basins
- Cold water
- Hangers
- Drying line

- Observation - Oral questions

Hygiene Practices

Laundry: Loose-coloured Items - Preparing loose-coloured items for washing

By the end of the lesson, the learner should be able to:
- Sort and prepare loose-coloured items before washing
- Check garments for stains, tears and empty pockets before washing
- Appreciate that proper preparation prevents damage and colour bleeding during washing

In groups, learners are guided to:
- Sort clothing items separating loose-coloured items from white and dark items
- Check each garment for stains, objects in pockets and areas needing special attention
- Discuss how colour bleeding occurs and how sorting prevents it

What steps must a learner take to prepare loose-coloured clothing before washing?

- Sample loose-coloured garments
- Notebooks

- Observation - Practical assessment

Hygiene Practices

Laundry: Loose-coloured Items - Practical hand washing of loose-coloured items
Laundry: Loose-coloured Items - Rinsing and removing excess water

By the end of the lesson, the learner should be able to:
- Wash loose-coloured items by hand using correct technique and mild detergent
- Apply gentle squeezing and rubbing to clean garments without damaging the fabric
- Demonstrate hygiene and care during the laundry practical activity

In groups, learners are guided to:
- Fill a basin with cold water and add the correct amount of mild detergent
- Immerse loose-coloured items and wash gently by squeezing and rubbing soiled areas
- Avoid wringing or twisting the garments to prevent fabric damage and colour loss

How should loose-coloured items be washed to prevent colour fading and fabric damage?

- Mild detergent
- Basin
- Cold water
- Loose-coloured garments
- Gloves
- Clean cold water
- Washed loose-coloured garments

- Observation - Practical assessment

Hygiene Practices

Laundry: Loose-coloured Items - Drying and finishing washed items

By the end of the lesson, the learner should be able to:
- Hang loose-coloured items correctly on a drying line or hanger to maintain their shape
- Explain why loose-coloured items should be dried in the shade rather than direct sunlight
- Appreciate that correct drying preserves the colour and quality of garments

In groups, learners are guided to:
- Hang washed items on a drying line or hangers ensuring they are evenly spread
- Discuss why drying loose-coloured items in shade prevents colour fading
- Discuss how to fold or iron garments after drying to maintain a neat appearance

Why should loose-coloured clothing items be dried in shade rather than direct sunlight?

- Drying line
- Hangers
- Washed loose-coloured garments

- Observation - Practical assessment

Hygiene Practices

Laundry: Loose-coloured Items - Summary, review and Strand 3 assessment

By the end of the lesson, the learner should be able to:
- Summarise the correct procedures for washing, rinsing, drying and finishing loose-coloured items
- Demonstrate understanding of hygiene practices in rearing animals and doing laundry
- Reflect on personal learning progress across the entire Strand 3

In groups, learners are guided to:
- Review and discuss key laundry steps and hygiene practices learnt across Strand 3
- Complete the learning progress tracker and self-assess achievement
- Complete a written assessment covering animal handling, pet management and laundry for loose-coloured items

What is the correct procedure for washing, rinsing and drying loose-coloured clothing items?

- Notebooks
- Learning progress tracker
- Assessment paper
- Pen

- Written test - Self-assessment - Oral review