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
Controlling Soil Pollution - Practical soil pollution control activity
Controlling Soil Pollution - Creating awareness on soil pollution
Controlling Soil Pollution - Review and self-assessment

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)
- MTP Agriculture Grade 7 pg. 4
- Garden tools (jembe, gloves)
- Waste collection containers
- Manila paper, markers and art materials
- Digital devices for research
- MTP Agriculture Grade 7 pg. 5
- Exercise books
- Reference books

- Oral questions - Observation

Conservation of Resources

Controlling Soil Pollution - Assessment
Constructing Water Retention Structures - Surface runoff and water conservation
Constructing Water Retention Structures - Types of water retention structures

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
- Digital devices and reference books
- Resource persons (farmers, agricultural officers)

- Written tests - Oral questions

Conservation of Resources

Constructing Water Retention Structures - Constructing a water retention ditch
Constructing Water Retention Structures - Constructing water retention pits

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
- 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
Constructing Water Retention Structures - Review and assessment

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
- Activity journals
- Written question sheets

- Observation - Activity journal

Conservation of Resources

Constructing Water Retention Structures - Caring for crops in retention structures
Conserving Food Nutrients - Importance of nutrients in vegetables

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

- Observation - Activity journal

Conservation of Resources

Conserving Food Nutrients - Conserving nutrients during preparation
Conserving Food Nutrients - Conserving nutrients during cooking

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

- Observation - Oral questions

Conservation of Resources

Conserving Food Nutrients - Cooking notes and reusing cooking water
Conserving Food Nutrients - Practical: Boiling green peas

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
- Green peas, sufuria with fitting lid, colander
- Salt, cooking stove and clean plates

- Written assignments - Oral questions

Conservation of Resources

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

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
- 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
Conserving Food Nutrients - Nutrient conservation at home

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

- Written tests - Oral questions

Conservation of Resources

Growing Trees - Importance of trees in conserving the environment
Growing Trees - Benefits of agroforestry trees

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
- MTP Agriculture Grade 7 pg. 21
- Charts showing agroforestry benefits

- Oral questions - Written assignments

Conservation of Resources

Growing Trees - Establishing trees from seeds
Growing Trees - Establishing trees from seedlings

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
- 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
Growing Trees - Class Tree Project: Planting trees

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
- 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
Growing Trees - Review and discussion

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

- Observation - Activity journal

Conservation of Resources
Food Production Processes

Growing Trees - Assessment
Selected Crop Management Practices - Introduction to management practices

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
- MTP Agriculture Grade 7 pg. 38
- Digital devices and Internet access
- Charts showing crop management practices

- Written tests - Oral questions

Food Production Processes

Selected Crop Management Practices - Thinning and gapping
Selected Crop Management Practices - Practical: Thinning and gapping

By the end of the lesson, the learner should be able to:
- Explain the difference between thinning and gapping
- Describe why overcrowded seedlings must be removed and gaps filled
- Appreciate the role of thinning and gapping in achieving the correct plant population

In groups, learners are guided to:
- Discuss the meaning of thinning and gapping and how the two practices relate to each other
- Identify seedlings that are too closely spaced and those planted in spaces that are too wide
- Explain why thinned seedlings can be transplanted to fill gaps rather than discarded

What is the difference between thinning and gapping and why are both important?

- MTP Agriculture Grade 7 pg. 38
- Reference books and digital resources
- Charts showing thinning and gapping
- School crop garden
- Garden tools (hand fork, trowel) and watering cans

- Oral questions - Written assignments

Food Production Processes

Selected Crop Management Practices - Weeding through physical methods
Selected Crop Management Practices - Practical: Weeding the crop garden

By the end of the lesson, the learner should be able to:
- Describe why weeds must be controlled in a crop garden
- Identify physical methods of weeding
- Show responsibility in keeping the school crop garden free of weeds

In groups, learners are guided to:
- Discuss the harmful effects of weeds on crop yield, quality and pest harbourage
- Study pictures showing physical weeding methods (uprooting, slashing, hand-pulling, hoeing)
- Plan when and how to carry out weeding in the school crop garden

Why must weeds be controlled in a crop garden and how is physical weeding done?

- MTP Agriculture Grade 7 pg. 40
- Digital devices and reference books
- Charts showing physical weeding methods
- School crop garden
- Jembe, slasher, hand hoe and gardening gloves

- Oral questions - Written assignments

Food Production Processes

Selected Crop Management Practices - Earthing up
Selected Crop Management Practices - Review and assessment

By the end of the lesson, the learner should be able to:
- Explain the purpose of earthing up in crops such as maize, potatoes and sweet potatoes
- Carry out earthing up in the school crop garden
- Appreciate the role of earthing up in supporting crops and expanding underground tubers

In groups, learners are guided to:
- Discuss why soil is heaped around crop stems and roots during earthing up
- Identify crops in the garden that require earthing up
- Use a fork jembe or garden trowel to earth up crops by heaping soil around their base

Why is earthing up carried out in maize and tuber crops?

- MTP Agriculture Grade 7 pg. 40
- School crop garden
- Fork jembe, garden trowel and gardening gloves
- MTP Agriculture Grade 7 pg. 41
- Exercise books
- Written question sheets

- Observation - Activity journal

Food Production Processes

Selected Crop Management Practices - Continued management of crop garden
Preparing Animal Products - Introduction to animal products preparation

By the end of the lesson, the learner should be able to:
- Continue carrying out management practices on the established school crop garden
- Monitor the health and growth progress of the crops
- Appreciate the cumulative value of consistent management in crop production

In groups, learners are guided to:
- Weed, thin, gap and earth up the school crop garden where necessary
- Record crop health observations in the activity journal
- Discuss how different management practices have influenced crop growth

What changes in crop growth have resulted from applying management practices consistently?

- MTP Agriculture Grade 7 pg. 41
- School crop garden and garden tools
- Activity journals
- MTP Agriculture Grade 7 pg. 42
- Digital devices and Internet access
- Reference books and charts

- Observation - Activity journal

Food Production Processes

Preparing Animal Products - Cleaning, sorting and grading eggs
Preparing Animal Products - Practical: Sorting, grading and packing eggs

By the end of the lesson, the learner should be able to:
- Describe how eggs are cleaned, sorted and graded
- Explain why eggs must not be soaked or cleaned with wet materials
- Appreciate the importance of sorting and grading in presenting quality products to customers

In groups, learners are guided to:
- Discuss how to clean eggs using hands or a slightly damp cloth
- Explain the criteria for sorting eggs: broken from unbroken, large from small, fertilised from non-fertilised
- Discuss why eggs are graded by size and category before packing

How should eggs be cleaned, sorted and graded for sale or storage?

- MTP Agriculture Grade 7 pg. 42
- Eggs, clean cloth and egg trays
- Reference books
- MTP Agriculture Grade 7 pg. 43
- Eggs, egg trays and labelling materials
- Clean cloth for wiping

- Oral questions - Written assignments

Food Production Processes

Preparing Animal Products - Honey processing: crushing and straining
Preparing Animal Products - Practical: Processing and packing honey

By the end of the lesson, the learner should be able to:
- Explain the meaning of honey processing and describe the crushing and straining method
- Describe the steps for processing raw honey using crushing and straining
- Show care in following correct procedures when handling honey products

In groups, learners are guided to:
- Watch a video clip on honey processing using the crushing and straining method
- Discuss the steps: examine honeycombs, crush into a bowl, strain through a sieve into a clean container
- List the equipment needed to process and pack a sample of raw honey

What is the crushing and straining method of processing honey and how is it done?

- MTP Agriculture Grade 7 pg. 43
- Digital devices and Internet access
- Raw honey sample, plastic bowl, strainer and glass container
- MTP Agriculture Grade 7 pg. 44
- Raw honey, crushing rod, strainer, glass or plastic bottles
- Airtight lids and labelling materials

- Oral questions - Written assignments

Food Production Processes

Preparing Animal Products - Importance of preparation and assessment
Cooking Food - Introduction to grilling, roasting and steaming

By the end of the lesson, the learner should be able to:
- Describe the importance of preparing animal products before selling or storage
- Compare prepared and unprepared animal products in terms of quality and value
- Demonstrate confidence in answering questions on egg and honey preparation

In groups, learners are guided to:
- Study the Makala scenario comparing prepared versus unprepared eggs and honey
- Discuss how proper preparation adds monetary and nutritional value to animal products
- Complete assessment questions on egg cleaning, sorting, grading and honey processing

Why does proper preparation of animal products increase their market value?

- MTP Agriculture Grade 7 pg. 46
- Exercise books
- Written question sheets
- MTP Agriculture Grade 7 pg. 49
- Digital devices and Internet access
- Pictures showing grilling and roasting

- Written tests - Oral questions

Food Production Processes

Cooking Food - Grilling: meaning and equipment
Cooking Food - Practical: Grilling maize

By the end of the lesson, the learner should be able to:
- Define grilling and describe the equipment used
- Improvise a grill using locally available materials
- Show creativity and initiative in improvising cooking equipment

In groups, learners are guided to:
- Use print or digital devices to find the meaning of grilling and identify grilling equipment
- Discuss how to improvise a grill using charcoal, a jiko and wire mesh
- Follow steps to clean and prepare the improvised grill before use

What is grilling and how can a grill be improvised using locally available materials?

- MTP Agriculture Grade 7 pg. 50
- Digital devices and Internet access
- Charcoal jiko, wire mesh, matchbox and charcoal
- MTP Agriculture Grade 7 pg. 51
- Improvised grill, green maize and clean plate
- Charcoal, jiko and matchbox

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Advantages of grilling and introduction to roasting
Cooking Food - Practical: Roasting food

By the end of the lesson, the learner should be able to:
- Describe three advantages of grilling as a cooking method
- Define roasting and identify the equipment used for roasting
- Appreciate the differences between grilling and roasting methods

In groups, learners are guided to:
- Discuss the advantages of grilling: smoky flavour, reduced fat content and visual appeal
- Define roasting as a dry heat cooking method done in an oven with hot air surrounding the food
- List foods suitable for roasting and equipment used (oven, roasting tray, skewer, tongs, basting brush)

What are the advantages of grilling and how is roasting different from grilling?

- MTP Agriculture Grade 7 pg. 53
- Digital devices and reference books
- Pictures of grilled and roasted foods
- MTP Agriculture Grade 7 pg. 54
- Oven or improvised roasting equipment
- Selected foods for roasting (groundnuts, sweet potatoes or green bananas)

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Steaming: meaning and equipment
Cooking Food - Practical: Steaming cabbage and carrots
Cooking Food - Steaming guidelines and advantages

By the end of the lesson, the learner should be able to:
- Define steaming and explain how it differs from boiling
- Identify foods suitable for steaming and the equipment used
- Appreciate steaming as a cooking method that retains nutrients and natural flavours

In groups, learners are guided to:
- Discuss the definition of steaming and how steam from boiling water cooks the food
- Identify foods suitable for steaming: fish, cabbage, carrots, green maize, eggs and chicken
- Describe steaming equipment: steamer pots, electric steamers, steamer racks and improvised colanders

What is steaming and why is it considered a healthy method of cooking food?

- MTP Agriculture Grade 7 pg. 60
- Digital devices and reference books
- Pictures of steaming equipment
- Cabbage, carrots, salt, colander, sufuria with fitting lid and source of heat
- Grater, chopping board, knife and clean plate
- MTP Agriculture Grade 7 pg. 63
- Activity journals
- Reference books

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Comparing cooking methods
Cooking Food - Take home activity debrief and review

By the end of the lesson, the learner should be able to:
- Compare grilling, roasting and steaming in terms of process, equipment and suitable foods
- Explain why using varied cooking methods improves the quality and enjoyment of meals
- Appreciate the value of using different methods of cooking food

In groups, learners are guided to:
- Discuss whether using only one cooking method every day would be satisfying and explain why
- Compare grilling, roasting and steaming: equipment used, foods cooked and health benefits
- Create a summary table showing similarities and differences between the three methods

Why should we use different cooking methods rather than relying on only one method?

- MTP Agriculture Grade 7 pg. 63
- Exercise books
- Reference books and digital resources
- Activity journals
- Exercise books

- Written assignments - Oral questions

Food Production Processes

Cooking Food - Assessment
Cooking Food - Extended practical: preparing a cooked meal

By the end of the lesson, the learner should be able to:
- Answer questions on grilling, roasting and steaming correctly
- Apply knowledge of cooking methods to real-life food preparation scenarios
- Demonstrate responsibility in handling cooking equipment safely

In groups, learners are guided to:
- Attempt written exercises on the three cooking methods
- Review answers and discuss corrections collaboratively
- Reflect on which cooking method best preserves nutrients and explain the reason

Which cooking method best preserves nutrients in food and why?

- MTP Agriculture Grade 7 pg. 63
- Written question sheets
- Exercise books
- Selected foods and appropriate cooking equipment
- Clean plates, serving utensils and kitchen gloves

- Written tests - Oral questions

Hygiene Practices

Hygiene in Rearing Animals - Introduction to hygiene practices
Hygiene in Rearing Animals - Clean feeders, waterers and structures
Hygiene in Rearing Animals - Practical: Cleaning animal structures
Hygiene in Rearing Animals - Practical: Washing feeders and waterers

By the end of the lesson, the learner should be able to:
- Explain why hygiene is important when rearing domestic animals
- Identify hygiene practices carried out when rearing animals (clean structures, clean feeders, clean water, clean animals)
- Show interest in maintaining hygiene standards when rearing domestic animals

In groups, learners are guided to:
- Read the strand introduction and discuss what hygiene practices for domestic animals involve
- Search for information on hygiene practices when rearing dogs, cats, rabbits and poultry
- Discuss why animals should be kept in clean, well-ventilated structures with clean feed and water

Why is hygiene important in the rearing of domestic animals?

- MTP Agriculture Grade 7 pg. 65
- Digital devices and Internet access
- Reference books and charts
- Reference books and digital resources
- Charts showing animal housing structures
- Animal structure (hutch, kennel or basket)
- Cobweb brush, hand brush, dustpan, clean bedding and dust mask
- Animal feeders and waterers
- Warm water, soap, scrubbing brush and waterproof gloves

- Oral questions - Observation

Hygiene Practices

Hygiene in Rearing Animals - Hygiene of animals: rabbits, poultry and cats
Hygiene in Rearing Animals - Practical: Bathing a dog and cleaning its kennel
Hygiene in Rearing Animals - Importance of hygiene in animal rearing
Hygiene in Rearing Animals - Review

By the end of the lesson, the learner should be able to:
- Explain why rabbits, poultry and cats should never be bathed in water
- Describe how to maintain hygiene for animals that cannot be bathed
- Show responsibility in applying appropriate hygiene methods for different animals

In groups, learners are guided to:
- Discuss why rabbits, poultry and cats depend on a clean living space rather than bathing for hygiene
- Explain how to dust or spray animal shelters with appropriate pesticides to eliminate fleas and mites
- Discuss how the cleanliness of the living space directly influences the cleanliness of the animal

How do we maintain hygiene for animals that cannot be bathed in water?

- MTP Agriculture Grade 7 pg. 66
- Reference books and digital resources
- Pesticide spraying equipment (demonstration)
- Dog shampoo, warm water, dry towel, brush and waterproof gloves
- Bedding material and cleaning equipment
- MTP Agriculture Grade 7 pg. 67
- Charts showing healthy vs unhealthy animal conditions
- Exercise books
- Reference books

- Oral questions - Written assignments

Hygiene Practices

Hygiene in Rearing Animals - Assessment
Laundry: Loose-Coloured Items - Introduction to loose-coloured articles

By the end of the lesson, the learner should be able to:
- Answer multiple choice and true/false questions on hygiene in animal rearing correctly
- Apply knowledge of hygiene practices to real-life scenarios involving domestic animals
- Demonstrate commitment to upholding hygiene standards when rearing animals

In groups, learners are guided to:
- Attempt written multiple choice and true/false assessment questions on hygiene in animal rearing
- Review answers, discuss common errors and correct misconceptions
- Reflect on how the hygiene practices learnt apply to animals at home or in the community

How does knowledge of hygiene in animal rearing help us care for domestic animals responsibly?

- MTP Agriculture Grade 7 pg. 67
- Written question sheets
- Exercise books
- MTP Agriculture Grade 7 pg. 71
- A new and an old loose-coloured garment for comparison
- Reference books and digital resources

- Written tests - Oral questions

Hygiene Practices

Laundry: Loose-Coloured Items - Observing colour change
Laundry: Loose-Coloured Items - Materials for laundering

By the end of the lesson, the learner should be able to:
- Observe and compare colour differences between a new and an old loose-coloured garment
- Explain the factors that cause fading in loose-coloured articles
- Appreciate the need for proper laundering to maintain the colour and quality of garments

In groups, learners are guided to:
- Observe two garments of the same colour (new and old loose-coloured school T-shirt)
- Discuss the differences in colour between the two garments and identify likely causes of fading
- Discuss what incorrect laundering practices may have contributed to colour loss in the older garment

What causes loose-coloured articles to lose their colour over time?

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

- Oral questions - Observation

Hygiene Practices

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

By the end of the lesson, the learner should be able to:
- Follow the correct procedure to launder a loose-coloured article
- Apply the kneading and squeezing washing method to avoid damaging the fabric
- Demonstrate thoroughness and care throughout the laundering process

In groups, learners are guided to:
- Repair the article if necessary, then wash in warm soapy water using kneading and squeezing
- Rinse in warm water to remove soap, then add salt and white vinegar or lemon in the final cold rinse
- Gently squeeze to remove excess water and hang to dry

How do we launder a loose-coloured article correctly to maintain its colour?

- MTP Agriculture Grade 7 pg. 71
- Loose-coloured article, mild soap, salt, lemon or white vinegar and basin
- Warm and cold water, pegs and drying line
- Iron box, ironing board, loose-coloured article
- Reference books

- Observation - Activity journal

Hygiene Practices

Laundry: Loose-Coloured Items - Full laundry process: sorting to finishing
Laundry: Loose-Coloured Items - Review

By the end of the lesson, the learner should be able to:
- Carry out the complete laundry process for a loose-coloured article from sorting to finishing
- Apply all special care guidelines throughout the laundering process
- Embrace laundering of loose-coloured articles as a regular hygiene practice

In groups, learners are guided to:
- Sort loose-coloured articles separately from white and fast-coloured items
- Carry out the full laundering process: wash, rinse with salt and vinegar/lemon, dry and finish
- Display the laundered article and discuss how each step contributed to colour preservation and hygiene

How does the full laundering process from sorting to finishing maintain the quality of loose-coloured articles?

- MTP Agriculture Grade 7 pg. 71
- Loose-coloured articles, laundering materials and drying line
- Iron box and ironing board
- Exercise books
- Reference books

- Observation - Activity journal

Hygiene Practices
Production Techniques
Production Techniques
Production Techniques

Laundry: Loose-Coloured Items - Assessment
Knitting Skills - Introduction to knitting and basic stitches
Knitting Skills - Practical: Improvising knitting needles
Knitting Skills - Holding needles and yarn

By the end of the lesson, the learner should be able to:
- Answer questions on laundering loose-coloured articles correctly
- Apply knowledge of the laundering procedure to real-life laundry scenarios
- Demonstrate commitment to adopting correct laundry practices at home

In groups, learners are guided to:
- Attempt written assessment questions on loose-coloured article laundering
- Review answers collaboratively and discuss correct procedures
- Reflect on the overall Strand 3 and identify key hygiene lessons learnt for both animal rearing and laundry

How do the hygiene practices learnt in this strand help us maintain cleanliness in our daily lives?

- MTP Agriculture Grade 7 pg. 71
- Written question sheets
- Exercise books
- MTP Agriculture Grade 7 pg. 77
- Digital devices and Internet access
- Charts or pictures showing knit and purl stitches
- MTP Agriculture Grade 7 pg. 79
- Dry sticks, ruler, knife and sandpaper
- Safety guidelines for using sharp tools
- MTP Agriculture Grade 7 pg. 80
- Knitting needles and yarn
- Reference materials showing correct hand position

- Written tests - Oral questions

Production Techniques

Knitting Skills - Practical: Casting on
Knitting Skills - Practical: Making a scarf using knit stitches
Knitting Skills - Practical: Casting off and finishing
Knitting Skills - Practical: Making a table wiper using purl stitches

By the end of the lesson, the learner should be able to:
- Make a slip knot to create the first stitch on the needle
- Cast on the required number of stitches to start a knitting project
- Demonstrate concentration and care when making casting stitches

In groups, learners are guided to:
- Make a slip knot by forming a loop in the yarn and pulling the working yarn through
- Insert the needle into the slip knot and tighten it to create the first stitch
- Wrap yarn around the index finger and use the needle to scoop up loops repeatedly to cast on the required stitches

What is casting on and why is it the foundation of every knitting project?

- MTP Agriculture Grade 7 pg. 80
- Knitting needles, yarn and scissors
- Reference charts showing casting on steps
- Darning needle for finishing
- MTP Agriculture Grade 7 pg. 83
- Knitting needles, yarn, scissors and darning needle
- Completed scarf in progress
- MTP Agriculture Grade 7 pg. 86
- Reference charts showing purl stitch technique

- Observation - Activity journal

Production Techniques

Knitting Skills - Review and display of knitted articles
Knitting Skills - Assessment

By the end of the lesson, the learner should be able to:
- Summarise the steps for casting on, knitting, purling and casting off
- Display completed knitted articles and explain the process used to make them
- Embrace knitting skills as a valuable technique for making household articles

In groups, learners are guided to:
- Display completed scarves and table wipers and present them to the class
- Explain the stitches used and describe challenges faced during the knitting project
- Discuss how knitting skills can be applied at home or used as a source of income

How can knitting skills learnt in school be applied in daily life and income generation?

- MTP Agriculture Grade 7 pg. 86
- Completed knitted articles
- Activity journals and portfolios
- MTP Agriculture Grade 7 pg. 88
- Written question sheets
- Exercise books

- Observation - Oral questions

Production Techniques

Constructing Framed Suspended Garden - Introduction to framed suspended gardens
Constructing Framed Suspended Garden - Structure notes and crop selection

By the end of the lesson, the learner should be able to:
- Explain what a framed suspended garden is and why it is used
- Describe how framed suspended gardens address the challenge of limited land
- Show interest in using innovative gardening methods to grow food in small spaces

In groups, learners are guided to:
- Read the introduction and discuss why households with small plots need innovative gardening solutions
- Study pictures of framed suspended gardens and discuss how they are constructed and maintained
- List crops that can be grown in framed suspended gardens such as kales, spinach, carrots and onions

How do framed suspended gardens help people grow food in areas with limited land?

- MTP Agriculture Grade 7 pg. 89
- Digital devices and Internet access
- Pictures and charts showing framed suspended gardens
- Pictures of framed suspended garden structures
- Digital devices and reference books

- Oral questions - Observation

Production Techniques

Constructing Framed Suspended Garden - Field excursion and project planning
Constructing Framed Suspended Garden - Designing the framed suspended garden

By the end of the lesson, the learner should be able to:
- Identify a suitable site in the school compound for the framed suspended garden
- Develop a project plan including location, crops, materials and roles
- Demonstrate critical thinking and collaboration during the project planning process

In groups, learners are guided to:
- Conduct an excursion in the school compound to identify the best site for the suspended garden
- Complete the project planning table as a class: agree on location, crops, materials, containers and roles
- Discuss how siting the garden in a visible area can influence the school community to adopt the practice

How do we plan a framed suspended garden project effectively as a class?

- MTP Agriculture Grade 7 pg. 90
- School compound
- Notebooks, manila paper and markers for planning
- MTP Agriculture Grade 7 pg. 91
- Drawing materials, manila paper and markers
- Project portfolio

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Practical: Constructing the frame
Constructing Framed Suspended Garden - Practical: Crop establishment

By the end of the lesson, the learner should be able to:
- Collect locally available materials and tools needed to construct the framed structure
- Construct the framed structure on the selected site following the agreed design
- Demonstrate teamwork and responsible use of tools during the construction project

In groups, learners are guided to:
- Divide into groups, share tasks and collect locally available materials for construction
- Construct the framed structure on the identified site, attaching it to a wall if needed for stability
- Take photos during construction and record progress in a project journal or portfolio

What locally available materials can be used to construct a sturdy framed garden structure?

- MTP Agriculture Grade 7 pg. 91
- Wood or metal bars, wire, poles, nails, hammer and locally available construction materials
- Project portfolio and activity journals
- MTP Agriculture Grade 7 pg. 92
- Containers, topsoil, organic manure and planting materials
- Labels and activity journals

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Managing crops in the suspended garden
Constructing Framed Suspended Garden - Review and assessment

By the end of the lesson, the learner should be able to:
- Carry out management practices on crops established in the framed suspended garden
- Create a duty roster to assign responsibilities among group members
- Demonstrate responsibility and teamwork in maintaining the class garden project

In groups, learners are guided to:
- Draw up a duty roster showing who will water, thin, gap, mulch and monitor the crops
- Water crops in the early morning or late evening and apply mulch to reduce evaporation
- Inspect containers and frame structure for damage or weaknesses and carry out any necessary repairs

How do we manage crops in a framed suspended garden to ensure healthy growth?

- MTP Agriculture Grade 7 pg. 92
- Watering can, mulch materials and garden tools
- Activity journals and duty roster
- MTP Agriculture Grade 7 pg. 93
- Written question sheets
- Exercise books and activity journals

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Monitoring the garden
Adding Value to Crop Produce - Introduction and value addition concept

By the end of the lesson, the learner should be able to:
- Monitor the growth and health of crops in the framed suspended garden
- Carry out pest and disease checks and apply appropriate control measures
- Appreciate the cumulative value of consistent management in sustaining the garden

In groups, learners are guided to:
- Inspect crops for signs of pest or disease attack and remove affected plant parts
- Harvest leafy vegetables or fruits where ready and record harvesting details in the journal
- Discuss how the garden has progressed since establishment and plan any improvements needed

What have we learnt about caring for crops in a framed suspended garden over time?

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

- Observation - Activity journal

Production Techniques

Adding Value to Crop Produce - Examples of value addition
Adding Value to Crop Produce - Research: value addition methods

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

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

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

- MTP Agriculture Grade 7 pg. 96
- Digital devices and reference books
- Pictures of processed simsim, groundnuts and vegetables
- Digital devices and Internet access
- Manila paper, markers and flip charts

- Oral questions - Written assignments

Production Techniques

Adding Value to Crop Produce - Practical: Making potato crisps
Adding Value to Crop Produce - Practical: Processing other crops

By the end of the lesson, the learner should be able to:
- Follow the correct steps to make potato crisps from raw potatoes
- Observe safety and hygiene when peeling, cutting and frying the potatoes
- Appreciate that processed potato crisps have higher market value than raw potatoes

In groups, learners are guided to:
- Collect and peel potatoes, wash, chop into thin slices and fry in a pan under adult guidance
- Remove crisps when crunchy and just turning light brown, cool on a clean plate and pack in clean bags
- Discuss how the same process can be applied to cassava and sweet potatoes

How do we add value to potatoes by turning them into crisps for consumption, storage or sale?

- MTP Agriculture Grade 7 pg. 97
- Potatoes, knife, frying pan, cooking oil and clean bags
- Source of heat, clean plates and adult supervision
- MTP Agriculture Grade 7 pg. 98
- Selected crop produce, processing tools and safety equipment
- Clean packaging materials

- Observation - Activity journal

Production Techniques

Adding Value to Crop Produce - Importance and assessment
Adding Value to Crop Produce - Extended practice

By the end of the lesson, the learner should be able to:
- Describe three ways in which value addition benefits farmers and consumers
- Compare the monetary value and shelf life of raw produce versus processed produce
- Demonstrate confidence in evaluating true/false statements on value addition

In groups, learners are guided to:
- Discuss the three importance points: reduces spoilage, increases market value and increases consumer acceptability
- Evaluate true/false statements comparing raw and processed crop produce in terms of price and shelf life
- Complete the assessment table describing how value addition can be done on a range of crops

Why is value addition important for food security, income and consumer acceptability?

- MTP Agriculture Grade 7 pg. 99
- Written question sheets
- Exercise books
- MTP Agriculture Grade 7 pg. 100
- Activity journals

- Written tests - Oral questions

Production Techniques

Adding Value to Crop Produce - Review
Making Homemade Soap - Introduction to homemade soap

By the end of the lesson, the learner should be able to:
- Summarise value addition methods for all crops covered in the sub-strand
- Explain the importance of value addition using specific examples from practicals done
- Show confidence in guiding others through a value addition process

In groups, learners are guided to:
- Review all crops and their value addition methods discussed and practised
- Discuss which value addition method was most interesting and explain its benefits
- Answer oral questions and participate in a class discussion reviewing key concepts

What are the most important things we have learnt about adding value to crop produce?

- MTP Agriculture Grade 7 pg. 100
- Exercise books
- Reference books
- MTP Agriculture Grade 7 pg. 101
- Samples of different soap forms (liquid, bar, paste, powder)
- Reference books and digital resources

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Ingredients for homemade soap
Making Homemade Soap - Practical: Preparing lye

By the end of the lesson, the learner should be able to:
- Identify the basic ingredients used to make homemade soap
- Explain the role of each ingredient including ashes, oil, salt and water
- Appreciate the saponification process that produces soap from ash lye and oils

In groups, learners are guided to:
- Role-play or read the Miss Hamisa conversation and identify the basic soap-making ingredients: ashes, water, salt and animal fats or vegetable oils
- Explain that ash mixed with water creates lye, an alkaline substance that reacts with fat in saponification to produce soap
- Discuss the types of oils and fats used: coconut oil, palm oil, olive oil, sunflower oil, mutton fat and tallow

What ingredients are used to make homemade soap and what is the role of each ingredient?

- MTP Agriculture Grade 7 pg. 104
- Digital devices and reference books
- Ash sample, oil, salt and water for demonstration
- Fine ashes (bean pods or maize stalk ashes), water, sieve, cotton cloth and clean container
- Protective gloves, goggles and face mask

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Practical: Completing and moulding soap
Making Homemade Soap - Improving soap with natural ingredients

By the end of the lesson, the learner should be able to:
- Follow the correct steps to mix lye with oil and boil to produce soap
- Pour the soap mixture into a mould and allow it to harden
- Show care and precision when handling hot liquids and sharp tools during soap making

In groups, learners are guided to:
- Heat oil in a sufuria, slowly pour in the lye solution while stirring constantly
- Add salt and continue stirring until water evaporates and the mixture solidifies, then pour into a mould
- Once hardened, remove from the mould, cut into desired shapes and discuss the uses of the homemade soap

How do we mix lye and oil correctly to produce homemade soap?

- MTP Agriculture Grade 7 pg. 104
- Lye solution, coconut or vegetable oil, salt, sufuria, clean stick and mould
- Protective gloves, goggles and source of heat
- MTP Agriculture Grade 7 pg. 106
- Samples of aloe vera, honey, turmeric and orange rind
- Digital devices and reference books

- Observation - Activity journal

Production Techniques

Making Homemade Soap - Improving soap: colour, scent, texture, lathering
Making Homemade Soap - Review
Making Homemade Soap - Assessment
Making Homemade Soap - Extended practice: using homemade soap

By the end of the lesson, the learner should be able to:
- Describe four ways of improving homemade soap using natural ingredients
- Give examples of local ingredients that improve colour, scent, texture and lathering
- Appreciate that homemade soap can be personalised to meet individual skin needs

In groups, learners are guided to:
- Discuss using turmeric or beetroot powder to add colour to homemade soap
- Explain how dried lavender, rose petals, citrus rinds or herbs improve scent
- Discuss using crushed charcoal or ground coffee as gentle exfoliants and honey to increase lathering

Why should we use natural ingredients rather than artificial chemicals to improve homemade soap?

- MTP Agriculture Grade 7 pg. 107
- Natural ingredients: turmeric, citrus rinds, dried flowers, honey
- Reference books and digital resources
- Exercise books
- Reference books
- Written question sheets
- Exercise books
- Homemade soap produced by learners
- Activity journals

- Oral questions - Written assignments