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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Conservation of Resources
|
Constructing Water Retention Structures - Maintenance of water retention structures
|
By the end of the
lesson, the learner
should be able to:
- Explain how to maintain water retention structures - Care for crops planted at water retention structures - Value the importance of maintaining water retention structures |
- Discuss the importance of maintaining water retention structures
- Identify methods of maintaining water retention structures - Perform maintenance activities such as removing silt, repairing damaged parts, and watering plants - Monitor the growth of established plants |
How can we maintain water retention structures for effective functioning?
|
- Highland Agriculture and Nutrition Grade 7 pg. 14
- Water retention structure - Maintenance tools - Watering can |
- Observation
- Oral questions
- Practical assessment
|
|
| 2 | 2 |
Conservation of Resources
|
Conserving Food Nutrients - Ways of conserving vitamins and minerals in vegetables
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of conserving nutrients in vegetables - Identify ways of conserving nutrients in vegetables - Appreciate the need to conserve nutrients in vegetables |
- Search for information about conserving minerals and vitamins in vegetables using digital and print media
- Discuss findings and write short notes - Discuss practices of conserving nutrients in vegetables observed at home - Share findings with classmates |
How do we conserve vitamins and mineral salts in vegetables?
|
- Highland Agriculture and Nutrition Grade 7 pg. 15
- Digital resources - Print media - Reference materials - Highland Agriculture and Nutrition Grade 7 pg. 16 - Pictures showing vegetable preparation practices |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 3 |
Conservation of Resources
|
Conserving Food Nutrients - Ways of cooking vegetables to conserve nutrients
|
By the end of the
lesson, the learner
should be able to:
- Describe the best cooking methods to conserve nutrients in vegetables - Explain the reason for cooking vegetables for a short time - Value proper cooking methods for nutrient conservation |
- Use digital and print media to search for information on best cooking methods to conserve nutrients and reasons for cooking vegetables for a short time
- Discuss findings and write short notes - Present work to classmates |
Why is it important to use appropriate cooking methods for vegetables?
|
- Highland Agriculture and Nutrition Grade 7 pg. 17
- Digital resources - Print media - Reference materials |
- Observation
- Oral questions
- Written assignments
- Presentations
|
|
| 2 | 4 |
Conservation of Resources
|
Conserving Food Nutrients - Preparing vegetables to conserve nutrients
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to prepare vegetables to conserve minerals and vitamins - Follow correct procedures in washing vegetables - Show responsibility in food preparation |
- Wash hands with clean water and soap
- Arrange the vegetables to be prepared - Wash vegetables in a clean basin with water - Rinse the vegetables in another basin and drain - Chop the vegetables into large pieces in preparation for cooking - Rinse hands with water after preparing the vegetables |
How do we prepare vegetables to conserve minerals and vitamins?
|
- Highland Agriculture and Nutrition Grade 7 pg. 18
- Fresh vegetables - Clean water - Basins - Knife - Chopping board |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 3 | 1 |
Conservation of Resources
|
Conserving Food Nutrients - Steaming vegetables to conserve nutrients
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to steam vegetables to conserve nutrients - Follow correct steaming procedures - Work safely with cooking equipment |
- Put chopped vegetables in a cooking pot and cover with a lid
- Place the cooking pot over the source of heat and lower the heat - Let the vegetables cook in steam for about three minutes - Turn the vegetables with a cooking stick to cook evenly - Place the lid and let the vegetables cook for some more minutes - Serve the food when hot or let it cool down for storage - Clean and properly store the utensils after use |
How do we steam vegetables to conserve nutrients?
|
- Highland Agriculture and Nutrition Grade 7 pg. 18
- Chopped vegetables - Cooking pot with lid - Source of heat - Cooking stick - Protective equipment |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 3 | 2 |
Conservation of Resources
|
Conserving Food Nutrients - Stir-frying vegetables to conserve nutrients
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate how to stir-fry vegetables to conserve nutrients - Follow correct stir-frying procedures - Maintain safety when cooking |
- Put a little cooking oil in the cooking pot or pan
- Place the cooking pot or pan over the heat source and lower the heat - Let the oil heat and then add the chopped vegetables - Stir the vegetables with a cooking stick to cook evenly - Turn off the source of heat when the vegetables are cooked - Serve the food when hot or let it cool down for storage - Clean and store the utensils properly after use |
How do we stir-fry vegetables to conserve nutrients?
|
- Highland Agriculture and Nutrition Grade 7 pg. 19
- Chopped vegetables - Cooking pot or pan - Cooking oil - Heat source - Cooking stick |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 3 | 3 |
Conservation of Resources
|
Conserving Food Nutrients - Comparing cooking methods for nutrient conservation
Conserving Food Nutrients - Conserving nutrients in other foods |
By the end of the
lesson, the learner
should be able to:
- Compare different cooking methods for conserving nutrients - Make informed choices about cooking methods - Value optimal nutrient retention in food |
- Discuss different cooking methods for vegetables (steaming, stir-frying, boiling)
- Compare the methods in terms of nutrient retention - Prepare a chart showing advantages and disadvantages of each method - Present findings to classmates |
Which cooking method best preserves nutrients in vegetables?
|
- Highland Agriculture and Nutrition Grade 7 pg. 20
- Chart paper - Markers - Digital resources - Highland Agriculture and Nutrition Grade 7 pg. 21 - Reference materials |
- Observation
- Oral questions
- Chart assessment
- Presentations
|
|
| 3 | 4 |
Conservation of Resources
|
Conserving Food Nutrients - Review of nutrient conservation
|
By the end of the
lesson, the learner
should be able to:
- Summarize ways of conserving vitamins and minerals in vegetables - Explain the importance of nutrient conservation in food - Show commitment to proper food preparation and cooking |
- Review all the methods of conserving nutrients in vegetables (washing, peeling, cutting, cooking time, covering)
- Discuss the importance of each method - Complete a worksheet on nutrient conservation - Share worksheets with classmates |
Why is it important to conserve nutrients in our foods?
|
- Highland Agriculture and Nutrition Grade 7 pg. 21
- Worksheets - Reference materials - Digital resources |
- Observation
- Oral questions
- Written assignments
- Quiz
|
|
| 4 | 1 |
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 |
- 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
|
|
| 4 | 2 |
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 |
- 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
|
|
| 4 | 3 |
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 |
- 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
|
|
| 4 | 4 |
Conservation of Resources
|
Growing Trees - Planting trees
Growing Trees - Caring for tree seedlings |
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 |
- 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 - Highland Agriculture and Nutrition Grade 7 pg. 24 - Pictures showing tree care methods - Weeding tools - Tree guards or fencing material |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 5 | 1 |
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 |
- 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
|
|
| 5 | 2 |
Conservation of Resources
|
Growing Trees - Tree planting projects
|
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 |
- 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 |
- Observation
- Project plan assessment
- Presentations
- Group work evaluation
|
|
| 5 | 3 |
Conservation of Resources
Food Production Processes |
Growing Trees - Review of tree growing
Preparing Planting Site and Establishing Crop - Determining appropriate tilth |
By the end of the
lesson, the learner
should be able to:
- Summarize the process of tree growing - Evaluate the success of tree planting activities - Value the contribution of trees to environmental conservation |
- Review the entire process of tree growing (importance, planting materials, planting, care)
- Evaluate the success of tree planting activities conducted - Discuss challenges faced and solutions - Develop strategies for ongoing tree care - Complete an assessment on tree growing |
What have we learned about growing trees to conserve the environment?
|
- Highland Agriculture and Nutrition Grade 7 pg. 25
- Assessment sheets - Digital resources - Reference materials - Highland Agriculture and Nutrition Grade 7 pg. 26 - Pictures of different planting materials - Soil samples |
- Observation
- Oral questions
- Written assessment
- Self-evaluation
|
|
| 5 | 4 |
Food Production Processes
|
Preparing Planting Site and Establishing Crop - Determining appropriate tilth
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:
- Match different planting materials with appropriate soil tilth - Explain why specific tilth is required for different planting materials - Show interest in proper crop establishment |
- Name crops that can be established from different planting materials (small-sized seeds, medium-sized seeds, tubers, suckers, cuttings)
- Complete a table showing examples for each type of planting material - Discuss the type of tilth needed for each planting material - Share ideas with classmates |
What type of tilth is suitable for different planting materials?
|
- Highland Agriculture and Nutrition Grade 7 pg. 27
- Pictures of planting materials - Chart showing planting materials and tilth - Digital resources - 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
- Oral questions
- Table completion assessment
|
|
| 6 | 1 |
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 |
- 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
|
|
| 6 | 2 |
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 |
- 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
|
|
| 6 | 3 |
Food Production Processes
|
Preparing Planting Site and Establishing Crop - Review of crop establishment
Selected Crop Management Practices - Types of crop management practices |
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 |
- 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 - Highland Agriculture and Nutrition Grade 7 pg. 34 - Print media - Reference materials |
- Observation
- Oral questions
- Written assessment
- Chart evaluation
|
|
| 6 | 4 |
Food Production Processes
|
Selected Crop Management Practices - Identifying crop management practices
|
By the end of the
lesson, the learner
should be able to:
- Identify different crop management practices from pictures - Explain the purpose of each management practice - Value proper crop management |
- Study pictures showing crop management practices
- Identify the practices shown in the pictures - Discuss the purpose of each practice - Share ideas with classmates |
What management practices are important in crop production?
|
- Highland Agriculture and Nutrition Grade 7 pg. 34
- Pictures showing crop management practices - Digital resources |
- Observation
- Oral questions
- Picture identification
|
|
| 7 | 1 |
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 |
- 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
|
|
| 7 | 2 |
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 |
- 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
|
|
| 7 | 3 |
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 |
- 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
|
|
| 7 | 4 |
Food Production Processes
|
Selected Crop Management Practices - Weeding in crop management
Selected Crop Management Practices - Earthing-up 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 |
- 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
|
|
| 8 |
Midterm break/ Exam |
||||||||
| 9 | 1 |
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 |
- 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
|
|
| 9 | 2 |
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 |
- 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
|
|
| 9 | 3 |
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 |
- 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
|
|
| 9 | 4 |
Food Production Processes
|
Preparing Animal Products: Eggs and Honey - Packing eggs
Preparing Animal Products: Eggs and Honey - Field visit for egg preparation |
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 |
- 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 - Highland Agriculture and Nutrition Grade 7 pg. 42 - Protective equipment - Exercise book and pen - Digital camera |
- Observation
- Oral questions
- Identification assessment
|
|
| 10 | 1 |
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 |
- 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
|
|
| 10 | 2 |
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 |
- 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
|
|
| 10 | 3 |
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 |
- 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
|
|
| 10 | 4 |
Food Production Processes
|
Preparing Animal Products: Eggs and Honey - Preparing honey
|
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 |
- 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 |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 11 | 1 |
Food Production Processes
|
Preparing Animal Products: Eggs and Honey - Review of animal products preparation
Cooking: Grilling, Roasting and Steaming - Methods of cooking food |
By the end of the
lesson, the learner
should be able to:
- Summarize the processes of preparing eggs and honey - Explain the importance of proper preparation of animal products - Value proper handling of animal products |
- Review the entire process of preparing eggs and honey
- Discuss the importance of proper preparation of animal products - Complete an assessment on the preparation of animal products - Share assessments with classmates |
Why is proper preparation of animal products important?
|
- Highland Agriculture and Nutrition Grade 7 pg. 45
- Assessment sheets - Digital resources - Reference materials - Highland Agriculture and Nutrition Grade 7 pg. 46 - Print media |
- Observation
- Oral questions
- Written assessment
|
|
| 11 | 2 |
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 |
- 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
|
|
| 11 | 3 |
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 |
- 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
|
|
| 11 | 4 |
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 |
- 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
|
|
| 12 | 1 |
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 |
- 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
|
|
| 12 | 2 |
Food Production Processes
|
Cooking: Grilling, Roasting and Steaming - Cooking by steaming
Cooking: Grilling, Roasting and Steaming - Comparing cooking methods |
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 |
- 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 - Highland Agriculture and Nutrition Grade 7 pg. 51 - Chart paper - Markers - Digital resources - Reference materials |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 12 | 3 |
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 |
- 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
|
|
| 12 | 4 |
Food Production Processes
|
Cooking: Grilling, Roasting and Steaming - Review of cooking methods
|
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 |
- 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 |
- Observation
- Oral questions
- Written assessment
|
|
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