SCHEME OF WORK Agriculture & Nutrition Grade 7 2025 Term I

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SCHEME OF WORK
Agriculture & Nutrition
Grade 7 2025
TERM I
School

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WK	LSN	STRAND	SUB-STRAND	LESSON LEARNING OUTCOMES	LEARNING EXPERIENCES	KEY INQUIRY QUESTIONS	LEARNING RESOURCES	ASSESSMENT METHODS
1	1	Conservation of Resources	Controlling Soil Pollution - Causes of soil pollution	By the end of the lesson, the learner should be able to: - Explain the meaning of soil pollution - Identify causes of soil pollution in gardening - Appreciate the need to prevent soil pollution	- Search and watch a video clip or print media on causes of soil pollution - Share experiences on causes of soil pollution such as waste water, excessive use of artificial fertilizers, agricultural chemicals and plastic wastes - Identify causes of soil pollution from provided pictures - Discuss their findings with classmates	How can household practices cause soil pollution?	- Highland Agriculture and Nutrition Grade 7 pg. 1 - Digital resources (videos on soil pollution) - Pictures showing soil pollution - Highland Agriculture and Nutrition Grade 7 pg. 2 - Digital camera - Notebook and pen	- Observation - Oral questions - Written assignments
1	2	Conservation of Resources	Controlling Soil Pollution - Methods of controlling soil pollution	By the end of the lesson, the learner should be able to: - Identify different methods of controlling soil pollution - Demonstrate understanding of safe disposal of waste water - Show responsibility in controlling soil pollution	- Study pictures showing methods of controlling soil pollution - Discuss methods of controlling soil pollution shown in the pictures - Discuss ways of controlling soil pollution practiced in their locality - Share ideas with classmates	How can we control soil pollution in the environment?	- Highland Agriculture and Nutrition Grade 7 pg. 3 - Pictures showing soil pollution control methods - Charts - Digital resources	- Observation - Oral questions - Written assignments
1	3	Conservation of Resources	Controlling Soil Pollution - Methods of controlling soil pollution	By the end of the lesson, the learner should be able to: - Explain how to dispose of dirty water to control soil pollution - Practically dispose of waste water - Demonstrate responsibility in preventing soil pollution	- Observe practical demonstration of disposing of wastewater - Discuss how to dispose of wastewater - Discuss other ways to dispose of wastewater to control soil pollution - Practice disposing of wastewater in school to control soil pollution - Share experiences with classmates	How should we dispose of waste water to control soil pollution?	- Highland Agriculture and Nutrition Grade 7 pg. 4 - Waste water - Disposal facilities - Protective gear - Highland Agriculture and Nutrition Grade 7 pg. 5 - Plastic containers - Samples of plants - Growing medium	- Observation - Practical assessment - Oral questions
1	4	Conservation of Resources	Controlling Soil Pollution - Safe farming methods to conserve soil Controlling Soil Pollution - Creating awareness messages	By the end of the lesson, the learner should be able to: - Identify safe farming methods for soil conservation - Explain the importance of safe farming methods - Adopt safe farming methods to conserve soil	- Discuss safe farming methods for soil conservation - Discuss safe farming methods for soil conservation practiced in their locality - Share ideas with classmates	How can we use safe farming methods to conserve the soil?	- Highland Agriculture and Nutrition Grade 7 pg. 6 - Pictures showing safe farming methods - Digital resources - Highland Agriculture and Nutrition Grade 7 pg. 7 - Chart papers - Colored markers - Sample posters	- Observation - Oral questions - Written assignments
1	5	Conservation of Resources	Constructing Water Retention Structures - Use of surface run-off in gardening	By the end of the lesson, the learner should be able to: - Explain how surface run-off can be conserved for gardening - Describe different water retention structures - Appreciate the value of water conservation	- Search for information on how water retention pits and ditches are used to conserve run-off - Discuss the difference between the two types of water retention structures - Share findings with classmates	How can surface run-off be conserved for gardening purposes?	- Highland Agriculture and Nutrition Grade 7 pg. 9 - Digital resources - Reference materials - Pictures of water retention structures	- Observation - Oral questions - Written assignments
1	6	Conservation of Resources	Constructing Water Retention Structures - Types of water retention structures	By the end of the lesson, the learner should be able to: - Identify different types of water retention structures - Distinguish between water retention ditches and pits - Value water conservation techniques	- Study pictures showing water retention structures - Identify the water retention structures shown in the pictures - Discuss how the water retention structures are used in gardening - Share ideas with classmates	What types of water retention structures can be used to conserve run-off?	- Highland Agriculture and Nutrition Grade 7 pg. 10 - Pictures of water retention structures - Digital resources	- Observation - Oral questions - Picture identification
1	7	Conservation of Resources	Constructing Water Retention Structures - Construction of water retention structures	By the end of the lesson, the learner should be able to: - Explain how to construct water retention structures - State factors to consider when constructing water retention structures - Show interest in water conservation	- Take a field visit to farms in the school neighborhood - Identify various run-off retention structures - Ask questions to a resource person about construction of water retention structures, their importance, and types of crops planted - Write short notes and take photographs if possible	What factors should we consider when constructing water retention structures?	- Highland Agriculture and Nutrition Grade 7 pg. 10 - Digital camera - Notebook and pen	- Observation - Oral questions - Written report
1	8	Conservation of Resources	Constructing Water Retention Structures - Constructing a water retention ditch	By the end of the lesson, the learner should be able to: - Demonstrate how to construct a water retention ditch - Use appropriate tools to construct a water retention ditch - Work collaboratively with others in constructing a water retention ditch	- Wear protective equipment - Identify a site for constructing a run-off retention ditch in the school garden - Ensure the site has an inlet for run-off to flow in - Measure the site and clear the vegetation - Dig the site and scoop out the soil to make a run-off retention ditch	How do we construct a water retention ditch for surface run-off conservation?	- Highland Agriculture and Nutrition Grade 7 pg. 11 - Panga - Measuring tape - Jembe or forked jembe - Spade - Protective wear	- Observation - Practical assessment - Group work evaluation
2	1	Conservation of Resources	Constructing Water Retention Structures - Completing the water retention ditch	By the end of the lesson, the learner should be able to: - Complete the construction of a water retention ditch - Apply the skills of constructing a water retention ditch - Work safely with others	- Continue with the construction of the water retention ditch - Shape the ditch to ensure it can properly collect and retain run-off water - Ensure the ditch has proper dimensions for effective water conservation - Clean and store tools after use	How can we ensure effective water conservation using our constructed ditch?	- Highland Agriculture and Nutrition Grade 7 pg. 12 - Jembe or forked jembe - Spade - Protective wear	- Observation - Practical assessment - Group work evaluation
2	2	Conservation of Resources	Constructing Water Retention Structures - Identifying crops for water retention structures	By the end of the lesson, the learner should be able to: - Identify suitable crops to grow at surface run-off retention structures - Explain why specific crops are suitable for water retention structures - Appreciate the value of appropriate crop selection	- Study pictures showing types of crops that can be planted at run-off retention structures - Identify the crops shown in the pictures - Discuss other crops that can be grown at run-off retention structures - Give reasons for choosing the identified crops - Share ideas with classmates	What types of crops are suitable for growing at water retention structures?	- Highland Agriculture and Nutrition Grade 7 pg. 12 - Pictures of suitable crops for water retention structures - Digital resources	- Observation - Oral questions - Written assignments
2	3	Conservation of Resources	Constructing Water Retention Structures - Identifying crops for water retention structures	By the end of the lesson, the learner should be able to: - Identify suitable crops to grow at surface run-off retention structures - Explain why specific crops are suitable for water retention structures - Appreciate the value of appropriate crop selection	- Study pictures showing types of crops that can be planted at run-off retention structures - Identify the crops shown in the pictures - Discuss other crops that can be grown at run-off retention structures - Give reasons for choosing the identified crops - Share ideas with classmates	What types of crops are suitable for growing at water retention structures?	- Highland Agriculture and Nutrition Grade 7 pg. 12 - Pictures of suitable crops for water retention structures - Digital resources	- Observation - Oral questions - Written assignments
2	4	Conservation of Resources	Constructing Water Retention Structures - Planting crops at water retention structures	By the end of the lesson, the learner should be able to: - Plant crops at the water retention structure - Demonstrate proper planting techniques - Show responsibility in crop establishment	- Discuss and agree on available crops to plant at the run-off retention structure - Get planting materials and plant them by digging spaced holes on the edge of the run-off conservation structure - Put manure in the holes and mix with soil - Place the planting material and cover with soil - Cover the soil around the plants with mulch - Care for crops until they mature for harvesting	How do we establish crops at water retention structures?	- Highland Agriculture and Nutrition Grade 7 pg. 13 - Jembe or forked jembe - Spade - Protective wear - Planting materials - Manure - Mulch	- Observation - Practical assessment - Group work evaluation
2	5	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	6	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	- Observation - Oral questions - Written assignments
2	7	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: - Identify practices of preparing vegetables to conserve nutrients - Explain how to conserve nutrients when preparing vegetables - Show interest in proper food preparation	- Study pictures showing practices of preparing vegetables - Identify the practices shown in the pictures - Discuss how to carry out the practices shown to conserve nutrients - Share ideas with classmates	What practices should we follow when preparing vegetables to conserve nutrients?	- Highland Agriculture and Nutrition Grade 7 pg. 16 - Pictures showing vegetable preparation practices - Digital resources	- Observation - Oral questions - Picture identification
2	8	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: - Identify practices of preparing vegetables to conserve nutrients - Explain how to conserve nutrients when preparing vegetables - Show interest in proper food preparation	- Study pictures showing practices of preparing vegetables - Identify the practices shown in the pictures - Discuss how to carry out the practices shown to conserve nutrients - Share ideas with classmates	What practices should we follow when preparing vegetables to conserve nutrients?	- Highland Agriculture and Nutrition Grade 7 pg. 16 - Pictures showing vegetable preparation practices - Digital resources	- Observation - Oral questions - Picture identification
3	1	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
3	2	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	3	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	4	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	5	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	6	Conservation of Resources	Conserving Food Nutrients - Comparing cooking methods for nutrient conservation	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	- Observation - Oral questions - Chart assessment - Presentations
3	7	Conservation of Resources	Conserving Food Nutrients - Conserving nutrients in other foods	By the end of the lesson, the learner should be able to: - Explain ways of conserving nutrients in other foods besides vegetables - Apply nutrient conservation principles to different foods - Appreciate the importance of nutrient conservation in all foods	- Discuss ways of conserving nutrients in different food categories (fruits, grains, meat, etc.) - Identify specific methods for each food category - Create a table showing foods and their appropriate nutrient conservation methods - Share findings with classmates	How can we conserve nutrients in different types of foods?	- Highland Agriculture and Nutrition Grade 7 pg. 21 - Reference materials - Digital resources - Chart paper - Markers	- Observation - Oral questions - Written assignments
3	8	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: - 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	3	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	4	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	5	Conservation of Resources	Growing Trees - Planting trees	By the end of the lesson, the learner should be able to: - Demonstrate how to plant trees from different materials - Follow correct tree planting procedures - Embrace tree planting to conserve the environment	- Get locally available materials for planting trees - Prepare planting holes of appropriate size - Add manure or compost to the planting holes - Plant the tree using appropriate techniques for the specific planting material - Water the planted tree and apply mulch if necessary	How do we plant trees correctly to ensure their survival?	- Highland Agriculture and Nutrition Grade 7 pg. 23 - Tree planting materials (seeds, seedlings, cuttings) - Digging tools (jembe, spade) - Manure or compost - Watering can - Mulching material	- Observation - Practical assessment - Group work evaluation
4	6	Conservation of Resources	Growing Trees - Caring for tree seedlings	By the end of the lesson, the learner should be able to: - Identify methods of caring for tree seedlings - Demonstrate tree care techniques - Show responsibility in caring for planted trees	- Study pictures showing methods of caring for tree seedlings (watering, mulching, weeding, protecting) - Identify the methods shown in the pictures - Practice the tree care methods on the planted trees - Discuss the importance of caring for tree seedlings	How do we care for tree seedlings until they are fully established?	- Highland Agriculture and Nutrition Grade 7 pg. 24 - Pictures showing tree care methods - Watering can - Mulching material - Weeding tools - Tree guards or fencing material	- Observation - Practical assessment - Oral questions
4	7	Conservation of Resources	Growing Trees - Caring for tree seedlings	By the end of the lesson, the learner should be able to: - Identify methods of caring for tree seedlings - Demonstrate tree care techniques - Show responsibility in caring for planted trees	- Study pictures showing methods of caring for tree seedlings (watering, mulching, weeding, protecting) - Identify the methods shown in the pictures - Practice the tree care methods on the planted trees - Discuss the importance of caring for tree seedlings	How do we care for tree seedlings until they are fully established?	- Highland Agriculture and Nutrition Grade 7 pg. 24 - Pictures showing tree care methods - Watering can - Mulching material - Weeding tools - Tree guards or fencing material	- Observation - Practical assessment - Oral questions
4	8	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	1	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	2	Conservation of Resources	Growing Trees - Review of tree growing	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	- Observation - Oral questions - Written assessment - Self-evaluation
5	3	Food Production Processes	Preparing Planting Site and Establishing Crop - Determining appropriate tilth	By the end of the lesson, the learner should be able to: - Explain the meaning of tilth - Identify different types of tilth - Appreciate the importance of appropriate tilth for planting	- Discuss the meaning of tilth in relation to soil condition - Study pictures showing different types of planting materials - Identify crops that can be established from different planting materials - Discuss the type of tilth needed for each planting material	How does planting material determine planting site preparation?	- Highland Agriculture and Nutrition Grade 7 pg. 26 - Pictures of different planting materials - Digital resources - Soil samples	- Observation - Oral questions - Written assignments
5	4	Food Production Processes	Preparing Planting Site and Establishing Crop - Determining appropriate tilth Preparing Planting Site and Establishing Crop - Preparing 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	- Observation - Oral questions - Table completion assessment
5	5	Food Production Processes	Preparing Planting Site and Establishing Crop - Planting in fine tilth	By the end of the lesson, the learner should be able to: - Plant small-sized seeds in fine tilth - Apply appropriate planting techniques - Show responsibility in crop establishment	- Make spaced shallow lines or holes in the prepared fine tilth - Sow the small-sized seeds - Cover the seeds appropriately - Water the site if the soil is dry - Cover the site with mulch - Remove mulch when seeds germinate - Continue caring for the crops	How do we plant small-sized seeds in fine tilth?	- Highland Agriculture and Nutrition Grade 7 pg. 29 - Small-sized seeds - Watering can - Water - Mulching material	- Observation - Practical assessment - Group work evaluation
5	6	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
5	7	Food Production Processes	Preparing Planting Site and Establishing Crop - Preparing 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	- Observation - Practical assessment - Group work evaluation
5	8	Food Production Processes	Preparing Planting Site and Establishing Crop - Planting in coarse tilth Preparing Planting Site and Establishing Crop - Review of crop establishment	By the end of the lesson, the learner should be able to: - Plant large planting materials in coarse tilth - Apply appropriate planting techniques - Demonstrate care for planted crops	- Plant large planting materials (tubers, suckers, cuttings) into prepared holes - Water the site if the soil is dry - Apply mulch at the base of the planted materials - Continue caring for the crops until they grow to maturity	How do we plant large planting materials in coarse tilth?	- Highland Agriculture and Nutrition Grade 7 pg. 32 - Large planting materials - Watering can - Water - Mulching material - Highland Agriculture and Nutrition Grade 7 pg. 33 - Assessment sheets - Chart paper - Markers - Digital resources	- Observation - Practical assessment - Group work evaluation
6	1	Food Production Processes	Selected Crop Management Practices - Types of crop management practices	By the end of the lesson, the learner should be able to: - Explain the meaning of crop management practices - Identify different crop management practices - Appreciate the importance of crop management	- Search for information on crop management practices (gapping, thinning, weeding, earthing-up) - Discuss findings and write short notes - Share findings with classmates	How can we carry out management practices in crop production?	- Highland Agriculture and Nutrition Grade 7 pg. 34 - Digital resources - Print media - Reference materials	- Observation - Oral questions - Written assignments
6	2	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
6	3	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
6	4	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
6	5	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
6	6	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
6	7	Food Production Processes	Selected Crop Management Practices - Weeding in crop management	By the end of the lesson, the learner should be able to: - Demonstrate weeding in crop management - Apply appropriate weeding techniques - Work safely with garden tools	- 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
6	8	Food Production Processes	Selected Crop Management Practices - Weeding in crop management	By the end of the lesson, the learner should be able to: - Demonstrate weeding in crop management - Apply appropriate weeding techniques - Work safely with garden tools	- 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
7	1	Food Production Processes	Selected Crop Management Practices - Earthing-up in crop management	By the end of the lesson, the learner should be able to: - Demonstrate earthing-up in crop management - Apply appropriate earthing-up techniques - Value the importance of earthing-up for certain crops	- Wear protective equipment and visit the garden - Gather soil around crops carefully to avoid damaging or exposing roots - Use small forked jembe, panga, or hands for earthing-up - Ensure soil forms a mound around the base of plants	How do we carry out earthing-up to support plant growth?	- Highland Agriculture and Nutrition Grade 7 pg. 38 - Protective equipment - Small forked jembe or panga	- Observation - Practical assessment - Group work evaluation
7	2	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
7	3	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
7	4	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
7	5	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
7	6	Food Production Processes	Preparing Animal Products: Eggs and Honey - Packing eggs	By the end of the lesson, the learner should be able to: - Identify items used for packing eggs - Explain the importance of proper egg packing - Show care when handling eggs	- Study pictures showing items used for packing eggs - Identify the items shown in the pictures - Discuss other items that can be used for packing eggs safely - Share ideas with classmates	How do we pack eggs to ensure they remain intact?	- Highland Agriculture and Nutrition Grade 7 pg. 41 - Pictures showing egg packing items - Actual egg packing items (trays, cartons) - Digital resources	- Observation - Oral questions - Identification assessment
7	7	Food Production Processes	Preparing Animal Products: Eggs and Honey - Field visit for egg preparation	By the end of the lesson, the learner should be able to: - Observe egg preparation in a real setting - Ask relevant questions about egg preparation - Show interest in proper egg handling	- Take a field visit to a poultry farm - Study how eggs are prepared by sorting, grading, and packing - Ask resource person questions for clarification - Discuss and record findings - Take photographs if possible	What methods are used in commercial egg preparation?	- Highland Agriculture and Nutrition Grade 7 pg. 42 - Protective equipment - Exercise book and pen - Digital camera	- Observation - Oral questions - Written report
7	8	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
8	1	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
8	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
8	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
8	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
8	5	Food Production Processes	Preparing Animal Products: Eggs and Honey - Review of animal products preparation	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	- Observation - Oral questions - Written assessment
8	6	Food Production Processes	Cooking: Grilling, Roasting and Steaming - Methods of cooking food	By the end of the lesson, the learner should be able to: - Explain the importance of cooking food - Identify different methods of cooking food - Appreciate variety in cooking methods	- Search for information about grilling, roasting, and steaming cooking methods - Discuss findings and write short notes - Discuss types of food in the locality cooked using each method - Present ideas to classmates	Why should we use different methods of cooking food?	- Highland Agriculture and Nutrition Grade 7 pg. 46 - Digital resources - Print media - Reference materials	- Observation - Oral questions - Written assignments - Presentations
8	7	Food Production Processes	Cooking: Grilling, Roasting and Steaming - Methods of cooking food	By the end of the lesson, the learner should be able to: - Explain the importance of cooking food - Identify different methods of cooking food - Appreciate variety in cooking methods	- Search for information about grilling, roasting, and steaming cooking methods - Discuss findings and write short notes - Discuss types of food in the locality cooked using each method - Present ideas to classmates	Why should we use different methods of cooking food?	- Highland Agriculture and Nutrition Grade 7 pg. 46 - Digital resources - Print media - Reference materials	- Observation - Oral questions - Written assignments - Presentations
8	8	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
9	1	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
9	2	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
9	3	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
9	4	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
9	5	Food Production Processes	Cooking: Grilling, Roasting and Steaming - Cooking by steaming	By the end of the lesson, the learner should be able to: - Demonstrate cooking by steaming - Follow correct steaming procedures - Value the nutritional benefits of steaming	- Place water in a cooking pot and bring to a boil - Put food in a steaming basket or perforated container - Place the steaming basket above the boiling water - Cover the pot and allow food to cook in the steam - Check food for doneness and serve when ready - Observe safety precautions throughout	How do we cook food by steaming?	- Highland Agriculture and Nutrition Grade 7 pg. 50 - Raw food for steaming - Protective equipment - Cooking pot with lid - Steaming basket - Source of heat - Water	- Observation - Practical assessment - Group work evaluation
9	6	Food Production Processes	Cooking: Grilling, Roasting and Steaming - Comparing cooking methods	By the end of the lesson, the learner should be able to: - Compare different cooking methods - Evaluate the advantages and disadvantages of each method - Make informed choices about cooking methods	- Discuss the advantages and disadvantages of grilling, roasting, and steaming - Compare the nutritional value of food cooked using different methods - Create a comparison chart for the three cooking methods - Share charts with classmates	Which cooking method is best for different types of food?	- Highland Agriculture and Nutrition Grade 7 pg. 51 - Chart paper - Markers - Digital resources - Reference materials	- Observation - Oral questions - Chart assessment
9	7	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
9	8	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
10	1	Food Production Processes Hygiene Practices	Cooking: Grilling, Roasting and Steaming - Review of cooking methods Hygiene in Rearing Animals - Hygiene practices	By the end of the lesson, the learner should be able to: - Summarize different cooking methods - Explain when to use each cooking method - Show commitment to proper food preparation	- Review all cooking methods (grilling, roasting, steaming) - Discuss the appropriate uses of each method - Complete an assessment on cooking methods - Share assessments with classmates	Why is it important to understand different cooking methods?	- Highland Agriculture and Nutrition Grade 7 pg. 52 - Assessment sheets - Digital resources - Reference materials - Highland Agriculture and Nutrition Grade 7 pg. 53 - Print media	- Observation - Oral questions - Written assessment
10	2	Hygiene Practices	Hygiene in Rearing Animals - Items for maintaining hygiene	By the end of the lesson, the learner should be able to: - Identify items used in rearing domestic animals - Explain how to maintain hygiene of these items - Value cleanliness in animal rearing	- Study pictures showing items used in rearing domestic animals - Identify the items shown in the pictures - Discuss how the items should be kept hygienic - Share ideas with classmates	What items should be kept hygienic when rearing domestic animals?	- Highland Agriculture and Nutrition Grade 7 pg. 54 - Pictures showing animal rearing items - Digital resources	- Observation - Oral questions - Picture identification
10	3	Hygiene Practices	Hygiene in Rearing Animals - Field visit Hygiene in Rearing Animals - Cleaning animal feeders and waterers	By the end of the lesson, the learner should be able to: - Observe hygiene practices in a real setting - Ask relevant questions about animal hygiene - Show interest in proper animal care	- Take a field visit to a farm with domestic animals - Observe how hygienic practices are carried out - Ask questions to a resource person for better understanding - Note down findings - Help with carrying out hygiene practices - Take photographs if possible	What hygiene practices are used in commercial animal rearing?	- Highland Agriculture and Nutrition Grade 7 pg. 55 - Exercise book and pen - Protective equipment - Digital camera - Clean water - Brush - Soap - Dirty animal feeders and waterers	- Observation - Oral questions - Written report
10	4	Hygiene Practices	Hygiene in Rearing Animals - Cleaning animal houses	By the end of the lesson, the learner should be able to: - Demonstrate cleaning of animal houses - Apply appropriate cleaning techniques - Value cleanliness in animal rearing	- Wear protective equipment and visit animal houses - Remove animal waste and old bedding - Sweep the floor and wash with soapy water if appropriate - Scrub walls and other surfaces to remove dirt - Rinse with clean water and allow to dry - Replace with clean bedding if necessary	How do we clean animal houses to maintain hygiene?	- Highland Agriculture and Nutrition Grade 7 pg. 56 - Broom - Scrubbing brush - Soap - Clean water - Protective equipment	- Observation - Practical assessment - Group work evaluation
10	5	Hygiene Practices	Hygiene in Rearing Animals - Cleaning animals Hygiene in Rearing Animals - Importance of hygiene in animal rearing	By the end of the lesson, the learner should be able to: - Demonstrate cleaning of animals - Apply appropriate animal cleaning techniques - Handle animals with care	- Wear protective equipment and approach animals calmly - Use appropriate cleaning methods for different animals - Groom animals using appropriate tools - Clean animal coats, feet, and other parts as needed - Observe safety precautions when handling animals	How do we clean animals to maintain their health?	- Highland Agriculture and Nutrition Grade 7 pg. 57 - Clean water - Brushes - Cleaning materials - Protective equipment - Flashcards - Chart paper - Markers - Digital resources	- Observation - Practical assessment - Group work evaluation
10	6	Hygiene Practices	Hygiene in Rearing Animals - Pest and disease control Hygiene in Rearing Animals - Review of animal hygiene	By the end of the lesson, the learner should be able to: - Identify common pests affecting domestic animals - Explain how to control pests and diseases through hygiene - Value preventive measures in animal health	- Discuss common pests affecting domestic animals - Explain how hygiene helps control pests and diseases - Discuss safe use of pest control products - Demonstrate application of acaricides with adult guidance - Create a pest control schedule for domestic animals	How does hygiene help control pests and diseases in animals?	- Highland Agriculture and Nutrition Grade 7 pg. 58 - Pictures of common animal pests - Chart showing pest control methods - Protective equipment - Assessment sheets - Digital resources - Reference materials	- Observation - Oral questions - Written assignments
10	7	Hygiene Practices	Laundry: Loose Coloured Items - How to launder loose-coloured articles	By the end of the lesson, the learner should be able to: - Explain the meaning of laundry and loose-coloured articles - Describe ways of laundering loose-coloured articles - Appreciate the importance of proper laundering	- Search for information about laundering loose-coloured articles (sorting, washing by kneading and squeezing, drying, finishing) - Discuss findings and write short notes - Share findings with classmates	How do you launder a loose coloured article for hygienic purposes?	- Highland Agriculture and Nutrition Grade 7 pg. 59 - Digital resources - Print media - Reference materials	- Observation - Oral questions - Written assignments
10	8	Hygiene Practices	Laundry: Loose Coloured Items - How to launder loose-coloured articles	By the end of the lesson, the learner should be able to: - Explain the meaning of laundry and loose-coloured articles - Describe ways of laundering loose-coloured articles - Appreciate the importance of proper laundering	- Search for information about laundering loose-coloured articles (sorting, washing by kneading and squeezing, drying, finishing) - Discuss findings and write short notes - Share findings with classmates	How do you launder a loose coloured article for hygienic purposes?	- Highland Agriculture and Nutrition Grade 7 pg. 59 - Digital resources - Print media - Reference materials	- Observation - Oral questions - Written assignments
11	1	Hygiene Practices	Laundry: Loose Coloured Items - Sorting in laundry	By the end of the lesson, the learner should be able to: - Explain the meaning of sorting in laundry - Identify factors to consider when sorting laundry - Value proper sorting in laundry	- Discuss the meaning of sorting in laundry - Identify factors for sorting (type of fabric, color, size and weight, amount of dirt) - Explain the importance of sorting in laundry - Demonstrate sorting of different garment articles	Why is sorting important when laundering loose-coloured articles?	- Highland Agriculture and Nutrition Grade 7 pg. 60 - Different garment articles - Laundry baskets - Digital resources	- Observation - Oral questions - Practical assessment
11	2	Hygiene Practices	Laundry: Loose Coloured Items - Washing loose-coloured articles	By the end of the lesson, the learner should be able to: - Demonstrate washing loose-coloured articles by kneading and squeezing - Follow correct washing procedures - Work responsibly with laundry equipment	- Sort garment articles according to factors such as brightness, loose color, and fast color - Put water in a basin and mix with two spoons of salt - Apply soap on the article and wash by kneading and squeezing until clean - Rinse the article in clean water - Turn the rinsed article inside out	How do we wash loose-coloured articles to prevent color loss?	- Highland Agriculture and Nutrition Grade 7 pg. 61 - Dirty loose-coloured articles - Clean water - Soap - Salt - Basins	- Observation - Practical assessment - Group work evaluation
11	3	Hygiene Practices	Laundry: Loose Coloured Items - Drying loose-coloured articles	By the end of the lesson, the learner should be able to: - Demonstrate drying of loose-coloured articles - Apply appropriate drying techniques - Value proper drying for garment care	- Hang the washed loose-coloured article to dry on a clothesline - Fix the article with pegs - Ensure the article is hung inside out to prevent fading - Collect the article after it has completely dried - Show the dried article to classmates	How do we dry loose-coloured articles to maintain their color?	- Highland Agriculture and Nutrition Grade 7 pg. 61 - Washed loose-coloured articles - Clothesline - Pegs	- Observation - Practical assessment - Group work evaluation
11	4	Hygiene Practices	Laundry: Loose Coloured Items - Finishing loose-coloured items	By the end of the lesson, the learner should be able to: - Demonstrate finishing of loose-coloured articles - Apply appropriate finishing techniques - Work safely with ironing equipment	- Iron the dry loose-coloured article to smooth out wrinkles and creases - Put the article on a hanger in a wardrobe or fold it and store in a box - Show classmates how to store the article after finishing - Close the wardrobe or box to protect clothes from gathering dust	How do we finish loose-coloured articles after laundering?	- Highland Agriculture and Nutrition Grade 7 pg. 62 - Dry loose-coloured articles - Iron box - Storage space (box or wardrobe)	- Observation - Practical assessment - Group work evaluation
11	5	Hygiene Practices	Laundry: Loose Coloured Items - Finishing loose-coloured items	By the end of the lesson, the learner should be able to: - Demonstrate finishing of loose-coloured articles - Apply appropriate finishing techniques - Work safely with ironing equipment	- Iron the dry loose-coloured article to smooth out wrinkles and creases - Put the article on a hanger in a wardrobe or fold it and store in a box - Show classmates how to store the article after finishing - Close the wardrobe or box to protect clothes from gathering dust	How do we finish loose-coloured articles after laundering?	- Highland Agriculture and Nutrition Grade 7 pg. 62 - Dry loose-coloured articles - Iron box - Storage space (box or wardrobe)	- Observation - Practical assessment - Group work evaluation
11	6	Hygiene Practices	Laundry: Loose Coloured Items - Storing laundered articles	By the end of the lesson, the learner should be able to: - Demonstrate proper storage of laundered articles - Apply appropriate storage techniques - Appreciate proper clothing care	- Discuss different ways of storing laundered articles - Demonstrate folding techniques for different types of clothing - Organize folded clothes in storage spaces - Explain the importance of proper storage for clothing maintenance - Share ideas with classmates	How do we store laundered articles to maintain their quality?	- Highland Agriculture and Nutrition Grade 7 pg. 62 - Laundered articles - Storage containers - Hangers - Wardrobe or storage box	- Observation - Practical assessment - Oral questions
11	7	Hygiene Practices	Laundry: Loose Coloured Items - Laundry products for different fabrics	By the end of the lesson, the learner should be able to: - Identify laundry products for different fabrics - Explain when to use specific laundry products - Make informed choices about laundry products	- Discuss different laundry products (detergents, fabric softeners, stain removers) - Explain which products are suitable for different types of fabrics - Discuss eco-friendly laundry products - Create a chart showing fabrics and suitable laundry products - Share charts with classmates	What laundry products are suitable for different fabrics?	- Highland Agriculture and Nutrition Grade 7 pg. 63 - Samples of laundry products - Chart paper - Markers - Digital resources	- Observation - Oral questions - Chart assessment
11	8	Hygiene Practices	Laundry: Loose Coloured Items - Review of laundering loose-coloured articles	By the end of the lesson, the learner should be able to: - Summarize the process of laundering loose-coloured articles - Explain the importance of proper laundering - Show commitment to clothing hygiene	- Review the entire process of laundering loose-coloured articles - Discuss the importance of proper laundering for clothing care and hygiene - Complete an assessment on laundering loose-coloured articles - Share assessments with classmates	Why is it important to properly launder loose-coloured articles?	- Highland Agriculture and Nutrition Grade 7 pg. 63 - Assessment sheets - Digital resources - Reference materials	- Observation - Oral questions - Written assessment
12	1	Production Techniques	Sewing Skills: Knitting - Basic knitting stitches	By the end of the lesson, the learner should be able to: - Explain the meaning of knitting - Identify basic knitting stitches - Appreciate knitting as a useful skill	- Search for information and pictures on knitting stitches (knit and purl) - Discuss findings and write short notes - Share findings with classmates	How do you knit an article for household use?	- Highland Agriculture and Nutrition Grade 7 pg. 64 - Digital resources - Print media - Reference materials	- Observation - Oral questions - Written assignments
12	2	Production Techniques	Sewing Skills: Knitting - Identifying knit and purl stitches Sewing Skills: Knitting - Casting on	By the end of the lesson, the learner should be able to: - Identify knit and purl stitches from pictures - Distinguish between knit and purl stitches - Show interest in knitting techniques	- Study pictures showing knitting stitches - Identify and explain the knitting stitches shown - Identify knit and purl stitches on garments - Take pictures if possible - Share ideas with classmates	What are the differences between knit and purl stitches?	- Highland Agriculture and Nutrition Grade 7 pg. 65 - Pictures showing knitting stitches - Knitted garments - Digital camera - Two knitting needles - Yarn - Scissors	- Observation - Oral questions - Picture identification
12	3	Production Techniques	Sewing Skills: Knitting - Making a knit stitch	By the end of the lesson, the learner should be able to: - Demonstrate making a knit stitch - Follow correct knitting procedures - Show patience in learning a new skill	- Insert and push right needle into loop on left side from bottom to back - Wrap working yarn around right needle from back to front - Pull yarn down through the loop on left needle - Pull stitch from left needle with right needle - Pull working yarn to tighten stitch - Continue until all stitches are transferred to right needle - Describe and show classmates how to make knit stitches	How do we make a knit stitch in knitting?	- Highland Agriculture and Nutrition Grade 7 pg. 66 - Cast on stitches made previously - Knitting needles - Yarn	- Observation - Practical assessment - Group work evaluation
12	4	Production Techniques	Sewing Skills: Knitting - Making a purl stitch Sewing Skills: Knitting - Continuing knitting rows	By the end of the lesson, the learner should be able to: - Demonstrate making a purl stitch - Follow correct purling procedures - Work carefully with knitting equipment	- Hold needle with knit stitch with left hand - Insert right needle into first stitch from right to bottom - With yarn in front, wrap from back to front of right needle - Push right needle back and grab the loop - Push right needle up through the loop - Slide the old stitch off the left needle - Continue for all stitches - Describe and show classmates how to make purl stitches	How do we make a purl stitch in knitting?	- Highland Agriculture and Nutrition Grade 7 pg. 67 - Knit stitches made previously - Knitting needles - Yarn - Highland Agriculture and Nutrition Grade 7 pg. 68 - Knitting in progress from previous lessons	- Observation - Practical assessment - Group work evaluation
12	5	Production Techniques	Sewing Skills: Knitting - Understanding patterns Sewing Skills: Knitting - Identifying household knitted articles	By the end of the lesson, the learner should be able to: - Explain common knitting pattern terminology - Interpret basic knitting patterns - Value the creativity in knitting	- Discuss common knitting pattern terminology (k1, p1, etc.) - Study simple knitting patterns - Practice following a basic pattern - Share experiences with classmates	How do we read and follow knitting patterns?	- Highland Agriculture and Nutrition Grade 7 pg. 68 - Sample knitting patterns - Knitting needles - Yarn - Reference materials - Highland Agriculture and Nutrition Grade 7 pg. 69 - Pictures showing knitted articles - Actual knitted household items - Digital resources	- Observation - Oral questions - Pattern interpretation assessment
12	6	Production Techniques	Sewing Skills: Knitting - Making a household article	By the end of the lesson, the learner should be able to: - Demonstrate making a household article using knitting - Apply knit and purl stitches in making an article - Value creating useful items	- Cast on to make loops the length of the article to be knitted - Make a knit stitch on the cast-on loops - Make a purl stitch at the end of the knit stitch - Knit the article to the end by alternating knit and purl stitches	How do we make a useful household article using knitting?	- Highland Agriculture and Nutrition Grade 7 pg. 69 - Two knitting needles - Yarn - Scissors	- Observation - Practical assessment - Product evaluation
12	7	Production Techniques	Sewing Skills: Knitting - Finishing a knitted article	By the end of the lesson, the learner should be able to: - Demonstrate finishing techniques for knitted articles - Cast off properly - Show pride in completed work	- Cast off once the article is finished - Cut the working yarn leaving a few inches of tail - Pull the tail through the last stitch and tighten to secure the end - Weave in loose ends neatly - Display the finished article to classmates	How do we properly finish a knitted article?	- Highland Agriculture and Nutrition Grade 7 pg. 70 - Knitted article in progress - Knitting needles - Scissors	- Observation - Practical assessment - Product evaluation
12	8	Production Techniques	Constructing Framed Suspended Garden - Description of framed suspended gardens	By the end of the lesson, the learner should be able to: - Explain what a framed suspended garden is - Identify benefits of framed suspended gardens - Appreciate space-saving gardening techniques	- Discuss the meaning of a framed suspended garden - Explain the importance of framed suspended gardens for saving space - Study pictures showing different types of framed suspended gardens - Share ideas with classmates	How are framed suspended gardens constructed?	- Highland Agriculture and Nutrition Grade 7 pg. 72 - Pictures of framed suspended gardens - Digital resources - Reference materials	- Observation - Oral questions - Written assignments
13	1	Production Techniques	Constructing Framed Suspended Garden - Types of framed suspended gardens	By the end of the lesson, the learner should be able to: - Identify different types of framed suspended gardens - Describe the construction of different garden types - Show interest in innovative gardening	- Study pictures showing different types of framed suspended gardens - Describe how the gardens in the pictures are constructed - Discuss materials used to construct the framed suspended gardens - Share ideas with classmates	What materials are used to construct framed suspended gardens?	- Highland Agriculture and Nutrition Grade 7 pg. 73 - Pictures of framed suspended gardens - Digital resources - Reference materials	- Observation - Oral questions - Picture identification
13	2	Production Techniques	Constructing Framed Suspended Garden - Types of framed suspended gardens	By the end of the lesson, the learner should be able to: - Identify different types of framed suspended gardens - Describe the construction of different garden types - Show interest in innovative gardening	- Study pictures showing different types of framed suspended gardens - Describe how the gardens in the pictures are constructed - Discuss materials used to construct the framed suspended gardens - Share ideas with classmates	What materials are used to construct framed suspended gardens?	- Highland Agriculture and Nutrition Grade 7 pg. 73 - Pictures of framed suspended gardens - Digital resources - Reference materials	- Observation - Oral questions - Picture identification
13	3	Production Techniques	Constructing Framed Suspended Garden - Planning a framed suspended garden	By the end of the lesson, the learner should be able to: - Plan the construction of a framed suspended garden - Identify materials needed for construction - Work collaboratively in planning	- Discuss types of containers that can be used (plastic bottles, jerrycans, troughs) - Discuss materials for frames (metal bars, wooden planks, poles) - Discuss how containers can be suspended (wires, strings, ropes) - Plan a design for a framed suspended garden - Draw the plan and make a list of materials needed	What factors should we consider when planning a framed suspended garden?	- Highland Agriculture and Nutrition Grade 7 pg. 73 - Drawing materials - Chart paper - Sample materials - Digital resources	- Observation - Plan assessment - Oral questions - Group work evaluation
13	4	Production Techniques	Constructing Framed Suspended Garden - Constructing the frame	By the end of the lesson, the learner should be able to: - Demonstrate constructing a frame for suspended garden - Use tools safely and correctly - Show resourcefulness in using available materials	- Get locally available materials for making a framed suspended garden - Identify a site for constructing the garden - Make a framework using poles, nails, and hammer or metal bars - Ensure the frame is strong and stable - Observe safety precautions throughout	How do we construct a strong frame for a suspended garden?	- Highland Agriculture and Nutrition Grade 7 pg. 74 - Locally available materials (wires, wooden planks, metal bars, poles) - Tools (hammer, nails) - Protective equipment	- Observation - Practical assessment - Group work evaluation
13	5	Production Techniques	Constructing Framed Suspended Garden - Fixing containers	By the end of the lesson, the learner should be able to: - Demonstrate fixing containers on the frame - Apply appropriate techniques for container attachment - Work safely with tools and materials	- Prepare containers for mounting (clean, make drainage holes if needed) - Fix containers on the framework securely - Ensure containers are evenly spaced and balanced - Verify that the structure is stable - Observe safety precautions throughout	How do we fix containers securely on the frame?	- Highland Agriculture and Nutrition Grade 7 pg. 74 - Containers (plastic bottles, jerrycans, troughs) - Wires, strings, or ropes - Tools (scissors, knife, pliers) - Protective equipment	- Observation - Practical assessment - Group work evaluation
13	6	Production Techniques	Constructing Framed Suspended Garden - Fixing containers	By the end of the lesson, the learner should be able to: - Demonstrate fixing containers on the frame - Apply appropriate techniques for container attachment - Work safely with tools and materials	- Prepare containers for mounting (clean, make drainage holes if needed) - Fix containers on the framework securely - Ensure containers are evenly spaced and balanced - Verify that the structure is stable - Observe safety precautions throughout	How do we fix containers securely on the frame?	- Highland Agriculture and Nutrition Grade 7 pg. 74 - Containers (plastic bottles, jerrycans, troughs) - Wires, strings, or ropes - Tools (scissors, knife, pliers) - Protective equipment	- Observation - Practical assessment - Group work evaluation
13	7	Production Techniques	Constructing Framed Suspended Garden - Preparing growing medium	By the end of the lesson, the learner should be able to: - Prepare appropriate growing medium for suspended garden - Mix soil components properly - Value proper soil preparation	- Collect soil for the suspended garden - Collect manure or compost - Mix soil with manure/compost in appropriate proportions - Ensure the growing medium is light enough for containers - Discuss the importance of proper growing medium	How do we prepare the growing medium for a suspended garden?	- Highland Agriculture and Nutrition Grade 7 pg. 75 - Soil - Manure/compost - Mixing containers - Protective equipment	- Observation - Practical assessment - Group work evaluation
13	8	Production Techniques	Constructing Framed Suspended Garden - Planting in suspended garden	By the end of the lesson, the learner should be able to: - Plant crops in the suspended garden - Select appropriate crops for suspended gardens - Demonstrate care for planted crops	- Put the soil-manure mixture in the containers on the framework - Select appropriate planting materials for suspended gardens - Plant the materials in the containers - Water the planted crops - Discuss maintenance requirements	How do we establish crops in a framed suspended garden?	- Highland Agriculture and Nutrition Grade 7 pg. 75 - Growing medium (soil-manure mixture) - Planting materials - Water - Watering can	- Observation - Practical assessment - Group work evaluation
14	1	Production Techniques	Constructing Framed Suspended Garden - Maintenance of suspended garden	By the end of the lesson, the learner should be able to: - Explain how to maintain a suspended garden - Demonstrate maintenance activities - Show commitment to garden care	- Discuss maintenance requirements (watering, feeding, pruning) - Demonstrate proper watering techniques for suspended gardens - Explain monitoring for pests and diseases - Create a maintenance schedule for the garden - Share maintenance plans with classmates	How do we maintain a framed suspended garden?	- Highland Agriculture and Nutrition Grade 7 pg. 76 - Constructed suspended garden - Water - Watering can - Chart paper - Markers	- Observation - Oral questions - Maintenance plan assessment
14	2	Production Techniques	Constructing Framed Suspended Garden - Benefits of suspended gardens	By the end of the lesson, the learner should be able to: - Explain the benefits of framed suspended gardens - Identify situations where suspended gardens are ideal - Appreciate innovative farming techniques	- Discuss the benefits of framed suspended gardens (space-saving, decorative, accessible) - Identify situations where suspended gardens are ideal (urban areas, small spaces) - Discuss environmental benefits of suspended gardens - Create a poster highlighting the benefits - Share posters with classmates	What are the advantages of using framed suspended gardens?	- Highland Agriculture and Nutrition Grade 7 pg. 76 - Chart paper - Markers - Digital resources - Reference materials	- Observation - Oral questions - Poster assessment
14	3	Production Techniques	Constructing Framed Suspended Garden - Benefits of suspended gardens	By the end of the lesson, the learner should be able to: - Explain the benefits of framed suspended gardens - Identify situations where suspended gardens are ideal - Appreciate innovative farming techniques	- Discuss the benefits of framed suspended gardens (space-saving, decorative, accessible) - Identify situations where suspended gardens are ideal (urban areas, small spaces) - Discuss environmental benefits of suspended gardens - Create a poster highlighting the benefits - Share posters with classmates	What are the advantages of using framed suspended gardens?	- Highland Agriculture and Nutrition Grade 7 pg. 76 - Chart paper - Markers - Digital resources - Reference materials	- Observation - Oral questions - Poster assessment
14	4	Production Techniques	Constructing Framed Suspended Garden - Review of suspended gardens	By the end of the lesson, the learner should be able to: - Summarize the process of constructing framed suspended gardens - Evaluate the success of the garden construction - Show pride in innovative gardening	- Review the entire process of constructing framed suspended gardens - Discuss challenges faced and solutions found - Evaluate the success of the garden construction - Complete an assessment on suspended gardens - Share assessments with classmates	What have we learned about constructing framed suspended gardens?	- Highland Agriculture and Nutrition Grade 7 pg. 76 - Assessment sheets - Digital resources - Reference materials - Constructed suspended garden	- Observation - Oral questions - Written assessment - Self-evaluation
14	5	Production Techniques	Adding Value to Crop Produce - Ways of adding value	By the end of the lesson, the learner should be able to: - Explain the meaning of adding value to crop produce - Identify ways of adding value to crop produce - Appreciate the importance of value addition	- Discuss the meaning of adding value to crop produce - Study pictures showing crop produce - Discuss methods of adding value to the crop produce shown - Discuss value-addition methods for local crops - Share ideas with classmates	Why do we add value to crop produce?	- Highland Agriculture and Nutrition Grade 7 pg. 77 - Pictures of crop produce - Digital resources - Reference materials	- Observation - Oral questions - Written assignments
14	6	Production Techniques	Adding Value to Crop Produce - Value-added products	By the end of the lesson, the learner should be able to: - Identify value-added crop products - Explain how raw crops are transformed into value-added products - Value innovation in food processing	- Study pictures showing value-added products - Identify the products shown in the pictures - Discuss the process of transforming raw crops into these products - Share ideas with classmates	How can we transform raw crop produce into value-added products?	- Highland Agriculture and Nutrition Grade 7 pg. 78 - Pictures of value-added products - Actual value-added products if available - Digital resources	- Observation - Oral questions - Picture identification
14	7	Production Techniques	Adding Value to Crop Produce - Field visit	By the end of the lesson, the learner should be able to: - Observe value addition in a real setting - Ask relevant questions about value addition - Show interest in food processing	- Take a field visit to study methods of adding value to crop produce - Ask questions to a resource person about methods and importance of value addition - Take pictures if possible - Share experiences when back in class	What methods are used commercially for adding value to crop produce?	- Highland Agriculture and Nutrition Grade 7 pg. 79 - Exercise book and pen - Protective equipment - Digital camera	- Observation - Oral questions - Written report
14	8	Production Techniques	Adding Value to Crop Produce - Field visit	By the end of the lesson, the learner should be able to: - Observe value addition in a real setting - Ask relevant questions about value addition - Show interest in food processing	- Take a field visit to study methods of adding value to crop produce - Ask questions to a resource person about methods and importance of value addition - Take pictures if possible - Share experiences when back in class	What methods are used commercially for adding value to crop produce?	- Highland Agriculture and Nutrition Grade 7 pg. 79 - Exercise book and pen - Protective equipment - Digital camera	- Observation - Oral questions - Written report
15	1	Production Techniques	Adding Value to Crop Produce - Value addition through drying	By the end of the lesson, the learner should be able to: - Demonstrate value addition through drying method - Follow correct drying procedures - Work safely with food processing equipment	- Wash and rinse crops like cassava with clean water - Peel if necessary and slice into thin pieces - Put the sliced pieces in the sun to dry - Keep turning the slices to dry evenly - Collect when completely dried - Pack in appropriate materials and store in a cool dry place	How can we add value to crop produce through drying?	- Highland Agriculture and Nutrition Grade 7 pg. 79 - Raw crop produce (cassava, sweet potato) - Knife - Drying rack or tray - Clean water - Basins - Packaging materials - Protective equipment	- Observation - Practical assessment - Group work evaluation
15	2	Production Techniques	Adding Value to Crop Produce - Value addition by frying	By the end of the lesson, the learner should be able to: - Demonstrate value addition by frying method - Follow correct frying procedures - Maintain safety when cooking	- Wash and rinse potatoes in clean water - Peel if necessary and slice into thin round pieces - Put cooking oil in pan over heat source for deep frying - Put potato slices in hot oil and add salt to taste - Keep turning to cook evenly until crispy - Remove from heat and cool down - Pack in packaging materials and store	How can we add value to crop produce through frying?	- Highland Agriculture and Nutrition Grade 7 pg. 80 - Raw potatoes - Knife - Source of heat - Wide pan or sufuria - Cooking oil - Salt - Clean water - Basins - Packaging materials - Protective equipment	- Observation - Practical assessment - Group work evaluation
15	3	Production Techniques	Adding Value to Crop Produce - Value addition of groundnuts	By the end of the lesson, the learner should be able to: - Demonstrate value addition of groundnuts - Apply different value addition techniques - Work safely with processing equipment	- Put groundnuts in sufuria over heat source with oil and salt - Keep turning for even cooking - Remove when cooked and cool down - Pack some in packaging materials for storage - Make peanut butter with remaining groundnuts by pounding in mortar - Pack peanut butter in containers for storage	How can we add value to groundnuts?	- Highland Agriculture and Nutrition Grade 7 pg. 81 - Raw groundnuts - Source of heat - Sufuria - Pestle and mortar - Salt - Clean water - Basins - Packaging materials - Protective equipment	- Observation - Practical assessment - Group work evaluation
15	4	Production Techniques	Adding Value to Crop Produce - Marketing value-added products	By the end of the lesson, the learner should be able to: - Explain how to market value-added products - Identify marketing strategies for value-added products - Appreciate the economic benefits of value addition	- Discuss different marketing strategies for value-added products - Create attractive packaging for value-added products - Calculate potential profit margins for value-added products - Create a marketing plan for a value-added product - Share marketing plans with classmates	How can we market value-added crop products?	- Highland Agriculture and Nutrition Grade 7 pg. 82 - Value-added products - Packaging materials - Chart paper - Markers - Calculator	- Observation - Oral questions - Marketing plan assessment
15	5	Production Techniques	Adding Value to Crop Produce - Marketing value-added products	By the end of the lesson, the learner should be able to: - Explain how to market value-added products - Identify marketing strategies for value-added products - Appreciate the economic benefits of value addition	- Discuss different marketing strategies for value-added products - Create attractive packaging for value-added products - Calculate potential profit margins for value-added products - Create a marketing plan for a value-added product - Share marketing plans with classmates	How can we market value-added crop products?	- Highland Agriculture and Nutrition Grade 7 pg. 82 - Value-added products - Packaging materials - Chart paper - Markers - Calculator	- Observation - Oral questions - Marketing plan assessment
15	6	Production Techniques	Adding Value to Crop Produce - Review of value addition	By the end of the lesson, the learner should be able to: - Summarize methods of adding value to crop produce - Explain the importance of value addition - Show commitment to value addition	- Review all methods of adding value to crop produce - Discuss the importance of value addition for economic benefits and storage - Complete an assessment on value addition to crop produce - Share assessments with classmates	Why is value addition important for crop produce?	- Highland Agriculture and Nutrition Grade 7 pg. 83 - Assessment sheets - Digital resources - Reference materials - Value-added products	- Observation - Oral questions - Written assessment
15	7	Production Techniques	Making Homemade Soap - Forms of soap	By the end of the lesson, the learner should be able to: - Explain the importance of making homemade soap - Identify different forms of homemade soap - Appreciate the value of homemade products	- Discuss the importance of making homemade soap - Study pictures showing forms of homemade soap - Identify the types of homemade soap shown - Discuss household uses of each form of soap - Share ideas with classmates	How can we make soap using natural ingredients?	- Highland Agriculture and Nutrition Grade 7 pg. 84 - Pictures of different forms of soap - Samples of soap if available - Digital resources	- Observation - Oral questions - Picture identification
15	8	Production Techniques	Making Homemade Soap - Uses of household soaps	By the end of the lesson, the learner should be able to: - Identify uses of different forms of soap - Match soap forms with appropriate uses - Value cleanliness and hygiene	- Study pictures showing uses of homemade soaps - Discuss the uses shown in the pictures - Identify the form of soap used in each picture - Discuss how different forms of soap are used at home - Share ideas with classmates	What are the uses of different forms of soap?	- Highland Agriculture and Nutrition Grade 7 pg. 85 - Pictures showing soap uses - Samples of different soap forms - Digital resources	- Observation - Oral questions - Picture identification
16	1	Production Techniques	Making Homemade Soap - Natural ingredients for soap	By the end of the lesson, the learner should be able to: - Identify natural ingredients for making soap - Explain the purpose of each ingredient - Show interest in natural products	- Discuss natural ingredients for making soap (ashes, water, animal fats, plant oils, salt) - Study pictures showing ingredients for making homemade soap - Identify the ingredients shown in the pictures - Discuss how to obtain each ingredient locally - Share ideas with classmates	What natural ingredients can be used for making homemade soap?	- Highland Agriculture and Nutrition Grade 7 pg. 86 - Pictures of soap ingredients - Samples of ingredients if available - Digital resources	- Observation - Oral questions - Picture identification
16	2	Production Techniques	Making Homemade Soap - Natural ingredients for soap	By the end of the lesson, the learner should be able to: - Identify natural ingredients for making soap - Explain the purpose of each ingredient - Show interest in natural products	- Discuss natural ingredients for making soap (ashes, water, animal fats, plant oils, salt) - Study pictures showing ingredients for making homemade soap - Identify the ingredients shown in the pictures - Discuss how to obtain each ingredient locally - Share ideas with classmates	What natural ingredients can be used for making homemade soap?	- Highland Agriculture and Nutrition Grade 7 pg. 86 - Pictures of soap ingredients - Samples of ingredients if available - Digital resources	- Observation - Oral questions - Picture identification
16	3	Production Techniques	Making Homemade Soap - Field visit	By the end of the lesson, the learner should be able to: - Observe soap making in a real setting - Ask relevant questions about soap making - Show interest in homemade product creation	- Visit a person or group who make homemade soaps in the community - Study the processes of making different forms of homemade soaps - Ask questions to understand the soap-making process - Take pictures if possible - Discuss findings and share experiences	How is homemade soap made in the community?	- Highland Agriculture and Nutrition Grade 7 pg. 86 - Exercise book and pen - Protective equipment - Digital camera	- Observation - Oral questions - Written report
16	4	Production Techniques	Making Homemade Soap - Making liquid soap	By the end of the lesson, the learner should be able to: - Demonstrate making of liquid soap - Follow correct soap-making procedures - Work safely with soap ingredients	- Boil water and add grated bar soap until it dissolves - Add salt and stir until it thickens to the desired consistency - Allow to cool before adding coloring or fragrance if desired - Let the soap settle for a few days to develop final consistency - Work in a well-ventilated area to avoid inhaling fumes	How do we make homemade liquid soap?	- Highland Agriculture and Nutrition Grade 7 pg. 87 - Wood ash - Table salt - Animal fat - Distilled water - Buckets - Source of heat - Utensils for mixing - Storage containers - Protective equipment	- Observation - Practical assessment - Group work evaluation
16	5	Production Techniques	Making Homemade Soap - Making bar and powder soap	By the end of the lesson, the learner should be able to: - Demonstrate making of bar and powder soap - Follow correct soap-making procedures - Maintain safety throughout the process	- Mix wood ash with distilled water and filter to make lye - Heat animal fat until melted and strain to remove impurities - Add lye water to melted fat and stir constantly - Heat mixture and stir until it thickens - Pour into molds lined with parchment paper - Allow to rest, harden, and cure for several weeks - Grind some pieces into powder for powder soap	How do we make homemade bar and powder soap?	- Highland Agriculture and Nutrition Grade 7 pg. 88 - Wood ash - Table salt - Animal fat - Distilled water - Buckets - Source of heat - Utensils for mixing - Molds - Grater - Storage containers - Protective equipment	- Observation - Practical assessment - Group work evaluation
16	6	Production Techniques	Making Homemade Soap - Making paste soap	By the end of the lesson, the learner should be able to: - Demonstrate making of paste soap - Follow correct soap-making procedures - Work safely with soap ingredients	- Mix wood ash with distilled water and filter to make lye - Heat animal fat until melted and strain to remove impurities - Add lye water to melted fat and stir constantly - Heat mixture and stir until it thickens to a paste-like consistency - Remove from heat and allow to cool slightly - Put soap paste into airtight containers for storage	How do we make homemade paste soap?	- Highland Agriculture and Nutrition Grade 7 pg. 90 - Wood ash - Table salt - Animal fat - Distilled water - Bucket - Source of heat - Utensils for mixing - Storage containers - Protective equipment	- Observation - Practical assessment - Group work evaluation
16	7	Production Techniques	Making Homemade Soap - Making paste soap	By the end of the lesson, the learner should be able to: - Demonstrate making of paste soap - Follow correct soap-making procedures - Work safely with soap ingredients	- Mix wood ash with distilled water and filter to make lye - Heat animal fat until melted and strain to remove impurities - Add lye water to melted fat and stir constantly - Heat mixture and stir until it thickens to a paste-like consistency - Remove from heat and allow to cool slightly - Put soap paste into airtight containers for storage	How do we make homemade paste soap?	- Highland Agriculture and Nutrition Grade 7 pg. 90 - Wood ash - Table salt - Animal fat - Distilled water - Bucket - Source of heat - Utensils for mixing - Storage containers - Protective equipment	- Observation - Practical assessment - Group work evaluation
16	8	Production Techniques	Making Homemade Soap - Review of homemade soap making	By the end of the lesson, the learner should be able to: - Summarize the process of making different forms of soap - Explain the importance of homemade soap - Value creativity in making household products	- Review all forms of homemade soap and their making processes - Discuss the importance of homemade soap (cost-effective, environmentally friendly) - Complete an assessment on making homemade soap - Share assessments with classmates	What have we learned about making homemade soap?	- Highland Agriculture and Nutrition Grade 7 pg. 92 - Assessment sheets - Digital resources - Reference materials - Homemade soap samples	- Observation - Oral questions - Written assessment

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SCHEME OF WORK Agriculture & Nutrition Grade 7 2025 TERM I School

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SCHEME OF WORK
Agriculture & Nutrition
Grade 7 2025
TERM I
School