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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
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1 |
REPORTING DAY |
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2 |
OPENER EXAMS |
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3 | 1-2 |
Production Techniques
|
Sewing Skills: Knitting - Basic knitting stitches
Sewing Skills: Knitting - Identifying knit and purl stitches Sewing Skills: Knitting - Casting on Sewing Skills: Knitting - Making a knit stitch Sewing Skills: Knitting - Making a purl stitch |
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 - Identify knit and purl stitches from pictures - Distinguish between knit and purl stitches - Show interest in knitting techniques |
- Search for information and pictures on knitting stitches (knit and purl)
- Discuss findings and write short notes - Share findings with classmates - 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 |
How do you knit an article for household use?
What are the differences between knit and purl stitches? |
- Highland Agriculture and Nutrition Grade 7 pg. 64
- Digital resources - Print media - Reference materials - Highland Agriculture and Nutrition Grade 7 pg. 65 - Pictures showing knitting stitches - Knitted garments - Digital camera - Two knitting needles - Yarn - Scissors - Highland Agriculture and Nutrition Grade 7 pg. 66 - Cast on stitches made previously - Knitting needles - Highland Agriculture and Nutrition Grade 7 pg. 67 - Knit stitches made previously |
- Observation
- Oral questions
- Written assignments
- Observation - Oral questions - Picture identification |
|
3 | 3 |
Production Techniques
|
Sewing Skills: Knitting - Continuing knitting rows
Sewing Skills: Knitting - Understanding patterns Sewing Skills: Knitting - Identifying household knitted articles Sewing Skills: Knitting - Making a household article |
By the end of the
lesson, the learner
should be able to:
- Demonstrate continuing knitting rows - Alternate between knit and purl stitches - Show persistence in knitting |
- Continue knitting by transferring stitches between needles
- Create alternating rows of knit and purl stitches - Maintain consistent tension in stitches - Demonstrate how to rotate work and start a new row - Show progress to classmates |
How do we continue knitting by creating multiple rows?
|
- Highland Agriculture and Nutrition Grade 7 pg. 68
- Knitting in progress from previous lessons - Knitting needles - Yarn - Sample knitting patterns - Reference materials - Highland Agriculture and Nutrition Grade 7 pg. 69 - Pictures showing knitted articles - Actual knitted household items - Digital resources - Two knitting needles - Scissors |
- Observation
- Practical assessment
- Group work evaluation
|
|
3 | 4 |
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
|
|
4 | 1-2 |
Production Techniques
|
Constructing Framed Suspended Garden - Description of framed suspended gardens
Constructing Framed Suspended Garden - Types of framed suspended gardens Constructing Framed Suspended Garden - Planning a framed suspended garden Constructing Framed Suspended Garden - Constructing the frame |
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 - Plan the construction of a framed suspended garden - Identify materials needed for construction - Work collaboratively in planning |
- 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 - 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 |
How are framed suspended gardens constructed?
What factors should we consider when planning a framed suspended garden? |
- Highland Agriculture and Nutrition Grade 7 pg. 72
- Pictures of framed suspended gardens - Digital resources - Reference materials - Highland Agriculture and Nutrition Grade 7 pg. 73 - Highland Agriculture and Nutrition Grade 7 pg. 73 - Drawing materials - Chart paper - Sample materials - Digital resources - Highland Agriculture and Nutrition Grade 7 pg. 74 - Locally available materials (wires, wooden planks, metal bars, poles) - Tools (hammer, nails) - Protective equipment |
- Observation
- Oral questions
- Written assignments
- Observation - Plan assessment - Oral questions - Group work evaluation |
|
4 | 3 |
Production Techniques
|
Constructing Framed Suspended Garden - Fixing containers
Constructing Framed Suspended Garden - Preparing growing medium |
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 - Highland Agriculture and Nutrition Grade 7 pg. 75 - Soil - Manure/compost - Mixing containers |
- Observation
- Practical assessment
- Group work evaluation
|
|
4 | 4 |
Production Techniques
|
Constructing Framed Suspended Garden - Planting in suspended garden
Constructing Framed Suspended Garden - Maintenance of 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 - Highland Agriculture and Nutrition Grade 7 pg. 76 - Constructed suspended garden ing can - Chart paper - Markers |
- Observation
- Practical assessment
- Group work evaluation
|
|
5 | 1-2 |
Production Techniques
|
Constructing Framed Suspended Garden - Benefits of suspended gardens
Constructing Framed Suspended Garden - Review of suspended gardens Adding Value to Crop Produce - Ways of adding value Adding Value to Crop Produce - Value-added products |
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 - 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 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 - 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 |
What are the advantages of using framed suspended gardens?
Why do we add value to crop produce? |
- Highland Agriculture and Nutrition Grade 7 pg. 76
- Chart paper - Markers - Digital resources - Reference materials - Assessment sheets - Constructed suspended garden - Highland Agriculture and Nutrition Grade 7 pg. 77 - Pictures of crop produce - Digital resources - Reference materials - Highland Agriculture and Nutrition Grade 7 pg. 78 - Pictures of value-added products - Actual value-added products if available |
- Observation
- Oral questions
- Poster assessment
- Observation - Oral questions - Written assignments |
|
5 | 3 |
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
|
|
5 | 4 |
Production Techniques
|
Adding Value to Crop Produce - Value addition through drying
Adding Value to Crop Produce - Value addition by frying |
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 - Highland Agriculture and Nutrition Grade 7 pg. 80 - Raw potatoes - Source of heat - Wide pan or sufuria - Cooking oil - Salt |
- Observation
- Practical assessment
- Group work evaluation
|
|
6 | 1-2 |
Production Techniques
|
Adding Value to Crop Produce - Value addition of groundnuts
Adding Value to Crop Produce - Marketing value-added products Adding Value to Crop Produce - Review of value addition Making Homemade Soap - Forms of soap |
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 - Summarize methods of adding value to crop produce - Explain the importance of value addition - Show commitment to value addition |
- 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 - 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 |
How can we add value to groundnuts?
Why is value addition important for crop produce? |
- 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 - Highland Agriculture and Nutrition Grade 7 pg. 82 - Value-added products - Chart paper - Markers - Calculator - Highland Agriculture and Nutrition Grade 7 pg. 83 - Assessment sheets - Digital resources - Reference materials - Value-added products - Highland Agriculture and Nutrition Grade 7 pg. 84 - Pictures of different forms of soap - Samples of soap if available |
- Observation
- Practical assessment
- Group work evaluation
- Observation - Oral questions - Written assessment |
|
6 | 3 |
Production Techniques
|
Making Homemade Soap - Uses of household soaps
Making Homemade Soap - Natural ingredients for soap |
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 - Highland Agriculture and Nutrition Grade 7 pg. 86 - Pictures of soap ingredients - Samples of ingredients if available |
- Observation
- Oral questions
- Picture identification
|
|
6 | 4 |
Production Techniques
|
Making Homemade Soap - Field visit
Making Homemade Soap - Making liquid soap |
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 - 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 |
- Observation
- Oral questions
- Written report
|
|
7 | 1-2 |
Production Techniques
|
Making Homemade Soap - Making bar and powder soap
Making Homemade Soap - Making paste soap Making Homemade Soap - Review of homemade soap making |
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 - Summarize the process of making different forms of soap - Explain the importance of homemade soap - Value creativity in making household products |
- 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 - 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 |
How do we make homemade bar and powder soap?
What have we learned about making homemade 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 - Highland Agriculture and Nutrition Grade 7 pg. 90 - Bucket - Highland Agriculture and Nutrition Grade 7 pg. 92 - Assessment sheets - Digital resources - Reference materials - Homemade soap samples |
- Observation
- Practical assessment
- Group work evaluation
- Observation - Oral questions - Written assessment |
|
7-9 |
REVISION |
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