Food Production Processes

Cooking: Grilling, Roasting and Steaming - Methods of cooking food
Cooking: Grilling, Roasting and Steaming - Identifying cooking methods
Cooking: Grilling, Roasting and Steaming - Safety in cooking
Cooking: Grilling, Roasting and Steaming - Cooking by grilling

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

- Identify safety precautions in cooking
- Explain the importance of safety in the kitchen
- Value safety when cooking

- 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
- 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

Why should we use different methods of cooking food?
How can we ensure safety when cooking?

- Highland Agriculture and Nutrition Grade 7 pg. 46
- Digital resources
- Print media
- Reference materials
- Highland Agriculture and Nutrition Grade 7 pg. 47
- Pictures showing cooking methods
- Chart paper
- Markers
- Highland Agriculture and Nutrition Grade 7 pg. 48
- Protective equipment (chef's hat, mittens, pot holders, apron)
- Chart paper
- Markers
- Raw food for grilling
- Protective equipment
- Grill
- Source of heat
- Plates

- Observation - Oral questions - Written assignments - Presentations
- Observation - Oral questions - Poster assessment

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Cooking by roasting
Cooking: Grilling, Roasting and Steaming - Cooking by steaming

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
- Highland Agriculture and Nutrition Grade 7 pg. 50
- Raw food for steaming
- Cooking pot with lid
- Steaming basket
- Water

- Observation - Practical assessment - Group work evaluation

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Comparing cooking methods
Cooking: Grilling, Roasting and Steaming - Food preparation and preservation

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
- Highland Agriculture and Nutrition Grade 7 pg. 52

- Observation - Oral questions - Chart assessment

Food Production Processes
Hygiene Practices
Hygiene Practices

Cooking: Grilling, Roasting and Steaming - Review of cooking methods
Hygiene in Rearing Animals - Hygiene practices
Hygiene in Rearing Animals - Items for maintaining hygiene
Hygiene in Rearing Animals - Field visit
Hygiene in Rearing Animals - Cleaning animal feeders and waterers
Hygiene in Rearing Animals - Cleaning animal houses
Hygiene in Rearing Animals - Cleaning animals

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

- Observe hygiene practices in a real setting
- Ask relevant questions about animal hygiene
- Show interest in proper animal care

- Review all cooking methods (grilling, roasting, steaming)
- Discuss the appropriate uses of each method
- Complete an assessment on cooking methods
- Share assessments with classmates
- 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

Why is it important to understand different cooking methods?
What hygiene practices are used in commercial animal rearing?

- Highland Agriculture and Nutrition Grade 7 pg. 52
- Assessment sheets
- Digital resources
- Reference materials
- Highland Agriculture and Nutrition Grade 7 pg. 53
- Print media
- Highland Agriculture and Nutrition Grade 7 pg. 54
- Pictures showing animal rearing items
- 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
- Highland Agriculture and Nutrition Grade 7 pg. 56
- Broom
- Scrubbing brush
- Highland Agriculture and Nutrition Grade 7 pg. 57
- Brushes
- Cleaning materials

- Observation - Oral questions - Written assessment
- Observation - Oral questions - Written report

Hygiene Practices

Hygiene in Rearing Animals - Importance of hygiene in animal rearing
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:

- Explain the importance of hygiene in rearing domestic animals
- Identify benefits of clean animal rearing
- Appreciate the value of animal hygiene

- Study flashcards with information on the importance of hygiene in rearing domestic animals
- Discuss the information on the flashcards
- Discuss other importance of practicing hygiene in rearing domestic animals
- Share ideas with classmates

Why is hygiene important when rearing domestic animals?

- Highland Agriculture and Nutrition Grade 7 pg. 57
- Flashcards
- Chart paper
- Markers
- Digital resources
- Highland Agriculture and Nutrition Grade 7 pg. 58
- Pictures of common animal pests
- Chart showing pest control methods
- Protective equipment
- Assessment sheets
- Reference materials

- Observation - Oral questions - Group discussion evaluation

Hygiene Practices

Laundry: Loose Coloured Items - How to launder loose-coloured articles
Laundry: Loose Coloured Items - Sorting in laundry

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
- Highland Agriculture and Nutrition Grade 7 pg. 60
- Different garment articles
- Laundry baskets

- Observation - Oral questions - Written assignments

Hygiene Practices

Laundry: Loose Coloured Items - Washing loose-coloured articles
Laundry: Loose Coloured Items - Drying loose-coloured articles
Laundry: Loose Coloured Items - Finishing loose-coloured items
Laundry: Loose Coloured Items - Storing laundered 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

- Demonstrate finishing of loose-coloured articles
- Apply appropriate finishing techniques
- Work safely with ironing 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
- 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 wash loose-coloured articles to prevent color loss?
How do we finish loose-coloured articles after laundering?

- Highland Agriculture and Nutrition Grade 7 pg. 61
- Dirty loose-coloured articles
- Clean water
- Soap
- Salt
- Basins
- Washed loose-coloured articles
- Clothesline
- Pegs
- Highland Agriculture and Nutrition Grade 7 pg. 62
- Dry loose-coloured articles
- Iron box
- Storage space (box or wardrobe)
- Laundered articles
- Storage containers
- Hangers
- Wardrobe or storage box

- Observation - Practical assessment - Group work evaluation

Hygiene Practices

Laundry: Loose Coloured Items - Laundry products for different fabrics
Laundry: Loose Coloured Items - Review of laundering loose-coloured articles

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
- Assessment sheets
- Reference materials

- Observation - Oral questions - Chart assessment

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

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
- 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

- Observation - Oral questions - Written assignments

Production Techniques

Sewing Skills: Knitting - Making a purl stitch
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
Sewing Skills: Knitting - Finishing a knitted article

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

- Demonstrate making a household article using knitting
- Apply knit and purl stitches in making an article
- Value creating useful items

- 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
- 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 purl stitch in knitting?
How do we make a useful household article using 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
- Sample knitting patterns
- Reference materials
- Highland Agriculture and Nutrition Grade 7 pg. 69
- Pictures showing knitted articles
- Actual knitted household items
- Digital resources
- Highland Agriculture and Nutrition Grade 7 pg. 69
- Two knitting needles
- Yarn
- Scissors
- Highland Agriculture and Nutrition Grade 7 pg. 70
- Knitted article in progress
- Knitting needles

- Observation - Practical assessment - Group work evaluation
- Observation - Practical assessment - Product evaluation

Production Techniques

Constructing Framed Suspended Garden - Description of framed suspended gardens
Constructing Framed Suspended Garden - Types 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
- Highland Agriculture and Nutrition Grade 7 pg. 73

- Observation - Oral questions - Written assignments

Production Techniques

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:

- 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
- Highland Agriculture and Nutrition Grade 7 pg. 74
- Locally available materials (wires, wooden planks, metal bars, poles)
- Tools (hammer, nails)
- Protective equipment

- Observation - Plan assessment - Oral questions - Group work evaluation

Production Techniques

Constructing Framed Suspended Garden - Fixing containers
Constructing Framed Suspended Garden - Preparing growing medium
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:

- Demonstrate fixing containers on the frame
- Apply appropriate techniques for container attachment
- Work safely with tools and materials

- Plant crops in the suspended garden
- Select appropriate crops for suspended gardens
- Demonstrate care for planted crops

- 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
- 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 fix containers securely on the frame?
How do we establish crops in a framed suspended garden?

- 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
- 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

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

Production Techniques

Constructing Framed Suspended Garden - Review of suspended gardens
Adding Value to Crop Produce - Ways of adding value

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
- Highland Agriculture and Nutrition Grade 7 pg. 77
- Pictures of crop produce

- Observation - Oral questions - Written assessment - Self-evaluation

Production Techniques

Adding Value to Crop Produce - Value-added products
Adding Value to Crop Produce - Field visit
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:

- Identify value-added crop products
- Explain how raw crops are transformed into value-added products
- Value innovation in food processing

- Demonstrate value addition through drying method
- Follow correct drying procedures
- Work safely with food processing equipment

- 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
- 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 transform raw crop produce into value-added products?
How can we add value to crop produce through drying?

- Highland Agriculture and Nutrition Grade 7 pg. 78
- Pictures of value-added products
- Actual value-added products if available
- Digital resources
- Highland Agriculture and Nutrition Grade 7 pg. 79
- Exercise book and pen
- Protective equipment
- Digital camera
- 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 - Oral questions - Picture identification
- Observation - Practical assessment - Group work evaluation

Production Techniques

Adding Value to Crop Produce - Value addition of groundnuts
Adding Value to Crop Produce - Marketing value-added products

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
- Highland Agriculture and Nutrition Grade 7 pg. 82
- Value-added products
- Chart paper
- Markers
- Calculator

- Observation - Practical assessment - Group work evaluation

Production Techniques

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:

- 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
- Highland Agriculture and Nutrition Grade 7 pg. 84
- Pictures of different forms of soap
- Samples of soap if available

- Observation - Oral questions - Written assessment

Production Techniques

Making Homemade Soap - Uses of household soaps
Making Homemade Soap - Natural ingredients for soap
Making Homemade Soap - Field visit
Making Homemade Soap - Making liquid 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

- Observe soap making in a real setting
- Ask relevant questions about soap making
- Show interest in homemade product creation

- 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
- 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

What are the uses of different forms of soap?
How is homemade soap made in the community?

- 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
- 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 - Picture identification
- Observation - Oral questions - Written report

Production Techniques

Making Homemade Soap - Making bar and powder soap
Making Homemade Soap - Making paste 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
- Highland Agriculture and Nutrition Grade 7 pg. 90
- Bucket

- Observation - Practical assessment - Group work evaluation

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