Production Techniques

Knitting Skills - Introduction to knitting and basic stitches

By the end of the lesson, the learner should be able to:
- Define knitting and describe how it produces fabric or garments
- Identify and distinguish between the knit stitch and purl stitch
- Show interest in knitting as a skill for making household articles

In groups, learners are guided to:
- Read the strand introduction and discuss the production techniques to be learnt
- Study pictures of the knit stitch (V-shapes) and purl stitch (horizontal bumps) and describe the differences
- List items that can be knitted for household use such as scarves, mats, gloves and table wipers

What is knitting and what are the two basic stitches used?

- MTP Agriculture Grade 7 pg. 77
- Digital devices and Internet access
- Charts or pictures showing knit and purl stitches

- Oral questions - Observation

Production Techniques

Knitting Skills - Materials and tools for knitting
Knitting Skills - Practical: Improvising knitting needles
Knitting Skills - Holding needles and yarn
Knitting Skills - Practical: Casting on

By the end of the lesson, the learner should be able to:
- Identify the materials and tools used in knitting
- Describe how each tool and material is used during knitting
- Appreciate that materials can be improvised from locally available resources

In groups, learners are guided to:
- Discuss and identify knitting materials: yarn, knitting needles, darning needle and scissors
- Explain how to improvise knitting needles using dry sticks, a knife, ruler and sandpaper
- Discuss how yarn can be improvised by undoing stitches from an old sweater

What materials and tools are needed for knitting and how can they be improvised?

- MTP Agriculture Grade 7 pg. 78
- Knitting needles, yarn, scissors and darning needle
- Dry sticks, sandpaper and a knife for improvisation
- MTP Agriculture Grade 7 pg. 79
- Dry sticks, ruler, knife and sandpaper
- Safety guidelines for using sharp tools
- MTP Agriculture Grade 7 pg. 80
- Knitting needles and yarn
- Reference materials showing correct hand position
- Knitting needles, yarn and scissors
- Reference charts showing casting on steps

- Oral questions - Written assignments

Production Techniques

Knitting Skills - Practical: Making a scarf using knit stitches
Knitting Skills - Practical: Casting off and finishing
Knitting Skills - Practical: Making a table wiper using purl stitches
Knitting Skills - Review and display of knitted articles

By the end of the lesson, the learner should be able to:
- Complete rows of knit stitches to make a scarf
- Transfer stitches correctly from the left needle to the right needle one row at a time
- Show perseverance in completing a multi-row knitting project

In groups, learners are guided to:
- Cast on the desired number of stitches then work knit stitch rows from front to back
- Transfer all stitches from the left needle to the right needle to complete each row
- Repeat until the scarf reaches the desired length, maintaining even tension throughout

How do we use knit stitches to make a household article such as a scarf?

- MTP Agriculture Grade 7 pg. 80
- Knitting needles, yarn and scissors
- Darning needle for finishing
- MTP Agriculture Grade 7 pg. 83
- Knitting needles, yarn, scissors and darning needle
- Completed scarf in progress
- MTP Agriculture Grade 7 pg. 86
- Reference charts showing purl stitch technique
- Completed knitted articles
- Activity journals and portfolios

- Observation - Activity journal

Production Techniques

Knitting Skills - Assessment
Constructing Framed Suspended Garden - Introduction to framed suspended gardens

By the end of the lesson, the learner should be able to:
- Answer questions on knitting correctly including definitions, stitches, materials and safety
- Describe how to improvise knitting needles using locally available materials
- Demonstrate confidence in applying knowledge of knitting to real-life scenarios

In groups, learners are guided to:
- Attempt written assessment questions on knitting definition, stitches and improvisation of tools
- Review answers collaboratively and discuss correct procedures
- Reflect on what was most challenging and how those challenges were overcome during the knitting project

What are the key skills and knowledge needed to knit a household article successfully?

- MTP Agriculture Grade 7 pg. 88
- Written question sheets
- Exercise books
- MTP Agriculture Grade 7 pg. 89
- Digital devices and Internet access
- Pictures and charts showing framed suspended gardens

- Written tests - Oral questions

Production Techniques

Constructing Framed Suspended Garden - Structure notes and crop selection
Constructing Framed Suspended Garden - Field excursion and project planning

By the end of the lesson, the learner should be able to:
- Describe the structure of a framed suspended garden including frames, containers and crops
- Explain why crops with short root systems are preferred for suspended gardens
- Appreciate the importance of proper drainage and irrigation in framed suspended gardens

In groups, learners are guided to:
- Discuss how frames made of wood or metal support containers such as buckets, tyres, plastic pipes and bamboo stems
- Explain why crops with shallow root systems grow well in the limited soil depth of containers
- Discuss the need for drip irrigation and good drainage to maintain healthy crops

What types of crops and containers are most suitable for framed suspended gardens?

- MTP Agriculture Grade 7 pg. 89
- Pictures of framed suspended garden structures
- Digital devices and reference books
- MTP Agriculture Grade 7 pg. 90
- School compound
- Notebooks, manila paper and markers for planning

- Oral questions - Written assignments

Production Techniques

Constructing Framed Suspended Garden - Designing the framed suspended garden
Constructing Framed Suspended Garden - Practical: Constructing the frame

By the end of the lesson, the learner should be able to:
- Create a sketch design of the framed suspended garden
- Participate in a class gallery walk to select the best design
- Show creativity and imagination when designing an innovative garden structure

In groups, learners are guided to:
- Use information gathered during the planning activity and personal creativity to draw a design
- Present designs during a class gallery walk and discuss the merits of each design
- Agree on the best design as a class, modifying it where necessary before construction begins

How do we use creativity to design a framed suspended garden that is practical and attractive?

- MTP Agriculture Grade 7 pg. 91
- Drawing materials, manila paper and markers
- Project portfolio
- Wood or metal bars, wire, poles, nails, hammer and locally available construction materials
- Project portfolio and activity journals

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Practical: Crop establishment
Constructing Framed Suspended Garden - Managing crops in the suspended garden

By the end of the lesson, the learner should be able to:
- Fill containers with topsoil mixed with organic manure and establish selected crops
- Arrange containers on the framed structure in a way that maximises growth and visual appeal
- Embrace framed suspended gardens as an innovative solution for growing food in limited spaces

In groups, learners are guided to:
- Fill containers with topsoil mixed with manure, plant selected seeds or seedlings and hang containers on the frame
- Label containers with group or individual names and arrange crops to enhance visual appeal
- Discuss how staggering crops and mixing textures and colours can make the garden more attractive

How do we establish crops in a framed suspended garden to maximise both yield and visual appeal?

- MTP Agriculture Grade 7 pg. 92
- Containers, topsoil, organic manure and planting materials
- Labels and activity journals
- Watering can, mulch materials and garden tools
- Activity journals and duty roster

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Review and assessment
Constructing Framed Suspended Garden - Monitoring the garden

By the end of the lesson, the learner should be able to:
- Describe the steps for planning, designing and constructing a framed suspended garden
- Explain why framed suspended gardens are suitable for households with limited land
- Show confidence in evaluating statements about framed suspended gardens

In groups, learners are guided to:
- Review the project steps: research, planning, design, construction, crop establishment and management
- Discuss how framed suspended gardens can influence the school and home community
- Complete written assessment questions including true/false statements on framed suspended gardens

Why are framed suspended gardens a suitable solution for food production in areas with limited space?

- MTP Agriculture Grade 7 pg. 93
- Written question sheets
- Exercise books and activity journals
- MTP Agriculture Grade 7 pg. 92
- Garden tools, activity journals
- School framed suspended garden

- Written tests - Oral questions

Production Techniques

Adding Value to Crop Produce - Introduction and value addition concept
Adding Value to Crop Produce - Examples of value addition

By the end of the lesson, the learner should be able to:
- Explain the challenges farmers face when marketing raw crop produce
- Define value addition and describe how it transforms crop produce from one state to another
- Show interest in applying value addition techniques to improve crop marketability

In groups, learners are guided to:
- Read the introduction and discuss the four challenges: bulkiness, low prices, consumer preferences and high perishability
- Define value addition as changing crop produce from its original state to a more marketable state
- Discuss examples of value addition: wheat grain to flour, simsim seeds to simsim balls

What challenges do farmers face when selling raw crop produce and how does value addition help?

- MTP Agriculture Grade 7 pg. 95
- Digital devices and Internet access
- Pictures of raw and processed crop produce
- MTP Agriculture Grade 7 pg. 96
- Digital devices and reference books
- Pictures of processed simsim, groundnuts and vegetables

- Oral questions - Observation

Production Techniques

Adding Value to Crop Produce - Research: value addition methods
Adding Value to Crop Produce - Practical: Making potato crisps

By the end of the lesson, the learner should be able to:
- Research how value addition is done on a selected crop produce using digital resources
- Present findings to the class using a manila paper, flip chart or exercise book
- Demonstrate digital literacy skills in searching for relevant agricultural information

In groups, learners are guided to:
- In groups, select one crop from: sweet potatoes, potatoes, cassava, groundnuts, simsim or pumpkin
- Search the Internet using key terms such as "how to add value to sweet potatoes"
- Write a brief description of the value addition process and present findings to the class

How do we use digital resources to find out how to add value to different crops?

- MTP Agriculture Grade 7 pg. 96
- Digital devices and Internet access
- Manila paper, markers and flip charts
- MTP Agriculture Grade 7 pg. 97
- Potatoes, knife, frying pan, cooking oil and clean bags
- Source of heat, clean plates and adult supervision

- Oral questions - Observation

Production Techniques

Adding Value to Crop Produce - Practical: Processing other crops
Adding Value to Crop Produce - Importance and assessment

By the end of the lesson, the learner should be able to:
- Process a locally available crop produce using an appropriate value addition method
- Observe high standards of hygiene and safety during food processing
- Show creativity in applying value addition techniques to locally available crops

In groups, learners are guided to:
- Select sweet potatoes, cassava or groundnuts and process them using the appropriate method
- Apply value addition steps discussed: drying, roasting, frying or grinding depending on the crop selected
- Pack the processed produce appropriately and discuss how it compares to the raw form

How does processing a crop produce using value addition techniques increase its usefulness and market value?

- MTP Agriculture Grade 7 pg. 98
- Selected crop produce, processing tools and safety equipment
- Clean packaging materials
- MTP Agriculture Grade 7 pg. 99
- Written question sheets
- Exercise books

- Observation - Activity journal

Production Techniques

Adding Value to Crop Produce - Extended practice
Adding Value to Crop Produce - Review

By the end of the lesson, the learner should be able to:
- Complete the value addition table for a range of crops (sweet potatoes, cassava, simsim, vegetables, groundnuts, pumpkin)
- Share home activity experiences of processing a crop produce at home
- Embrace value addition as a practical life skill for reducing food waste and increasing income

In groups, learners are guided to:
- Complete the assessment table describing methods of value addition for each listed crop
- Share experiences from home activities where a raw crop was processed with parental support
- Discuss how value addition techniques learnt in school can be applied regularly at home

How can we make value addition a regular practice to reduce food waste and earn income?

- MTP Agriculture Grade 7 pg. 100
- Activity journals
- Exercise books
- Exercise books
- Reference books

- Written assignments - Oral questions

Production Techniques

Making Homemade Soap - Introduction to homemade soap
Making Homemade Soap - Ingredients for homemade soap

By the end of the lesson, the learner should be able to:
- Explain why homemade soap is preferred over commercially made soap
- Identify and describe the different forms of soap used at the household level
- Show interest in making homemade soap using safe and locally available ingredients

In groups, learners are guided to:
- Read the introduction and discuss why commercial soaps may contain harmful chemicals and preservatives
- Observe and describe the four forms of soap: liquid, cake/bar, paste and powder
- Discuss which forms of soap are used for different household purposes such as laundry, bathing and dishwashing

What are the different forms of soap and why is homemade soap better than commercially made soap?

- MTP Agriculture Grade 7 pg. 101
- Samples of different soap forms (liquid, bar, paste, powder)
- Reference books and digital resources
- MTP Agriculture Grade 7 pg. 104
- Digital devices and reference books
- Ash sample, oil, salt and water for demonstration

- Oral questions - Observation

Production Techniques

Making Homemade Soap - Practical: Preparing lye
Making Homemade Soap - Practical: Completing and moulding soap

By the end of the lesson, the learner should be able to:
- Follow the correct steps to prepare lye from wood ashes and water
- Test the concentration of lye using an egg to confirm readiness
- Demonstrate safety by wearing protective gear and working in a well-ventilated area

In groups, learners are guided to:
- Sieve fine ashes into a clean container, add three cups of water, stir and allow to sit for 48 hours
- Strain the liquid through a cotton cloth to obtain lye, which should be pale yellow (apple juice colour)
- Test concentration: if an egg floats in the lye, it is ready for soap making

How do we prepare lye from ashes and how do we test whether it is ready for soap making?

- MTP Agriculture Grade 7 pg. 104
- Fine ashes (bean pods or maize stalk ashes), water, sieve, cotton cloth and clean container
- Protective gloves, goggles and face mask
- Lye solution, coconut or vegetable oil, salt, sufuria, clean stick and mould
- Protective gloves, goggles and source of heat

- Observation - Activity journal

Production Techniques

Making Homemade Soap - Improving soap with natural ingredients
Making Homemade Soap - Improving soap: colour, scent, texture, lathering

By the end of the lesson, the learner should be able to:
- Identify natural ingredients that can be added to improve homemade soap
- Describe the benefits of adding aloe vera, honey, turmeric and orange rind to soap
- Show creativity and imagination in personalising homemade soap using local ingredients

In groups, learners are guided to:
- Study the Lisa scenario and read the table of soap additives and their benefits
- Discuss benefits of aloe vera (moisturising), honey (lathering, gentle on skin), turmeric (disinfectant, colour) and orange rind (scent, vitamin C)
- Suggest other local natural ingredients that can be added to improve colour, scent, texture and lathering

How can natural ingredients be used to improve the quality and properties of homemade soap?

- MTP Agriculture Grade 7 pg. 106
- Samples of aloe vera, honey, turmeric and orange rind
- Digital devices and reference books
- MTP Agriculture Grade 7 pg. 107
- Natural ingredients: turmeric, citrus rinds, dried flowers, honey
- Reference books and digital resources

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Review
Making Homemade Soap - Assessment
Making Homemade Soap - Extended practice: using homemade soap

By the end of the lesson, the learner should be able to:
- Summarise the steps for making homemade soap from lye preparation to cutting
- Describe the safety precautions to observe throughout the soap-making process
- Show commitment to making homemade soap at home as a cost-saving and eco-friendly practice

In groups, learners are guided to:
- Review all steps for making homemade soap and discuss safety precautions at each step
- Discuss the take home activity: making soap with parents or guardians and benefits of doing so
- Complete a class question-and-answer review covering ingredients, procedure and improvement of soap

What are the key safety precautions to observe when making homemade soap at home?

- MTP Agriculture Grade 7 pg. 107
- Exercise books
- Reference books
- Written question sheets
- Exercise books
- Homemade soap produced by learners
- Activity journals

- Written assignments - Oral questions