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
-

- 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

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

- Observation - Activity journal

Production Techniques

Knitting Skills - Review and display of knitted articles
Knitting Skills - Assessment

By the end of the lesson, the learner should be able to:
- Summarise the steps for casting on, knitting, purling and casting off
- Display completed knitted articles and explain the process used to make them
- Embrace knitting skills as a valuable technique for making household articles

In groups, learners are guided to:
- Display completed scarves and table wipers and present them to the class
- Explain the stitches used and describe challenges faced during the knitting project
- Discuss how knitting skills can be applied at home or used as a source of income

How can knitting skills learnt in school be applied in daily life and income generation?

- MTP Agriculture Grade 7 pg. 86
- Completed knitted articles
- Activity journals and portfolios
- MTP Agriculture Grade 7 pg. 88
- Written question sheets
- Exercise books

- Observation - Oral questions

Production Techniques

Constructing Framed Suspended Garden - Introduction to framed suspended gardens
Constructing Framed Suspended Garden - Structure notes and crop selection

By the end of the lesson, the learner should be able to:
- Explain what a framed suspended garden is and why it is used
- Describe how framed suspended gardens address the challenge of limited land
- Show interest in using innovative gardening methods to grow food in small spaces

In groups, learners are guided to:
- Read the introduction and discuss why households with small plots need innovative gardening solutions
- Study pictures of framed suspended gardens and discuss how they are constructed and maintained
- List crops that can be grown in framed suspended gardens such as kales, spinach, carrots and onions

How do framed suspended gardens help people grow food in areas with limited land?

- MTP Agriculture Grade 7 pg. 89
- Digital devices and Internet access
- Pictures and charts showing framed suspended gardens
- Pictures of framed suspended garden structures
- Digital devices and reference books

- Oral questions - Observation

Production Techniques

Constructing Framed Suspended Garden - Field excursion and project planning
Constructing Framed Suspended Garden - Designing the framed suspended garden

By the end of the lesson, the learner should be able to:
- Identify a suitable site in the school compound for the framed suspended garden
- Develop a project plan including location, crops, materials and roles
- Demonstrate critical thinking and collaboration during the project planning process

In groups, learners are guided to:
- Conduct an excursion in the school compound to identify the best site for the suspended garden
- Complete the project planning table as a class: agree on location, crops, materials, containers and roles
- Discuss how siting the garden in a visible area can influence the school community to adopt the practice

How do we plan a framed suspended garden project effectively as a class?

- MTP Agriculture Grade 7 pg. 90
- School compound
- Notebooks, manila paper and markers for planning
- MTP Agriculture Grade 7 pg. 91
- Drawing materials, manila paper and markers
- Project portfolio

- Observation - Activity journal

Production Techniques

Constructing Framed Suspended Garden - Practical: Constructing the frame

By the end of the lesson, the learner should be able to:
- Collect locally available materials and tools needed to construct the framed structure
- Construct the framed structure on the selected site following the agreed design
- Demonstrate teamwork and responsible use of tools during the construction project

In groups, learners are guided to:
- Divide into groups, share tasks and collect locally available materials for construction
- Construct the framed structure on the identified site, attaching it to a wall if needed for stability
- Take photos during construction and record progress in a project journal or portfolio

What locally available materials can be used to construct a sturdy framed garden structure?

- MTP Agriculture Grade 7 pg. 91
- 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

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

- Oral questions - Observation

Production Techniques

Adding Value to Crop Produce - Practical: Making potato crisps
Adding Value to Crop Produce - Practical: Processing other crops

By the end of the lesson, the learner should be able to:
- Follow the correct steps to make potato crisps from raw potatoes
- Observe safety and hygiene when peeling, cutting and frying the potatoes
- Appreciate that processed potato crisps have higher market value than raw potatoes

In groups, learners are guided to:
- Collect and peel potatoes, wash, chop into thin slices and fry in a pan under adult guidance
- Remove crisps when crunchy and just turning light brown, cool on a clean plate and pack in clean bags
- Discuss how the same process can be applied to cassava and sweet potatoes

How do we add value to potatoes by turning them into crisps for consumption, storage or sale?

- MTP Agriculture Grade 7 pg. 97
- Potatoes, knife, frying pan, cooking oil and clean bags
- Source of heat, clean plates and adult supervision
- MTP Agriculture Grade 7 pg. 98

- Observation - Activity journal

Production Techniques

Adding Value to Crop Produce - Importance and assessment
Adding Value to Crop Produce - Extended practice

By the end of the lesson, the learner should be able to:
- Describe three ways in which value addition benefits farmers and consumers
- Compare the monetary value and shelf life of raw produce versus processed produce
- Demonstrate confidence in evaluating true/false statements on value addition

In groups, learners are guided to:
- Discuss the three importance points: reduces spoilage, increases market value and increases consumer acceptability
- Evaluate true/false statements comparing raw and processed crop produce in terms of price and shelf life
- Complete the assessment table describing how value addition can be done on a range of crops

Why is value addition important for food security, income and consumer acceptability?

- MTP Agriculture Grade 7 pg. 99
- Written question sheets
- Exercise books
- MTP Agriculture Grade 7 pg. 100
- Activity journals

- Written tests - Oral questions

Production Techniques

Adding Value to Crop Produce - Review
Making Homemade Soap - Introduction to homemade soap

By the end of the lesson, the learner should be able to:
- Summarise value addition methods for all crops covered in the sub-strand
- Explain the importance of value addition using specific examples from practicals done
- Show confidence in guiding others through a value addition process

In groups, learners are guided to:
- Review all crops and their value addition methods discussed and practised
- Discuss which value addition method was most interesting and explain its benefits
- Answer oral questions and participate in a class discussion reviewing key concepts

What are the most important things we have learnt about adding value to crop produce?

- MTP Agriculture Grade 7 pg. 100
- Exercise books
- Reference books
- MTP Agriculture Grade 7 pg. 101
-

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Ingredients for homemade soap

By the end of the lesson, the learner should be able to:
- Identify the basic ingredients used to make homemade soap
- Explain the role of each ingredient including ashes, oil, salt and water
- Appreciate the saponification process that produces soap from ash lye and oils

In groups, learners are guided to:
- Role-play or read the Miss Hamisa conversation and identify the basic soap-making ingredients: ashes, water, salt and animal fats or vegetable oils
- Explain that ash mixed with water creates lye, an alkaline substance that reacts with fat in saponification to produce soap
- Discuss the types of oils and fats used: coconut oil, palm oil, olive oil, sunflower oil, mutton fat and tallow

What ingredients are used to make homemade soap and what is the role of each ingredient?

- MTP Agriculture Grade 7 pg. 104
- Digital devices and reference books
- Ash sample, oil, salt and water for demonstration

- Oral questions - Written assignments

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

- 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