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?

- Top Scholar Agriculture and Nutrition Grade 7 pg. 1-2
- Digital resources (videos on soil pollution)
- Pictures showing soil pollution

- Observation - Oral questions - Written assignments

Conservation of Resources

Controlling Soil Pollution - Causes of soil pollution
-Controlling Soil Pollution - Methods of controlling soil pollution
Controlling Soil Pollution 

By the end of the lesson, the learner should be able to:

- Identify causes of soil pollution in the environment
- Explain how waste water causes soil pollution
- Show concern for the effects of soil pollution

- Plan and take a visit to different places in the locality
- Observe the causes of soil pollution in the environment
- Find out measures taken to control soil pollution
- Note down observations and take photographs if possible
- Discuss and share findings with classmates

What are the major causes of soil pollution in our locality?

- Top Scholar Agriculture and Nutrition Grade 7 pg. 2-3
- Pictures showing soil pollution control methods
- Charts
- Digital resources

- Observation - Oral questions - Written report

Conservation of Resources

Controlling Soil Pollution - Methods of controlling soil pollution
Controlling   - Safe farming methods to conserve soil
Controlling Soil Pollution - Creating awareness messages

By the end of the lesson, the learner should be able to:

- Explain how to dispose of plastic waste to control soil pollution
- Reuse plastic containers in gardening
- Value the importance of proper disposal of plastic waste

- Observe pictures of learners reusing plastic containers to grow crops
- Discuss the method of controlling soil pollution shown in the picture
- Discuss how to dispose of plastic waste to control soil pollution
- Practice disposing of plastic waste in school to control soil pollution
- Share experiences with classmates

How can we dispose of plastic waste to control soil pollution?

- Top Scholar Agriculture and Nutrition Grade 7 pg. 3-9
- Pictures showing safe farming methods
- Digital resources
- Chart papers
- Colored markers
- Sample posters

- Observation - Practical assessment - Oral questions

Conservation of Resources

Constructing Water R - Types of water retention structures

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
- Highland Agriculture and Nutrition Grade 7 pg. 10

- Observation - Oral questions - Written assignments

Conservation of Resources

Constructing Water Retention Structures - Construction of water retention structures
Constructing Water Retention Structures - Constructing a water retention ditch

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
- Highland Agriculture and Nutrition Grade 7 pg. 11
- Panga
- Measuring tape
- Jembe or forked jembe
- Spade
- Protective wear

- Observation - Oral questions - Written report

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

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

Conservation of Resources

Constructing Water Retention Structures - Planting crops at water retention structures
Constructing Water Retention Structures - Maintenance of 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
- Highland Agriculture and Nutrition Grade 7 pg. 14
- Water retention structure
- Maintenance tools
- Watering can

- Observation - Practical assessment - Group work evaluation

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

Conservation of Resources

Conserving Food Nutrients - Ways of conserving vitamins and minerals in vegetables
Conserving Food Nutrients - Ways of cooking vegetables to conserve nutrients

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
- Highland Agriculture and Nutrition Grade 7 pg. 17
- Print media
- Reference materials

- Observation - Oral questions - Picture identification

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

Conservation of Resources

Conserving Food Nutrients - Steaming vegetables to conserve nutrients
Conserving Food Nutrients - Stir-frying 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
- Highland Agriculture and Nutrition Grade 7 pg. 19
- Cooking pot or pan
- Cooking oil
- Heat source

- Observation - Practical assessment - Group work evaluation

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

Conservation of Resources

Conserving Food Nutrients - Conserving nutrients in other foods
Conserving Food Nutrients - Review of nutrient conservation

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
- Worksheets

- Observation - Oral questions - Written assignments

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

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

Conservation of Resources

Growing Trees - Planting materials for trees
Growing Trees - Planting 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
- Tree planting materials (seeds, seedlings, cuttings)
- Digging tools (jembe, spade)
- Manure or compost
- Watering can
- Mulching material

- Observation - Oral questions - Identification of materials

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

Conservation of Resources

Growing Trees - Benefits of tree planting
Growing Trees - Tree planting projects

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
- Highland Agriculture and Nutrition Grade 7 pg. 25
- Planning sheets
- Reference materials

- Observation - Oral questions - Poster assessment - Presentations

Conservation of Resources
Food Production Processes

Growing Trees - Review of tree growing
Preparing Planting Site and Establishing Crop - Determining appropriate tilth

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
- Highland Agriculture and Nutrition Grade 7 pg. 26
- Pictures of different planting materials
- Soil samples

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

Food Production Processes

Preparing Planting Site and Establishing Crop - Determining appropriate tilth
Preparing Planting Site and Establishing Crop - Preparing fine tilth
Preparing Planting Site and Establishing Crop - Planting in 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
- Highland Agriculture and Nutrition Grade 7 pg. 29
- Watering can
- Water
- Mulching material

- Observation - Oral questions - Table completion assessment

Food Production Processes

Preparing Planting Site and Establishing Crop - Preparing medium tilth
Preparing Planting Site and Establishing Crop - Planting in medium tilth
Preparing Planting Site and Establishing Crop - Preparing coarse 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
- Highland Agriculture and Nutrition Grade 7 pg. 31
- Large planting materials

- Observation - Practical assessment - Group work evaluation

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

Food Production Processes

Selected Crop Management Practices - Types of crop management practices
Selected Crop Management Practices - Identifying 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
- Pictures showing crop management practices

- Observation - Oral questions - Written assignments

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

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

Food Production Processes

Selected Crop Management Practices - Thinning in crop management
Selected Crop Management Practices - Weeding 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
- Highland Agriculture and Nutrition Grade 7 pg. 38
- Small forked jembe or panga

- Observation - Practical assessment - Group work evaluation

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

Food Production Processes

Selected Crop Management Practices - Review of crop management practices
Preparing Animal Products: Eggs and Honey - How to prepare animal products

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
- Highland Agriculture and Nutrition Grade 7 pg. 40
- Print media

- Observation - Oral questions - Written assessment

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

Food Production Processes

Preparing Animal Products: Eggs and Honey - Packing eggs
Preparing Animal Products: Eggs and Honey - Field visit for egg preparation

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
- Highland Agriculture and Nutrition Grade 7 pg. 42
- Protective equipment
- Exercise book and pen
- Digital camera

- Observation - Oral questions - Identification assessment

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

Food Production Processes

Preparing Animal Products: Eggs and Honey - Ways of preparing honey
Preparing Animal Products: Eggs and Honey - Field visit for honey preparation

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
- Protective equipment
- Exercise book and pen
- Digital camera

- Observation - Oral questions - Picture identification

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

Food Production Processes

Preparing Animal Products: Eggs and Honey - Review of animal products preparation
Cooking: Grilling, Roasting and Steaming - Methods of cooking food

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
- Highland Agriculture and Nutrition Grade 7 pg. 46
- Print media

- Observation - Oral questions - Written assessment

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

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

Food Production Processes

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

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
- Highland Agriculture and Nutrition Grade 7 pg. 49
- Raw food for roasting
- Aluminum foil

- Observation - Practical assessment - Group work evaluation

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

Food Production Processes

Cooking: Grilling, Roasting and Steaming - Comparing cooking methods
Cooking: Grilling, Roasting and Steaming - Food preparation and preservation
Cooking: Grilling, Roasting and Steaming - Review of 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
- Highland Agriculture and Nutrition Grade 7 pg. 52
- Assessment sheets

- Observation - Oral questions - Chart assessment