Food Production Processes

Crop Establishment - Soil tilth and planting materials
Crop Establishment - Matching planting materials to soil tilth

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

- Explain the meaning of soil tilth and describe the types of tilth
- Classify planting materials as seeds or vegetative materials
- Show interest in selecting appropriate tilth for different planting materials

In groups, learners are guided to:
- Read the strand introduction and discuss what will be learnt in Food Production Processes
- Discuss the meaning of soil tilth and identify examples of coarse, medium and fine tilth
- List vegetative planting materials such as cuttings, tubers, suckers, runners and bulbs

What is soil tilth and why does it matter when establishing crops?

- MTP Agriculture Grade 7 pg. 29
- Digital devices and Internet access
- Charts showing types of planting materials
- MTP Agriculture Grade 7 pg. 30
- Samples or pictures of planting materials
- Sorting activity worksheets

- Oral questions - Observation

Food Production Processes

Crop Establishment - Notes on types of soil tilth

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

- Describe how coarse, medium and fine tilth seedbeds are prepared
- Explain why small seeds require fine tilth and large planting materials require coarse tilth
- Demonstrate care and precision when preparing seedbeds

In groups, learners are guided to:
- Discuss how the number of tillings determines the type of tilth achieved
- Study the steps for preparing a coarse, medium and fine tilth seedbed
- Decide on a suitable crop and planting material for the group seedbed project

What steps must be followed to prepare each type of soil tilth?

- MTP Agriculture Grade 7 pg. 34
- Jembe, fork jembe, panga and rake
- Reference books and print materials

- Oral questions - Observation

Food Production Processes

Crop Establishment - Practical: Preparing coarse and medium tilth
Crop Establishment - Practical: Preparing fine tilth

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

- Prepare a seedbed to coarse tilth following correct steps
- Prepare a seedbed to medium tilth following correct steps
- Demonstrate safety when using garden tools during seedbed preparation

In groups, learners are guided to:
- Mark, clear and dig the site to produce coarse tilth for large planting materials
- Break soil lumps using a fork jembe to achieve medium tilth
- Discuss which planting materials are suitable for each type of tilth prepared

Why is it important to match the tilth to the type of planting material?

- MTP Agriculture Grade 7 pg. 34
- Jembe, fork jembe, panga
- Planting site and gardening gloves
- Fork jembe, rake and planting site
- Small seeds (millet, sorghum or carrots)

- Observation - Activity journal

Food Production Processes

Crop Establishment - Practical: Establishing crops in prepared seedbeds

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

- Establish selected crops in appropriately prepared seedbeds
- Plant high-quality planting materials in the correct type of tilth
- Adopt appropriate tilth use in crop production through practice

In groups, learners are guided to:
- Group 1: plant tubers or suckers in coarse tilth
- Group 2: plant medium-sized seeds such as maize or beans in medium tilth
- Group 3: plant small seeds such as millet or carrots in fine tilth

Why must each type of planting material be planted in the correct soil tilth?

- MTP Agriculture Grade 7 pg. 35
- Planting materials (tubers, maize, millet or carrots)
- Prepared seedbeds and garden tools

- Observation - Activity journal

Food Production Processes

Crop Establishment - Review and summary
Crop Establishment - Assessment

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

- Summarise the types of planting materials and the tilth required for each
- Describe the steps for establishing a crop from land preparation to planting
- Show confidence in applying knowledge of crop establishment in a garden setting

In groups, learners are guided to:
- Review key notes on planting materials and types of soil tilth
- Discuss the importance of using high-quality planting materials
- Complete exercises matching planting materials to appropriate tilth types

What are the key steps in establishing a crop from seedbed preparation to planting?

- MTP Agriculture Grade 7 pg. 36
- Activity journals
- Exercise books
- Written question sheets

- Written assignments - Oral questions

Food Production Processes

Crop Establishment - Caring for established crops

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

- Carry out care practices on the crops established in previous lessons
- Monitor germination progress and record observations in a journal
- Appreciate the relationship between proper tilth and successful crop germination

In groups, learners are guided to:
- Observe and record germination progress of crops planted in different tilths
- Water, thin and weed the crops where necessary
- Discuss how tilth has influenced germination and early growth

What has germination in the different tilth types taught us about seedbed preparation?

- MTP Agriculture Grade 7 pg. 35
- Garden tools and watering cans
- Activity journals

- Observation - Activity journal

Food Production Processes

Selected Crop Management Practices - Introduction to management practices

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

- Explain why management practices are necessary after crop establishment
- Identify the management practices covered: thinning, gapping, weeding and earthing up
- Show interest in carrying out management practices to ensure healthy crop growth

In groups, learners are guided to:
- Read the introduction and discuss why management practices are important for crop health
- Identify examples of each management practice from pictures or video clips
- Discuss the consequences of neglecting management practices such as overcrowding

What happens to crops that are not given proper management after establishment?

- MTP Agriculture Grade 7 pg. 38
- Digital devices and Internet access
- Charts showing crop management practices

- Oral questions - Observation

Food Production Processes

Selected Crop Management Practices - Thinning and gapping

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

- Explain the difference between thinning and gapping
- Describe why overcrowded seedlings must be removed and gaps filled
- Appreciate the role of thinning and gapping in achieving the correct plant population

In groups, learners are guided to:
- Discuss the meaning of thinning and gapping and how the two practices relate to each other
- Identify seedlings that are too closely spaced and those planted in spaces that are too wide
- Explain why thinned seedlings can be transplanted to fill gaps rather than discarded

What is the difference between thinning and gapping and why are both important?

- MTP Agriculture Grade 7 pg. 38
- Reference books and digital resources
- Charts showing thinning and gapping

- Oral questions - Written assignments

Food Production Processes

Selected Crop Management Practices - Practical: Thinning and gapping

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

- Carry out thinning by removing excess seedlings from overcrowded spaces
- Fill identified gaps by transplanting uprooted seedlings or re-sowing seeds
- Demonstrate care in uprooting seedlings with a ball of soil to protect the root system

In groups, learners are guided to:
- Explore a crop garden and identify places where seedlings are too closely spaced
- Uproot excess seedlings carefully retaining a ball of soil around the roots
- Plant the uprooted seedlings to fill gaps where seeds failed to germinate

How do we carry out thinning and gapping correctly in a crop garden?

- MTP Agriculture Grade 7 pg. 38
- School crop garden
- Garden tools (hand fork, trowel) and watering cans

- Observation - Activity journal

Food Production Processes

Selected Crop Management Practices - Practical: Thinning and gapping

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

- Carry out thinning by removing excess seedlings from overcrowded spaces
- Fill identified gaps by transplanting uprooted seedlings or re-sowing seeds
- Demonstrate care in uprooting seedlings with a ball of soil to protect the root system

In groups, learners are guided to:
- Explore a crop garden and identify places where seedlings are too closely spaced
- Uproot excess seedlings carefully retaining a ball of soil around the roots
- Plant the uprooted seedlings to fill gaps where seeds failed to germinate

How do we carry out thinning and gapping correctly in a crop garden?

- MTP Agriculture Grade 7 pg. 38
- School crop garden
- Garden tools (hand fork, trowel) and watering cans

- Observation - Activity journal

Food Production Processes

Selected Crop Management Practices - Weeding through physical methods

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

- Describe why weeds must be controlled in a crop garden
- Identify physical methods of weeding
- Show responsibility in keeping the school crop garden free of weeds

In groups, learners are guided to:
- Discuss the harmful effects of weeds on crop yield, quality and pest harbourage
- Study pictures showing physical weeding methods (uprooting, slashing, hand-pulling, hoeing)
- Plan when and how to carry out weeding in the school crop garden

Why must weeds be controlled in a crop garden and how is physical weeding done?

- MTP Agriculture Grade 7 pg. 40
- Digital devices and reference books
- Charts showing physical weeding methods

- Oral questions - Written assignments

Food Production Processes

Selected Crop Management Practices - Practical: Weeding the crop garden

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

- Carry out weeding using physical methods in the school crop garden
- Observe safety when using tools to avoid damaging crops or injuring others
- Demonstrate teamwork and shared responsibility during weeding

- Carry out physical weeding on crops established in the school garden
- Use tools carefully, maintaining a safe distance from other learners
- Discuss other physical weeding methods that could be applied in different crop situations

How do we carry out physical weeding safely without damaging the growing crops?

- MTP Agriculture Grade 7 pg. 40
- School crop garden
- Jembe, slasher, hand hoe and gardening gloves

- Observation - Activity journal

Food Production Processes

Selected Crop Management Practices - Earthing up

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

- Explain the purpose of earthing up in crops such as maize, potatoes and sweet potatoes
- Carry out earthing up in the school crop garden
- Appreciate the role of earthing up in supporting crops and expanding underground tubers

In groups, learners are guided to:
- Discuss why soil is heaped around crop stems and roots during earthing up
- Identify crops in the garden that require earthing up
- Use a fork jembe or garden trowel to earth up crops by heaping soil around their base

Why is earthing up carried out in maize and tuber crops?

- MTP Agriculture Grade 7 pg. 40
- School crop garden
- Fork jembe, garden trowel and gardening gloves

- Observation - Activity journal

Food Production Processes

Selected Crop Management Practices - Earthing up

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

- Explain the purpose of earthing up in crops such as maize, potatoes and sweet potatoes
- Carry out earthing up in the school crop garden
- Appreciate the role of earthing up in supporting crops and expanding underground tubers

In groups, learners are guided to:
- Discuss why soil is heaped around crop stems and roots during earthing up
- Identify crops in the garden that require earthing up
- Use a fork jembe or garden trowel to earth up crops by heaping soil around their base

Why is earthing up carried out in maize and tuber crops?

- MTP Agriculture Grade 7 pg. 40
- School crop garden
- Fork jembe, garden trowel and gardening gloves

- Observation - Activity journal

Food Production Processes

Selected Crop Management Practices - Review and assessment

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

- Describe the four crop management practices and explain their importance
- Differentiate between thinning and gapping and between weeding and earthing up
- Show confidence in applying management practices to real crop situations

In groups, learners are guided to:
- Review the four management practices and discuss key points for each
- Complete written exercises including fill-in-the-blank and short-answer questions
- Discuss real-life scenarios where management practices have improved crop yields

How do the four management practices work together to ensure healthy crop production?

- MTP Agriculture Grade 7 pg. 41
- Exercise books
- Written question sheets

- Written tests - Oral questions

Food Production Processes

Selected Crop Management Practices - Continued management of crop garden

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

- Continue carrying out management practices on the established school crop garden
- Monitor the health and growth progress of the crops
- Appreciate the cumulative value of consistent management in crop production

In groups, learners are guided to:
- Weed, thin, gap and earth up the school crop garden where necessary
- Record crop health observations in the activity journal
- Discuss how different management practices have influenced crop growth

What changes in crop growth have resulted from applying management practices consistently?

- MTP Agriculture Grade 7 pg. 41
- School crop garden and garden tools
- Activity journals

- Observation - Activity journal

Food Production Processes

Preparing Animal Products - Introduction to animal products preparation

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

- Explain why animal products are prepared before selling, storage or consumption
- Identify the purposes for which eggs and honey are prepared
- Show interest in proper preparation of animal products for various uses

In groups, learners are guided to:
- Discuss the Makala scenario: why eggs should be prepared immediately after collection
- Identify purposes for which eggs and honey are prepared (selling, storage, consumption)
- Discuss what kinds of containers are appropriate for storing eggs and honey

Why should animal products be prepared immediately after collection?

- MTP Agriculture Grade 7 pg. 42
- Digital devices and Internet access
- Reference books and charts

- Oral questions - Observation

Food Production Processes

Preparing Animal Products - Introduction to animal products preparation

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

- Explain why animal products are prepared before selling, storage or consumption
- Identify the purposes for which eggs and honey are prepared
- Show interest in proper preparation of animal products for various uses

In groups, learners are guided to:
- Discuss the Makala scenario: why eggs should be prepared immediately after collection
- Identify purposes for which eggs and honey are prepared (selling, storage, consumption)
- Discuss what kinds of containers are appropriate for storing eggs and honey

Why should animal products be prepared immediately after collection?

- MTP Agriculture Grade 7 pg. 42
- Digital devices and Internet access
- Reference books and charts

- Oral questions - Observation

Food Production Processes

Preparing Animal Products - Cleaning, sorting and grading eggs

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

- Describe how eggs are cleaned, sorted and graded
- Explain why eggs must not be soaked or cleaned with wet materials
- Appreciate the importance of sorting and grading in presenting quality products to customers

In groups, learners are guided to:
- Discuss how to clean eggs using hands or a slightly damp cloth
- Explain the criteria for sorting eggs: broken from unbroken, large from small, fertilised from non-fertilised
- Discuss why eggs are graded by size and category before packing

How should eggs be cleaned, sorted and graded for sale or storage?

- MTP Agriculture Grade 7 pg. 42
- Eggs, clean cloth and egg trays
- Reference books

- Oral questions - Written assignments

Food Production Processes

Preparing Animal Products - Practical: Sorting, grading and packing eggs

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

- Sort a set of eggs for various purposes (hatching, sale, consumption, disposal)
- Grade eggs by size and pack them in an egg tray with labels
- Demonstrate integrity in following correct and ethical procedures for egg preparation

In groups, learners are guided to:
- Obtain 10 eggs and sort them according to purpose and quality
- Grade the eggs by size and category for presentation to customers
- Pack the sorted and graded eggs in trays and label each category correctly

Why is it important to sort, grade and label eggs before presenting them for sale?

- MTP Agriculture Grade 7 pg. 43
- Eggs, egg trays and labelling materials
- Clean cloth for wiping

- Observation - Activity journal

Food Production Processes

Preparing Animal Products - Honey processing: crushing and straining

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

- Explain the meaning of honey processing and describe the crushing and straining method
- Describe the steps for processing raw honey using crushing and straining
- Show care in following correct procedures when handling honey products

In groups, learners are guided to:
- Watch a video clip on honey processing using the crushing and straining method
- Discuss the steps: examine honeycombs, crush into a bowl, strain through a sieve into a clean container
- List the equipment needed to process and pack a sample of raw honey

What is the crushing and straining method of processing honey and how is it done?

- MTP Agriculture Grade 7 pg. 43
- Digital devices and Internet access
- Raw honey sample, plastic bowl, strainer and glass container

- Oral questions - Written assignments

Food Production Processes

Preparing Animal Products - Honey processing: crushing and straining

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

- Explain the meaning of honey processing and describe the crushing and straining method
- Describe the steps for processing raw honey using crushing and straining
- Show care in following correct procedures when handling honey products

In groups, learners are guided to:
- Watch a video clip on honey processing using the crushing and straining method
- Discuss the steps: examine honeycombs, crush into a bowl, strain through a sieve into a clean container
- List the equipment needed to process and pack a sample of raw honey

What is the crushing and straining method of processing honey and how is it done?

- MTP Agriculture Grade 7 pg. 43
- Digital devices and Internet access
- Raw honey sample, plastic bowl, strainer and glass container

- Oral questions - Written assignments

Food Production Processes

Preparing Animal Products - Practical: Processing and packing honey

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

- Process a sample of raw honey using the crushing and straining method
- Pack processed honey in appropriate airtight glass or plastic containers
- Appreciate the value of proper packaging in maintaining quality and safety of honey

In groups, learners are guided to:
- Remove impurities from honeycombs, crush them and strain the honey into a clean container
- Pour the processed honey into labelled glass or thick plastic bottles and seal with airtight lids
- Discuss why honey must not be packed in metal containers or plastic bags

How do we process and pack honey correctly to maintain its quality?

- MTP Agriculture Grade 7 pg. 44
- Raw honey, crushing rod, strainer, glass or plastic bottles
- Airtight lids and labelling materials

- Observation - Activity journal

Food Production Processes

Preparing Animal Products - Importance of preparation and assessment

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

- Describe the importance of preparing animal products before selling or storage
- Compare prepared and unprepared animal products in terms of quality and value
- Demonstrate confidence in answering questions on egg and honey preparation

In groups, learners are guided to:
- Study the Makala scenario comparing prepared versus unprepared eggs and honey
- Discuss how proper preparation adds monetary and nutritional value to animal products
- Complete assessment questions on egg cleaning, sorting, grading and honey processing

Why does proper preparation of animal products increase their market value?

- MTP Agriculture Grade 7 pg. 46
- Exercise books
- Written question sheets

- Written tests - Oral questions

Food Production Processes

Cooking Food - Introduction to grilling, roasting and steaming

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

- Explain that grilling, roasting and steaming are the cooking methods to be learnt
- Relate these methods to prior experience with baking and stewing from Grade 6
- Show interest in learning different methods of cooking food

- Discuss foods learners have previously eaten that were grilled or roasted (mahindi choma, nyama choma)
- Identify the method of cooking shown in provided pictures and describe how the food is cooked
- List foods in the locality that can be cooked using grilling or roasting methods

Why should we use different methods of cooking to prepare food?

- MTP Agriculture Grade 7 pg. 49
- Digital devices and Internet access
- Pictures showing grilling and roasting

- Oral questions - Observation

Food Production Processes

Cooking Food - Introduction to grilling, roasting and steaming

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

- Explain that grilling, roasting and steaming are the cooking methods to be learnt
- Relate these methods to prior experience with baking and stewing from Grade 6
- Show interest in learning different methods of cooking food

- Discuss foods learners have previously eaten that were grilled or roasted (mahindi choma, nyama choma)
- Identify the method of cooking shown in provided pictures and describe how the food is cooked
- List foods in the locality that can be cooked using grilling or roasting methods

Why should we use different methods of cooking to prepare food?

- MTP Agriculture Grade 7 pg. 49
- Digital devices and Internet access
- Pictures showing grilling and roasting

- Oral questions - Observation

Food Production Processes

Cooking Food - Grilling: meaning and equipment

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

- Define grilling and describe the equipment used
- Improvise a grill using locally available materials
- Show creativity and initiative in improvising cooking equipment

In groups, learners are guided to:
- Use print or digital devices to find the meaning of grilling and identify grilling equipment
- Discuss how to improvise a grill using charcoal, a jiko and wire mesh
- Follow steps to clean and prepare the improvised grill before use

What is grilling and how can a grill be improvised using locally available materials?

- MTP Agriculture Grade 7 pg. 50
- Digital devices and Internet access
- Charcoal jiko, wire mesh, matchbox and charcoal

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Practical: Grilling maize

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

- Follow correct steps to grill maize on an improvised grill
- Apply safety guidelines when using a charcoal grill
- Demonstrate hygiene and food safety during the grilling process

In groups, learners are guided to:
- Prepare the improvised grill and allow it to heat before placing maize
- Remove the husk, place maize on the hot wire mesh and turn frequently for even cooking
- Observe grilling safety guidelines: ventilation, distance from flammable materials, constant attention

How do we grill maize safely and hygienically using an improvised grill?

- MTP Agriculture Grade 7 pg. 51
- Improvised grill, green maize and clean plate
- Charcoal, jiko and matchbox

- Observation - Activity journal

Food Production Processes

Cooking Food - Advantages of grilling and introduction to roasting

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

- Describe three advantages of grilling as a cooking method
- Define roasting and identify the equipment used for roasting
- Appreciate the differences between grilling and roasting methods

In groups, learners are guided to:
- Discuss the advantages of grilling: smoky flavour, reduced fat content and visual appeal
- Define roasting as a dry heat cooking method done in an oven with hot air surrounding the food
- List foods suitable for roasting and equipment used (oven, roasting tray, skewer, tongs, basting brush)

What are the advantages of grilling and how is roasting different from grilling?

- MTP Agriculture Grade 7 pg. 53
- Digital devices and reference books
- Pictures of grilled and roasted foods

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Advantages of grilling and introduction to roasting

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

- Describe three advantages of grilling as a cooking method
- Define roasting and identify the equipment used for roasting
- Appreciate the differences between grilling and roasting methods

In groups, learners are guided to:
- Discuss the advantages of grilling: smoky flavour, reduced fat content and visual appeal
- Define roasting as a dry heat cooking method done in an oven with hot air surrounding the food
- List foods suitable for roasting and equipment used (oven, roasting tray, skewer, tongs, basting brush)

What are the advantages of grilling and how is roasting different from grilling?

- MTP Agriculture Grade 7 pg. 53
- Digital devices and reference books
- Pictures of grilled and roasted foods

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Practical: Roasting food

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

- Follow correct steps to roast a selected food using available equipment
- Apply safety and hygiene guidelines when roasting food
- Show appreciation for roasting as a method that retains natural flavours

In groups, learners are guided to:
- Watch a video clip on how to cook food using the roasting method
- Identify equipment for roasting and discuss the roasting process step by step
- Roast a selected food (green bananas, sweet potatoes, groundnuts or cashewnuts) following correct procedures

How do we roast food safely while maintaining good hygiene practices?

- MTP Agriculture Grade 7 pg. 54
- Oven or improvised roasting equipment
- Selected foods for roasting (groundnuts, sweet potatoes or green bananas)

- Observation - Activity journal

Food Production Processes

Cooking Food - Steaming: meaning and equipment

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

- Define steaming and explain how it differs from boiling
- Identify foods suitable for steaming and the equipment used
- Appreciate steaming as a cooking method that retains nutrients and natural flavours

In groups, learners are guided to:
- Discuss the definition of steaming and how steam from boiling water cooks the food
- Identify foods suitable for steaming: fish, cabbage, carrots, green maize, eggs and chicken
- Describe steaming equipment: steamer pots, electric steamers, steamer racks and improvised colanders

What is steaming and why is it considered a healthy method of cooking food?

- MTP Agriculture Grade 7 pg. 60
- Digital devices and reference books
- Pictures of steaming equipment

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Practical: Steaming cabbage and carrots

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

- Follow correct steps to steam cabbage and carrots using an improvised colander
- Apply safety guidelines when handling hot steam and lids
- Demonstrate hygiene throughout the steaming process

In groups, learners are guided to:
- Wash and prepare cabbage and grated carrots, then position the colander correctly over boiling water
- Steam the cabbage and carrot mixture for 5 minutes, add salt, stir and serve hot
- Observe safety guidelines: use heat-safe colander, direct steam away when opening lid and use kitchen gloves

How do we steam vegetables safely using an improvised colander and sufuria?

- MTP Agriculture Grade 7 pg. 60
- Cabbage, carrots, salt, colander, sufuria with fitting lid and source of heat
- Grater, chopping board, knife and clean plate

- Observation - Activity journal

Food Production Processes

Cooking Food - Steaming guidelines and advantages

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

- Apply guidelines for steaming food correctly and safely
- Describe four advantages of steaming as a method of cooking
- Show commitment to using steaming regularly as a healthy cooking method

In groups, learners are guided to:
- Discuss guidelines for steaming: maintain continuous steam, refill with boiling water, wrap delicate foods in foil
- Discuss the advantages of steaming: easy to digest, retains nutrients, suitable for low-fat diets and retains natural flavours
- Discuss observations from the steaming practical and answer questions on safety and hygiene

What guidelines must be followed when steaming food and what are its advantages?

- MTP Agriculture Grade 7 pg. 63
- Activity journals
- Reference books

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Steaming guidelines and advantages

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

- Apply guidelines for steaming food correctly and safely
- Describe four advantages of steaming as a method of cooking
- Show commitment to using steaming regularly as a healthy cooking method

In groups, learners are guided to:
- Discuss guidelines for steaming: maintain continuous steam, refill with boiling water, wrap delicate foods in foil
- Discuss the advantages of steaming: easy to digest, retains nutrients, suitable for low-fat diets and retains natural flavours
- Discuss observations from the steaming practical and answer questions on safety and hygiene

What guidelines must be followed when steaming food and what are its advantages?

- MTP Agriculture Grade 7 pg. 63
- Activity journals
- Reference books

- Oral questions - Written assignments

Food Production Processes

Cooking Food - Comparing cooking methods

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

- Compare grilling, roasting and steaming in terms of process, equipment and suitable foods
- Explain why using varied cooking methods improves the quality and enjoyment of meals
- Appreciate the value of using different methods of cooking food

In groups, learners are guided to:
- Discuss whether using only one cooking method every day would be satisfying and explain why
- Compare grilling, roasting and steaming: equipment used, foods cooked and health benefits
- Create a summary table showing similarities and differences between the three methods

Why should we use different cooking methods rather than relying on only one method?

- MTP Agriculture Grade 7 pg. 63
- Exercise books
- Reference books and digital resources

- Written assignments - Oral questions

Food Production Processes

Cooking Food - Take home activity debrief and review

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

- Share experiences from practising grilling or steaming food at home
- Review all three cooking methods and summarise key learning points
- Show confidence in applying the three cooking methods in real-life situations

- Learners share experiences of grilling or steaming food with parents or guardians at home
- Review the key points of grilling, roasting and steaming through class discussion
- Discuss challenges faced during home activities and how they were resolved

What lessons did you learn from practising cooking methods at home?

- MTP Agriculture Grade 7 pg. 63
- Activity journals
- Exercise books

- Oral questions - Activity journal

Food Production Processes

Cooking Food - Assessment

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

- Answer questions on grilling, roasting and steaming correctly
- Apply knowledge of cooking methods to real-life food preparation scenarios
- Demonstrate responsibility in handling cooking equipment safely

In groups, learners are guided to:
- Attempt written exercises on the three cooking methods
- Review answers and discuss corrections collaboratively
- Reflect on which cooking method best preserves nutrients and explain the reason

Which cooking method best preserves nutrients in food and why?

- MTP Agriculture Grade 7 pg. 63
- Written question sheets
- Exercise books

- Written tests - Oral questions

Food Production Processes

Cooking Food - Assessment

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

- Answer questions on grilling, roasting and steaming correctly
- Apply knowledge of cooking methods to real-life food preparation scenarios
- Demonstrate responsibility in handling cooking equipment safely

In groups, learners are guided to:
- Attempt written exercises on the three cooking methods
- Review answers and discuss corrections collaboratively
- Reflect on which cooking method best preserves nutrients and explain the reason

Which cooking method best preserves nutrients in food and why?

- MTP Agriculture Grade 7 pg. 63
- Written question sheets
- Exercise books

- Written tests - Oral questions

Food Production Processes

Cooking Food - Extended practical: preparing a cooked meal

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

- Prepare food using one of the three methods learnt (grilling, roasting or steaming)
- Serve the cooked food while observing hygiene and food safety standards
- Appreciate varied cooking methods as a way of producing nutritious and appealing meals

In groups, learners are guided to:
- Plan and prepare a simple meal using a chosen method: grilling, roasting or steaming
- Observe safety and hygiene throughout the food preparation and cooking process
- Serve the prepared food and discuss its appearance, taste and nutritional value

How do the cooking methods learnt help us prepare nutritious and appealing meals?

- MTP Agriculture Grade 7 pg. 63
- Selected foods and appropriate cooking equipment
- Clean plates, serving utensils and kitchen gloves

- Observation - Activity journal