Grade 7 Agriculture & Nutrition Strands, Sub-strands & Schemes of Work (2026)

• How can household practices cause soil pollution?

• search and watch a video clip or print media on causes of soil pollution and then share experiences on causes of soils pollution such as waste water, excessive use of artificial fertilizers, agricultural chemicals and plastic wastes
• engage in safe soil pollution control practices such as safe disposal of household waste water, used chemical containers and plastic wastes
• create awareness messages against improper disposal of waste water, dumping of soil pollutants, used chemical containers and plastic wastes and use of correct types and amounts of farm chemicals and fertilizers
• citizenship as learners promote awareness of soil conservation, value of patriotism as learners are aware of environment and environmental protection as they create awareness against soil pollution

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can surface run-off be conserved for gardening purposes?
• How does construction of water retention structures conserve water?

• search for information and discuss how surface run-off can be conserved in structures such as water retention ditches and water retention pits for gardening
• construct retention ditches or retention pits for water conservation and establish a crop of their choice such as a banana sucker, sugarcane, napier grass or arrowroot
• problem solving skill as learners solve the destructions caused by run- off, value of unity when working in groups to construct the retention structure, environmental protection and conservation while learners conserve run-off

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do we conserve vitamins and mineral salts in vegetables?

• search for information and discuss on ways of conserving vitamins and mineral salts in vegetables such as washing, peeling, cutting, cooking time, and covering
• conserve vitamins and mineral salts in vegetables during food handling, preparation and cooking
• adopt appropriate ways of handling, preparing and cooking vegetables to conserve vitamins and mineral salts
• learning to learn as learners practice ways of conserving nutrients, integrity as they utilize resources prudently, health promotion as they conserve the nutrients in food production

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can growing of trees conserve the environment?

• search for information on importance of trees and make presentations in class to share their findings
• to plant at least one tree either from seeds, or seedlings or cuttings and take care of the seedlings until it is fully established
• the learners develop leadership skills in establishing a tree, sharing tasks and carrying them out, they will develop patriotism by caring for the environment and environmental protection by caring for immediate micro climate

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How does planting material determine planting site preparation?

• observe provided planting materials and suggest appropriate tilth for each material (small sized seeds for fine tilth, medium sized seeds for medium tilth and large planting materials like tubers, suckers and cuttings for coarse tilth)
• learners prepare suitable sites (fine tilth for small seeds, medium tilth for medium sized seeds, coarse tilth for large planting materials like tubers, suckers and cuttings)
• learners establish a planting material of their choice in the selected soil tilth
• critical thinking (observation skills) as learners compare planting material to determine appropriate tilth, unity as learners collaborate to prepare planting sites, safety as learners use tools to prepare planting sites

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can we carry out management practices in crop production?

• watch a video, or a demonstration on management practices (gapping, thinning, weeding, earthing-up)
• carry out selected management practices (gapping, thinning, weeding through physical methods, earthing-up)
• make class presentations on the importance of the selected management practices in crop production
• self-efficacy as learners make presentations, respect for one another during the presentations and safety as learners use tools and equipment to carry out crop management practices

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can we prepare animal products?

• search for information, discuss and share experiences on how to prepare eggs and honey for use and storage
• prepare eggs (sorting, grading, packing) and honey (crushing and straining method, packing in appropriate containers)
• display prepared animal products and adopt the practice at home and in school
• digital literacy as learners search for information on preparation of animal products, integrity as learners apply ethical process in preparing the products, food hygiene as the use clean tools in preparing the animal products

Approved course books, concrete realia, charts, manipulatives & digital devices.

• Why should we use different methods of cooking food?

• use digital resources, print materials or resource person to source for information on grilling, roasting and steaming foods
• use grilling, steaming and roasting methods to prepare foods while observing safety of self and others
• make class presentations on the use of varied methods of cooking food
• digital literacy as learners search for information, value of responsibility as the take care of cooking equipment and safety while they use sharp tools and fuel in cooking

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can we maintain hygiene while rearing animals?

• search for information on hygienic practices (clean feeders and waterers, clean and well ventilated housing, clean animal) in rearing domestic animals such as pets
• carry out appropriate hygiene practices in rearing domestic animals such as cleaning feeders, waterers, cleaning animal structures
• make class presentation on the importance of hygiene in rearing domestic animals
• learning to learn while learners apply information to maintain animal hygiene, responsibility while caring for the animals by maintaining animal hygiene, and animal welfare as learners embrace care of animals

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do you launder a loose coloured articles for hygienic purposes?

• watch a video clip or a demonstration on how to launder a loose coloured (sorting, washing by kneading and squeezing, drying, finishing)
• launder a loose coloured item (sorting, washing by kneading and squeezing, drying, finishing)
• learning to learn as they launder loose coloured articles, responsibility as they undertake the assigned roles and health promotion as they maintain hygiene

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do you knit an article for household use?

• use digital devices or real materials or print media identify basic knitting stitches (purl and knit)
• knit a simple household article such as tools bag, scarf, gloves, mats or table wipers
• creativity skills as they explore ideas of knitting household articles, integrity as they prudently utilise knitting materials and safety as they use sharp tools for knitting

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How are framed suspended gardens constructed?

• search for photos, videos and illustrations on framed suspended gardens to describe how they are constructed
• innovate and construct framed suspended gardens using locally available materials such as wires, wooden planks, metal bars and poles
• establish a crop on the constructed framed suspended garden
• creativity skills as learners innovate framed suspended gardens, unity as the learners demonstrate teamwork as they construct framed suspended gardens, and safety as the learners use tools and equipment to construct framed suspended gardens

Approved course books, concrete realia, charts, manipulatives & digital devices.

• Why do we add value to crop produce?
• How can we add value to crop produce?

• discuss ways of adding value to crop produce such as potatoes, cassava, groundnuts, simsim, sweet potatoes and pumpkin
• process a provided sample of crop produce such as potatoes, cassava, groundnuts, simsim, sweet potatoes and pumpkin to add value using appropriate methods like drying and frying
• compare the processed crop produce to raw crop produce in terms of monetary value and storage life
• problem solving skills as learners apply suitable method of adding value to crop produce, integrity as learners use ethically acceptable standards of processing, food and nutrition security as they process crop produce to solve food security issues

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can we make soap using natural ingredients?

• brainstorm and share experiences on forms of soap (liquid, cake/bar, paste, powder) used at household level
• use natural ingredients such as ashes, salt, water, animal fats or plant oils to make soap
• use the home made soap for cleaning purposes
• problem solving in collecting and using natural ingredients to make soap for cleaning, value of responsibility in sharing tasks to accomplish soap making process and financial literacy while learners save costs by making soap using available resources

Approved course books, concrete realia, charts, manipulatives & digital devices.