Agriculture Grade 7 CBC Schemes of Work For Junior Secondary
GRADE 7 AGRICULTURE SCHEMES OF WORK TERM 1 20
NAME…………………………………TSC NO………………………..SCHOOL……………………….
Also get;
Business Studies Grade 7 CBC Free Schemes of Work
CBC Grade 7 Social Studies Schemes of Work Free Editable Word, PDF Downloads
Grade 7 CBC Free Notes and Schemes of work pdf; Junior Secondary
Grade 7 Free Exams: Junior Secondary Termly Exams and Answers
JSS Grade 7 CBC Novel list (Kiswahili and English set books)
Health Education Grade 7 CBC Free Schemes of Work
Computer Science Grade 7 CBC Schemes of Work For Junior Secondary
Free Grade 7 CBC Curriculum Designs, Notes & Schemes of Work [Junior Secondary]
Grade 7 CBC Performing Arts Complete Schemes of Work Free
Official Grade 7 CBC Assessment Report For Junior Secondary Schools
Mathematics Grade 7 CBC Schemes of Work For Junior Secondary
Junior Secondary Core Subjects (Mandatory Subjects) in grade 7,8 and 9
Grade 7 Free CBC Schemes of Work {Updated Version}
Social Studies Grade 7 CBC Schemes of Work For Junior Secondary
Download more free unlimited Agriculture Resources Here:
AGRICULTURE SCHEMES OF WORK FORM ONE TO FOUR: UPDATED
Agriculture notes free pdf download (Form 1-4)
AGRICULTURE REVISION QUESTIONS AND ANSWERS F1-4
Agriculture KCSE Topical Questions and Answers Form 1-4 (All subjects)
FORM ONE FREE AGRICULTURE NOTES
AGRICULTURE KCSE REVISION BOOKLET: F1-4 QUESTIONS (EXAMS) AND ANSWERS
| W
eek |
Lesso
n |
Strand
|
Sub-strand | Specific-Learning outcomes | Learning Experience | Key Inquiry Question(S) | Learning Resources | Assessment Methods | Reflection |
| 1 | 1 | Conserving Agricultural Environmental | Soil pollution control; Causes of soil pollution | By the end of the lesson, the learner should be able to:
a) Define soil pollution. b) Discuss the causes of soil pollution. c) Recognize some of the soil pollutants. d) Have a desire to conserve the environment.
|
Learners to define soil pollution.
In groups, learners are guided to discuss the causes of soil pollution.
In groups, learners are guided to recognize some of the soil pollutants.
|
What is soil pollution? | Video clips
Realia Pictures Digital devices
Spark; StoryMoja, Agriculture Learner’s Book Grade 7 pg. 1-2
|
Oral questions Oral Report Observation
|
|
| 2 | Conserving Agricultural Environmental | Soil pollution control; Excursion | By the end of the lesson, the learner should be able to:
a) Visit a local farming community. b) Identify the causes of soil pollution in the area. c) Have fun and enjoy the visit to the local farming community.
|
Learners are guided to visit a local farming community to observe the causes of soil pollution.
During the visit, learners to identify the causes of soil pollution in the area.
|
Which soil pollutants are common in their farming environment? | Video clips
Realia Pictures Digital devices
Spark; StoryMoja, Agriculture Learner’s Book Grade 7 pg. 2-3
|
Oral questions Oral Report Observation
|
||
| 3 | Conserving Agricultural Environmental | Soil pollution control | By the end of the lesson, the learner should be able to:
a) Use digital devices and watch videos on the causes of soil pollution. b) Discuss the causes of soil pollution. c) Enjoy using digital devices such as, laptops, computers. |
Learners are guided to use digital devices, search for videos on the causes of soil pollution and watch appropriate videos.
In groups, learners are guided to discuss the causes of soil pollution they have observed in the video and take summary notes.
|
What are the causes of soil pollution? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 3
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 2 | 1 | Conserving Agricultural Environmental | Controlling soil pollution | By the end of the lesson, the learner should be able to:
a) Identify a garden where soil has been polluted. b) Practice safe soil pollution control measures. c) Have a desire to control soil pollution in their area.
|
As a class, learners are guided to identify garden where soil has been polluted.
As a class, learners are guided to practice safe soil pollution control measures |
How can you control soil pollution? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 4-5
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
|
| 2 | Conserving Agricultural Environmental | Promoting safe farming practices | By the end of the lesson, the learner should be able to:
a) Discuss and create awareness messages on safe farming practices. b) Write their messages neatly on a manilla paper. c) Promote safe farming practices. |
In groups, learners are guided to discuss and create awareness messages on safe farming practices that they will share with the members of the community.
In groups, learners to write their messages neatly on a manilla paper. Ensure the poster is attractive and the message can be read from a distance.
|
How do you promote safe farming practices? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 5-7
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 3 | Conserving Agricultural Environmental | Assessment | By the end of the lesson, the learner should be able to:
a) Answer topical questions correctly.
|
Learners are guided to answer topical questions correctly
|
Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 7
Assessment books Digital devices
|
Oral questions Oral Report Observation
|
|||
| 3 | 1 | Conserving Agricultural Environmental | Water conservation measures; Water conservation in farming | By the end of the lesson, the learner should be able to:
a) Identify types of water conservation methods. b) Discuss the importance of water conservation in farming. c) Appreciate the importance of water conservation in farming
|
In pairs, learners to identify types of water conservation methods that can be applied to control a swampy area.
In pairs, learners to discuss the importance of water conservation in farming.
|
Why is it important to conserve water in farming? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 9
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
|
| 2 | Conserving Agricultural Environmental | Conserving surface runoff | By the end of the lesson, the learner should be able to:
a) Identify ways of conserving surface runoff. b) Discuss the advantages of constructing water retention ditch, earth basin and water retention pits. c) Draw a water retention ditch, earth basin and water retention pits. d) Appreciate the ways of conserving surface runoff.
|
In groups, learners to identify ways of conserving surface runoff.
In groups, learners are guided to discuss the advantages of constructing water retention ditch, earth basin and water retention pits.
Individually, learners to draw a water retention ditch, earth basin and water retention pits.
|
What are the ways of conserving a surface runoff? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 10-11
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 3 | Conserving Agricultural Environmental | Constructing water retention structures; Water retention ditch | By the end of the lesson, the learner should be able to:
a) Identify a site in their environment that they can construct a water retention ditch. b) Outline the procedure of constructing a water retention ditch. c) Construct a water retention ditch. d) Have fun and enjoy constructing water retention ditch.
|
In groups, learners are guided to identify a site in their environment that they can construct a water retention ditch.
In groups, learners are guided to outline the procedure of constructing a water retention ditch.
In groups, learners are guided to construct a water retention ditch.
|
What is a water retention ditch?
How do you construct a water retention ditch? |
Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 11-12
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 4 | 1 | Conserving Agricultural Environmental | Constructing water retention structures; Retention pits | By the end of the lesson, the learner should be able to:
a) Identify a site in their environment that they can construct a retention pits b) Outline the procedure of constructing a retention pits c) Construct a retention pits. d) Have fun and enjoy constructing retention pits
|
In groups, learners are guided to identify a site in their environment that they can construct a retention pit
In groups, learners are guided to outline the procedure of constructing a retention pit.
In groups, learners are guided to construct a retention pit.
|
What is a retention pit?
How do you construct a retention pit? |
Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 12
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
|
| 2 | Conserving Agricultural Environmental | Constructing water retention structures; Earth basin | By the end of the lesson, the learner should be able to:
a) Identify a site in their environment that they can construct an earth basin. b) Outline the procedure of constructing an earth basin c) Construct an earth basin. d) Have fun and enjoy constructing an earth basin.
|
In groups, learners are guided to identify a site in their environment that they can construct an earth basin.
In groups, learners are guided to outline the procedure of constructing an earth basin.
In groups, learners are guided to construct an earth basin.
|
What is an earth basin?
How do you construct an earth basin? |
Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 12-13
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 3 | Conserving Agricultural Environmental | Minimum tillage practices | By the end of the lesson, the learner should be able to:
a) Use the internet or reference materials to search for minimum tillage practices. b) Discuss the information researched. c) Give each other positive feedback.
|
In groups, learners to use the internet or reference materials such as textbooks to search for minimum tillage practices.
In groups, learners to discuss the information researched.
In groups, learners to give each other positive feedback.
|
What is minimum tillage? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 13
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 5 | 1 | Conserving Agricultural Environmental | Practising minimum tillage practices | By the end of the lesson, the learner should be able to:
a) Identify types of minimum tillage practices. b) Practise minimum tillage practices. c) Appreciate types of minimum tillage practices.
|
In pairs, learners to identify types of minimum tillage practices.
In groups, learners to practice minimum tillage practices.
|
What are the types of minimum tillage practise? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 14
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
|
| 2 | Conserving Agricultural Environmental | Excursion | By the end of the lesson, the learner should be able to:
a) Visit farms in the local environment. b) Name water conservation practices that farmers apply to conserve water. c) Discuss the challenges of conserving water. d) Have fun and enjoy the excursion.
|
As a class, leaners are guided to visit farms in the local environment.
Learners to name water conservation practices that farmers apply to conserve water.
In groups, learners to discuss the challenges of conserving water |
Which minimum tillage is common in their area? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 14-15
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 3 | Conserving Agricultural Environmental | Assessment | By the end of the lesson, the learner should be able to:
a) Answer topical questions correctly.
|
Learners are guided to answer topical questions correctly
|
Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 15
Assessment books Digital devices
|
Oral questions Oral Report Observation
|
|||
| 6 | HALF TERM BREAK | ||||||||
| 7 | 1 | Conserving Agricultural Environmental | Meaning of agroforestry | By the end of the lesson, the learner should be able to:
a) Explain the meaning of agroforestry. b) Give examples of places in Kenya that practise agroforestry. c) Discuss the features of agroforestry. d) Appreciate the places that practise agroforestry.
|
Learners to explain the meaning of agroforestry.
Learners are guided to give examples of places in Kenya that practise agroforestry.
In groups, learners to discuss the features of agroforestry |
What is agroforestry? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 16
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
|
| 2 | Conserving Agricultural Environmental | Importance of agroforestry | By the end of the lesson, the learner should be able to:
a) Use digital devices connected to the internet, watch videos on the importance of agroforestry. b) Discuss the importance of agroforestry. c) Appreciate the importance of agroforestry.
|
In groups, learners are guided to use digital devices (such as computer, laptop, tablet or smartphone) connected to the internet, watch videos on the importance of agroforestry.
In groups, learners are guided to discuss the importance of agroforestry.
|
What are the importance’s of agroforestry? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 16-17
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 3 | Conserving Agricultural Environmental | Uses of agroforestry trees; Excursion | By the end of the lesson, the learner should be able to:
a) Visit crop and pasture fields in the local environment. b) Examine the trees grown in the fields. c) Take photographs of the agroforestry trees. d) Have fun and enjoy the excursion. |
As a class, learners are guided to visit crop and pasture fields in the local environment where they can observe agroforestry trees.
As a class, learners are guided to examine the trees grown in the fields.
As a class, learners to take photographs of the agroforestry trees. |
How do agroforestry trees benefit crops or livestock within the field? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 17-18
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 8 | 1 | Conserving Agricultural Environmental | Characteristics of good agroforestry trees | By the end of the lesson, the learner should be able to:
a) Use digital devices and watch a video clip on the characteristics of good agroforestry trees. b) Discuss the characteristics of good agroforestry trees. c) Appreciate the characteristics of good agroforestry trees.
|
Learners are guided to use digital devices and watch a video clip on the characteristics of good agroforestry trees or visit an agroforestry farm in their locality and examine the characteristics of agroforestry trees.
In groups, learners are guided to discuss the characteristics of good agroforestry trees.
|
What are the characteristics of good agroforestry trees? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 18-19
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
|
| 2 | Conserving Agricultural Environmental | Choosing appropriate agroforestry trees for conserving the environment | By the end of the lesson, the learner should be able to:
a) Explore the school environment and identify the environmental issues present. b) Collect the planting materials and establish them. c) Enjoy exploring the school environment.
|
As a class, learners are guided to explore the school environment and identify the environmental issues present. Based on the characteristics of good agroforestry trees.
In groups, learners to collect the planting materials and establish them.
|
What are examples of agroforestry trees? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 20
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 3 | Conserving Agricultural Environmental | Establishing agroforestry trees | By the end of the lesson, the learner should be able to:
a) Establish the planting materials they have collected. b) Prepare a schedule to carry out water, mulch, uproot, remove and prune. c) Have a desire to plant agroforestry trees.
|
In groups, learners are guided to establish the planting materials they have collected and water the soil well.
In groups, learners are guided to prepare a schedule to carry out water, mulch, uproot, remove and prune |
What is pruning? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 20-21
Video clips Realia Pictures Digital devices Computing devices.
|
Oral questions Oral Report Observation
|
||
| 9 | 1 | Conserving Agricultural Environmental | Assessment | By the end of the lesson, the learner should be able to:
a) Answer topical questions correctly.
|
Learners are guided to answer topical questions correctly
|
Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 21
Assessment books Digital devices
|
Oral questions Oral Report Observation
|
||
| 2 | Crop Production | Preparing of planting sites; Planting sites | By the end of the lesson, the learner should be able to:
a) Define planting sites. b) Describe types of planting site such as garden on a wall, container garden, garden along a fence and garden along a driveway. c) Appreciate the planting sites.
|
Learners to define planting sites.
In groups, learners are guided to describe types of planting site such as garden on a wall, container garden, garden along a fence and garden along a driveway. |
Which plating site is common in their community? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 23-24
Video clips Realia Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
||
| 3 | Crop Production | Examine plants sites in relation to planting materials | By the end of the lesson, the learner should be able to:
a) Examine planting sites in relation to planting materials. b) Discuss examples of small seeds and medium sized seeds that require fine and medium tilth. c) Appreciate planting sites in relation to planting materials.
|
In groups, learners are guided to examine planting sites in relation to planting materials.
In groups, learners are guided to discuss examples of small seeds and medium sized seeds that require fine and medium tilth. |
What is fine, medium and coarse tilth? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 24-25
Video clips Realia Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
||
| 10 | 1 | Crop Production | Examine plants sites in relation to planting materials | By the end of the lesson, the learner should be able to:
a) Identify the materials in page 26. b) Examine the planting materials and recommend the appropriate type of tilth for each. c) Draw the materials in learner’s book. d) Appreciate planting sites in relation to planting materials.
|
In groups, learners are guided to identify the materials in page 26.
In groups, learners are guided to examine the planting materials and recommend the appropriate type of tilth for each In groups, learners are guided to draw the materials in learner’s book. |
How many types of tilth are there? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 26-27
Video clips Realia Pictures Computing devices Digital devices
|
Oral questions Oral Report Observation
|
|
| 2 | Crop Production | Excursion | By the end of the lesson, the learner should be able to:
a) Take a walk around the school compound and identify various sites suitable for planting crops. b) Take photographs of the sites. c) Have fun and enjoy the excursion. |
As a class, learners are guided to take a walk around the school compound and identify various sites suitable for planting crops.
As a class, learners are guided to take photographs of the sites.
|
What do you consider when identifying a suitable site for planting crops? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 27-28
Video clips Realia Pictures Computing devices Digital devices
|
Oral questions Oral Report Observation
|
||
| 3 | Crop Production | Preparing planting sites; Fine tilth
|
By the end of the lesson, the learner should be able to:
a) Outline the process of preparing a fine tilth planting site b) Prepare a fine tilth planting site. c) Have fun and enjoy preparing a fine tilth planting site.
|
In groups, learners are guided to outline the process of preparing a fine tilth planting site.
In groups, learners are guided to prepare a fine tilth planting site.
|
How do you prepare a fine tilth land? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 28
Video clips Realia Pictures Computing devices Digital devices
|
Oral questions Oral Report Observation
|
||
| 11 | 1 | Crop Production | Preparing planting sites; Medium tilth | By the end of the lesson, the learner should be able to:
a) Outline the process of preparing a medium tilth planting site b) Prepare a medium tilth planting site. c) Have fun and enjoy preparing a medium tilth planting site |
In groups, learners are guided to outline the process of preparing a medium tilth planting site.
In groups, learners are guided to prepare a medium tilth planting site.
|
How do you prepare a medium tilth land? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 29
Video clips Realia Pictures Digital devices
|
Oral questions Oral Report Observation
|
|
| 2 | Crop Production | Preparing planting sites; Course tilth | By the end of the lesson, the learner should be able to:
a) Outline the process of preparing a course tilth planting site b) Prepare a course tilth planting site. c) Have fun and enjoy preparing a course tilth planting site. |
In groups, learners are guided to outline the process of preparing a course tilth planting site.
In groups, learners are guided to prepare a fine tilth planting site.
|
How do you prepare a course tilth land? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 29
Video clips Realia Pictures Digital devices
|
Oral questions Oral Report Observation
|
||
| 3 | Crop Production | Preparing planting sites; On walls | By the end of the lesson, the learner should be able to:
a) Identify a wall within the school that is not in use. b) Draw a design that he/she will use to place or hang the containers for planting. c) Prepare planting sites on walls. d) Have fun and enjoy preparing planting sites on walls. |
In groups, learners to identify a wall within the school that is not in use. (Ensure the wall is in a place where it will not distract people upon establishing crops)
In groups, learners to draw a design that they will use to place or hang the containers for planting, for example, they can hang them vertically, horizontally or in any other form they prefer.
|
How do you prepare planting sites on walls? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 30
Video clips Realia Pictures Digital devices Computing devices. |
Oral questions Oral Report Observation
|
||
| 12 | 1 | Crop Production | Preparing planting sites; Along pathways or driveways | By the end of the lesson, the learner should be able to:
a) Identify a space that is not too close to the paths. b) Prepare planting sites along pathways or driveways. c) Have fun and enjoy preparing planting sites along pathways or driveways.
|
As a class, learners are guided to identify a space that is not too close to the paths.
In groups, learners are guided to prepare planting sites along pathways or driveways |
How do you prepare planting sites along pathways of driveways? | Spark; StoryMoja, Agriculture
Learner’s Book Grade 7 pg. 30-31
Video clips Realia Pictures Digital devices
|
Oral questions Oral Report Observation
|
|
| 2/3 | Revision | ||||||||
| 13 | ASSESSMENT |
