Year 7-9 Learning Continuity Packages

21st May, 2020: Session 3 Growing Food

Student Learning Continuity Program
Student Learning Continuity Program
21st May, 2020: Session 3 Growing Food

Presenters: Rose Paia, John Liliu and Georgina Pita (MEHRD)

Subject Areas: Science, Health, Home Economics and Agriculture

Topic: Growing food for health, self-reliance and food security

In this session of the Student Learning Continuity Program, an educational series made possible by the Ministry of Education and Human Resources Development, you will learn about photosynthesis and how to grow your own vegetables.


Photosynthesis is the process used by plants, algae and certain bacteria to harness energy from sunlight and turn it into chemical energy. It is from the Greek words photo which means light and sunthesis which means putting together.

Photosynthesis is a chemical reaction and has a word equation:

The Photosynthesis Reaction, by MEHRD Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Raw Materials: The plant uses the Carbon Dioxide (CO2)  that is in the air – we breathe it out. It uses the water (H2O) that is in the soil and absorbed through the leaves. The energy needed to make the chemical reaction happen comes from the sun.

Products: Photosynthesis produces glucose which is a type of sugar that gives us energy. Oxygen is also produced that we use for respiration/breathing in. When we breathe out, the cycle starts again as we produce Carbon Dioxide which the plants use for photosynthesis. So it is important not to clear all of the plants around our houses and communities – we need the oxygen that they produce!

Energy Transfer: The energy from the sun changes from heat energy to chemical energy through photosynthesis. This is then transferred to humans and other consumers as we eat the plants. And energy is what we need for our bodies to work.


Task: Multimedia Poster

You will develop multi-media poster on what you have learned about photosynthesis.

This activity will enable you to draw various ways of representing ideas using the key points;

  • Photosynthesis process
  • Inputs and outputs of photosynthesis
  • Connecting your daily life with photosynthesis concept.

For example:

The meals we eat are the products of photosynthesis. Vegetables grow because of photosynthesis. Meat is a product of animals eating producers or other consumers. Energy from photosynthesis is transferred to the consumer. We eat both vegetables and meat which are both products of photosynthesis.

After completion of the project, you will make a presentation to your friends and family members.

The poster should represent your understanding of photosynthesis. You can draw from already existing sources.

  1. Connect what you have observed in your daily lives to the photosynthesis concept using the above medium which is of your interest.
  2. For example, you can take photos of caterpillar eating cabbage leaves and write summary note of facts, or record an audio podcast that explain how your photos relate to the photosynthesis concept.
  3. Make a presentation of your work to your friends or family members.
  4. Document this activity in your portfolio files.


First, use paper or cardboard, markers/pens, etc. to do your drawings. Then choose how you would like to present the information.

  • Make a concept map/flowchart on your paper or cardboard with illustrations and labels, then present this to your parents or friends by explaining what the labels and pictures mean.

If you have a phone or other device, you might use:

  • an audio recording device (eg. your phone) to talk about the process, sing a song, or even write a rap
  • use your video camera on your phone to make a short video
  • a website or app to make a digital flowchart or presentation.



Students, you have learned that ‘Photosynthesis’ describes how plants produce food using energy from the sun, carbon dioxide from the air, and water from the ground. Now, as stewards or caretakers of the creation we live in, our job is to do our part first. Which means that, in order to get food from plants, we must firstly, use our God-given strength and skills, by growing our own food in our home backyards or farms. We believe that wherever you are in Solomon Islands, you would be visiting gardens, farms, or helping out your families and relatives in making sure you have food supply for the rest of the year.

Perhaps, in a simple but practical way, you start to advise your own family about growing and caring for your food gardens or sup sup gardens outside every home, if there is space. There are many benefits of growing your own food:

  • It is nutritious – the nutrients that keep you healthy come directly from the plant
  • It is cheaper – you need to buy less at the market or store
  • It helps you to be self-reliant

Instructions for starting a food garden or sup sup garden:

  1. Choose a suitable site or space for the food garden, where plants can access sunlight and water
  2. Make sure it has good soil – use compost (leftovers, leaves, etc.) to make the soil fertile
  3. Prepare the garden for planting
  4. Clear the land of tall grass, bushes, weeds, and rubbish
  5. Level the ground. If there are big holes, fill them in with fertile, good soil
  6. Make drains in suitable places so water can runoff when it rains without washing off the good soil
  7. Plan the position of the garden beds and add compost or manure to enrich the soil
  8. Support plants such as beans and tomatoes with sticks
  9. Protect the area from animals such as dogs and pigs with a fence

Instructions for caring for your food garden:

  1. Water the plants every evening
  2. Remove weeds
  3. Put grass cuttings and leaves on top of the garden around the plants to stop the soil from drying out. It also gives food back to the soil
  4. As plants such as tomatoes and beans grow, use sticks to stop them falling over
  5. Protect the garden from insects using natural local materials

‘Gardening is for everyone and is good fun!’

English Activities: Verbs and Translation

Imperative Verbs

The instructions that we have given you all contain action verbs in the imperative form. Identify the imperative verbs in each of the instructions above.

For more information on giving instructions in English, see this website:


Although we use English in our schooling, in everyday life we use Pijin and our vernacular languages to talk to our families and friends.

You can translate these English instructions into your own languages to talk about growing food with your family.

eg. Here are some translations of the instructions in Gina’s language, Lengo, from the Guadalcanal Plains:

  1. Water the plants every evening: Ko (you) vuli (water) na (the) vanga (food plants) to (you) subai (have grown)
  2. Remove weeds: Ko (you) saboi (remove weeds) na (the) vanga (food plants) to (you) subai (have planted/grown).
  3. Use sticks to support plants such as beans and tomatoes: Ko (you) patui (support) na (the) vanga (food plants) to (you) subai (have planted/grown).

Make some observations about these instructions.

Now try to translate the instructions into Pijin or your vernacular language.


Additional Resources:

Siyavula Open Textbooks (Online):

Photosynthesis Lab Gizmo by Explore Learning:

Photosynthesis for Kids

Content in iResource:

Science 8.5 Plant Processes and Marine Ecosystems


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  • This is great learning site Jessie,
    thanks indeed

  • Congratulations on this great work! Other countries in the region can learn from the Solomon Islands work here.

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