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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
CROP PRODUCTION II (PLANTING)
|
Seeds.
|
By the end of the
lesson, the learner
should be able to:
To state advantages and disadvantages of using seeds as planting materials. |
Teacher broadly classifies planting materials as either seeds or vegetative materials.
Q/A: Advantages and disadvantages of using seeds compared to vegetative materials. |
student book
|
KLB BK II Pg 27-28
|
|
| 2 | 2 |
CROP PRODUCTION II (PLANTING)
|
Vegetative materials.
Vegetative planting materials. |
By the end of the
lesson, the learner
should be able to:
To state advantages and disadvantages of using vegetative materials over seeds. |
Q/A: Advantages of vegetative materials over seeds.
|
vegetative materials & seeds
Bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts. |
KLB BK II Pg 28-34
|
|
| 2 | 3 |
CROP PRODUCTION II (PLANTING)
|
Selection of planting materials.
Preparation of planting materials. |
By the end of the
lesson, the learner
should be able to:
To explain factors to consider when selecting planting materials. |
Detailed discussion with explanations of new concepts.
|
vegetative materials & seeds
|
KLB BK II Pg 34
|
|
| 3 | 1 |
CROP PRODUCTION II (PLANTING)
|
Time of planting.
|
By the end of the
lesson, the learner
should be able to:
To explain factors to consider in timing planting. To identify advantages of timely planting. |
Q/A and brief discussion.
|
|
KLB BK II Pg 38
|
|
| 3 | 2 |
CROP PRODUCTION II (PLANTING)
|
Broadcasting method of planting.
Row planting.
Over-sowing and under-sowing. Spacing of crops. |
By the end of the
lesson, the learner
should be able to:
To identify advantages and disadvantages of broadcasting method. To state advantages and disadvantages of row planting. |
Brief discussion.
Give examples of crops planted by broadcasting. Q/A: Advantages and disadvantages of row planting. |
video
Chart: Average inter-row and intrarow spacing of common crops. |
KLB BK II Pg 39-40
|
|
| 3 | 3 |
CROP PRODUCTION II (PLANTING)
|
Plant population.
Seed rate. |
By the end of the
lesson, the learner
should be able to:
To determine plant population in a given size of land. |
Q/A: Inter-conversion of metric units.
Worked examples. |
student book
|
KLB BK II Pg 42-43
|
|
| 4 | 1 |
CROP PRODUCTION II (PLANTING)
|
Depth of planting.
|
By the end of the
lesson, the learner
should be able to:
To explain determinants of correct depth of planting. |
Q/A & Detailed discussion.
Field activity: planting crops to the correct spacing. Supervised field activities. |
school farm
|
KLB BK II Pg 43-44
|
|
| 4 | 2 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Establishing a nursery.
Nursery management practices. |
By the end of the
lesson, the learner
should be able to:
To differentiate between a nursery and a seedbed. To explain the importance of a nursery in crop propagation. To enumerate factors considered when siting a nursery. |
Q/A and explanations. Activity- Establishing a (vegetative) nursery / tea sleeves / sugarcane setts. |
School farm.
|
KLB BK II Pg 46-48
|
|
| 4 | 3 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Grafting.
Budding. |
By the end of the
lesson, the learner
should be able to:
To define grafting. To describe methods of grafting. |
Teacher demonstration/ illustration of whip grafting, side grafting, bark grafting.
Out - door activity: Students practise grafting. |
Grafting tools.
budding tools |
KKLB BK II LB BK II
Pg 53-55 |
|
| 5 | 1 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Layering.
|
By the end of the
lesson, the learner
should be able to:
To define layering. To identify appropriate crops for layering. To describe methods / types of layering. |
Teacher demonstrations/ Illustrations/ Drawing diagrams.
Out-door activity: Carrying out layering. |
school farm
|
KLB BK II Pg 58-60
|
|
| 5 | 2 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Tissue culture for crop propagation.
Transplanting crop seedlings. |
By the end of the
lesson, the learner
should be able to:
To define tissue culture. To describe the process of tissue culture. To explain importance of tissue culture in crop propagation. |
Teacher exposes new concepts.
Brief discussion on tissue culture. |
Suitable crops.
|
KLB BK II Pg 60-63
|
|
| 5 | 3 |
CROP PRODUCTION III
(NURSERY PRACTICES)
CROP PRODUCTION IV (FIELD PRACTICES) |
Transplanting tree seedlings.
Crop rotation. |
By the end of the
lesson, the learner
should be able to:
To explain management practices before, during and after transplanting tree seedlings. |
Q/A, Explanations and brief discussion.
Activity: Transplanting tree seedlings. |
Suitable seedlings.
Illustrative charts. |
KLB BK II Pg 63
|
|
| 6 | 1 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Importance of crop rotation.
Mulching. |
By the end of the
lesson, the learner
should be able to:
To explain the importance of crop rotation. To give examples of rotational programmes. |
Brief discussion; with reference to rotational programmes.
|
Illustrative charts.
school farm |
KLB BK II Pg 68-70
|
|
| 6 | 2 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Thinning, Gapping and Rouging.
Pruning. |
By the end of the
lesson, the learner
should be able to:
To explain importance of thinning, gapping and rouging. |
Brief discussion.
|
school farm
Secateurs, twigs, pruning saw, shears, e.t.c. |
KLB BK IIPg 73
|
|
| 6 | 3 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Pruning tea.
Pruning coffee. |
By the end of the
lesson, the learner
should be able to:
To describe methods of pruning tea. |
Teacher demonstration of formative pruning, pegging method, use of rings and pegs, use of fitos, tipping.
Probing questions and detailed discussion. |
Tea bushes, fitos, pegs.
school farm |
KLB BK II Pg 76-80
|
|
| 7 | 1 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Training.
Weeds, crop pests and diseases. |
By the end of the
lesson, the learner
should be able to:
To define training as a field practice. To explain ways of training crops. |
Expository approach: expose meaning of propping, trellising.
Q/A and discussion on importance of staking, earthing up. |
school farm
|
PKLB BK II g 85-86
|
|
| 7 | 2 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Timing of harvesting.
Methods of harvesting. |
By the end of the
lesson, the learner
should be able to:
To explain the stage and timing of harvesting of a crop. |
Discussion on factors considered when timing harvesting.
|
education trip
|
KLB BK II Pg 88-89
|
|
| 7 | 3 |
CROP PRODUCTION IV (FIELD PRACTICES)
CROP PRODUCTION V (VEGETABLES) |
Post-harvest practices.
Storage.
Tomatoes Ecological requirement and varieties. |
By the end of the
lesson, the learner
should be able to:
To describe various post-harvest practices and their importance. To give characteristics of a good grain store (traditional / modern). |
Probing questions and detailed discussion.
|
video
tomatoes |
KLB BK II Pg 90-94
|
|
| 8 | 1 |
CROP PRODUCTION V
(VEGETABLES)
|
Nursery and field management.
Tomato pests and diseases. Cabbages Ecology and varieties. |
By the end of the
lesson, the learner
should be able to:
To describe nursery management practices for establishment of tomato seedlings. To describe field management practices for tomatoes. |
Q/A and detailed discussion.
|
school farm
Tomatoes attacked by various pests and diseases. |
KLB BK II Pg 101-104
|
|
| 8 | 2 |
CROP PRODUCTION V
(VEGETABLES)
|
Cabbages
Establishment and management.
Carrots Ecology and varieties. Establishment and management. |
By the end of the
lesson, the learner
should be able to:
To describe nursery management practices. To describe field management practices for proper cabbage growth. |
Discuss importance of topdressing, weeding, controlling pests and diseases.
|
Cabbages attacked by some pests and diseases.
Carrots attacked by some pests and diseases. |
KLB BK II Pg 107-9
|
|
| 8 | 3 |
CROP PRODUCTION V
(VEGETABLES)
|
Onions
Ecology and varieties.
Establishment and management. |
By the end of the
lesson, the learner
should be able to:
To describe ecological requirements for onions. |
Brief discussion and questioning.
Exposition. |
Onions attacked by some pests and diseases.
|
KLB BK II Pg 111-3
|
|
| 9 |
Mid break |
|||||||
| 10 | 1 |
LIVESTOCK HEALTH I (introduction to livestock health)
|
Introduction.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between health and disease. To explain importance of keeping animals healthy. |
Q/A: Health and disease; and their economic importance. |
|
KLB BK II Pg 115-6
|
|
| 10 | 2 |
LIVESTOCK HEALTH I (introduction to livestock health)
|
Signs of good health.
Predisposing factors of animal diseases. Causes of animal diseases. |
By the end of the
lesson, the learner
should be able to:
To explain signs that help to identify a healthy animal. |
Discussion: Physical appearance, physiological body functions and morphological conditions of the animal body.
|
different animals
charts |
KLB BK II Pg 116-8
|
|
| 10 | 3 |
LIVESTOCK HEALTH I (introduction to livestock health)
|
Bacterial animal diseases.
Viral animal diseases. Protozoan diseases. |
By the end of the
lesson, the learner
should be able to:
To identify bacterial diseases of livestock. |
Detailed discussion of bacterial diseases and their control.
|
Chart: Bacterial diseases, causal organism and animals affected.
Chart: Viral diseases, causal organism and animals affected. Chart: protozoan diseases, causal organism and animals affected. |
KLB BK II Pg 122-124
|
|
| 11 | 1 |
LIVESTOCK HEALTH I (introduction to livestock health)
|
Management of diseases.
|
By the end of the
lesson, the learner
should be able to:
To explain general methods of diseases control. |
Q/A: Control of nutritional diseases.
Discussion: Importance of proper housing, isolation / slaughtering of sick animals, imposition of quarantine, prophylaxis, vaccination, vector control, e.t.c. |
student book
|
KLB BK II Pg 125-8
|
|
| 11 | 2 |
LIVESTOCK HEALTH I (introduction to livestock health)
LIVESTOCK HEALTH II (PARASITES) |
Handling livestock.
Effects of parasites on animals. |
By the end of the
lesson, the learner
should be able to:
To describe appropriate methods of handling livestock. |
Q/A: Handling of animals during treatment, milking, inspecting, e.t.c.
Discussion: Other activities necessitating proper handling of animals, i.e. drenching, injecting, controlling mastitis, hand spraying. Q/A: Sites that should be sprayed with acarides. |
student booK
illustrative charts |
KLB BK II Pg 129-131
|
|
| 11 | 3 |
LIVESTOCK HEALTH II (PARASITES)
LIVESTOCK PRODUCTION (NUTRITION) |
Tse-tse fly.
Food components. |
By the end of the
lesson, the learner
should be able to:
To describe parasitic effects of tse-tse fly. To explain methods of control of tse-tse fly. |
Q/A: Disease transmitted by tse-tse fly; and methods of control of tse-tse fly.
|
student book
illustrative chart of Components of food. Seed cakes, fish meal, bone meal, Lucerne. |
KLB BK II Pg 134-5
|
|
| 12 | 1 |
LIVESTOCK PRODUCTION (NUTRITION)
|
Minerals.
Feeds and Feedstuffs. |
By the end of the
lesson, the learner
should be able to:
To identify important minerals for livestock. |
Discussion: Types of minerals, their sources and deficiency symptoms.
|
student book
pictures of roughages and concentrates. |
KLB BK II Pg 165-169
|
|
| 12 | 2 |
LIVESTOCK PRODUCTION (NUTRITION)
|
Feed additives.
To concept of rationing. Maintenance ration Production ration. Feed digestibility Feed nutritive values. |
By the end of the
lesson, the learner
should be able to:
To define feed additives. To give examples of feed additives. |
Giving examples of feed additives and description of their importance.
|
student book
Chart- Nutritive values of some feeds. |
KLB BK II Pg 171
|
|
| 12 | 3 |
LIVESTOCK PRODUCTION (NUTRITION)
|
Computation of animal feeds.
Trial and error method.
Pearson?s Square method.
General process of digestion. Digestion in non-ruminants. Digestion in Ruminants. |
By the end of the
lesson, the learner
should be able to:
To state advantages and disadvantages of trial and error method of computing animal feeds. To compute livestock rations using Pearson?s Square method. |
Q/A and brief discussion.
Exposition- Teacher explains the procedure of computing livestock ration using Pearson?s Square method. Worked examples. Supervised exercise. |
Calculators..
illustrative diagram of General digestive system. illustrative diagrams of Specific digestive systems. diagram digestive system of a cow, Pieces of stomach compartments of a cow. |
KLB BK II Pg 176-178
|
|
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