Displaying items by tag: Agriculture
MTP (Mountain Top Publishers)Agriculture Activities - Grade 5 Schemes of Work Term 1 2023
MOUNTAIN TOP PUBLISHER ACTIVITIES
GRADE FIVE (5) SCHEMES OF WORK TERM 1 2023
| WEEK | LESSON | STRAND | SUB STRAND | SPECIFIC LEARNING OUTCOMES | KEY INQUIRY QUESTIONS | LEARNING EXPERIENCE | LEARNING RESOURCES | ASSESSMENT METHODS | REFL |
| 1 | 1 | CONSERVING OUR ENVIRONMENT | Soil conservation : soil recovery- observing runoff |
By the end of the sub strand the learner should be able to
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| 2 | Demonstrating runoff |
By the end of the sub strand the learner should be able to
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| 3 | Identifying eroded sites |
By the end of the sub strand the learner should be able to
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| 2 | 1 | Collecting soil from deposition sites |
By the end of the sub strand the learner should be able to
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| 2 | Using recovered soil for farming |
By the end of the sub strand the learner should be able to
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| 3 | Soil Improvement – identifying sites with poor soil |
By the end of the sub strand the learner should be able to
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| 3 | 1 | Constructing an organic waste pit |
By the end of the sub strand the learner should be able to
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| 2 | Constructin g an organic waste pit |
By the end of the sub strand the learner should be able to
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| 3 | Growing crop in an organic waste pit |
By the end of the sub strand the learner should be able to
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| 4 | 1 | Water conservation- mulching |
By the end of the sub strand the learner should be able to
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| 2 | Shading crops |
By the end of the sub strand the learner should be able to
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| 3 | Shading crops |
By the end of the sub strand the learner should be able to
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| 5 | 1 | Cover crops |
By the end of the sub strand the learner should be able to
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| 2 | Cover crops |
By the end of the sub strand the learner should be able to
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| 3 | Farm visits |
By the end of the sub strand the learner should be able to
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| 6 | 1 | Compiling photos and pictures on water conservation |
By the end of the sub strand the learner should be able to
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| 2 | Living better with animals – controlling wild animals in the environment (use of sounds) |
in By the end of the sub strand the learner should be able to
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| 3 | Using smells |
By the end of the sub strand the learner should be able to
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| 7 | 1 | Use of smelling and bitter tasting plants |
By the end of the sub strand the learner should be able to
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| 2 | Care and safety from wild animals |
By the end of the sub strand the learner should be able to
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| 3 | Care and safety from wild animals |
By the end of the sub strand the learner should be able to
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| 8 | 1 | Growing climbing fruits plants: identifying climbing fruits |
By the end of the sub strand the learner should be able to
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| 2 | Planting materials for climbing fruits |
By the end of the sub strand the learner should be able to
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| 3 | Collecting planting materials for climbing fruits |
By the end of the sub strand the learner should be able to
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| 9 | 1 | Collecting planting materials for climbing fruits |
By the end of the sub strand the learner should be able to
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| 2 | Planting- raising climbing fruits from seeds |
By the end of the sub strand the learner should be able to
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| 3 | Planting- raising climbing fruits from seeds |
By the end of the sub strand the learner should be able to
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| 10 | 1 | Planting- raising climbing fruits from seeds |
By the end of the sub strand the learner should be able to
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| 2 | Planting- raising climbing fruits from cuttings |
By the end of the sub strand the learner should be able to
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| 3 | Planting- raising climbing fruits from cuttings |
By the end of the sub strand the learner should be able to
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Mountain Top Agriculture Activities - Grade 5 Schemes of Work Term 2 2023
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W k |
Ls n |
Strand/Th eme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Refl |
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1 |
1 |
CONSERVING OUR ENVIRONMENT |
Planting- raising climbing fruits from cuttings |
By the end of the sub strand the learner should be able to
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How can we prepare planting materials for climbing fruit plants? How are climbing fruit plants established? |
In groups, learners to prepare suitable planting materials for climbing fruit plants such as to various varieties of passion fruits, grapes, kiwi and berries. Learners to plant the selected planting materials on suitably prepared site. The site could be on the ground or appropriate container on a plot or along the fence |
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How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
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How can we take care of climbing fruit plants after planting? |
In groups, learners construct shades to protect young fruit plants from damages. Learners to engage their parents or guardians and the community members in growing climbing fruit plants. |
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How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
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How can we take care of climbing fruit plants after planting? |
In groups, learners construct shades to protect young fruit plants from damages. Learners to engage their parents or guardians and the community members in growing climbing fruit plants. |
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How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
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How can we take care of climbing fruit plants after planting? |
Learner to use appropriate materials to support the climbing fruit vines. Learners to engage their parents or guardians and the community members in growing climbing fruit plants. |
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How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
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How can we take care of climbing fruit plants after planting? |
In groups, learners water the young fruit plants. Learners to apply manure and fertilizer to fruit plants. Learners to weed for the fruit plants. |
· MTP Agriculture Grade 5 Leaners Bk. Pg.38-40 · MTP Agriculture Grade 5 TG. Pg. 78-79 |
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How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
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How can we take care of climbing fruit plants after planting? |
In groups, learners water the young fruit plants. Learners to apply manure and fertilizer to fruit plants. Learners to weed for the fruit plants. |
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3 |
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identifying the project activities |
By the end of the sub strand the learner should be able to
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When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant |
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identifying the project activities |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant |
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Making a project schedule |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant. In groups learners to make a projects schedule to undertake the identified activity |
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4 |
1 |
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Making a project schedule |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant. In groups learners to make a projects schedule to undertake the identified activity |
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Identifying the right stage of harvesting g climbing fruits |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners share experiences on how to identify a mature fruit of climbing fruit plants. |
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3 |
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Identifying the right stage of harvesting g climbing fruits |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners share experiences on how to identify a mature fruit of climbing fruit plants |
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5 |
1 |
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Harvesting fruits from climbing plants |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to carry out harvesting of climbing fruits. Learners to assist parents or guardians in the activities for caring for climbing fruit crops at home. |
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Harvesting fruits from climbing plants |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to carry out harvesting of climbing fruits. Learners to assist parents or guardians in the activities for caring for climbing fruit crops at home. |
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3 |
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Importance of fruits |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups learners to discuss the importance of fruits |
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6 |
1 |
DOMESTIC ANIMALS |
Uses of domestic animals – identifying various domestic animals |
By the end of the sub strand the learner should be able to
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How are domestic animals important to human beings? |
In pairs learners to brainstorm and share experiences on the uses of domestic animals (bees, rabbits, camels, fish, pigs, donkeys, dogs, cats and horses) |
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Relating animals to their uses |
By the end of the sub strand the learner should be able to
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How are domestic animals important to human beings? |
In groups, learners to match domestic animals to their uses. Learners to watch video clips on various types of domestic animals and their use. Learners visit the neighboring farms to |
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3 |
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Conservatio n project: Managing climbing fruit plants- identifying |
By the end of the sub strand the learner should be able to
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What activities are carried out in the management of climbing fruit plants? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, explore various uses of domestic animals. |
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3 |
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Animal welfare |
By the end of the sub strand the learner should be able to
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How are domestic animals important to human beings? |
Learners visit the neighboring farms to explore various uses of domestic animals. Learners to care and love domestic animals |
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7 |
1 |
GARDENING PRACTICES |
Indigenous food crops – identifying types of indigenous crops |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In pairs, learners brainstorm on the meaning and importance of indigenous food crops. In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams and cassava). |
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identifying types of indigenous crops |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
Learners visit the neighboring environment to identify the various indigenous food crops (vegetables, cereals and root crops) |
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Using flash cards to identify indigenous food crops |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
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8 |
1 |
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Role play |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
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Exploring indigenous food crops in our neighbourh ood |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
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3 |
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Exploring indigenous food crops in our neighbourh ood |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
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9 |
1 |
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Exploring indigenous food crops in our neighbourh ood |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
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Preserving and mounting parts of indigenous food plants for display |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
Learner to collect, preserve and mount identifiable parts such as leaf specimen of various indigenous food crops on manila paper such as indigenous vegetables: pigweed, pumpkin, black night shade, spider weed: indigenous cereals: millet, sorghum and Indigenous root crops: cassava, yams, sweet potato, arrow roots |
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3 |
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Preserving and mounting parts of indigenous food plants for display |
By the end of the sub strand the learner should be able to
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What types of indigenous crops are found in the community? Why are indigenous crops important? |
Learner to collect, preserve and mount identifiable parts such as leaf specimen of various indigenous food crops on manila paper such as indigenous vegetables: pigweed, pumpkin, black night shade, spider weed: indigenous cereals: millet, sorghum and Indigenous root crops: cassava, yams, sweet potato, arrow roots. |
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10 |
1 |
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Vegetable Gardening Practices- preparing a nursery bed |
By the end of the sub strand the learner should be able to
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What are the gardening practices for vegetables? Why should we grow vegetables? |
Learners watch a video clips on how to prepare nursery bed and sow vegetables seeds into the nursery bed.
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2 |
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preparing a nursery bed |
By the end of the sub strand the learner should be able to
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What are the gardening practices for vegetables? Why should we grow vegetables? |
Learners watch a video clips on how to prepare nursery bed and sow vegetables seeds into the nursery bed |
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3 |
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Sowing seeds on a nursery bed |
By the end of the sub strand the learner should be able to
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What are the gardening practices for vegetables? Why should we grow vegetables? |
In groups, learners to sow vegetable seeds on the prepared nursery bed. |
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ASSESSMENT |
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Grade 6 Storymoja Know More Agriculture - Grade 6 Schemes of Work Term 1 2023
GRADE 6 STORYMOJA KNOW MORE AGRICULTURE
SCHEMES OF WORK TERM 1 2023
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SCHOOL |
GRADE |
LEARNING AREA |
TERM |
YEAR |
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GRADE 6 |
AGRICULTURE |
1 |
2023 |
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W eek |
Lesso n |
Strand /Theme |
Sub-strand |
Specific-Learning outcomes |
Key Inquiry Question(S) |
Learning/ Teaching Experience |
Learning Resources |
Assessment Methods |
Reflection |
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1 |
1 |
Conserving our environment |
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By the end of the sub-strand, the learner should be able to:
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What is the meaning of soil erosion? Why should we protect soil from erosion? |
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Story Moja; Know More; Agriculture Learner’s Book Grade 6 pg. 1-2
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Oral questions Oral Report Observation
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2 |
Conserving our environment |
Identifying types of soil erosion in the environment |
By the end of the sub-strand, the learner should be able to:
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Which are the four main types of soil erosion? |
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Story Moja; Know More; Agriculture Learner’s Book Grade 6 pg. 3 |
Oral questions Oral Report Observation
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3 |
Conserving our environment |
Demonstrate splash and sheet erosion |
By the end of the sub-strand, the learner should be able to:
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What is the difference between splash and sheet erosion? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 4-5 |
Oral questions Oral Report Observation |
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2 |
1 |
Conserving our environment |
Demonstrate rill and gulley erosion |
By the end of the sub-strand, the learner should be able to:
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What is the difference between rill and gulley erosion? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 5-6 |
Oral questions Oral Report Observation |
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2 |
Conserving our environment |
How to control splash and sheet erosion |
By the end of the sub-strand, the learner should be able to:
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Why is it important to cover the soil with grass or leaves? How can you help the community to control soil erosion? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 6-7 |
Oral questions Oral Report Observation |
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3 |
Conserving our environment |
Controlling soil erosion within the school or community |
By the end of the sub-strand, the learner should be able to:
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What are the ways of controlling soil erosion? What can the community do to prevent soil erosion? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 7-9 |
Oral questions Oral Report Observation |
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3 |
1 |
Conserving our environment |
Water conservation; Types of seedbeds |
By the end of the sub-strand, the learner should be able to:
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What is the meaning of conserving moisture? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 10-11 |
Oral questions Oral Report Observation |
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2 |
Conserving our environment |
Identify types of seedbeds that conserve soil moisture |
By the end of the sub-strand, the learner should be able to:
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How do sunken beds and shallow pits conserve moisture? What will happen to plants and animals if soil moisture is not conserved? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 12-13 |
Oral questions Oral Report Observation |
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3 |
Conserving our environment |
Importance of conserving soil moisture |
By the end of the sub-strand, the learner should be able to:
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What are the benefits of conserving moisture in the soil? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 13-14 |
Oral questions Oral Report Observation |
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4 |
1 |
Conserving our environment |
Living better with wild animals; Deterrents for wild animals |
By the end of the sub-strand, the learner should be able to:
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Why is it important to stop small wild animals from destroying crops without killing them? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 15-16 |
Oral questions Oral Report Observation |
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2 |
Conserving our environment |
Establish deterrents to keep off wild animals |
By the end of the sub-strand, the learner should be able to:
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What did you learn from the story? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 16-20 |
Oral questions Oral Report Observation |
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3 |
Conserving our environment |
Making presentations |
By the end of the sub-strand, the learner should be able to:
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How to make a presentation about deterrents? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 20-21 |
Oral questions Oral Report Observation |
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5 |
1 |
Conserving our environment |
Establishing deterrents |
By the end of the sub-strand, the learner should be able to:
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Which small wild animals can be controlled using various deterrents? What would happen if small wild animals are not controlled? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 21 |
Oral questions Oral Report Observation |
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2 |
Conserving our environment |
Innovative sound device |
By the end of the sub-strand, the learner should be able to:
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How can we construct an innovative sound device? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 22 |
Oral questions Oral Report Observation |
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3 |
Conserving our environment |
Scarecrow |
By the end of the sub-strand, the learner should be able to:
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How is a scarecrow constructed? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 22-23 |
Oral questions Oral Report Observation |
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6 |
1 |
Conserving our environment |
Barbed wire fence |
By the end of the sub-strand, the learner should be able to:
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How do we construct a barbed wire fence? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 23-24 |
Oral questions Oral Report Observation |
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2 |
Conserving our environment |
Thorny fence |
By the end of the sub-strand, the learner should be able to:
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What is a thorny fence?
How to create a thorny fence? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 24-25 |
Oral questions Oral Report Observation |
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3 |
Conserving our environment |
A safe trap |
By the end of the sub-strand, the learner should be able to:
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How is a safe trap for small wild animals constructed? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 25-26 |
Oral questions Oral Report Observation |
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7 |
1 |
Conserving our environment |
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By the end of the sub-strand, the learner should be able to:
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What are creeping crops? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 27-28 |
Oral questions Oral Report Observation |
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2 |
Conserving our environment |
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By the end of the sub-strand, the learner should be able to:
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How to collect planting materials for the creeping crops? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 29 |
Oral questions Oral Report Observation |
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3 |
Conserving our environment |
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By the end of the sub-strand, the learner should be able to:
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How to prepare and establish planting materials for creeping crops? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 30-31 |
Oral questions Oral Report Observation |
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8 |
1 |
Conserving our environment |
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By the end of the sub-strand, the learner should be able to:
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What are the ways of protecting young creeping crops from physical damage or excessive heat? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 31-32 |
Oral questions Oral Report Observation |
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2 |
Conserving our environment |
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By the end of the sub-strand, the learner should be able to:
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How to train creeping crops? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 32 |
Oral questions Oral Report Observation |
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3 |
Conserving our environment |
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By the end of the sub-strand, the learner should be able to:
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What is the importance of watering the seedlings every day? How to water young creeping crops using drip irrigation? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 33 |
Oral questions Oral Report Observation |
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9 |
1 |
Conserving our environment |
Applying manure on the creeping crops |
By the end of the sub-strand, the learner should be able to:
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Why should we apply manure on creeping crops? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 33-34 |
Oral questions Oral Report Observation |
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2 |
Conserving our environment |
Weeding |
By the end of the sub-strand, the learner should be able to:
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What is weeding? Why is weeding important to growing plants? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 34 |
Oral questions Oral Report Observation |
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3 |
Conserving our environment |
Growing creeping crops in the community |
By the end of the sub-strand, the learner should be able to:
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Why are creeping crops important? |
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StoryMoja; Know More; Agriculture Learner’s Book Grade 6 pg. 35-36 |
Oral questions Oral Report Observation |
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10 |
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o END TERM ASSESSMENT |
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KLB Agriculture Schemes of Work Book 3 Term 3 2020/2021
| WEEK | LESSON | TOPIC | SUB-TOPIC | LESSON OBJECTIVES |
TEACHING/ LEARNING ACTIVITIES |
TEACHING MATERIALS |
REFERENCES | REMARKS |
| 1 | 1-2 | SORGHUM | Ecological requirements and preparation for planting materials. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 250-252 |
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| 3-4 | Field operations, pest and disease control. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 255-259 |
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| 2 | 1 | BEANS | Ecological requirements and preparation for planting materials. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 260-261 |
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| 2 | Field operations, pest and disease control & harvesting of beans. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 261-263 |
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| 3 | RICE | Ecological requirements and preparation for planting materials. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 260-261 |
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| 4 | Field operations, pest and disease control & harvesting of rice. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 261-263 |
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| 3 | 1 | Harvesting pyrethrum. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 265 |
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| 2 | Harvesting sugarcane. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 265 |
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| 3 | Harvesting coffee and tea. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 265 |
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| 4 | FORAGE CROPS | Pasture classification. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 269-271 |
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| 4 | 1 | Pasture establishment. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 272-274 |
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| 2 | Weed control and top dressing |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 274-276 |
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| 3 | Pasture utilization. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 277- 278 |
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| 4 | Rotational grazing systems. |
By the end of the lesson, the learner should be able to: By the end of the lesson, the learner should be able to:
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KLB BK III Page 280-282 |
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| 5 | 1 | Zero grazing / stall feeding. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 283 |
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| 2 | Napier grass |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 283-287 |
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| 3-4 | Guatemala |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 287-292 |
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| 6 | 1-2 | Kenya white clover |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 295 |
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| 3-4 | Lucerne & Desmodium |
By the end of the lesson, the learner should be able to:
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| 7 | 1-2 | FORAGE CONSERVATION |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 299-302 |
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| 3-4 | TEST & MID TERM BREAK | |||||||
| 8 | 1 | Principles of conservation. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 304-305 |
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| 2 | Silage requirements in dry matter. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 305-306 |
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| 3-4 | LIVESTOCK HEALTH III | Observable conditions of livestock and disease predisposing factors |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 308-309 |
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| 9 | 1-2 | Terms related to livestock diseases. |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 309-310 |
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| 3-4 | Protozoan diseases |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 311-312 |
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| 10 | 1-2 | Bacterial diseases |
By the end of the lesson, the learner should be able to: Give examples of bacterial diseases.
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KLB BK III Page 314-325 |
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| 3-4 | Viral diseases |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 325- 330 |
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| 11 | 1 | Nutritional disorders | Milk fever |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 330- 332 |
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| 2 | Bloat |
By the end of the lesson, the learner should be able to:
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KLB BK III Page 332-333 |
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| 3-4 | REVIEW QUESTIONS | |||||||
| 12-13 | END OF YEAR EXAMS | |||||||
KLB Form 1 Agriculture Schemes of Work Term 3 2020/2021
| KLB, Longhorn and Cert. Agric. Form 1 Agriculture Schemes of work Term 3 2020/2021 | |||||||
| WK NO. | L/NO. | TOPIC/SUB-TOPIC | LESSON/SPECIFIC OBJECTIVES | TEACHING/LEARNING ACTIVITIES | MATERIALS/RESOURCES | REF. | REM. |
| 1 | 1-2 | Methods of making organic manure | By the end of the lesson, the learner should be able to: Describe the methods of making organic manure |
Discussion. Compost manure Green manure FYM Procedure of making manure. |
Compost manure Green manure FYM |
KLB Pg.149-150 CERT. AGRIC. Pg.114-116 LONGHORN PG. 148 |
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| 3 | Quality of FYM. | State factors influencing quality of FYM | Detailed discussion Q/A proper storage of FYM |
FYM | KLB Pg.149 CERT. AGRIC. Pg.116 |
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| 2 | 1 | LIVESTOCK PRODUCTION I Importance of livestock Livestock types and breeds |
To state the importance of livestock. To define the terms livestock, livestock breed and livestock type. |
Q/A Exposition Definition of livestock breeds and types |
Livestock products and by-products | KLB Pg.155 CERT.118 AGRIC. Pg. LONGHORN PG.152 |
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| 2 | Dairy cattle | To define key parts of a cow To identify characteristics of dairy cattle To describe various breed of dairy cattle. |
Drawing and labelling a cow Q/A: Characteristics of dairy cattle. |
Chart-key parts of a cow | KLB Pg.159 CERT. AGRIC. Pg.120 |
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| 3 | Breeds of dairy cattle | To describe common breeds of dairy cattle. | Brief discussion on characteristics, origin of Jersey, Guernsey, Friesian, Ayrshire, Brown Swiss, etc. | Wall chart-breeds of dairy cows | KLB Pg.159-162 CERT. AGRIC. Pg.120-122 LONGHORN PG.152 |
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| 3 | 1 | ||||||
| 2 | Beef cattle | To identify major parts of a beef animal To identify general characteristics of beef cattle |
Drawing and labelling a beef cow | Charts- a beef animal | KLB Pg.162-163 CERT. AGRIC. Pg.123-127 |
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| 3 | Breeds of beef cattle | To describe various breeds of beef cattle | Brief discussion: Hereford, Aberdeen, Angus, Charolais and Galloway | Wall charts - beef cattle | KLB Pg.163-164 CERT. AGRIC. Pg.123-127 |
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| 4 | 1 | ||||||
| 2 | Dual-purpose cattle | To identify dal purpose cattle (both exotic and indigenous) To state the characteristics of dual-purpose cattle breeds |
Discuss the characteristics of Sahiwal, Red Poll and Zebu (East African Zebu) | Photographs of dual purpose cattle breeds | KLB Pg.164-165 CERT. AGRIC. Pg.127-128 |
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| 3 | Sheep Breeds of wool sheep |
To name the key parts of a sheep To name breeds of wool sheep To state characteristics of each breed of wool sheep |
Identifying and stating the characteristics of Merino sheep. Rambouillet and Suffolk | Chart - key parts of a sheep Wall chart - breeds of wool sheep |
KLB Pg.174 CERT. AGRIC. Pg.129-133 LONGHORN PG.164 |
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| 5 | 1 | ||||||
| 2 | Mutton sheep breeds | To name breeds of mutton sheep To state the characteristics of each bred of mutton sheep |
Identifying and stating characteristics of the Dorper, Black head Persian sheep, Masaai sheep and Somali sheep | Wall charts - breeds of mutton sheep | KLB Pg.176-177 CERT. AGRIC. Pg.132 |
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| 3 | Dual-purpose sheep. | To name breeds of dual-purpose sheep To state characteristics of each breed of dual purpose sheep |
Assignment method: Stating characteristics of Romney Marsh, Corriedale and Hampshire Down |
Wall Chart - dual purpose sheep breeds | KLB Pg.178 CERT. AGRIC. Pg.133-134 |
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| 6 | 1 | Breeds of meat goats | To name and state characteristics of breeds of meat goats | Highlight the characteristics of: Galla goat, Boar goat | |||
| 2 | Breeds of milk goats | To name and state characteristics of breeds of milk goats To state characteristics of Angora goat. |
Highlight the characteristics of Toggenburg goat, Saanen, Jamnapuri goat etc. | Wall chart - milk and meat goats | KLB Pg.180 CERT. AGRIC. Pg.135-137 LONGHORN PG.169 |
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| 3 | Pig breeds | To name key parts of a pig To identify breeds of pigs and their characteristics |
Highlight briefly the characteristics of Large White, Ladrace, Hampshire and others | Chart - key parts of a pig Wall chart - Major pig breeds |
KLB Pg.166-171 CERT. AGRIC. Pg.139-140 LONGHORN PG.174 |
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| Breeds of rabbits | To name key parts of a rabbit To identify breeds of rabbits and their characteristics |
Briefly discuss the typical conformation and characteristics of New Zealand White, the California White, the Chinchilla and Ear-lops | Chart - Key parts of a rabbit Wall chart - rabbit breeds |
KLB Pg.184-185 CERT. AGRIC. Pg.141-143 LONGHORN PG.183 |
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| 7 | 1 | Chicken breeds | To name key parts of a chicken To list characteristics of pure breed chickens |
Drawing and labelling. |
Chart - key parts of a chicken | KLB Pg.172-174 CERT. AGRIC. Pg.143-146 LONGHORN PG.178 |
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| 2 | Chicken hybrids | To state advantages of hybrids over pure breeds | Q/A brief discussion |
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| 3 | Camel breeds | To identify the two major camel breeds | Exposition Discussion Excursion |
Photographs of camel breeds | KLB Pg.185-186 CERT. AGRIC. Pg.185-186 LONGHORN PG.182 |
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| 8 | 1 | AGRICULTURAL ECONOMICS I Introduction |
To define the terms economics and agricultural economics | Probing questions and discussion | KLB Pg.189 CERT. AGRIC. Pg.149 LONGHORN PG.190 |
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| 2 | Basic economic principles | To explain basic concepts of economics | Discussion at length on the following: Scarcity and choice Opportunity cost and preference |
KLB Pg.189-190 CERT.150 AGRIC. Pg. LONGHORN PG.190 |
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| 3 | Importance of farm records | To describe the importance of keeping accurate up-to-date farm records | Q/A and explanation of importance of farm records | Specimen farm records | KLB Pg.190-191 CERT. AGRIC. Pg.150 LONGHORN PG.192-194 |
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| 9 | 1 | Types of farm records Inventory and financial records |
To describe inventory records and financial records. | Probing questions and discussion | Sample of records / charts | KLB Pg.192 CERT. AGRIC. Pg.152 LONGHORN PG.160 |
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| 2 | Labor records and production records | To describe labor records and production records and their components | Probing questions and discussion | Labor records and production records | KLB Pg.198 and 192 CERT. AGRIC. Pg.152 LONGHORN PG.160 |
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| 3 | Livestock production records Breeding records |
To identify components pf animal breeding records | Q/A: Components of breeding records. Group work: Components of breeding records of a cow in tabular form Components of breeding records of a sow |
Livestock breeding records | KLB Pg.194 CERT. AGRIC. Pg.154 LONGHORN PG.200 |
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| 10 | 1 | Feeding records Health records |
To explain the importance of feeding records To represent feeding details in a tabular form To identify details of animal health records |
Probing questions and discussion | Chart - sample of animal health records | KLB Pg.196-197 CERT. AGRIC. Pg.158-159 |
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| 2-3 | Livestock production records | To state importance of keeping accurate livestock production records To identify necessary details of livestock production records |
Discussion: milk production record/egg production record Practical activity: Design milk production/egg production records |
Livestock production records | KLB Pg.192 CERT. AGRIC. Pg.152 LONGHORN PG.160 |
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| SUMMATIVE ASSESSMENT TEST | |||||||