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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
LIVESTOCK REARING PRACTICES
|
Life cycle of a bee.
Siting an apiary.
|
By the end of the
lesson, the learner
should be able to:
Describe the life cycle of a bee State factors considered when siting an apiary. |
Exposition,
Probing questions, Brief discussion. |
illustrative chart
|
KLB BK III
Pgs 59-60 |
|
| 1 | 2 |
LIVESTOCK REARING PRACTICES
|
Life cycle of a bee.
Siting an apiary.
|
By the end of the
lesson, the learner
should be able to:
Describe the life cycle of a bee State factors considered when siting an apiary. |
Exposition,
Probing questions, Brief discussion. |
illustrative chart
|
KLB BK III
Pgs 59-60 |
|
| 1 | 3 |
LIVESTOCK REARING PRACTICES
|
Types of hives
& stocking a hive.
|
By the end of the
lesson, the learner
should be able to:
Identify types of hives. Outline methods used to stock a hive. |
Brief discussion with questioning.
|
K.T.B.H.
|
KLB BK III
Pgs 60-65 |
|
| 1 | 4 |
LIVESTOCK REARING PRACTICES
|
Bee management.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for feeding bees. Identify pests and diseases and their control. |
Brief discussion with questioning.
|
illustrative diagrams of pests
|
KLB BK III
Pgs 66-68 |
|
| 2 | 1 |
LIVESTOCK REARING PRACTICES
|
Swarming of bees.
|
By the end of the
lesson, the learner
should be able to:
Cite reasons for swarming of bees. Identify proper practices for handling bees. |
Brain storming;
Discussion. |
Protective gear.
|
KLB BK III
Pgs 68-69 |
|
| 2 | 2 |
LIVESTOCK REARING PRACTICES
|
Swarming of bees.
|
By the end of the
lesson, the learner
should be able to:
Cite reasons for swarming of bees. Identify proper practices for handling bees. |
Brain storming;
Discussion. |
Protective gear.
|
KLB BK III
Pgs 68-69 |
|
| 2 | 3 |
LIVESTOCK REARING PRACTICES
|
Swarming of bees.
|
By the end of the
lesson, the learner
should be able to:
Cite reasons for swarming of bees. Identify proper practices for handling bees. |
Brain storming;
Discussion. |
Protective gear.
|
KLB BK III
Pgs 68-69 |
|
| 2 | 4 |
LIVESTOCK REARING PRACTICES
|
Honey harvesting.
Honey processing.
|
By the end of the
lesson, the learner
should be able to:
Describe honey harvesting process. Identify equipment for honey harvesting. Outline methods of honey extraction. |
Brief discussion;
Teacher demonstration-extracting honey |
Equipment for honey harvesting, & extraction..
|
KLB BK III
Pgs 70-72 |
|
| 3 | 1 |
LIVESTOCK REARING PRACTICES
|
FISH FARMING
Importance of fish.
Requirements for fish farming.
|
By the end of the
lesson, the learner
should be able to:
Outline importance of fish keeping. Identify requirements for fish farming. |
Brain storming; Discussion. |
Fish pond. |
KLB BK III
Pgs 72-73 |
|
| 3 | 2 |
LIVESTOCK REARING PRACTICES
|
FISH FARMING
Importance of fish.
Requirements for fish farming.
|
By the end of the
lesson, the learner
should be able to:
Outline importance of fish keeping. Identify requirements for fish farming. |
Brain storming; Discussion. |
Fish pond. |
KLB BK III
Pgs 72-73 |
|
| 3 | 3 |
LIVESTOCK REARING PRACTICES
|
FISH FARMING
Importance of fish.
Requirements for fish farming.
|
By the end of the
lesson, the learner
should be able to:
Outline importance of fish keeping. Identify requirements for fish farming. |
Brain storming; Discussion. |
Fish pond. |
KLB BK III
Pgs 72-73 |
|
| 3 | 4 |
LIVESTOCK REARING PRACTICES
|
FISH FARMING
Importance of fish.
Requirements for fish farming.
|
By the end of the
lesson, the learner
should be able to:
Outline importance of fish keeping. Identify requirements for fish farming. |
Brain storming; Discussion. |
Fish pond. |
KLB BK III
Pgs 72-73 |
|
| 4 | 1 |
LIVESTOCK REARING PRACTICES
|
Stocking, feeding, cropping and harvesting.
|
By the end of the
lesson, the learner
should be able to:
Outline practices for stocking, feeding, cropping and harvesting of fish. |
Brief discussion with probing questions.
|
Fish pond.
|
KLB BK III
Pgs 77-80 |
|
| 4 | 2 |
FARM STRUCTURES
|
Types of construction materials.
|
By the end of the
lesson, the learner
should be able to:
Identify types of materials for construction. |
Brain storming;
Discussion. |
school construction mterials
|
KLB BK III
Pgs 84-88 |
|
| 4 | 3 |
FARM STRUCTURES
|
Types of construction materials.
|
By the end of the
lesson, the learner
should be able to:
Identify types of materials for construction. |
Brain storming;
Discussion. |
school construction mterials
|
KLB BK III
Pgs 84-88 |
|
| 4 | 4 |
FARM STRUCTURES
|
Types of construction materials.
|
By the end of the
lesson, the learner
should be able to:
Identify types of materials for construction. |
Brain storming;
Discussion. |
school construction mterials
|
KLB BK III
Pgs 84-88 |
|
| 5 | 1 |
FARM STRUCTURES
|
Farm buildings.
|
By the end of the
lesson, the learner
should be able to:
State purpose of farm buildings. Identify parts of a farm building. |
Q/A;
Brief discussion. |
|
KLB BK III
Pgs 89-93 |
|
| 5 | 2 |
FARM STRUCTURES
|
Farm buildings.
|
By the end of the
lesson, the learner
should be able to:
State purpose of farm buildings. Identify parts of a farm building. |
Q/A;
Brief discussion. |
|
KLB BK III
Pgs 89-93 |
|
| 5 | 3 |
FARM STRUCTURES
|
Livestock structures.
|
By the end of the
lesson, the learner
should be able to:
Give examples of farm livestock structures. Identify parts of a cattle plunge dip/ spray race /milking shed. |
Brain storming;
Drawing diagrams; Discussion. |
Chart - Parts of plunge dip/ spray race /milking shed.
|
KLB BK III
Pgs 94-99 |
|
| 5 | 4 |
FARM STRUCTURES
|
Livestock structures.
|
By the end of the
lesson, the learner
should be able to:
Give examples of farm livestock structures. Identify parts of a cattle plunge dip/ spray race /milking shed. |
Brain storming;
Drawing diagrams; Discussion. |
Chart - Parts of plunge dip/ spray race /milking shed.
|
KLB BK III
Pgs 94-99 |
|
| 6 | 1 |
FARM STRUCTURES
|
Livestock structures.
Zero grazing unit and calf pen.
|
By the end of the
lesson, the learner
should be able to:
Identify structural requirements for zero grazing unit and calf pen. |
Brain storming;
Drawing diagrams; Discussion. |
Zero grazing unit and calf pen.
|
KLB BK III
Pgs 104-5 |
|
| 6 | 2 |
FARM STRUCTURES
|
Poultry house, piggery unit & rabbit hutch.
|
By the end of the
lesson, the learner
should be able to:
Identify structural requirements for poultry house & a piggery unit. |
Brain storming;
Drawing diagrams; Discussion. |
Poultry house & a piggery unit.
|
KLB BK III
Pgs 106-110 |
|
| 6 | 3 |
FARM STRUCTURES
|
Poultry house, piggery unit & rabbit hutch.
|
By the end of the
lesson, the learner
should be able to:
Identify structural requirements for poultry house & a piggery unit. |
Brain storming;
Drawing diagrams; Discussion. |
Poultry house & a piggery unit.
|
KLB BK III
Pgs 106-110 |
|
| 6 | 4 |
FARM STRUCTURES
|
Fences.
|
By the end of the
lesson, the learner
should be able to:
State advantages of a live fence over a wire fence. Identify types of wire fences. |
Brain storming;
Discussion. |
Chart - Parts of wire fence
|
KLB BK III
Pgs 124-130 |
|
| 7 | 1 |
FARM STRUCTURES
|
Seedbeds, nursery structures, seed boxes & vegetative propagation units.
|
By the end of the
lesson, the learner
should be able to:
Outline requirements for seedbeds, nursery structures, seed boxes & vegetative propagation units |
Brain storming;
Drawing diagrams; Discussion. |
Seedbeds, nursery structures, seed boxes & vegetative propagation units
|
KLB BK III
Pgs 130-138 |
|
| 7 | 2 |
FARM STRUCTURES
|
Seedbeds, nursery structures, seed boxes & vegetative propagation units.
|
By the end of the
lesson, the learner
should be able to:
Outline requirements for seedbeds, nursery structures, seed boxes & vegetative propagation units |
Brain storming;
Drawing diagrams; Discussion. |
Seedbeds, nursery structures, seed boxes & vegetative propagation units
|
KLB BK III
Pgs 130-138 |
|
| 7 | 3 |
AGRICULTURAL ECONOMICS II
|
Meaning of land tenure.
Communal land tenure.
|
By the end of the
lesson, the learner
should be able to:
Define the term land tenure. State advantages and disadvantages of communal land tenure. |
Exposition of new concepts; Discussion. |
student book
|
KLB BK III Pgs 140-2 |
|
| 7 | 4 |
AGRICULTURAL ECONOMICS II
|
Meaning of land tenure.
Communal land tenure.
|
By the end of the
lesson, the learner
should be able to:
Define the term land tenure. State advantages and disadvantages of communal land tenure. |
Exposition of new concepts; Discussion. |
student book
|
KLB BK III Pgs 140-2 |
|
| 8 | 1 |
AGRICULTURAL ECONOMICS II
|
Individual land tenure
|
By the end of the
lesson, the learner
should be able to:
State advantages and disadvantages of individual owner operator, landlordism & tenancy. |
Exposition of new concepts;
Probing questions; Discussion. |
student book
|
KLB BK III
Pgs 142-4 |
|
| 8 | 2 |
AGRICULTURAL ECONOMICS II
|
Individual land tenure
|
By the end of the
lesson, the learner
should be able to:
State advantages and disadvantages of individual owner operator, landlordism & tenancy. |
Exposition of new concepts;
Probing questions; Discussion. |
student book
|
KLB BK III
Pgs 142-4 |
|
| 8 | 3 |
AGRICULTURAL ECONOMICS II
|
Land fragmentation.
|
By the end of the
lesson, the learner
should be able to:
Outline factors related to land fragmentation. Highlight effects related to land fragmentation. |
Exposition of new concepts;
Probing questions; Discussion. |
student book
|
KLB BK III
Pgs 144-7 |
|
| 8 | 4 |
AGRICULTURAL ECONOMICS II
|
Land reforms.
|
By the end of the
lesson, the learner
should be able to:
Discuss land consolidation, tenure reforms, adjudication and registration. |
Exposition of new concepts;
Probing questions; Discussion. |
title deed
|
KLB BK III
Pgs 147-152 |
|
| 9 | 1 |
AGRICULTURAL ECONOMICS II
|
Development of settlement schemes in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Identify some settlement schemes in Kenya. Outline requirements for settlement schemes to thrive in Kenya. |
Exposition of new concepts;
Brief discussion. |
chart
|
KLB BK III
Pgs 152-7 |
|
| 9 | 2 |
AGRICULTURAL ECONOMICS II
|
Development of settlement schemes in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Identify some settlement schemes in Kenya. Outline requirements for settlement schemes to thrive in Kenya. |
Exposition of new concepts;
Brief discussion. |
chart
|
KLB BK III
Pgs 152-7 |
|
| 9 | 3 |
AGRICULTURAL ECONOMICS II
|
Development of settlement schemes in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Identify some settlement schemes in Kenya. Outline requirements for settlement schemes to thrive in Kenya. |
Exposition of new concepts;
Brief discussion. |
chart
|
KLB BK III
Pgs 152-7 |
|
| 9 | 4 |
SOIL AND WATER CONSERVATION
|
Soil erosion.
|
By the end of the
lesson, the learner
should be able to:
Outline factors influencing soil erosion. Identify types of soil erosion. |
Brain storming; Brief discussion. |
illustrative chart
|
KLB BK III Pgs 158-167 |
|
| 10 | 1 |
SOIL AND WATER CONSERVATION
|
Effects of soil erosion & control measure.
|
By the end of the
lesson, the learner
should be able to:
Highlight effects of soil erosion & measures of control. |
Brain storming;
Brief discussion. |
pictures
|
KLB BK III
Pgs 167-8 |
|
| 10 | 2 |
SOIL AND WATER CONSERVATION
|
Effects of soil erosion & control measure.
|
By the end of the
lesson, the learner
should be able to:
Highlight effects of soil erosion & measures of control. |
Brain storming;
Brief discussion. |
pictures
|
KLB BK III
Pgs 167-8 |
|
| 10 | 3 |
SOIL AND WATER CONSERVATION
|
Mass wasting (solifluction)
|
By the end of the
lesson, the learner
should be able to:
Identify types of mass wasting. State effects of mass wasting. |
Brain storming;
Brief discussion. |
illusrative pictures
|
KLB BK III
Pgs 168-172 |
|
| 10 | 4 |
SOIL AND WATER CONSERVATION
|
Mass wasting (solifluction)
|
By the end of the
lesson, the learner
should be able to:
Identify types of mass wasting. State effects of mass wasting. |
Brain storming;
Brief discussion. |
illusrative pictures
|
KLB BK III
Pgs 168-172 |
|
| 11 | 1 |
SOIL AND WATER CONSERVATION
|
Methods of soil and water conservation.
|
By the end of the
lesson, the learner
should be able to:
Outline methods of soil and water conservation. |
Brain storming;
Drawing diagrams; Brief discussion. |
|
KLB BK III
Pgs 178-183 |
|
| 11 | 2 |
SOIL AND WATER CONSERVATION
|
Types of terraces.
|
By the end of the
lesson, the learner
should be able to:
Identify types of terraces. |
Observing terraces;
Drawing diagrams; brief discussion. |
Terraces.
|
KLB BK III
Pgs 183-8 |
|
| 11 | 3 |
SOIL AND WATER CONSERVATION
|
Types of terraces.
|
By the end of the
lesson, the learner
should be able to:
Identify types of terraces. |
Observing terraces;
Drawing diagrams; brief discussion. |
Terraces.
|
KLB BK III
Pgs 183-8 |
|
| 11 | 4 |
SOIL AND WATER CONSERVATION
|
Harvesting water.
|
By the end of the
lesson, the learner
should be able to:
Outline methods of harvesting water. |
Brain storming;
Brief discussion. |
illustrativepictures
|
KLB BK III
Pgs 188-190 |
|
| 12 | 1 |
WEEDS AND WEED CONTROL
|
Identification of common weeds.
|
By the end of the
lesson, the learner
should be able to:
Define a weed. Identify common weeds. |
Drawing Illustrative diagrams; Weed mounting; |
Common weeds. |
KLB BK III Pgs 192-199 |
|
| 12 | 2 |
WEEDS AND WEED CONTROL
|
Identification of common weeds.
|
By the end of the
lesson, the learner
should be able to:
Define a weed. Identify common weeds. |
Drawing Illustrative diagrams; Weed mounting; |
Common weeds. |
KLB BK III Pgs 192-199 |
|
| 12 | 3 |
WEEDS AND WEED CONTROL
|
Effects of weeds.
|
By the end of the
lesson, the learner
should be able to:
Highlight harmful effects of weeds. Highlight benefits of weeds. |
Brain storming;
Brief discussion. |
Useful and harmful weeds.
|
KLB BK III
Pgs 200-2 |
|
| 12 | 4 |
WEEDS AND WEED CONTROL
|
Effects of weeds.
|
By the end of the
lesson, the learner
should be able to:
Highlight harmful effects of weeds. Highlight benefits of weeds. |
Brain storming;
Brief discussion. |
Useful and harmful weeds.
|
KLB BK III
Pgs 200-2 |
|
| 13 | 1 |
WEEDS AND WEED CONTROL
|
Chemical weed control.
|
By the end of the
lesson, the learner
should be able to:
Outline ways in which chemicals affect crops. Classify herbicides. |
Expository and descriptive approaches.
|
Common herbicides.
|
KLB BK III
Pgs 203-4 |
|
| 13 | 2 |
WEEDS AND WEED CONTROL
|
Selectivity and effectiveness of herbicides.
|
By the end of the
lesson, the learner
should be able to:
Outline factors affecting selectivity and effectiveness of herbicides. |
Expository and descriptive approaches.
|
|
KLB BK III
Pgs 205-6 |
|
| 13 | 3 |
WEEDS AND WEED CONTROL
|
Selectivity and effectiveness of herbicides.
|
By the end of the
lesson, the learner
should be able to:
Outline factors affecting selectivity and effectiveness of herbicides. |
Expository and descriptive approaches.
|
|
KLB BK III
Pgs 205-6 |
|
| 13 | 4 |
WEEDS AND WEED CONTROL
|
Herbicides and the environment.
|
By the end of the
lesson, the learner
should be able to:
Highlight precautions observed when handling herbicides. Discuss effects of herbicides on the environment. |
Brain storming;
Brief discussion. |
herbicides
|
KLB BK III
Pgs 208-9 |
|
| 14 | 1 |
WEEDS AND WEED CONTROL
|
Mechanical weed control.
|
By the end of the
lesson, the learner
should be able to:
State advantages of tillage as a method of weed eradication. |
Brain storming;
Brief discussion. |
|
KLB BK III
Pgs 209-210 |
|
| 14 | 2 |
WEEDS AND WEED CONTROL
|
Mechanical weed control.
|
By the end of the
lesson, the learner
should be able to:
State advantages of tillage as a method of weed eradication. |
Brain storming;
Brief discussion. |
|
KLB BK III
Pgs 209-210 |
|
| 14 | 3 |
WEEDS AND WEED CONTROL
|
Cultural biological & legislative methods of weed control.
|
By the end of the
lesson, the learner
should be able to:
Identify some cultural and biological ways of controlling weeds. Define legislative method of weed control. |
Q/A & brief discussion.
|
|
KLB BK III
Pgs 210-211 |
|
| 14 | 4 |
WEEDS AND WEED CONTROL
|
Cultural biological & legislative methods of weed control.
|
By the end of the
lesson, the learner
should be able to:
Identify some cultural and biological ways of controlling weeds. Define legislative method of weed control. |
Q/A & brief discussion.
|
|
KLB BK III
Pgs 210-211 |
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