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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
LIVESTOCK PRODUCTION I
LIVESTOCK REARING PRACTICES |
Parturition.
Routine livestock rearing practices. Feeding. |
By the end of the
lesson, the learner
should be able to:
Identify signs of parturition in cows, sows and does. |
Brain storming;
Brief discussion. Written exercise. |
animals about to give birth
|
KLB BK III
Pgs 24-25 |
|
| 1 | 2 |
LIVESTOCK REARING PRACTICES
|
Creep feeding.
|
By the end of the
lesson, the learner
should be able to:
Describe creep feeding of piglets, lambs, kids and kindlings. |
Exposition of new concepts;
Probing questions; Discussion. |
chart
|
KLB BK III
Pgs 29-31 |
|
| 1 | 3 |
LIVESTOCK REARING PRACTICES
|
Vaccination.
|
By the end of the
lesson, the learner
should be able to:
State properties of good vaccines. Give examples of common vaccines. |
Exposition of new concepts;
Discussion. |
a vaccine
|
KLB BK III
Pgs 32-33 |
|
| 1 | 4 |
LIVESTOCK REARING PRACTICES
|
Deworming & docking.
Hoof trimming. |
By the end of the
lesson, the learner
should be able to:
Explain reasons for deworming & docking. |
Brain storming;
Brief discussion. |
Sample dewormers.
Tools used in hoof trimming. |
KLB BK III
Pgs 33,36 |
|
| 2 | 1 |
LIVESTOCK REARING PRACTICES
|
Dusting, dipping and spraying.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for dusting, dipping and spraying. |
Brief discussion with questioning.
|
cattle dip
|
KLB BK III
Pgs 38-40 |
|
| 2 | 2 |
LIVESTOCK REARING PRACTICES
|
Breeding-related practices.
Identification of livestock. |
By the end of the
lesson, the learner
should be able to:
Identify practices related to breeding. |
Exposition of new concepts;
Discussion. |
Ear notching patterns.
|
KLB BK III
Pgs 40-41 |
|
| 2 | 3 |
LIVESTOCK REARING PRACTICES
|
Debeaking and tooth clipping.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for debeaking and tooth clipping. |
Q/A and brief discussion;
Practical activities. |
Debeaking and tooth clipping tools.
|
KLB BK III
Pg 45 |
|
| 2 | 4 |
LIVESTOCK REARING PRACTICES
|
Culling.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for culling animals. Cite basis of culling animals. |
Brain storming;
Brief discussion. |
|
KLB BK III
Pgs 45-46 |
|
| 3 | 1 |
LIVESTOCK REARING PRACTICES
|
Dehorning.
Castration & caponisation. |
By the end of the
lesson, the learner
should be able to:
Identify methods of dehorning. Identify tools used for dehorning. |
Q/A and brief discussion;
Practical activities. |
Dehorning tools.
Tools used in castration. |
KLB BK III
Pgs 47-48 |
|
| 3 | 2 |
LIVESTOCK REARING PRACTICES
|
Management during parturition.
|
By the end of the
lesson, the learner
should be able to:
Outline management practices during parturition in cattle, sheep, goats, pigs and rabbits. Identify signs of farrowing. |
Brain storming;
Exposition; Detailed discussion. |
student book
|
KLB BK III
Pgs 52-56 |
|
| 3 | 3 |
LIVESTOCK REARING PRACTICES
|
Management during parturition.
|
By the end of the
lesson, the learner
should be able to:
Outline management practices during parturition in cattle, sheep, goats, pigs and rabbits. Identify signs of farrowing. |
Brain storming;
Exposition; Detailed discussion. |
student book
|
KLB BK III
Pgs 52-56 |
|
| 3 | 4 |
LIVESTOCK REARING PRACTICES
|
BEE KEEPING
Importance of bee keeping.
Bee colony.
Life cycle of a bee. Siting an apiary. |
By the end of the
lesson, the learner
should be able to:
Outline importance of bee keeping. Identify members of a bee colony. |
Brain storming; Detailed discussion. |
different types of bees
illustrative chart |
KLB BK III
Pgs 56-59 |
|
| 4 | 1 |
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 |
|
| 4 | 2 |
LIVESTOCK REARING PRACTICES
|
Bee management.
Swarming of bees. |
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
Protective gear. |
KLB BK III
Pgs 66-68 |
|
| 4 | 3 |
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 |
|
| 4 | 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 |
|
| 5 | 1 |
LIVESTOCK REARING PRACTICES
|
FISH FARMING
Importance of fish.
Requirements for fish farming.
Stocking, feeding, cropping and harvesting. |
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 |
|
| 5 | 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 |
|
| 5 | 3 |
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 | 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.
Fences. |
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.
Chart - Parts of wire fence |
KLB BK III
Pgs 106-110 |
|
| 6 | 3 |
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 |
|
| 6 | 4 |
AGRICULTURAL ECONOMICS II
|
Meaning of land tenure.
Communal land tenure.
Individual 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 | 1 |
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 |
|
| 7 | 2 |
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 |
|
| 7 | 3 |
AGRICULTURAL ECONOMICS II
SOIL AND WATER CONSERVATION |
Development of settlement schemes in Kenya.
Soil erosion. |
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
illustrative chart |
KLB BK III
Pgs 152-7 |
|
| 7 | 4 |
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 |
|
| 8 | 1 |
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 |
|
| 8 | 2 |
SOIL AND WATER CONSERVATION
|
Methods of soil and water conservation.
Types of terraces. |
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. |
Terraces.
|
KLB BK III
Pgs 178-183 |
|
| 8 | 3 |
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 |
|
| 8 | 4 |
WEEDS AND WEED CONTROL
|
Identification of common weeds.
Effects of 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.
Useful and harmful weeds. |
KLB BK III Pgs 192-199 |
|
| 9 | 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 |
|
| 9 | 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 |
|
| 9 |
MIDTERM |
|||||||
| 10 | 1 |
WEEDS AND WEED CONTROL
|
Herbicides and the environment.
Mechanical weed control. |
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 |
|
| 10 | 2 |
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 |
|
| 10 | 3 |
CROP PESTS AND DISEASES
|
Effects of crop pests.
Classification of pests.
Field insect pests. |
By the end of the
lesson, the learner
should be able to:
State harmful effects of crop pests. Outline criteria for classifying pests. |
Brain storming; Exposition of new concepts. |
diagrams of pests
Picture Common field insect pests, Infested crops. |
KLB BK III
Pgs 213-214 |
|
| 10 | 4 |
CROP PESTS AND DISEASES
|
Piercing and sucking pests.
|
By the end of the
lesson, the learner
should be able to:
Identify common piercing and sucking pests. |
Examining some piercing and sucking pests.
Identifying parts of crops attacked. |
Pictures Common Piercing and sucking pests.
Infested crops. |
KLB BK III
Pgs 218-221 |
|
| 11 | 1 |
CROP PESTS AND DISEASES
|
Other field pests.
|
By the end of the
lesson, the learner
should be able to:
Describe harmful effects caused by nematodes, mites, rodents and birds. |
Brain storming;
Brief discussion. |
damaged crops by pests Pictures
|
KLB BK III
Pgs 221-223 |
|
| 11 | 2 |
CROP PESTS AND DISEASES
|
Storage pests.
Crop pest control. |
By the end of the
lesson, the learner
should be able to:
Identify common storage pests. |
Examining storage pests.
Identifying parts of crops attacked. |
Storage pests, infested cereals Pictures
|
KLB BK III
Pgs 224-226 |
|
| 11 | 3 |
CROP PESTS AND DISEASES
|
Pesticides.
|
By the end of the
lesson, the learner
should be able to:
Outline criteria for classifying pesticides. Highlight factors affecting effectiveness of a pesticide. State advantages of using pesticides. |
Exposition, detailed discussion.
|
common pesticides
|
KLB BK III
Pgs 230-232 |
|
| 11 | 4 |
CROP PESTS AND DISEASES
|
Biological pest control.
Effects of diseases.
Fungal diseases. |
By the end of the
lesson, the learner
should be able to:
State advantages of using biological pest control. Identify effects of crop diseases. |
Brain storming;
Exposition; Brief discussion. |
Crop parts infected with diseases.
Crops affected by fungal diseases. |
KLB BK III
Pgs 233-234 |
|
| 12 | 1 |
CROP PESTS AND DISEASES
|
Viral diseases.
|
By the end of the
lesson, the learner
should be able to:
Identify some viral diseases. |
Expository and descriptive approaches.
|
Crops affected by viral diseases.
|
KLB BK III
Pg 237 |
|
| 12 | 2 |
CROP PESTS AND DISEASES
|
Bacterial diseases.
Nutritional disorders.
|
By the end of the
lesson, the learner
should be able to:
Identify some bacterial diseases. Identify nutritional disorders of crops. |
Expository and descriptive approaches.
Q/A to review nutritional disorders of crops. |
Crops affected by bacterial diseases.
|
KLB BK III
Pg 238-239 |
|
| 12 | 3 |
CROP PESTS AND DISEASES
|
Control of crop diseases.
|
By the end of the
lesson, the learner
should be able to:
Highlight methods of controlling crop diseases. |
Brain storming;
Brief discussion, Answer review questions. |
|
KLB BK III
Pg 239-240 |
|
| 12 | 4 |
CROP PRODUCTION VI FIELD PRACTICES II
|
MAIZE
Ecological requirements.
Describe land preparation
|
By the end of the
lesson, the learner
should be able to:
Outline the ecological requirements of maize. Identify some varieties of maize. Describe land preparation for maize establishment. |
Brain storming; Probing questions; Brief discussion. |
School farm. |
KLB BK III
Pg 242-245 |
|
| 13 | 1 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Field operations.
|
By the end of the
lesson, the learner
should be able to:
Describe field operations on a maize stand. |
Q/A on spacing of crops and fertilizer application;
Brief discussion. |
School farm.
|
KLB BK III
Pg 245-246 |
|
| 13 | 2 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Pest control & Disease control.
Harvesting, storage and marketing of maize. |
By the end of the
lesson, the learner
should be able to:
Identify field and storage pests that attack maize. Identify diseases that attack maize |
Brain storming;
Probing questions; Brief discussion. |
Infested maize.
|
KLB BK III
Pg 246-249 |
|
| 13 | 3 |
CROP PRODUCTION VI FIELD PRACTICES II
|
FINGER MILLET
Ecological requirements and preparation for planting materials.
|
By the end of the
lesson, the learner
should be able to:
Outline the ecological requirements of finger millet. Identify some varieties of finger millet. |
Discussion;
Probing questions. |
Finger millet.
|
KLB BK III
Pg 250-252 |
|
| 13 | 4 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Field operations, pest and disease control.
|
By the end of the
lesson, the learner
should be able to:
Discuss field operations, pest and disease control. |
Examine sorghum attacked by pests / diseases.
Discussion. |
Sorghum attacked by pests / diseases.
|
KLB BK III
Pg 255-259 |
|
| 14 | 1 |
CROP PRODUCTION VI FIELD PRACTICES II
|
SORGHUM
Ecological requirements and preparation for planting materials.
|
By the end of the
lesson, the learner
should be able to:
Outline the ecological requirements of sorghum. Identify some varieties of finger millet. Describe selection and preparation of planting materials. |
Discussion;
Exposition; Probing questions. |
Finger millet.
|
KLB BK III
Pg 250-252 |
|
| 14 | 2 |
CROP PRODUCTION VI FIELD PRACTICES II
|
BEANS
Ecological requirements and preparation for planting materials.
|
By the end of the
lesson, the learner
should be able to:
Outline the ecological requirements for beans. Identify some varieties of beans. |
Exposition and probing questions.
|
|
KLB BK III
Pg 260-261 |
|
| 14 | 3 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Field operations, pest and disease control & harvesting of beans.
RICE Ecological requirements and preparation for planting materials. |
By the end of the
lesson, the learner
should be able to:
Discuss field operations, pest and disease control. |
Examine beans attacked by pests / diseases.
Brain storming; Discussion. |
Bean plants attacked by pests / diseases.
|
KLB BK III
Pg 261-263 |
|
| 14 | 4 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Field operations, pest and disease control & harvesting of rice.
|
By the end of the
lesson, the learner
should be able to:
Discuss field operations, pest and disease control. |
Brain storming;
Discussion. |
Bean plants attacked by pests / diseases.
|
KLB BK III
Pg 261-263 |
|
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