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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
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 |
|
| 2 | 3 |
FARM STRUCTURES
|
Farm buildings.
Livestock structures. |
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. |
Chart - Parts of plunge dip/ spray race /milking shed.
|
KLB BK III
Pgs 89-93 |
|
| 2 | 4 |
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 |
|
| 3 | 1-2 |
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. State advantages of a live fence over a wire fence. Identify types of wire fences. |
Brain storming;
Drawing diagrams; Discussion. Brain storming; Discussion. |
Poultry house & a piggery unit.
Chart - Parts of wire fence |
KLB BK III
Pgs 106-110 KLB BK III Pgs 124-130 |
|
| 3 | 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 |
|
| 3 | 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 |
|
| 4 | 1-2 |
AGRICULTURAL ECONOMICS II
|
Individual land tenure
Land fragmentation. Land reforms. |
By the end of the
lesson, the learner
should be able to:
State advantages and disadvantages of individual owner operator, landlordism & tenancy. Discuss land consolidation, tenure reforms, adjudication and registration. |
Exposition of new concepts;
Probing questions; Discussion. |
student book
title deed |
KLB BK III
Pgs 142-4 KLB BK III Pgs 147-152 |
|
| 4 | 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 |
|
| 4 | 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 |
|
| 5 | 1-2 |
SOIL AND WATER CONSERVATION
|
Effects of soil erosion & control measure.
Mass wasting (solifluction) |
By the end of the
lesson, the learner
should be able to:
Highlight effects of soil erosion & measures of control. Identify types of mass wasting. State effects of mass wasting. |
Brain storming;
Brief discussion. |
pictures
illusrative pictures |
KLB BK III
Pgs 167-8 KLB BK III Pgs 168-172 |
|
| 5 | 3 |
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 |
|
| 5 | 4 |
SOIL AND WATER CONSERVATION
|
Types of terraces.
Harvesting water. |
By the end of the
lesson, the learner
should be able to:
Identify types of terraces. |
Observing terraces;
Drawing diagrams; brief discussion. |
Terraces.
illustrativepictures |
KLB BK III
Pgs 183-8 |
|
| 6 | 1-2 |
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. Highlight harmful effects of weeds. Highlight benefits of weeds. |
Drawing Illustrative diagrams; Weed mounting; Brain storming; Brief discussion. |
Common weeds. Useful and harmful weeds. |
KLB BK III Pgs 192-199 KLB BK III Pgs 200-2 |
|
| 6 | 3 |
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 |
|
| 6 | 4 |
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 |
|
| 7 | 1-2 |
WEEDS AND WEED CONTROL
|
Herbicides and the environment.
Mechanical weed control. Cultural biological & legislative methods of 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. State advantages of tillage as a method of weed eradication. |
Brain storming;
Brief discussion. |
herbicides
|
KLB BK III
Pgs 208-9 KLB BK III Pgs 209-210 |
|
| 7 | 3 |
CROP PESTS AND DISEASES
|
Effects of crop pests.
Classification of 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
|
KLB BK III
Pgs 213-214 |
|
| 7 | 4 |
CROP PESTS AND DISEASES
|
Field insect pests.
|
By the end of the
lesson, the learner
should be able to:
Identify common field insect pests. |
Examining some insect pests.
Identifying parts of crops attacked. |
Picture Common field insect pests,
Infested crops. |
KLB BK III
Pgs 214-218 |
|
| 8 | 1-2 |
CROP PESTS AND DISEASES
|
Piercing and sucking pests.
Other field pests. |
By the end of the
lesson, the learner
should be able to:
Identify common piercing and sucking pests. Describe harmful effects caused by nematodes, mites, rodents and birds. |
Examining some piercing and sucking pests.
Identifying parts of crops attacked. Brain storming; Brief discussion. |
Pictures Common Piercing and sucking pests.
Infested crops. damaged crops by pests Pictures |
KLB BK III
Pgs 218-221 KLB BK III Pgs 221-223 |
|
| 8 | 3 |
CROP PESTS AND DISEASES
|
Storage pests.
|
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 |
|
| 8 | 4 |
CROP PESTS AND DISEASES
|
Crop pest control.
Pesticides. |
By the end of the
lesson, the learner
should be able to:
Outline methods for controlling pests. |
Brain storming;
Brief discussion. |
common pesticides
|
KLB BK III
Pgs 226-230 |
|
| 9 | 1-2 |
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. Highlight harmful effects of diseases. Identify some fungal diseases. |
Brain storming;
Exposition; Brief discussion. Expository and descriptive approaches. |
Crop parts infected with diseases.
Crops affected by fungal diseases. |
KLB BK III
Pgs 233-234 KLB BK III Pgs 234-237 |
|
| 9 | 3 |
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 |
|
| 9 | 4 |
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 |
|
| 10 | 1-2 |
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 |
|
| 10 | 3 |
CROP PRODUCTION VI FIELD PRACTICES II
|
MAIZE
Ecological requirements.
Describe land preparation
Field operations. |
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 |
|
| 10 | 4 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Pest control & Disease control.
|
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 |
|
| 11 | 1-2 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Harvesting, storage and marketing of maize.
FINGER MILLET Ecological requirements and preparation for planting materials. |
By the end of the
lesson, the learner
should be able to:
Describe harvesting, storage and marketing of maize. Outline the ecological requirements of finger millet. Identify some varieties of finger millet. |
Brief discussion with oral questioning.
Discussion; Probing questions. |
Finger millet. |
KLB BK III
Pg 249-250 KLB BK III Pg 250-252 |
|
| 11 | 3 |
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 |
|
| 11 | 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 |
|
| 12 | 1-2 |
CROP PRODUCTION VI FIELD PRACTICES II
|
SORGHUM
Ecological requirements and preparation for planting materials.
BEANS Ecological requirements and preparation for planting materials. Field operations, pest and disease control & harvesting of beans. |
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. Discuss field operations, pest and disease control. |
Discussion;
Exposition; Probing questions. Examine beans attacked by pests / diseases. Brain storming; Discussion. |
Finger millet.
Bean plants attacked by pests / diseases. |
KLB BK III
Pg 250-252 KLB BK III Pg 261-263 |
|
| 12 | 3 |
CROP PRODUCTION VI FIELD PRACTICES II
|
RICE
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 rice. |
Exposition and probing questions.
|
|
KLB BK III
Pg 260-261 |
|
| 12 | 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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