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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Conserving Agricultural Environment
|
Soil conservation measures
Importance
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of soil conservation in agricultural environment, Describe methods of soil conservation in agricultural environment, Carry out soil conservation activities in the school environment, Demonstrate caring attitude towards soil in agricultural environment. |
In groups, learners are guided to
Discussing in pairs the importance of soil conservation in agricultural environment. Form groups, search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, bund formation) using digital devices and print media. Conduct a practical activity: in groups, learners to explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines, and bund formation. Conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and 2papier-mache to demonstrate farm layout with various soil conservation measures. |
Why should we conserve soil in the environment?
How can we conserve soil in the environment?
|
Stones
Trash from plat remains Spade Jembe Planting materials for grass Any cover crop Waste papers Soil Carton Cardboard Digital resources Mentor Agriculture Learner |
Observation of learning activity
Written assignments
|
|
| 1 | 2 |
Conserving Agricultural Environment
|
Soil conservation measures
Importance
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of soil conservation in agricultural environment, Describe methods of soil conservation in agricultural environment, Carry out soil conservation activities in the school environment, Demonstrate caring attitude towards soil in agricultural environment. |
In groups, learners are guided to
Discussing in pairs the importance of soil conservation in agricultural environment. Form groups, search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, bund formation) using digital devices and print media. Conduct a practical activity: in groups, learners to explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines, and bund formation. Conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and 2papier-mache to demonstrate farm layout with various soil conservation measures. |
Why should we conserve soil in the environment?
How can we conserve soil in the environment?
|
Stones
Trash from plat remains Spade Jembe Planting materials for grass Any cover crop Waste papers Soil Carton Cardboard Digital resources Mentor Agriculture Learner |
Observation of learning activity
Written assignments
|
|
| 1 | 3 |
Conserving Agricultural Environment
|
Soil conservation measures
Importance
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of soil conservation in agricultural environment, Describe methods of soil conservation in agricultural environment, Carry out soil conservation activities in the school environment, Demonstrate caring attitude towards soil in agricultural environment. |
In groups, learners are guided to
Discussing in pairs the importance of soil conservation in agricultural environment. Form groups, search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, bund formation) using digital devices and print media. Conduct a practical activity: in groups, learners to explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines, and bund formation. Conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and 2papier-mache to demonstrate farm layout with various soil conservation measures. |
Why should we conserve soil in the environment?
How can we conserve soil in the environment?
|
Stones
Trash from plat remains Spade Jembe Planting materials for grass Any cover crop Waste papers Soil Carton Cardboard Digital resources Mentor Agriculture Learner |
Observation of learning activity
Written assignments
|
|
| 1 | 4 |
Conserving Agricultural Environment
|
Soil conservation measures
Importance
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of soil conservation in agricultural environment, Describe methods of soil conservation in agricultural environment, Carry out soil conservation activities in the school environment, Demonstrate caring attitude towards soil in agricultural environment. |
In groups, learners are guided to
Discussing in pairs the importance of soil conservation in agricultural environment. Form groups, search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, bund formation) using digital devices and print media. Conduct a practical activity: in groups, learners to explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines, and bund formation. Conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and 2papier-mache to demonstrate farm layout with various soil conservation measures. |
Why should we conserve soil in the environment?
How can we conserve soil in the environment?
|
Stones
Trash from plat remains Spade Jembe Planting materials for grass Any cover crop Waste papers Soil Carton Cardboard Digital resources Mentor Agriculture Learner |
Observation of learning activity
Written assignments
|
|
| 2 | 1 |
Conserving Agricultural Environment
|
Soil conservation measures
Methods of soil conservation
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of soil conservation in agricultural environment, Describe methods of soil conservation in agricultural environment, Carry out soil conservation activities in the school environment, Demonstrate caring attitude towards soil in agricultural environment. |
In groups, learners are guided to
Discussing in pairs the importance of soil conservation in agricultural environment. Form groups, search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, bund formation) using digital devices and print media. Conduct a practical activity: in groups, learners to explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines, and bund formation. Conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and 2papier-mache to demonstrate farm layout with various soil conservation measures. |
Why should we conserve soil in the environment?
How can we conserve soil in the environment?
|
Stones
Trash from plat remains Spade Jembe Planting materials for grass Any cover crop Waste papers Soil Carton Cardboard Digital resources Mentor Agriculture Learner |
Observation of learning activity
Written assignments
|
|
| 2 | 2 |
Conserving Agricultural Environment
|
Soil conservation measures
Methods of soil conservation
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of soil conservation in agricultural environment, Describe methods of soil conservation in agricultural environment, Carry out soil conservation activities in the school environment, Demonstrate caring attitude towards soil in agricultural environment. |
In groups, learners are guided to
Discussing in pairs the importance of soil conservation in agricultural environment. Form groups, search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, bund formation) using digital devices and print media. Conduct a practical activity: in groups, learners to explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines, and bund formation. Conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and 2papier-mache to demonstrate farm layout with various soil conservation measures. |
Why should we conserve soil in the environment?
How can we conserve soil in the environment?
|
Stones
Trash from plat remains Spade Jembe Planting materials for grass Any cover crop Waste papers Soil Carton Cardboard Digital resources Mentor Agriculture Learner |
Observation of learning activity
Written assignments
|
|
| 2 | 3 |
Conserving Agricultural Environment
|
Soil conservation measures
Methods of soil conservation
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of soil conservation in agricultural environment, Describe methods of soil conservation in agricultural environment, Carry out soil conservation activities in the school environment, Demonstrate caring attitude towards soil in agricultural environment. |
In groups, learners are guided to
Discussing in pairs the importance of soil conservation in agricultural environment. Form groups, search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, bund formation) using digital devices and print media. Conduct a practical activity: in groups, learners to explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines, and bund formation. Conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and 2papier-mache to demonstrate farm layout with various soil conservation measures. |
Why should we conserve soil in the environment?
How can we conserve soil in the environment?
|
Stones
Trash from plat remains Spade Jembe Planting materials for grass Any cover crop Waste papers Soil Carton Cardboard Digital resources Mentor Agriculture Learner |
Observation of learning activity
Written assignments
|
|
| 2 | 4 |
Conserving Agricultural Environment
|
Water harvesting and storage
Methods and ways of harvesting water for farming
|
By the end of the
lesson, the learner
should be able to:
Outline methods of harvesting water for farming purposes, Discuss ways of storing harvested water for farming purposes, Take part in harvesting and storing water in the school for farming purposes, Show responsibility in harvesting and storing water for farming. |
In groups leaners are guided to:
Brainstorm in pairs, methods of harvesting water for farming purposes. Search and share information in groups, on how water can be stored for farming purposes, using methods such as shallow water pans, water ponds and water tanks using digital devices and print media. Make class presentations on possible initiatives that can be made to harvest and store rain water and surface runoff in the school environment. Initiate measures towards water harvesting and storage of their choice in the school. |
How can we harvest and store water for agricultural purposes?
|
Gardening tools
Jembe Spade Panga Slasher Manila papers Marker pens Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on water conservation structure
|
|
| 3 | 1 |
Conserving Agricultural Environment
|
Water harvesting and storage
Methods and ways of storing harvested water
|
By the end of the
lesson, the learner
should be able to:
Outline methods of harvesting water for farming purposes, Discuss ways of storing harvested water for farming purposes, Take part in harvesting and storing water in the school for farming purposes, Show responsibility in harvesting and storing water for farming. |
In groups leaners are guided to:
Brainstorm in pairs, methods of harvesting water for farming purposes. Search and share information in groups, on how water can be stored for farming purposes, using methods such as shallow water pans, water ponds and water tanks using digital devices and print media. Make class presentations on possible initiatives that can be made to harvest and store rain water and surface runoff in the school environment. Initiate measures towards water harvesting and storage of their choice in the school. |
How can we harvest and store water for agricultural purposes?
|
Gardening tools
Jembe Spade Panga Slasher Manila papers Marker pens Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on water conservation structure
|
|
| 3 | 2 |
Conserving Agricultural Environment
|
Water harvesting and storage
Methods and ways of storing harvested water
|
By the end of the
lesson, the learner
should be able to:
Outline methods of harvesting water for farming purposes, Discuss ways of storing harvested water for farming purposes, Take part in harvesting and storing water in the school for farming purposes, Show responsibility in harvesting and storing water for farming. |
In groups leaners are guided to:
Brainstorm in pairs, methods of harvesting water for farming purposes. Search and share information in groups, on how water can be stored for farming purposes, using methods such as shallow water pans, water ponds and water tanks using digital devices and print media. Make class presentations on possible initiatives that can be made to harvest and store rain water and surface runoff in the school environment. Initiate measures towards water harvesting and storage of their choice in the school. |
How can we harvest and store water for agricultural purposes?
|
Gardening tools
Jembe Spade Panga Slasher Manila papers Marker pens Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on water conservation structure
|
|
| 3 | 3 |
Crop production
|
Square foot gardening
Concept of square foot gardening
|
By the end of the
lesson, the learner
should be able to:
Describe the concept of square foot gardening in growing crops, Prepare square foot garden for growing crops, Establish a set of crops in the square foot garden, Appraise the value of square foot gardening for household nutrition |
In groups leaners are guided to:
Form groups and search for information and share findings through presentations on the concept of square foot gardening for growing vegetables, spices and herbs. To prepare in groups a garden with a set of partitions each measuring at least 1ft by 1 ft. (30cmby 30cm). The actual measurement may be varied based on the learners |
What is square foot gardening?
How can we grow crops through square foot gardening?
|
Gardening tools
Jembe Spade Panga Slasher Manila papers Marker pens Tape measure Planting materials like vegetable herbs Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio
|
|
| 3 | 4 |
Crop production
|
Square foot gardening
Concept of square foot gardening
|
By the end of the
lesson, the learner
should be able to:
Describe the concept of square foot gardening in growing crops, Prepare square foot garden for growing crops, Establish a set of crops in the square foot garden, Appraise the value of square foot gardening for household nutrition |
In groups leaners are guided to:
Form groups and search for information and share findings through presentations on the concept of square foot gardening for growing vegetables, spices and herbs. To prepare in groups a garden with a set of partitions each measuring at least 1ft by 1 ft. (30cmby 30cm). The actual measurement may be varied based on the learners |
What is square foot gardening?
How can we grow crops through square foot gardening?
|
Gardening tools
Jembe Spade Panga Slasher Manila papers Marker pens Tape measure Planting materials like vegetable herbs Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio
|
|
| 4 | 1 |
Crop production
|
Square foot gardening
Preparation of square foot garden
|
By the end of the
lesson, the learner
should be able to:
Describe the concept of square foot gardening in growing crops, Prepare square foot garden for growing crops, Establish a set of crops in the square foot garden, Appraise the value of square foot gardening for household nutrition |
In groups leaners are guided to:
Form groups and search for information and share findings through presentations on the concept of square foot gardening for growing vegetables, spices and herbs. To prepare in groups a garden with a set of partitions each measuring at least 1ft by 1 ft. (30cmby 30cm). The actual measurement may be varied based on the learners |
What is square foot gardening?
How can we grow crops through square foot gardening?
|
Gardening tools
Jembe Spade Panga Slasher Manila papers Marker pens Tape measure Planting materials like vegetable herbs Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio
|
|
| 4 | 2 |
Crop production
|
Square foot gardening
Establishes crops for square foot gardening
|
By the end of the
lesson, the learner
should be able to:
Describe the concept of square foot gardening in growing crops, Prepare square foot garden for growing crops, Establish a set of crops in the square foot garden, Appraise the value of square foot gardening for household nutrition |
In groups leaners are guided to:
Form groups and search for information and share findings through presentations on the concept of square foot gardening for growing vegetables, spices and herbs. To prepare in groups a garden with a set of partitions each measuring at least 1ft by 1 ft. (30cmby 30cm). The actual measurement may be varied based on the learners |
What is square foot gardening?
How can we grow crops through square foot gardening?
|
Gardening tools
Jembe Spade Panga Slasher Manila papers Marker pens Tape measure Planting materials like vegetable herbs Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio
|
|
| 4 | 3 |
Crop production
|
Square foot gardening
Establishes crops for square foot gardening
|
By the end of the
lesson, the learner
should be able to:
Describe the concept of square foot gardening in growing crops, Prepare square foot garden for growing crops, Establish a set of crops in the square foot garden, Appraise the value of square foot gardening for household nutrition |
In groups leaners are guided to:
Form groups and search for information and share findings through presentations on the concept of square foot gardening for growing vegetables, spices and herbs. To prepare in groups a garden with a set of partitions each measuring at least 1ft by 1 ft. (30cmby 30cm). The actual measurement may be varied based on the learners |
What is square foot gardening?
How can we grow crops through square foot gardening?
|
Gardening tools
Jembe Spade Panga Slasher Manila papers Marker pens Tape measure Planting materials like vegetable herbs Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio
|
|
| 4 | 4 |
Crop production
|
Square foot gardening
Establishes crops for square foot gardening
|
By the end of the
lesson, the learner
should be able to:
Describe the concept of square foot gardening in growing crops, Prepare square foot garden for growing crops, Establish a set of crops in the square foot garden, Appraise the value of square foot gardening for household nutrition |
In groups leaners are guided to:
Form groups and search for information and share findings through presentations on the concept of square foot gardening for growing vegetables, spices and herbs. To prepare in groups a garden with a set of partitions each measuring at least 1ft by 1 ft. (30cmby 30cm). The actual measurement may be varied based on the learners |
What is square foot gardening?
How can we grow crops through square foot gardening?
|
Gardening tools
Jembe Spade Panga Slasher Manila papers Marker pens Tape measure Planting materials like vegetable herbs Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio
|
|
| 5 | 1 |
Crop production
|
Crop management
|
By the end of the
lesson, the learner
should be able to:
Give meaning of pests in vegetable crops, Identify vegetable crops attacked by pests, Identify pests that attack growing vegetable crops, Control pests on vegetable crops, Give meaning of disease in vegetable crops, Identify vegetable crops attacked by diseases, Control diseases on vegetable crops, Acknowledge importance of controlling pests and diseases in vegetable production |
In groups leaners are guided to:
Brainstorm in pairs the meaning of the term crop pests. Take a field excursion to observe and identify vegetable crops attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found. Observe and identify pests (aphids, cutworms, caterpillars) during the field excursion. Observe and identify pests that attack vegetable crops from displayed charts or digital resources (aphids, cutworms, caterpillars). Control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying ash. |
How can we identify vegetable crops attacked by pests and diseases?
How can we control pests and diseases in crops?
|
Samples of crop materials affected by crop pest and diseases
Field with growing crops Digital resources Charts displaying various crop pest and diseases Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on crop pests.
|
|
| 5 | 2 |
Crop production
|
Crop management
|
By the end of the
lesson, the learner
should be able to:
Give meaning of pests in vegetable crops, Identify vegetable crops attacked by pests, Identify pests that attack growing vegetable crops, Control pests on vegetable crops, Give meaning of disease in vegetable crops, Identify vegetable crops attacked by diseases, Control diseases on vegetable crops, Acknowledge importance of controlling pests and diseases in vegetable production |
In groups leaners are guided to:
Brainstorm in pairs the meaning of the term crop pests. Take a field excursion to observe and identify vegetable crops attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found. Observe and identify pests (aphids, cutworms, caterpillars) during the field excursion. Observe and identify pests that attack vegetable crops from displayed charts or digital resources (aphids, cutworms, caterpillars). Control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying ash. |
How can we identify vegetable crops attacked by pests and diseases?
How can we control pests and diseases in crops?
|
Samples of crop materials affected by crop pest and diseases
Field with growing crops Digital resources Charts displaying various crop pest and diseases Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on crop pests.
|
|
| 5 | 3 |
Crop production
|
Crop management
|
By the end of the
lesson, the learner
should be able to:
Give meaning of pests in vegetable crops, Identify vegetable crops attacked by pests, Identify pests that attack growing vegetable crops, Control pests on vegetable crops, Give meaning of disease in vegetable crops, Identify vegetable crops attacked by diseases, Control diseases on vegetable crops, Acknowledge importance of controlling pests and diseases in vegetable production |
In groups leaners are guided to:
Brainstorm in pairs the meaning of the term crop pests. Take a field excursion to observe and identify vegetable crops attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found. Observe and identify pests (aphids, cutworms, caterpillars) during the field excursion. Observe and identify pests that attack vegetable crops from displayed charts or digital resources (aphids, cutworms, caterpillars). Control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying ash. |
How can we identify vegetable crops attacked by pests and diseases?
How can we control pests and diseases in crops?
|
Samples of crop materials affected by crop pest and diseases
Field with growing crops Digital resources Charts displaying various crop pest and diseases Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on crop pests.
|
|
| 5 | 4 |
Crop production
|
Crop management
|
By the end of the
lesson, the learner
should be able to:
Give meaning of pests in vegetable crops, Identify vegetable crops attacked by pests, Identify pests that attack growing vegetable crops, Control pests on vegetable crops, Give meaning of disease in vegetable crops, Identify vegetable crops attacked by diseases, Control diseases on vegetable crops, Acknowledge importance of controlling pests and diseases in vegetable production |
In groups leaners are guided to:
Brainstorm in pairs the meaning of the term crop pests. Take a field excursion to observe and identify vegetable crops attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found. Observe and identify pests (aphids, cutworms, caterpillars) during the field excursion. Observe and identify pests that attack vegetable crops from displayed charts or digital resources (aphids, cutworms, caterpillars). Control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying ash. |
How can we identify vegetable crops attacked by pests and diseases?
How can we control pests and diseases in crops?
|
Samples of crop materials affected by crop pest and diseases
Field with growing crops Digital resources Charts displaying various crop pest and diseases Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on crop pests.
|
|
| 6 | 1 |
Crop production
|
Crop management
|
By the end of the
lesson, the learner
should be able to:
Give meaning of pests in vegetable crops, Identify vegetable crops attacked by pests, Identify pests that attack growing vegetable crops, Control pests on vegetable crops, Give meaning of disease in vegetable crops, Identify vegetable crops attacked by diseases, Control diseases on vegetable crops, Acknowledge importance of controlling pests and diseases in vegetable production |
In groups leaners are guided to:
Brainstorm in pairs the meaning of the term crop pests. Take a field excursion to observe and identify vegetable crops attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found. Observe and identify pests (aphids, cutworms, caterpillars) during the field excursion. Observe and identify pests that attack vegetable crops from displayed charts or digital resources (aphids, cutworms, caterpillars). Control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying ash. |
How can we identify vegetable crops attacked by pests and diseases?
How can we control pests and diseases in crops?
|
Samples of crop materials affected by crop pest and diseases
Field with growing crops Digital resources Charts displaying various crop pest and diseases Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on crop pests.
|
|
| 6 | 2 |
Crop production
|
Crop management
|
By the end of the
lesson, the learner
should be able to:
Give meaning of pests in vegetable crops, Identify vegetable crops attacked by pests, Identify pests that attack growing vegetable crops, Control pests on vegetable crops, Give meaning of disease in vegetable crops, Identify vegetable crops attacked by diseases, Control diseases on vegetable crops, Acknowledge importance of controlling pests and diseases in vegetable production |
In groups leaners are guided to:
Brainstorm in pairs the meaning of the term crop pests. Take a field excursion to observe and identify vegetable crops attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found. Observe and identify pests (aphids, cutworms, caterpillars) during the field excursion. Observe and identify pests that attack vegetable crops from displayed charts or digital resources (aphids, cutworms, caterpillars). Control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying ash. |
How can we identify vegetable crops attacked by pests and diseases?
How can we control pests and diseases in crops?
|
Samples of crop materials affected by crop pest and diseases
Field with growing crops Digital resources Charts displaying various crop pest and diseases Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on crop pests.
|
|
| 6 | 3 |
Crop production
|
Crop management
|
By the end of the
lesson, the learner
should be able to:
Give meaning of pests in vegetable crops, Identify vegetable crops attacked by pests, Identify pests that attack growing vegetable crops, Control pests on vegetable crops, Give meaning of disease in vegetable crops, Identify vegetable crops attacked by diseases, Control diseases on vegetable crops, Acknowledge importance of controlling pests and diseases in vegetable production |
In groups leaners are guided to:
Brainstorm in pairs the meaning of the term crop pests. Take a field excursion to observe and identify vegetable crops attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found. Observe and identify pests (aphids, cutworms, caterpillars) during the field excursion. Observe and identify pests that attack vegetable crops from displayed charts or digital resources (aphids, cutworms, caterpillars). Control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying ash. |
How can we identify vegetable crops attacked by pests and diseases?
How can we control pests and diseases in crops?
|
Samples of crop materials affected by crop pest and diseases
Field with growing crops Digital resources Charts displaying various crop pest and diseases Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on crop pests.
|
|
| 6 | 4 |
Crop production
|
Crop management
|
By the end of the
lesson, the learner
should be able to:
Give meaning of pests in vegetable crops, Identify vegetable crops attacked by pests, Identify pests that attack growing vegetable crops, Control pests on vegetable crops, Give meaning of disease in vegetable crops, Identify vegetable crops attacked by diseases, Control diseases on vegetable crops, Acknowledge importance of controlling pests and diseases in vegetable production |
In groups leaners are guided to:
Brainstorm in pairs the meaning of the term crop pests. Take a field excursion to observe and identify vegetable crops attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found. Observe and identify pests (aphids, cutworms, caterpillars) during the field excursion. Observe and identify pests that attack vegetable crops from displayed charts or digital resources (aphids, cutworms, caterpillars). Control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying ash. |
How can we identify vegetable crops attacked by pests and diseases?
How can we control pests and diseases in crops?
|
Samples of crop materials affected by crop pest and diseases
Field with growing crops Digital resources Charts displaying various crop pest and diseases Mentor Agriculture Learner |
Observation of learning activity
Written assignments
Oral assessment
Group project
Portfolio on crop pests.
|
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