INTRODUCTION TO AGRICULTURE

Introduction. Branches of Agriculture.

By the end of the lesson, the learner should be able to:
By the end of the lesson, the learner should be able:

To define Agriculture as an art and a science.


To describe the branches of Agriculture.

Brainstorming:
Teacher elicits the definition of Agriculture.
Discussion- Branches of Agriculture: crop farming, livestock farming, Agricultural Economics, Agriculture Engineering, e.t.c.

Chart- Branches of Agriculture.

Livestock / Crop products.

KLB
Pages 1-3 

INTRODUCTION TO AGRICULTURE

branches of agriculture
crop farming
Farming Systems.

By the end of the lesson, the learner should be able to:
to state and explain branches of agriculture
To state and explain crop farming systems
To define a farming system.
To identify factors that affect choice of a farming system.

Brain storming, guided questions and detailed discussion.
Brain storming, guided questions and detailed discussion.
Teacher exposes the meaning of a farming system.
Discussion on factors that affect choice of a farming system.

Livestock / Crop raw produce, industrial goods, flow charts.

text book
Resource person.

KLB Pages  2
KLB Pages  3

INTRODUCTION TO AGRICULTURE

Farming systems in Kenya. Intensive farming systems.

By the end of the lesson, the learner should be able to:
To describe various farming systems practised intensively.

To state advantages and disadvantages of each type of intensive farming.

Q/A & Discussion

text book

KLB Pages  4

INTRODUCTION TO AGRICULTURE

Extensive farming systems. Advantages and disadvantages of extensive farming system.

By the end of the lesson, the learner should be able to:
To describe various farming systems practised extensively.

To state advantages and disadvantages of each type of extensive farming.

Discussion:
Q/A and explanations.

Relevant photographs: plantations, ranches, dairy farms.

KLB
Pages 5

INTRODUCTION TO AGRICULTURE

Methods of farming. Mixed farming.
Nomadic Pastoralism.

By the end of the lesson, the learner should be able to:
To define mixed farming.

To state advantages and disadvantages of mixed farming.
To define nomadic pastoralism.
To state advantages and disadvantages of nomadic pastoralism.

Probing questions.
Discussion- factors favouring / militating against mixed farming.

Probing questions.
Discussion- factors favouring / militating against pastoralism.

film
text book

KLB
Pages 5
KLB Pages 5

INTRODUCTION TO AGRICULTURE

Shifting cultivation.
Roe of agriculture to kenyan economy

By the end of the lesson, the learner should be able to:
To define shifting cultivation.
To state advantages and disadvantages of shifting cultivation.
To explain the role of  agriculture to kenyan economy

Exposition;
Discussion.
Probing questions.
Discussion

text book
 Charts & photographs.

KLB Pages 5

FACTORS INFLUENCING AGRICULTURE

Human factors.
Climatic factors. - Rainfall.

By the end of the lesson, the learner should be able to:
To explain the human factors influencing Agriculture.
To discuss at length influence of rainfall on Agriculture.
To identify farming practices that:
Reduce effects of water shortage.
Overcome effects of excess water.

Detailed discussion and probing questions on: Health (emphasis on HIV/AIDS), education level, communication, economic development, marketing, government policies, e.t.c.
Q/A and explanations about: rainfall i.e. lack of rainfall, excess rainfall, rainfall intensity, distribution and reliability.
Exposition and explanations.

Data on HIV/AIDS.
Weather station instruments:
rain gauge.

K.L.B.
Pg 8

FACTORS INFLUENCING AGRICULTURE

- Temperature.
- Light.
- Wind and Relative Humidity.

By the end of the lesson, the learner should be able to:
To define cardinal temperature range, maximum and minimum temperature, optimum temperature.
To identify factors that cause temperature variations.
To explain ways in which plants/ animals overcome extreme temperatures.

To state functions of light.
To describe characteristics of light.
To identify effects of wind on agricultural production.
To explain relation between relative humidity and rate of evapotranspiration.

Exposition and explanation.
Discussion and Q/A on; altitude, latitude, seasons, winds, clouds, slope, e.t.c.
Students highlight ways in which plants / animals overcome extreme temperatures, then the
teacher delves into the details.
Q/A: Functions of light.
Exposition & Discussion: Light intensity, duration and wavelength.
Q/A: Uses and nuisances of wind.
Exposition: Meaning of relative humidity.
Discussion: Relative humidity v/s rate of evapotranspiration.

Thermometers.
text book

KLB
Page 13
KLB
Page 15

FACTORS INFLUENCING AGRICULTURE

Biotic factors.

By the end of the lesson, the learner should be able to:
To explain effects of biotic factors on Agriculture.

Q/A and explanations on effects of: pests, diseases, pathogens, predators, pollinators, bacteria, e.t.c. on Agriculture.

Wall charts / Sample pe pollinators.

KLB
Pages 11

FACTORS INFLUENCING AGRICULTURE

Edaphic factors.
Soil profile.

By the end of the lesson, the learner should be able to:
To define soil.
To state uses of soil.
To identify forms of weathering.
To define soil profile.
To represent soil profile diagrammatically.
To explain effects of soil profile on crop production.

Q/A and explanation: definition of soil, its uses.
Exposition: Teacher exposes meaning of weathering and forms of weathering.
Exposition ? Definition.
Drawing and labelling soil horizons.
Explanation and questioning: soil horizons v/s crop production.

Soil / rock samples.
Chart ? Soil profile.

KLB
Page 22.16

FACTORS INFLUENCING AGRICULTURE

Soil constituents & sedimentation.
Soil texture.
Water retention of soils.

By the end of the lesson, the learner should be able to:
To explain the importance of the soil constituents.
To define soil texture.
To identify textural classes of soil.
To identify types of soils.
To describe an experiment to show:
Water retention of soils.
Capillary rates of different soils.

Discussion: Constituents of soil and importance of each constituent.
Group experiment- Mechanical analysis of soil.
Discuss the results.
Expose meaning of soil texture.
Group experiments.
Discussion of observations.

school garden
Sieve meshes of different diameters,
Beakers,
Garden soil,
Weighing balance.
Sandy, Loam,
Clay soil
Cotton wool
Funnels
Stop watches
Rulers
Measuring cylinders.

KLB Page 24
KLB
Pages 24

FACTORS INFLUENCING AGRICULTURE

Effect of soil water holding properties on crop production.

By the end of the lesson, the learner should be able to:
To explain the effects of soil water holding properties on crop production.

Q/A and explanation about soil aeration and drainage and their influences on growth of crops.

school garden

KLB
Pages 39

FACTORS INFLUENCING AGRICULTURE

Soil structure.

By the end of the lesson, the learner should be able to:
To define soil structure.
To identify types of soil structure.
To identify mans influence on soil structure.
To explain effects of soil structure on crops.

Detailed discussion.
Drawing of diagram- soil horizons.
Q/A: Man?s influence on soil structure.
Q/A: Soil structure v/s Crop production.

Chart- soil structure forms.

KLB
Page 40

LIVESTOCK HEALTH I (introduction to livestock health)

Introduction.
Signs of good health.

By the end of the lesson, the learner should be able to:



To differentiate between health and disease.
To explain importance of keeping animals healthy.

To explain signs that help to identify a healthy animal.

Q/A: Health and disease; and their economic importance.
Discussion: Physical appearance, physiological body functions and morphological conditions of the animal body.

different animals

KLB BK II Pg 115-6
KLB BK II Pg 116-8

LIVESTOCK HEALTH I (introduction to livestock health)

Predisposing factors of animal diseases. Causes of animal diseases.

By the end of the lesson, the learner should be able to:
To identify and explain predisposing factors of animal diseases.

To describe causes of animal diseases.

Q/A & Detailed discussion.


Detailed description of nutritional causes, physical causes and chemical causes.

charts

KLB BK II Pg 119-120

LIVESTOCK HEALTH I (introduction to livestock health)

Bacterial animal diseases.
Viral animal diseases. Protozoan diseases.

By the end of the lesson, the learner should be able to:
To identify bacterial diseases of livestock.
To list down viral diseases of livestock.
To list down protozoan diseases of livestock.

Detailed discussion of bacterial diseases and their control.
Detailed discussion of viral diseases and their control.
Detailed discussion of protozoan diseases and their control.

Chart: Bacterial diseases, causal organism and animals affected.
Chart: Viral diseases, causal organism and animals affected.
Chart: protozoan diseases, causal organism and animals affected.

KLB BK II Pg 122-124

LIVESTOCK HEALTH I (introduction to livestock health)

Management of diseases.

By the end of the lesson, the learner should be able to:
To explain general methods of diseases control.

Q/A: Control of nutritional diseases.
Discussion: Importance of proper housing, isolation / slaughtering of sick animals, imposition of quarantine, prophylaxis, vaccination, vector control, e.t.c.

student book

KLB BK II Pg 125-8

LIVESTOCK HEALTH I (introduction to livestock health)

Handling livestock.

By the end of the lesson, the learner should be able to:
To describe appropriate methods of handling livestock.

Q/A: Handling of animals during treatment, milking, inspecting, e.t.c.
Discussion: Other activities necessitating proper handling of animals, i.e. drenching, injecting, controlling mastitis, hand spraying.
Q/A: Sites that should be sprayed with acarides.

student booK

KLB BK II Pg 129-131

LIVESTOCK HEALTH II (PARASITES)

Tse-tse fly.
Keds, fleas and lice.

By the end of the lesson, the learner should be able to:
To describe parasitic effects of tse-tse fly.
To explain methods of control of tse-tse fly.
To describe harmful effects of keds, fleas and lice on livestock.

Q/A: Disease transmitted by tse-tse fly; and methods of control of tse-tse fly.
Brief discussion.
Q/A: Methods of controlling ectoparasites.

student book
illustrative diagrams of parasites

KLB BK II Pg 134-5

LIVESTOCK HEALTH II (PARASITES)

Ticks. One-host tick.
Two-host tick. Three-host tick. Tick control.
The tapeworm (Taenia spp).

By the end of the lesson, the learner should be able to:
To list down effects of ticks on livestock.

To describe the life cycle of one-host tick.

To describe the life cycle of two-host tick.
To describe the life cycle of twice-host tick.
To explain measures of controlling ticks.
To describe characteristic features of tapeworm.
To identify symptoms of attack by tapeworm.

Q/A: Harmful effects of ticks.


Exposition
Explanations
Exposition and explanations.
Represent the life cycles diagrammatically.

Detailed discussion
Assignment.
Exposition: Labelling a tapeworm/ Observing a preserved specimen of a tapeworm.

Chart-Life cycle oF one-host tick.  illustrative diagrams of parasites
Chart-Life cycles of ticks.  illustrative diagrams of parasites
illustrative diagrams of parasites

KLB BK II Pg 138-140
KLB BK II Pg 141-3

LIVESTOCK HEALTH II (PARASITES)

Lifecycle of a tapeworm.
Roundworms (Ascaris spp).

By the end of the lesson, the learner should be able to:
To describe the lifecycle of a tapeworm.
To state control measures of tapeworms in livestock.
To identify symptoms of attack by roundworms.
To describe the life cycle of a roundworm.
To explain measures of controlling roundworm.

Exposition and explanations of the life cycle.
Q/A and brief discussion.
Detailed discussion of life cycle.
Q/A: Measures of control.

Chart- Life cycle of a pork tapeworm.
illustrative diagrams of parasites

KLB BK II Pg 147-8

LIVESTOCK HEALTH II (PARASITES)

Liver fluke.

By the end of the lesson, the learner should be able to:
To identify symptoms of attack by liver fluke.
To describe the life cycle of a roundworm.
To explain measures of controlling liver fluke.

Q/A and brief discussion.

Detailed discussion of life cycle.
Q/A: Measures of control.

illustrative diagrams of  liver fluke.

KLB BK II Pg 151-3

LIVESTOCK PRODUCTION (NUTRITION)

Food components.
Minerals.

By the end of the lesson, the learner should be able to:
To identify the components of food in animal feeds.

To state functions of water in an animal.
To state functions of carbohydrates, proteins, fats, oils, vitamins, in an animal body.
To identify important minerals for livestock.

Use a flow chart to show food components.

Q/A and brief discussion


Q/A and detailed discussion; sources, deficiency, symptoms
Discussion: Types of minerals, their sources and deficiency symptoms.

illustrative chart of Components of food.



Seed cakes, fish meal, bone meal,
Lucerne.
student book

KLB BK II Pg 158-64
KLB BK II Pg 165-169

LIVESTOCK PRODUCTION (NUTRITION)

Feeds and Feedstuffs.
Feed additives.

By the end of the lesson, the learner should be able to:
To differentiate between a feed and a feedstuff.
To describe the composition of dry and succulent roughages.
To state and explain the composition of energy concentrates and protein concentrates.
To define feed additives.
To give examples of feed additives.

Exposition, discussion and giving relevant examples.
Giving examples of feed additives and description of their importance.

 pictures of roughages and concentrates.
student book

KLB BK II Pg 169-171

LIVESTOCK PRODUCTION (NUTRITION)

To concept of rationing. Maintenance ration Production ration.
Feed digestibility Feed nutritive values.

By the end of the lesson, the learner should be able to:
To define food ration; balanced ration.
To define maintenance ration.
To state factors affecting maintenance ration.
To explain characteristics of a balanced ration.
To define feed digestibility.
To calculate % digestibility of a feed.
To explain factors affecting food digestibility.
To define terms used to express feed value.

Detailed discussion.
&
Probing questions.
Exposition of new concepts.
Problem solving discussion. Exposition and discussion of other terms used to express feed value: calorific value, dry matter, starch equivalent, TDN, CP, DCP and CF.

student book
Chart- Nutritive values of some feeds.

KLB BK II Pg 172-3

LIVESTOCK PRODUCTION (NUTRITION)

Computation of animal feeds. Trial and error method. Pearson?s Square method.
General process of digestion.
Digestion in non-ruminants.

By the end of the lesson, the learner should be able to:
To state advantages and disadvantages of trial and error method of computing animal feeds.
To compute livestock rations using Pearson?s Square method.

To describe the general process of digestion.
To give examples of mono gastric animals.
To describe digestion in mono gastric animals.

Q/A and brief discussion.

Exposition- Teacher explains the procedure of computing livestock ration using Pearson?s Square method.
Worked examples.
Supervised exercise.

Detailed discuss ion of digestion in the mouth, stomach, small intestines and colon.
Detailed discussion of digestion in a pig and poultry.

Calculators..
illustrative diagram of General digestive system.
illustrative diagrams  of Specific digestive
systems.

KLB BK II Pg 176-178
KLB BK II Pg 179-185

LIVESTOCK PRODUCTION (NUTRITION)

Digestion in Ruminants.

By the end of the lesson, the learner should be able to:
To identify the components of the stomach.
To state the functions of each compartment.
To state differences and similarities between digestive systems of ruminants and non-ruminants.

Students observe the four compartments of a ruminant?s stomach.
Discussion: Structure and functions of each compartment.
Q/A: Students highlight differences and similarities between ruminants and non-ruminants.

diagram digestive system of a cow,
Pieces of stomach compartments of a cow.

KLB BK II Pg 187-8