If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
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 |
|
| 1 | 2 |
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 |
|
| 1 | 3 |
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 |
|
| 1 | 4 |
INTRODUCTION
TO
AGRICULTURE
|
branches of agriculture
|
By the end of the lesson, the learner should be able to:
to state and explain branches of agriculture |
Brain storming, guided questions and detailed discussion.
|
Livestock / Crop raw produce, industrial goods, flow charts.
|
KLB Pages 2
|
|
| 1 | 5 |
INTRODUCTION
TO
AGRICULTURE
|
branches of agriculture
|
By the end of the lesson, the learner should be able to:
to state and explain branches of agriculture |
Brain storming, guided questions and detailed discussion.
|
Livestock / Crop raw produce, industrial goods, flow charts.
|
KLB Pages 2
|
|
| 2 | 1 |
INTRODUCTION
TO
AGRICULTURE
|
crop farming
|
By the end of the lesson, the learner should be able to:
To state and explain crop farming systems |
Brain storming, guided questions and detailed discussion.
|
text book
|
KLB Pages 3
|
|
| 2 | 2 |
INTRODUCTION
TO
AGRICULTURE
|
Farming Systems.
|
By the end of the lesson, the learner should be able to:
To define a farming system. To identify factors that affect choice of a farming system. |
Teacher exposes the meaning of a farming system.
Discussion on factors that affect choice of a farming system. |
Resource person.
|
KLB
Pages 3 |
|
| 2 | 3 |
INTRODUCTION
TO
AGRICULTURE
|
Farming Systems.
|
By the end of the lesson, the learner should be able to:
To define a farming system. To identify factors that affect choice of a farming system. |
Teacher exposes the meaning of a farming system.
Discussion on factors that affect choice of a farming system. |
Resource person.
|
KLB
Pages 3 |
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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 |
|
| 3 | 2 |
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 |
|
| 3 | 3 |
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 |
|
| 3 | 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 |
|
| 3 | 5 |
INTRODUCTION
TO
AGRICULTURE
|
Methods of farming.
Mixed farming.
|
By the end of the lesson, the learner should be able to:
To define mixed farming. To state advantages and disadvantages of mixed farming. |
Probing questions.
Discussion- factors favouring / militating against mixed farming. |
film
|
KLB
Pages 5 |
|
| 4 | 1 |
INTRODUCTION
TO
AGRICULTURE
|
Nomadic Pastoralism.
|
By the end of the lesson, the learner should be able to:
To define nomadic pastoralism. To state advantages and disadvantages of nomadic pastoralism. |
Probing questions.
Discussion- factors favouring / militating against pastoralism. |
text book
|
KLB Pages 5
|
|
| 4 | 2 |
INTRODUCTION
TO
AGRICULTURE
|
Nomadic Pastoralism.
|
By the end of the lesson, the learner should be able to:
To define nomadic pastoralism. To state advantages and disadvantages of nomadic pastoralism. |
Probing questions.
Discussion- factors favouring / militating against pastoralism. |
text book
|
KLB Pages 5
|
|
| 4 | 3 |
INTRODUCTION
TO
AGRICULTURE
|
Shifting cultivation.
|
By the end of the lesson, the learner should be able to:
To define shifting cultivation. To state advantages and disadvantages of shifting cultivation. |
Exposition;
Discussion. |
text book
|
KLB Pages 5
|
|
| 4 | 4 |
INTRODUCTION
TO
AGRICULTURE
|
Shifting cultivation.
|
By the end of the lesson, the learner should be able to:
To define shifting cultivation. To state advantages and disadvantages of shifting cultivation. |
Exposition;
Discussion. |
text book
|
KLB Pages 5
|
|
| 4 | 5 |
INTRODUCTION
TO
AGRICULTURE
|
Roe of agriculture to kenyan economy
|
By the end of the lesson, the learner should be able to:
To explain the role of agriculture to kenyan economy |
Probing questions.
Discussion |
Charts & photographs.
|
KLB Pages 6
|
|
| 5 | 1 |
FACTORS INFLUENCING AGRICULTURE
|
Human factors.
|
By the end of the lesson, the learner should be able to:
To explain the human factors influencing Agriculture. |
Detailed discussion and probing questions on: Health (emphasis on HIV/AIDS), education level, communication, economic development, marketing, government policies, e.t.c.
|
Data on HIV/AIDS. |
K.L.B.
Pg 8 |
|
| 5 | 2 |
FACTORS INFLUENCING AGRICULTURE
|
Human factors.
|
By the end of the lesson, the learner should be able to:
To explain the human factors influencing Agriculture. |
Detailed discussion and probing questions on: Health (emphasis on HIV/AIDS), education level, communication, economic development, marketing, government policies, e.t.c.
|
Data on HIV/AIDS. |
K.L.B.
Pg 8 |
|
| 5 | 3 |
FACTORS INFLUENCING AGRICULTURE
|
Climatic factors.
- Rainfall.
|
By the end of the lesson, the learner should be able to:
To discuss at length influence of rainfall on Agriculture. To identify farming practices that: Reduce effects of water shortage. Overcome effects of excess water. |
Q/A and explanations about: rainfall i.e. lack of rainfall, excess rainfall, rainfall intensity, distribution and reliability.
Exposition and explanations. |
Weather station instruments:
rain gauge. |
KLB
Page 12 |
|
| 5 | 4 |
FACTORS INFLUENCING AGRICULTURE
|
- Temperature.
|
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. |
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. |
Thermometers.
|
KLB
Page 13 |
|
| 5 | 5 |
FACTORS INFLUENCING AGRICULTURE
|
- Temperature.
|
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. |
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. |
Thermometers.
|
KLB
Page 13 |
|
| 6 | 1 |
FACTORS INFLUENCING AGRICULTURE
|
- Light.
|
By the end of the lesson, the learner should be able to:
To state functions of light. To describe characteristics of light. |
Q/A: Functions of light.
Exposition & Discussion: Light intensity, duration and wavelength. |
text book
|
KLB
Page 15 |
|
| 6 | 2 |
FACTORS INFLUENCING AGRICULTURE
|
- Wind and Relative Humidity.
|
By the end of the lesson, the learner should be able to:
To identify effects of wind on agricultural production. To explain relation between relative humidity and rate of evapotranspiration. |
Q/A: Uses and nuisances of wind.
Exposition: Meaning of relative humidity. Discussion: Relative humidity v/s rate of evapotranspiration. |
|
KLB
Page 15 |
|
| 6 | 3 |
FACTORS INFLUENCING AGRICULTURE
|
- Wind and Relative Humidity.
|
By the end of the lesson, the learner should be able to:
To identify effects of wind on agricultural production. To explain relation between relative humidity and rate of evapotranspiration. |
Q/A: Uses and nuisances of wind.
Exposition: Meaning of relative humidity. Discussion: Relative humidity v/s rate of evapotranspiration. |
|
KLB
Page 15 |
|
| 6 | 4 |
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 |
|
| 6 | 5 |
FACTORS INFLUENCING AGRICULTURE
|
Edaphic factors.
|
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. |
Q/A and explanation: definition of soil, its uses.
Exposition: Teacher exposes meaning of weathering and forms of weathering. |
Soil / rock samples.
|
KLB
Page 22.16 |
|
| 7 | 1 |
FACTORS INFLUENCING AGRICULTURE
|
Soil profile.
|
By the end of the lesson, the learner should be able to:
To define soil profile. To represent soil profile diagrammatically. To explain effects of soil profile on crop production. |
Exposition ? Definition.
Drawing and labelling soil horizons. Explanation and questioning: soil horizons v/s crop production. |
Chart ? Soil profile.
|
KLB
Page21 |
|
| 7 | 2 |
FACTORS INFLUENCING AGRICULTURE
|
Soil profile.
|
By the end of the lesson, the learner should be able to:
To define soil profile. To represent soil profile diagrammatically. To explain effects of soil profile on crop production. |
Exposition ? Definition.
Drawing and labelling soil horizons. Explanation and questioning: soil horizons v/s crop production. |
Chart ? Soil profile.
|
KLB
Page21 |
|
| 7 | 3 |
FACTORS INFLUENCING AGRICULTURE
|
Soil profile.
|
By the end of the lesson, the learner should be able to:
To define soil profile. To represent soil profile diagrammatically. To explain effects of soil profile on crop production. |
Exposition ? Definition.
Drawing and labelling soil horizons. Explanation and questioning: soil horizons v/s crop production. |
Chart ? Soil profile.
|
KLB
Page21 |
|
| 7 | 4 |
FACTORS INFLUENCING AGRICULTURE
|
Soil constituents & sedimentation.
|
By the end of the lesson, the learner should be able to:
To explain the importance of the soil constituents. |
Discussion: Constituents of soil and importance of each constituent.
|
school garden
|
KLB Page 24
|
|
| 7 | 5 |
FACTORS INFLUENCING AGRICULTURE
|
Soil texture.
|
By the end of the lesson, the learner should be able to:
To define soil texture. To identify textural classes of soil. To identify types of soils. |
Group experiment- Mechanical analysis of soil.
Discuss the results. Expose meaning of soil texture. |
Sieve meshes of different diameters,
Beakers, Garden soil, Weighing balance. |
KLB
Pages 24 |
|
| 8 | 1 |
FACTORS INFLUENCING AGRICULTURE
|
Water retention of soils.
|
By the end of the lesson, the learner should be able to:
To describe an experiment to show: Water retention of soils. Capillary rates of different soils. |
Group experiments.
Discussion of observations. |
Sandy, Loam,
Clay soil Cotton wool Funnels Stop watches Rulers Measuring cylinders. |
KLB
Pages 35 |
|
| 8 | 2 |
FACTORS INFLUENCING AGRICULTURE
|
Water retention of soils.
|
By the end of the lesson, the learner should be able to:
To describe an experiment to show: Water retention of soils. Capillary rates of different soils. |
Group experiments.
Discussion of observations. |
Sandy, Loam,
Clay soil Cotton wool Funnels Stop watches Rulers Measuring cylinders. |
KLB
Pages 35 |
|
| 8 | 3 |
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 |
|
| 8 | 4 |
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 |
|
| 8 | 5 |
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 |
|
| 9 | 1 |
FACTORS INFLUENCING AGRICULTURE
|
Soil chemical properties.
|
By the end of the lesson, the learner should be able to:
To describe chemical properties of soil. To explain the influence of chemical properties of soils on crop production. |
Teacher exposes new concepts e.g. carbon acid in the soil.
Group experiments ? Soil pH ranges. Discuss the observations. Explanations and questioning. |
Litmus papers,
Bromothymol blue, Universal indicator, pH meters. |
KLB
Page 40 |
|
| 9 | 2 |
FACTORS INFLUENCING AGRICULTURE
|
Soil chemical properties.
|
By the end of the lesson, the learner should be able to:
To describe chemical properties of soil. To explain the influence of chemical properties of soils on crop production. |
Teacher exposes new concepts e.g. carbon acid in the soil.
Group experiments ? Soil pH ranges. Discuss the observations. Explanations and questioning. |
Litmus papers,
Bromothymol blue, Universal indicator, pH meters. |
KLB
Page 40 |
|
| 9 | 3 |
FACTORS INFLUENCING AGRICULTURE
|
Soil chemical properties.
|
By the end of the lesson, the learner should be able to:
To describe chemical properties of soil. To explain the influence of chemical properties of soils on crop production. |
Teacher exposes new concepts e.g. carbon acid in the soil.
Group experiments ? Soil pH ranges. Discuss the observations. Explanations and questioning. |
Litmus papers,
Bromothymol blue, Universal indicator, pH meters. |
KLB
Page 40 |
|
| 9 | 4 |
FACTORS INFLUENCING AGRICULTURE
|
Soil chemical properties.
|
By the end of the lesson, the learner should be able to:
To describe chemical properties of soil. To explain the influence of chemical properties of soils on crop production. |
Teacher exposes new concepts e.g. carbon acid in the soil.
Group experiments ? Soil pH ranges. Discuss the observations. Explanations and questioning. |
Litmus papers,
Bromothymol blue, Universal indicator, pH meters. |
KLB
Page 40 |
|
| 9 | 5 |
FACTORS INFLUENCING AGRICULTURE
|
Soil chemical properties.
|
By the end of the lesson, the learner should be able to:
To describe chemical properties of soil. To explain the influence of chemical properties of soils on crop production. |
Teacher exposes new concepts e.g. carbon acid in the soil.
Group experiments ? Soil pH ranges. Discuss the observations. Explanations and questioning. |
Litmus papers,
Bromothymol blue, Universal indicator, pH meters. |
KLB
Page 40 |
Your Name Comes Here