INORGANIC FERTILIZERS

Macro-nutrients. Nitrogen.
Phosphorus. Potassium.
Magnesium. Calcium.
Sulphur. Carbon, Hydrogen & Oxygen.

By the end of the lesson, the learner should be able to:
To identify plants macronutrients.
To classify macro-nutrients as fertilizers and liming elements.
To identify role of nitrogen in plants.
To state symptoms of nitrogen deficiency in plants
To identify role of phosphorus in plants.
To state symptoms of phosphorus deficiency in plants.
To identify role of potassium in plants.
To state symptoms of potassium deficiency in plants.
To identify role of magnesium in plants.
To state symptoms of magnesium deficiency in plants.
To identify role of calcium in plants.
To state symptoms of calcium deficiency in plants.
To identify role of sulphur in plants.
To state symptoms of sulphur deficiency in plants.
To explain the photosynthetic role of carbon, hydrogen and oxygen.

List down macro- elements.
Q/A: Definition of an ion; expose ionic form of elements.
Discuss, giving examples the role of nitrogen and the deficiency symptoms.
Discuss, giving examples the role of phosphorus and the deficiency symptoms of phosphorus.
Discuss, giving examples the role of potassium and the deficiency symptoms.
Discuss, giving examples the role of magnesium and the deficiency symptoms.
Discuss, giving examples the role of calcium and the deficiency symptoms.
Discuss, giving examples the role of sulphur and the deficiency symptoms.
Briefly highlight the role of carbon, hydrogen and oxygen in photosynthesis.

Yellowish-green / brown leaves.
Purple flowers.
Curled leaves,
Chlorotic leaves.
Thin stems with reduced nodulation.
Tomatoes with blossom end rot.
crop leaves

KLB BK II
1-2
KLB BK II Pgs 4-5

INORGANIC FERTILIZERS

Micro-nutrients.
Classification of Fertilizers. Straight and compound fertilizers.

By the end of the lesson, the learner should be able to:
To identify plants micronutrients and state their roles.
To identify deficiency symptoms of minor nutrients in plants.
To identify criteria used to classify inorganic fertilizers.
To distinguish between straight and compound fertilizers.
To give examples of:
- Straight fertilizers.
- Compound fertilizers.

Q/A: Compare micronutrients with macronutrients hence define a micronutrient.
Exposition: Teacher gives examples of micronutrients and exposes their roles and deficiency symptoms.
Teacher briefly exposes the classification criteria.
Detailed discussion.
Teacher presents the fertilizers and helps students to identify them.

Chart: Macronutrients,
micronutrients,
their ionic forms and deficiency symptoms.
CAN
ASN
SA
DAP, MAP, Urea.

Pg 6

INORGANIC FERTILIZERS

Nitrogenous fertilizers.
Phosphatic fertilizers.
Potassic fertilizers.
Fertilizer Application.

By the end of the lesson, the learner should be able to:
To state characteristics of nitrogenous fertilizers.
To state characteristics of phosphatic fertilizers.
To give examples of phosphatic fertilizers.
To state characteristics of potassium fertilizers.
To give examples of potassium fertilizers.
To describe methods of fertilizer application.

Group experiments- Dissolving nitrogenous fertilizers in water.
Discussion: Other characteristics of nitrogenous fertilizers.
Giving examples of nitrogenous fertilizers.
Group experiment: Dissolving SSP in water and carrying out litmus tests.
Discuss further properties of SSP, DSP, TSP.
Group experiments: Solubility in water, litmus tests.
Discuss properties of KCl, K2SO4.
Q/A: Teacher elicits responses on methods of fertilizer application.
Brief discussion of the methods highlighted.
Q/A: Advantages and disadvantages of each method.

(NH4)2 SO4
ASN
SSP
DSP
TSP
KCl
K2SO4

KLB BK II Pg 9-10
PKLB BK II g 11-12

INORGANIC FERTILIZERS

Fertilizer Rates.

By the end of the lesson, the learner should be able to:
To determine % of nutrient(s) of a fertilizer.
To calculate fertilizer ratio.
To find the amount of fertilizer required per unit area (hectare).

Problem solving and explanations.
Worked examples.
Supervised practice.

chart

KLB BK II Pg 14-15

INORGANIC FERTILIZERS

Carbon cycle and Nitrogen cycle.
Soil Sampling.
Soil Testing.

By the end of the lesson, the learner should be able to:
To explain ways in which carbon / nitrogen is removed / returned to the atmosphere.
To define soil sampling.
To state methods of sampling soil.
To describe soil sampling procedures.
To define soil testing.
To explain importance of soil testing.
To test soil pH.
To explain effect of soil pH on crops.

Assignment method / Group discussion.
Expositions &
Detailed discussion.
Q/A: Definition and importance of soil testing.
Q/A: Definition of pH in terms of acidity / alkalinity.
Class standard experiments: Determining soil pH.
Discussion: Optimum pH range for crops.

Charts: Carbon cycle
Nitrogen cycle.
Charts: Transverse and ziz-zag soil sampling methods.
Litmus paper, indicators, pH colour chart.

KLB BK II Pg 16-20
KLB BK II Pg 22-24

CROP PRODUCTION II (PLANTING)

Seeds.
Vegetative materials.

By the end of the lesson, the learner should be able to:
To state advantages and disadvantages of using seeds as planting materials.
To state advantages and disadvantages of using vegetative materials over seeds.

Teacher broadly classifies planting materials as either seeds or vegetative materials.
Q/A: Advantages and disadvantages of using seeds compared to vegetative materials.
Q/A: Advantages of vegetative materials over seeds.

student book
vegetative materials & seeds

KLB BK II Pg 27-28

CROP PRODUCTION II (PLANTING)

Vegetative planting materials.
Selection of planting materials.

By the end of the lesson, the learner should be able to:
To identify plant parts used for vegetative propagation.
To explain factors to consider when selecting planting materials.

Present various parts of vegetative planting materials i.e. bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts.

Detailed discussion with explanations of new concepts.

Bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts.

vegetative materials & seeds

KLB BK II Pg 28-34
KLB BK II Pg 34

CROP PRODUCTION II (PLANTING)

Preparation of planting materials.
Time of planting.

By the end of the lesson, the learner should be able to:
To explain some methods used to prepare planting materials.
To explain factors to consider in timing planting.
To identify advantages of timely planting.

Detailed discussion on breaking seed dormancy, chemical treatment, seed dressing and seed inoculation, chitting / sprouting.
Q/A and brief discussion.

vegetative materials & seeds

KLB BK II Pg 35

CROP PRODUCTION II (PLANTING)

Broadcasting method of planting. Row planting.
Over-sowing and under-sowing.
Spacing of crops.

By the end of the lesson, the learner should be able to:
To identify advantages and disadvantages of broadcasting method.

To state advantages and disadvantages of row planting.
To distinguish over-sowing form under-sowing.
To explain the importance of correct spacing of crops.
To explain factors that influence crop spacing.

Brief discussion.
Give examples of crops planted by broadcasting.

Q/A: Advantages and disadvantages of row planting.
Brief discussion.
Give examples of such crops.
Q/A and discussion.
Importance and factors.

video
video
Chart: Average inter-row and intrarow spacing of common crops.

KLB BK II Pg 39-40
v Pg 40

CROP PRODUCTION II (PLANTING)

Plant population.
Seed rate.

By the end of the lesson, the learner should be able to:
To determine plant population in a given size of land.
To define optimal seed rate of a given crop.
To explain factors to consider in choosing seed rates.

Q/A: Inter-conversion of metric units.
Worked examples.
Explanations and detailed discussion.

student book

KLB BK II Pg 42-43

CROP PRODUCTION II (PLANTING)
CROP PRODUCTION III (NURSERY PRACTICES)

Depth of planting.
Establishing a nursery.

By the end of the lesson, the learner should be able to:
To explain determinants of correct depth of planting.


To differentiate between a nursery and a seedbed.

To explain the importance of a nursery in crop propagation.
To enumerate factors considered when siting a nursery.

Q/A & Detailed discussion.
Field activity: planting crops to the correct spacing.
Supervised field activities.




Q/A and explanations.
Activity- Establishing a (vegetative) nursery / tea sleeves / sugarcane setts.

school farm




School farm.

KLB BK II Pg 43-44
KLB BK II Pg 46-48

CROP PRODUCTION IV (FIELD PRACTICES)

Crop rotation.

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


To give the meaning of crop rotation.
To give examples of crop rotation cycles.

Q/A, brief illustrations of cycles of crop production.

Illustrative charts.

KLB BK II Pg 67

CROP PRODUCTION IV (FIELD PRACTICES)

Importance of crop rotation.
Mulching.
Thinning, Gapping and Rouging.

By the end of the lesson, the learner should be able to:
To explain the importance of crop rotation.
To give examples of rotational programmes.
To define mulching.
To state advantages and disadvantages of mulching.
To explain importance of thinning, gapping and rouging.

Brief discussion; with reference to rotational programmes.
Q/A
Brief discussion.

Illustrative charts.
school farm

KLB BK II Pg 68-70
KLB BK IIPg 73

CROP PRODUCTION IV (FIELD PRACTICES)

Pruning.
Pruning tea.

By the end of the lesson, the learner should be able to:
To define pruning.
To give reasons for pruning.
To identify methods for pruning.
To identify tools used in pruning.
To describe methods of pruning tea.

Q/A
Detailed discussion.
Teacher demonstration: Correct and incorrect ways of pruning.
Teacher demonstration of formative pruning, pegging method, use of rings and pegs, use of fitos, tipping.
Probing questions and detailed discussion.

Secateurs, twigs, pruning saw, shears, e.t.c.
Tea bushes, fitos, pegs.

KLB BK II Pg 74-75

CROP PRODUCTION IV (FIELD PRACTICES)

Pruning coffee.

By the end of the lesson, the learner should be able to:
To identify specific aims of pruning coffee.
To describe various methods of pruning coffee.

Illustrative diagrams / Demonstrations on: single / multiple stem pruning, capping and de-suckering of coffee.
Probing questions and detailed discussion.

school farm

KLB BK II Pg 80-84

CROP PRODUCTION IV (FIELD PRACTICES)

Training.
Weeds, crop pests and diseases.
Timing of harvesting.
Methods of harvesting.

By the end of the lesson, the learner should be able to:
To define training as a field practice.
To explain ways of training crops.
To define a weed, a pest, a disease, giving examples.
To identify causative agents of plant diseases.
To explain the importance of timely control of weeds, pests and diseases.
To explain the stage and timing of harvesting of a crop.
To briefly describe methods of harvesting of specific crops.
To enumerate precautions observed during harvesting.

Expository approach: expose meaning of propping, trellising.
Q/A and discussion on importance of staking, earthing up.
Brief discussion.
Q/A and detailed discussion.
on importance of timely control of weeds, pests and diseases.
Discussion on factors considered when timing harvesting.
Give specific examples of methods and precautions observed.

school farm
education trip

PKLB BK II g 85-86
KLB BK II Pg 88-89

CROP PRODUCTION IV (FIELD PRACTICES)

Post-harvest practices. Storage.

By the end of the lesson, the learner should be able to:
To describe various post-harvest practices and their importance.
To give characteristics of a good grain store (traditional / modern).

Probing questions and detailed discussion.

video

KLB BK II Pg 90-94

CROP PRODUCTION V (VEGETABLES)

Tomatoes Ecological requirement and varieties.
Nursery and field management.
Tomato pests and diseases.
Cabbages Ecology and varieties.

By the end of the lesson, the learner should be able to:
To describe ecological requirements and varieties of tomatoes.
To identify tomato varieties.
To describe nursery management practices for establishment of tomato seedlings.
To describe field management practices for tomatoes.
To identify tomato pests and diseases and methods of their control.
To describe ecological requirements for cabbages.
To identify cabbage varieties.

Brief discussion and exposition.
Q/A and detailed discussion.
Detailed discussion of tomato pests and their economic importance.
Brief discussion and questioning.
Exposition.

tomatoes
school farm
Tomatoes attacked by various pests and diseases.

KLB BK II Pg 96-100
KLB BK II Pg 104-106

CROP PRODUCTION V (VEGETABLES)

Cabbages Establishment and management.
Carrots Ecology and varieties. Establishment and management.

By the end of the lesson, the learner should be able to:
To describe nursery management practices.
To describe field management practices for proper cabbage growth.
To describe ecological requirements for carrots.
To describe field management practices for proper carrots establishment..

Discuss importance of topdressing, weeding, controlling pests and diseases.
Brief discussion and questioning.
Exposition.

Cabbages attacked by some pests and diseases.
Carrots attacked by some pests and diseases.

KLB BK II Pg 107-9

CROP PRODUCTION V (VEGETABLES)

Onions Ecology and varieties.
Establishment and management.

By the end of the lesson, the learner should be able to:
To describe ecological requirements for onions.


To describe nursery management practices.
To describe field management practices for proper onions growth.

Brief discussion and questioning.
Exposition.

Discuss important nursery and field practices.

Onions attacked by some pests and diseases.

KLB BK II Pg 111-3