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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
INORGANIC FERTILIZERS
|
Macro-nutrients.
Nitrogen.
|
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 |
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. |
Yellowish-green / brown leaves. |
KLB BK II
1-2 |
|
| 2 | 2 |
INORGANIC FERTILIZERS
|
Phosphorus.
Potassium.
|
By the end of the
lesson, the learner
should be able to:
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. |
Discuss, giving examples the role of phosphorus and the deficiency symptoms of phosphorus.
Discuss, giving examples the role of potassium and the deficiency symptoms. |
Purple flowers.
Curled leaves, Chlorotic leaves. |
KLB BK II
Pgs 2-3 |
|
| 2 | 3 |
INORGANIC FERTILIZERS
|
Magnesium.
Calcium.
|
By the end of the
lesson, the learner
should be able to:
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. |
Discuss, giving examples the role of magnesium and the deficiency symptoms.
Discuss, giving examples the role of calcium and the deficiency symptoms. |
Thin stems with reduced nodulation.
Tomatoes with blossom end rot. |
KLB BK II Pgs 4-5
|
|
| 3 | 1 |
INORGANIC FERTILIZERS
|
Sulphur.
Carbon, Hydrogen & Oxygen.
|
By the end of the
lesson, the learner
should be able to:
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. |
Discuss, giving examples the role of sulphur and the deficiency symptoms.
Briefly highlight the role of carbon, hydrogen and oxygen in photosynthesis. |
crop leaves
|
Pg 5
|
|
| 3 | 2 |
INORGANIC FERTILIZERS
|
Micro-nutrients.
|
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. |
Q/A: Compare micronutrients with macronutrients hence define a micronutrient.
Exposition: Teacher gives examples of micronutrients and exposes their roles and deficiency symptoms. |
Chart: Macronutrients, micronutrients, their ionic forms and deficiency symptoms. |
Pg 6
|
|
| 3 | 3 |
INORGANIC FERTILIZERS
|
Classification of Fertilizers.
Straight and compound fertilizers.
|
By the end of the
lesson, the learner
should be able to:
To identify criteria used to classify inorganic fertilizers. To distinguish between straight and compound fertilizers. To give examples of: - Straight fertilizers. - Compound fertilizers. |
Teacher briefly exposes the classification criteria.
Detailed discussion. Teacher presents the fertilizers and helps students to identify them. |
CAN ASN SA DAP, MAP, Urea. |
KLB BK II Pg 8
|
|
| 4 | 1 |
INORGANIC FERTILIZERS
|
Nitrogenous fertilizers.
|
By the end of the
lesson, the learner
should be able to:
To state characteristics of nitrogenous fertilizers. |
Group experiments- Dissolving nitrogenous fertilizers in water.
Discussion: Other characteristics of nitrogenous fertilizers. Giving examples of nitrogenous fertilizers. |
(NH4)2 SO4
ASN |
KLB BK II Pg 9-10
|
|
| 4 | 2 |
INORGANIC FERTILIZERS
|
Phosphatic fertilizers.
|
By the end of the
lesson, the learner
should be able to:
To state characteristics of phosphatic fertilizers. To give examples of phosphatic fertilizers. |
Group experiment: Dissolving SSP in water and carrying out litmus tests.
Discuss further properties of SSP, DSP, TSP. |
SSP
DSP TSP |
KLB BK II Pg 1-12
|
|
| 4 | 3 |
INORGANIC FERTILIZERS
|
Potassic fertilizers.
|
By the end of the
lesson, the learner
should be able to:
To state characteristics of potassium fertilizers. To give examples of potassium fertilizers. |
Group experiments: Solubility in water, litmus tests.
Discuss properties of KCl, K2SO4. |
KCl
K2SO4 |
PKLB BK II g 11-12
|
|
| 5 | 1 |
INORGANIC FERTILIZERS
|
Fertilizer Application.
|
By the end of the
lesson, the learner
should be able to:
To describe methods of fertilizer application. |
Q/A: Teacher elicits responses on methods of fertilizer application.
Brief discussion of the methods highlighted. Q/A: Advantages and disadvantages of each method. |
|
KLB BK II Pg 12-13
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 6 | 1 |
INORGANIC FERTILIZERS
|
Carbon cycle
and
Nitrogen cycle.
|
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. |
Assignment method / Group discussion.
|
Charts: Carbon cycle
Nitrogen cycle. |
KLB BK II Pg 16-20
|
|
| 6 | 2 |
INORGANIC FERTILIZERS
|
Soil Sampling.
|
By the end of the
lesson, the learner
should be able to:
To define soil sampling. To state methods of sampling soil. To describe soil sampling procedures. |
Expositions & Detailed discussion. |
Charts: Transverse and ziz-zag soil sampling methods.
|
KLB BK II Pg 20-22
|
|
| 6 | 3 |
INORGANIC FERTILIZERS
|
Soil Testing.
|
By the end of the
lesson, the learner
should be able to:
To define soil testing. To explain importance of soil testing. To test soil pH. To explain effect of soil pH on crops. |
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. |
Litmus paper, indicators, pH colour chart.
|
KLB BK II Pg 22-24
|
|
| 7 | 1 |
CROP PRODUCTION II (PLANTING)
|
Seeds.
|
By the end of the
lesson, the learner
should be able to:
To state advantages and disadvantages of using seeds as planting materials. |
Teacher broadly classifies planting materials as either seeds or vegetative materials.
Q/A: Advantages and disadvantages of using seeds compared to vegetative materials. |
student book
|
KLB BK II Pg 27-28
|
|
| 7 | 2 |
CROP PRODUCTION II (PLANTING)
|
Vegetative materials.
|
By the end of the
lesson, the learner
should be able to:
To state advantages and disadvantages of using vegetative materials over seeds. |
Q/A: Advantages of vegetative materials over seeds.
|
vegetative materials & seeds
|
KLB BK II Pg 28-34
|
|
| 7 | 3 |
CROP PRODUCTION II (PLANTING)
|
Vegetative planting materials.
|
By the end of the
lesson, the learner
should be able to:
To identify plant parts used for vegetative propagation. |
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.
|
Bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts.
|
KLB BK II Pg 28-34
|
|
| 8 | 1 |
CROP PRODUCTION II (PLANTING)
|
Selection of planting materials.
|
By the end of the
lesson, the learner
should be able to:
To explain factors to consider when selecting planting materials. |
Detailed discussion with explanations of new concepts.
|
vegetative materials & seeds
|
KLB BK II Pg 34
|
|
| 8 | 2 |
CROP PRODUCTION II (PLANTING)
|
Preparation of planting materials.
|
By the end of the
lesson, the learner
should be able to:
To explain some methods used to prepare planting materials. |
Detailed discussion on breaking seed dormancy, chemical treatment, seed dressing and seed inoculation, chitting / sprouting.
|
vegetative materials & seeds
|
KLB BK II Pg 35
|
|
| 8-9 |
Mid term And Half term |
|||||||
| 10 | 1 |
CROP PRODUCTION II (PLANTING)
|
Time of planting.
|
By the end of the
lesson, the learner
should be able to:
To explain factors to consider in timing planting. To identify advantages of timely planting. |
Q/A and brief discussion.
|
|
KLB BK II Pg 38
|
|
| 10 | 2 |
CROP PRODUCTION II (PLANTING)
|
Time of planting.
|
By the end of the
lesson, the learner
should be able to:
To explain factors to consider in timing planting. To identify advantages of timely planting. |
Q/A and brief discussion.
|
|
KLB BK II Pg 38
|
|
| 10 | 3 |
CROP PRODUCTION II (PLANTING)
|
Broadcasting method of planting.
Row planting.
|
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. |
Brief discussion.
Give examples of crops planted by broadcasting. Q/A: Advantages and disadvantages of row planting. |
video
|
KLB BK II Pg 39-40
|
|
| 11 | 1 |
CROP PRODUCTION II (PLANTING)
|
Over-sowing and under-sowing.
|
By the end of the
lesson, the learner
should be able to:
To distinguish over-sowing form under-sowing. |
Brief discussion.
Give examples of such crops. |
video
|
v Pg 40
|
|
| 11 | 2 |
CROP PRODUCTION II (PLANTING)
|
Over-sowing and under-sowing.
|
By the end of the
lesson, the learner
should be able to:
To distinguish over-sowing form under-sowing. |
Brief discussion.
Give examples of such crops. |
video
|
v Pg 40
|
|
| 11 | 3 |
CROP PRODUCTION II (PLANTING)
|
Spacing of crops.
|
By the end of the
lesson, the learner
should be able to:
To explain the importance of correct spacing of crops. To explain factors that influence crop spacing. |
Q/A and discussion.
Importance and factors. |
Chart: Average inter-row and intrarow spacing of common crops.
|
KLB BK II Pg 40-41
|
|
| 12 | 1 |
CROP PRODUCTION II (PLANTING)
|
Plant population.
|
By the end of the
lesson, the learner
should be able to:
To determine plant population in a given size of land. |
Q/A: Inter-conversion of metric units.
Worked examples. |
|
KLB BK II Pg 42-43
|
|
| 12 | 2 |
CROP PRODUCTION II (PLANTING)
|
Seed rate.
|
By the end of the
lesson, the learner
should be able to:
To define optimal seed rate of a given crop. To explain factors to consider in choosing seed rates. |
Explanations and detailed discussion.
|
student book
|
KLB BK II Pg 43
|
|
| 12 | 3 |
CROP PRODUCTION II (PLANTING)
|
Depth of planting.
|
By the end of the
lesson, the learner
should be able to:
To explain determinants of correct depth of planting. |
Q/A & Detailed discussion.
Field activity: planting crops to the correct spacing. Supervised field activities. |
school farm
|
KLB BK II Pg 43-44
|
|
| 13 | 1 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Establishing a nursery.
|
By the end of the
lesson, the learner
should be able to:
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 and explanations. Activity- Establishing a (vegetative) nursery / tea sleeves / sugarcane setts. |
School farm. |
KLB BK II Pg 46-48
|
|
| 13 | 2 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Establishing a nursery.
|
By the end of the
lesson, the learner
should be able to:
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 and explanations. Activity- Establishing a (vegetative) nursery / tea sleeves / sugarcane setts. |
School farm. |
KLB BK II Pg 46-48
|
|
| 13 | 3 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Establishing a nursery.
|
By the end of the
lesson, the learner
should be able to:
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 and explanations. Activity- Establishing a (vegetative) nursery / tea sleeves / sugarcane setts. |
School farm. |
KLB BK II Pg 46-48
|
|
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