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

INORGANIC FERTILIZERS

Phosphorus. Potassium.
Magnesium. Calcium.
Sulphur. Carbon, Hydrogen & Oxygen.

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.
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.

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.

Purple flowers.
Curled leaves,
Chlorotic leaves.
Thin stems with reduced nodulation.
Tomatoes with blossom end rot.
crop leaves

KLB BK II
Pgs 2-3

INORGANIC FERTILIZERS

Micro-nutrients.
Classification of Fertilizers. Straight and compound fertilizers.
Nitrogenous 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.
To state characteristics of nitrogenous 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.
Group experiments- Dissolving nitrogenous fertilizers in water.
Discussion: Other characteristics of nitrogenous fertilizers.
Giving examples of nitrogenous fertilizers.

Chart: Macronutrients,
micronutrients,
their ionic forms and deficiency symptoms.
CAN
ASN
SA
DAP, MAP, Urea.
(NH4)2 SO4

Pg 6

INORGANIC FERTILIZERS

Phosphatic fertilizers.
Potassic fertilizers.
Fertilizer Application.

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

SSP
DSP
TSP
KCl
K2SO4

 KLB BK II Pg 1-12

INORGANIC FERTILIZERS

Fertilizer Rates.
Carbon cycle and Nitrogen cycle.

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).
To explain ways in which carbon / nitrogen is removed / returned to the atmosphere.

Problem solving and explanations.
Worked examples.
Supervised practice.
Assignment method / Group discussion.

chart
Charts: Carbon cycle
Nitrogen cycle.

KLB BK II Pg 14-15

INORGANIC FERTILIZERS

Soil Sampling.
Soil Testing.

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.
To define soil testing.
To explain importance of soil testing.
To test soil pH.
To explain effect of soil pH on crops.

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

KLB BK II Pg 20-22

CROP PRODUCTION II (PLANTING)

Seeds.
Vegetative materials.
Vegetative planting 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.
To identify plant parts used for vegetative propagation.

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.
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.

student book
vegetative materials & seeds
Bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts.

KLB BK II Pg 27-28

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

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.
Give examples of such crops.
Q/A and discussion.
Importance and factors.

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

KLB BK II Pg 39-40

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

CROP PRODUCTION IV (FIELD PRACTICES)

Crop rotation.
Importance of 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.
To explain the importance of crop rotation.
To give examples of rotational programmes.

Q/A, brief illustrations of cycles of crop production.
Brief discussion; with reference to rotational programmes.

Illustrative charts.

KLB BK II Pg 67

CROP PRODUCTION IV (FIELD PRACTICES)

Mulching.
Thinning, Gapping and Rouging.
Pruning.

By the end of the lesson, the learner should be able to:
To define mulching.
To state advantages and disadvantages of mulching.
To explain importance of thinning, gapping and rouging.
To define pruning.
To give reasons for pruning.
To identify methods for pruning.
To identify tools used in pruning.

Q/A
Brief discussion.
Q/A
Detailed discussion.
Teacher demonstration: Correct and incorrect ways of pruning.

school farm
Secateurs, twigs, pruning saw, shears, e.t.c.

KLB BK II Pg 71-72

CROP PRODUCTION IV (FIELD PRACTICES)

Pruning tea.
Pruning coffee.

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

Teacher demonstration of formative pruning, pegging method, use of rings and pegs, use of fitos, tipping.
Probing questions and detailed discussion.
Illustrative diagrams / Demonstrations on: single / multiple stem pruning, capping and de-suckering of coffee.

Tea bushes, fitos, pegs.
school farm

KLB BK II Pg 76-80

CROP PRODUCTION IV (FIELD PRACTICES)

Training.
Weeds, crop pests and diseases.
Timing 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.

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.

school farm

PKLB BK II g 85-86

CROP PRODUCTION IV (FIELD PRACTICES)

Methods of harvesting.
Post-harvest practices. Storage.

By the end of the lesson, the learner should be able to:
To briefly describe methods of harvesting of specific crops.
To enumerate precautions observed during harvesting.
To describe various post-harvest practices and their importance.
To give characteristics of a good grain store (traditional / modern).

Give specific examples of methods and precautions observed.
Probing questions and detailed discussion.

education trip
video

KLB BK II Pg 89

CROP PRODUCTION V (VEGETABLES)

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

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.

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

tomatoes
school farm
Tomatoes attacked by various pests and diseases.

KLB BK II Pg 96-100

CROP PRODUCTION V (VEGETABLES)

Cabbages Ecology and varieties.
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 ecological requirements for cabbages.
To identify cabbage varieties.
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..

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

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

KLB BK II pg 107

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

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

LIVESTOCK HEALTH I (introduction to livestock health)

Predisposing factors of animal diseases. Causes of animal diseases.
Bacterial 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.
To identify bacterial diseases of livestock.

Q/A & Detailed discussion.
Detailed description of nutritional causes, physical causes and chemical causes.
Detailed discussion of bacterial diseases and their control.

charts
Chart: Bacterial diseases, causal organism and animals affected.

KLB BK II Pg 119-120

LIVESTOCK HEALTH I (introduction to livestock health)

Viral animal diseases. Protozoan diseases.

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


To list down protozoan diseases of livestock.

Detailed discussion of viral diseases and their control.

Detailed discussion of protozoan diseases and their control.

Chart: Viral diseases, causal organism and animals affected.


Chart: protozoan diseases, causal organism and animals affected.

KLB BK II Pg 125-6

LIVESTOCK HEALTH I (introduction to livestock health)

Management of diseases.
Handling livestock.

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

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.
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 125-8

LIVESTOCK HEALTH II (PARASITES)

Effects of parasites on animals.
Tse-tse fly.
Keds, fleas and lice.

By the end of the lesson, the learner should be able to:
To describe host-parasite relationship.
To identify effects of parasites on livestock.
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: Definition of a host, parasite.
Brief discussion and give specific examples.
Q/A: Disease transmitted by tse-tse fly; and methods of control of tse-tse fly.
Brief discussion.
Q/A: Methods of controlling ectoparasites.

illustrative charts
student book
illustrative diagrams of parasites

KLB BK II Pg 133-4

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

LIVESTOCK HEALTH II (PARASITES)

Lifecycle of a tapeworm.
Roundworms (Ascaris spp).
Liver fluke.

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.
To identify symptoms of attack by liver fluke.
To explain measures of controlling liver fluke.

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
illustrative diagrams of  liver fluke.

KLB BK II Pg 147-8

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

LIVESTOCK PRODUCTION (NUTRITION)

Feeds and Feedstuffs.
Feed additives.
To concept of rationing. Maintenance ration Production ration.

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.
To define food ration; balanced ration.
To define maintenance ration.
To state factors affecting maintenance ration.
To explain characteristics of a balanced ration.

Exposition, discussion and giving relevant examples.
Giving examples of feed additives and description of their importance.
Detailed discussion.
&
Probing questions.

 pictures of roughages and concentrates.
student book

KLB BK II Pg 169-171

LIVESTOCK PRODUCTION (NUTRITION)

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

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

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.
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.
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.

Chart- Nutritive values of some feeds.
Calculators..
illustrative diagram of General digestive system.
illustrative diagrams  of Specific digestive
systems.
diagram digestive system of a cow,
Pieces of stomach compartments of a cow.

KLB BK II Pg 173-4