Form 3 Agriculture Schemes of Work Term 3
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
| 1 | Opening and Revision | |||||||
| 2 | 2 | CROP PRODUCTION VI FIELD PRACTICES II | Harvesting pyrethrum. | By the end of the lesson, the learner should be able to: Describe harvesting of pyrethrum. |
Exposition and probing questions. | Pyrethrum shrubs | .KLB BK III Pg 265 |
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| 3 | CROP PRODUCTION VI FIELD PRACTICES II | Harvesting sugarcane. | By the end of the lesson, the learner should be able to: Describe harvesting of sugarcane. |
Exposition and probing questions. | Pyrethrum shrubs | .KLB BK III Pg 265 |
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| 4 | CROP PRODUCTION VI FIELD PRACTICES II FORAGE CROPS |
Harvesting coffee and tea. Pasture classification. |
By the end of the lesson, the learner should be able to: Describe harvesting of coffee and tea. Outline criteria for classifying pastures. |
Brain storming; Exposition and probing questions. |
Pyrethrum shrubs Common types of grass. |
.KLB BK III Pg 265-8 |
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| 3 | 1 | FORAGE CROPS | Pasture establishment. | By the end of the lesson, the learner should be able to: Outline methods of sowing pasture crop. Describe field practices for pasture establishment. |
Brain storming, Discussion. |
KLB BK III Pg 272-4 |
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| 2 | FORAGE CROPS | Weed control and top dressing. | By the end of the lesson, the learner should be able to: Cite reasons for weed control. Cite reasons for topdressing. |
Brain storming, Discussion. |
KLB BK III Pg 274-6 |
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| 3 | FORAGE CROPS | Pasture utilization. | By the end of the lesson, the learner should be able to: State effects of early / late defoliation. |
Probing questions; Exposition; Discussion. |
illustrative video | KLB BK III Pg 277-8 |
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| 4 | FORAGE CROPS | Rotational grazing systems. | By the end of the lesson, the learner should be able to: State advantages of rotational grazing systems. |
Brain storming, discussion on paddocking, strip grazing, tethering. | chart | KLB BK III Pg 280-2 |
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| 4 | 1 | FORAGE CROPS | Zero grazing / stall feeding. Napier grass. |
By the end of the lesson, the learner should be able to: State advantages of zero grazing / stall feeding. Outline the ecological requirements for napier grass. Describe establishment of napier grass. |
Brain storming; Discussion Expository and descriptive approaches. |
illustrative chart s Napier grass strands. |
KLB BK III Pg 283 |
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| 2 | FORAGE CROPS | Guatemala. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Guatemala. Describe establishment of Guatemala. |
Brain storming; Discussion |
Guatemala strands. | KLB BK III Pg 287-292 |
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| 3 | FORAGE CROPS | Guatemala. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Guatemala. Describe establishment of Guatemala. |
Brain storming; Discussion |
Guatemala strands. | KLB BK III Pg 287-292 |
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| 4 | FORAGE CROPS | Kenya white clover. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Kenya white clover. Describe establishment of Kenya white clover.. |
Brain storming; Discussion |
Kenya white clover strands. | KLB BK III Pg 295 |
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| 5 | 1 | FORAGE CROPS | Lucerne &desmodium. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Lucerne / desmodium. Describe establishment of Lucerne / desmodium. |
Q/A & brief discussion; Exposition. |
Lucerne strands. | KLB BK III Pg |
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| 2 | FORAGE CROPS | Lucerne &desmodium. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Lucerne / desmodium. Describe establishment of Lucerne / desmodium. |
Q/A & brief discussion; Exposition. |
Lucerne strands. | KLB BK III Pg |
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| 3 | FORAGE CROPS | Lucerne &desmodium. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Lucerne / desmodium. Describe establishment of Lucerne / desmodium. |
Q/A & brief discussion; Exposition. |
Lucerne strands. | KLB BK III Pg |
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| 4 | FORAGE CROPS | FORAGE CONSERVATION | By the end of the lesson, the learner should be able to: Cite reasons for conserving forage. Outline methods of conserving forage. |
Discussion on hay / silage making and silos. | illustrative diagrams of conserving forage | KLB BK III Pg 299-302 |
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| 6 | 1 | FORAGE CROPS | Principles of conservation. | By the end of the lesson, the learner should be able to: Discuss the principles of conservation of forage. State characteristics of quality silage. |
Brief discussion with exposition of new concepts. | KLB BK III Pg 304-5 |
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| 2 | FORAGE CROPS | Silage requirements in dry matter. | By the end of the lesson, the learner should be able to: Calculate silage requirements in dry matter. |
Exposition, calculations. | Calculators. | KLB BK III Pg 305-6 |
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| 3 | LIVESTOCK HEALTH III | Observable conditions of livestock. & Disease predisposing factors. | By the end of the lesson, the learner should be able to:
Identify conditions that help in observing disease symptoms. Identify some disease predisposing factors |
Brain storming, |
KLB BK III |
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| 4 | LIVESTOCK HEALTH III | Observable conditions of livestock. & Disease predisposing factors. | By the end of the lesson, the learner should be able to: Identify conditions that help in observing disease symptoms. Identify some disease predisposing factors |
Brain storming, Q/A to review disease and health. Discussion. |
KLB BK III Pg 308-9 |
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| 7 | 1 | LIVESTOCK HEALTH III | Terms related to livestock diseases. | By the end of the lesson, the learner should be able to: Define the terms incubation period, mortality, natural and artificial immunity. |
Probing questions; Brief discussion. |
KLB BK III Pg 309-310 |
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| 2 | LIVESTOCK HEALTH III | Protozoan diseases. | By the end of the lesson, the learner should be able to: Give examples of protozoan diseases. Identify symptoms of specific diseases. Cite control measures. |
Discussion on ECF, anaplsmolysis, nagana, coccidiosis. | ill livestock | KLB BK III Pg 311-2 |
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| 3 | LIVESTOCK HEALTH III | Protozoan diseases. | By the end of the lesson, the learner should be able to: Give examples of protozoan diseases. Identify symptoms of specific diseases. Cite control measures. |
Discussion on ECF, anaplsmolysis, nagana, coccidiosis. | ill livestock | KLB BK III Pg 311-2 |
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| 4 | LIVESTOCK HEALTH III | Bacterial diseases. | By the end of the lesson, the learner should be able to: Give examples of bacterial diseases. Identify symptoms of specific diseases. Cite control measures. Identify animals affected by bacterial diseases. |
Discussion on mastitis. Foot rot, contagious abortion, black quarter, scours, anthrax, pneumonia. | ill animals | KLB BK III Pg 314-325 |
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| 8 | 1 | LIVESTOCK HEALTH III | Viral diseases. | By the end of the lesson, the learner should be able to: Give examples of viral diseases. Identify symptoms of specific diseases. Cite control measures. Identify animals affected by viral diseases. |
Discussion on rinderpest, Newcastle, gumboro, foot and mouth disease, fowl pox. | virus infected animals | KLB BK III Pg 325-330 |
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| 2 | LIVESTOCK HEALTH III | Viral diseases. | By the end of the lesson, the learner should be able to: Give examples of viral diseases. Identify symptoms of specific diseases. Cite control measures. Identify animals affected by viral diseases. |
Discussion on rinderpest, Newcastle, gumboro, foot and mouth disease, fowl pox. | virus infected animals | KLB BK III Pg 325-330 |
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| 3 | LIVESTOCK HEALTH III | Nutritional disorders. -Milk fever. | By the end of the lesson, the learner should be able to: Cite symptoms of milk fever. Explain control and treatment of milk fever. |
Brain storming; Brief discussion. |
animal illing from milk fever | KLB BK III Pg 330-2 |
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| 4 | LIVESTOCK HEALTH III | – Bloat. | By the end of the lesson, the learner should be able to: Cite symptoms of bloat Explain control and treatment of bloat |
Brain storming; Brief discussion. |
animal ailing from bloat | KLB BK III Pg 332-3 |
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| 9 | End Term Exams/Closing | |||||||
