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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
AGRICULTURAL ECONOMICS II
|
Meaning of land tenure.
Communal land tenure.
|
By the end of the
lesson, the learner
should be able to:
Define the term land tenure. State advantages and disadvantages of communal land tenure. |
Exposition of new concepts; Discussion. |
student book
|
KLB BK III Pgs 140-2 |
|
| 2 | 2 |
AGRICULTURAL ECONOMICS II
|
Individual land tenure
Land fragmentation. |
By the end of the
lesson, the learner
should be able to:
State advantages and disadvantages of individual owner operator, landlordism & tenancy. |
Exposition of new concepts;
Probing questions; Discussion. |
student book
|
KLB BK III
Pgs 142-4 |
|
| 2 | 3-4 |
AGRICULTURAL ECONOMICS II
|
Land reforms.
Development of settlement schemes in Kenya. |
By the end of the
lesson, the learner
should be able to:
Discuss land consolidation, tenure reforms, adjudication and registration. Identify some settlement schemes in Kenya. Outline requirements for settlement schemes to thrive in Kenya. |
Exposition of new concepts;
Probing questions; Discussion. Exposition of new concepts; Brief discussion. |
title deed
chart |
KLB BK III
Pgs 147-152 KLB BK III Pgs 152-7 |
|
| 2 | 5 |
SOIL AND WATER CONSERVATION
|
Soil erosion.
Effects of soil erosion & control measure. |
By the end of the
lesson, the learner
should be able to:
Outline factors influencing soil erosion. Identify types of soil erosion. |
Brain storming; Brief discussion. |
illustrative chart
pictures |
KLB BK III Pgs 158-167 |
|
| 3 | 1 |
SOIL AND WATER CONSERVATION
|
Mass wasting (solifluction)
|
By the end of the
lesson, the learner
should be able to:
Identify types of mass wasting. State effects of mass wasting. |
Brain storming;
Brief discussion. |
illusrative pictures
|
KLB BK III
Pgs 168-172 |
|
| 3 | 2 |
SOIL AND WATER CONSERVATION
|
Methods of soil and water conservation.
|
By the end of the
lesson, the learner
should be able to:
Outline methods of soil and water conservation. |
Brain storming;
Drawing diagrams; Brief discussion. |
|
KLB BK III
Pgs 178-183 |
|
| 3 | 3-4 |
SOIL AND WATER CONSERVATION
WEEDS AND WEED CONTROL |
Types of terraces.
Harvesting water. Identification of common weeds. |
By the end of the
lesson, the learner
should be able to:
Identify types of terraces. Define a weed. Identify common weeds. |
Observing terraces;
Drawing diagrams; brief discussion. Drawing Illustrative diagrams; Weed mounting; |
Terraces.
illustrativepictures Common weeds. |
KLB BK III
Pgs 183-8 KLB BK III Pgs 192-199 |
|
| 3 | 5 |
WEEDS AND WEED CONTROL
|
Effects of weeds.
|
By the end of the
lesson, the learner
should be able to:
Highlight harmful effects of weeds. Highlight benefits of weeds. |
Brain storming;
Brief discussion. |
Useful and harmful weeds.
|
KLB BK III
Pgs 200-2 |
|
| 4 | 1 |
WEEDS AND WEED CONTROL
|
Chemical weed control.
Selectivity and effectiveness of herbicides. |
By the end of the
lesson, the learner
should be able to:
Outline ways in which chemicals affect crops. Classify herbicides. |
Expository and descriptive approaches.
|
Common herbicides.
|
KLB BK III
Pgs 203-4 |
|
| 4 | 2 |
WEEDS AND WEED CONTROL
|
Herbicides and the environment.
|
By the end of the
lesson, the learner
should be able to:
Highlight precautions observed when handling herbicides. Discuss effects of herbicides on the environment. |
Brain storming;
Brief discussion. |
herbicides
|
KLB BK III
Pgs 208-9 |
|
| 4 | 3-4 |
WEEDS AND WEED CONTROL
WEEDS AND WEED CONTROL CROP PESTS AND DISEASES |
Mechanical weed control.
Cultural biological & legislative methods of weed control. Effects of crop pests. Classification of pests. |
By the end of the
lesson, the learner
should be able to:
State advantages of tillage as a method of weed eradication. Identify some cultural and biological ways of controlling weeds. Define legislative method of weed control. |
Brain storming;
Brief discussion. Q/A & brief discussion. |
diagrams of pests |
KLB BK III
Pgs 209-210 KLB BK III Pgs 210-211 |
|
| 4 | 5 |
CROP PESTS AND DISEASES
|
Field insect pests.
|
By the end of the
lesson, the learner
should be able to:
Identify common field insect pests. |
Examining some insect pests.
Identifying parts of crops attacked. |
Picture Common field insect pests,
Infested crops. |
KLB BK III
Pgs 214-218 |
|
| 5 | 1 |
CROP PESTS AND DISEASES
|
Piercing and sucking pests.
|
By the end of the
lesson, the learner
should be able to:
Identify common piercing and sucking pests. |
Examining some piercing and sucking pests.
Identifying parts of crops attacked. |
Pictures Common Piercing and sucking pests.
Infested crops. |
KLB BK III
Pgs 218-221 |
|
| 5 | 2 |
CROP PESTS AND DISEASES
|
Other field pests.
Storage pests. |
By the end of the
lesson, the learner
should be able to:
Describe harmful effects caused by nematodes, mites, rodents and birds. |
Brain storming;
Brief discussion. |
damaged crops by pests Pictures
Storage pests, infested cereals Pictures |
KLB BK III
Pgs 221-223 |
|
| 5 | 3-4 |
CROP PESTS AND DISEASES
|
Crop pest control.
Pesticides. |
By the end of the
lesson, the learner
should be able to:
Outline methods for controlling pests. Outline criteria for classifying pesticides. Highlight factors affecting effectiveness of a pesticide. State advantages of using pesticides. |
Brain storming;
Brief discussion. Exposition, detailed discussion. |
common pesticides |
KLB BK III
Pgs 226-230 KLB BK III Pgs 230-232 |
|
| 5 | 5 |
CROP PESTS AND DISEASES
|
Biological pest control.
Effects of diseases.
Fungal diseases. |
By the end of the
lesson, the learner
should be able to:
State advantages of using biological pest control. Identify effects of crop diseases. |
Brain storming;
Exposition; Brief discussion. |
Crop parts infected with diseases.
Crops affected by fungal diseases. |
KLB BK III
Pgs 233-234 |
|
| 6 | 1 |
CROP PESTS AND DISEASES
|
Viral diseases.
|
By the end of the
lesson, the learner
should be able to:
Identify some viral diseases. |
Expository and descriptive approaches.
|
Crops affected by viral diseases.
|
KLB BK III
Pg 237 |
|
| 6 | 2 |
CROP PESTS AND DISEASES
|
Bacterial diseases.
Nutritional disorders.
|
By the end of the
lesson, the learner
should be able to:
Identify some bacterial diseases. Identify nutritional disorders of crops. |
Expository and descriptive approaches.
Q/A to review nutritional disorders of crops. |
Crops affected by bacterial diseases.
|
KLB BK III
Pg 238-239 |
|
| 6 | 3-4 |
CROP PESTS AND DISEASES
CROP PRODUCTION VI FIELD PRACTICES II |
Control of crop diseases.
MAIZE Ecological requirements. Describe land preparation |
By the end of the
lesson, the learner
should be able to:
Highlight methods of controlling crop diseases. Outline the ecological requirements of maize. Identify some varieties of maize. Describe land preparation for maize establishment. |
Brain storming;
Brief discussion, Answer review questions. Brain storming; Probing questions; Brief discussion. |
School farm. |
KLB BK III
Pg 239-240 KLB BK III Pg 242-245 |
|
| 6 | 5 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Field operations.
|
By the end of the
lesson, the learner
should be able to:
Describe field operations on a maize stand. |
Q/A on spacing of crops and fertilizer application;
Brief discussion. |
School farm.
|
KLB BK III
Pg 245-246 |
|
| 7 | 1 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Pest control & Disease control.
Harvesting, storage and marketing of maize. |
By the end of the
lesson, the learner
should be able to:
Identify field and storage pests that attack maize. Identify diseases that attack maize |
Brain storming;
Probing questions; Brief discussion. |
Infested maize.
|
KLB BK III
Pg 246-249 |
|
| 7 | 2 |
CROP PRODUCTION VI FIELD PRACTICES II
|
FINGER MILLET
Ecological requirements and preparation for planting materials.
|
By the end of the
lesson, the learner
should be able to:
Outline the ecological requirements of finger millet. Identify some varieties of finger millet. |
Discussion;
Probing questions. |
Finger millet.
|
KLB BK III
Pg 250-252 |
|
| 7 | 3 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Field operations, pest and disease control.
|
By the end of the
lesson, the learner
should be able to:
Discuss field operations, pest and disease control. |
Examine sorghum attacked by pests / diseases.
Discussion. |
Sorghum attacked by pests / diseases.
|
KLB BK III
Pg 255-259 |
|
| 7 | 3-4 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Field operations, pest and disease control.
SORGHUM Ecological requirements and preparation for planting materials. |
By the end of the
lesson, the learner
should be able to:
Discuss field operations, pest and disease control. Outline the ecological requirements of sorghum. Identify some varieties of finger millet. Describe selection and preparation of planting materials. |
Examine sorghum attacked by pests / diseases.
Discussion. Discussion; Exposition; Probing questions. |
Sorghum attacked by pests / diseases.
Finger millet. |
KLB BK III
Pg 255-259 KLB BK III Pg 250-252 |
|
| 7 | 5 |
CROP PRODUCTION VI FIELD PRACTICES II
|
BEANS
Ecological requirements and preparation for planting materials.
|
By the end of the
lesson, the learner
should be able to:
Outline the ecological requirements for beans. Identify some varieties of beans. |
Exposition and probing questions.
|
|
KLB BK III
Pg 260-261 |
|
| 8 | 1 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Field operations, pest and disease control & harvesting of beans.
|
By the end of the
lesson, the learner
should be able to:
Discuss field operations, pest and disease control. |
Examine beans attacked by pests / diseases.
Brain storming; Discussion. |
Bean plants attacked by pests / diseases.
|
KLB BK III
Pg 261-263 |
|
| 8 | 2 |
CROP PRODUCTION VI FIELD PRACTICES II
|
RICE
Ecological requirements and preparation for planting materials.
Field operations, pest and disease control & harvesting of rice. |
By the end of the
lesson, the learner
should be able to:
Outline the ecological requirements for beans. Identify some varieties of rice. |
Exposition and probing questions.
|
Bean plants attacked by pests / diseases.
|
KLB BK III
Pg 260-261 |
|
| 8 | 3-4 |
FORAGE CROPS
|
Pasture classification.
Pasture establishment. |
By the end of the
lesson, the learner
should be able to:
Outline criteria for classifying pastures. Outline methods of sowing pasture crop. Describe field practices for pasture establishment. |
Exposition and probing questions. Brain storming, Discussion. |
Common types of grass. |
KLB BK III Pg 269-271 KLB BK III Pg 272-274 |
|
| 8 | 5 |
FORAGE CROPS
|
Weed control and top dressing.
Pasture utilization. |
By the end of the
lesson, the learner
should be able to:
Cite reasons for weed control. Cite reasons for topdressing. |
Brain storming,
Discussion. |
illustrative video
|
KLB BK III
Pg 274-276 |
|
| 9-10 |
Midterm |
|||||||
| 11 | 1 |
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 280-282 |
|
| 11 | 2 |
FORAGE CROPS
|
Zero grazing / stall feeding.
|
By the end of the
lesson, the learner
should be able to:
State advantages of zero grazing / stall feeding. |
Brain storming;
Discussion |
illustrative chart s
|
KLB BK III
Pg 283 |
|
| 11 | 3-4 |
FORAGE CROPS
|
Napier grass.
Guatemala. |
By the end of the
lesson, the learner
should be able to:
Outline the ecological requirements for napier grass. Describe establishment of napier grass. Outline the ecological requirements for Guatemala. Describe establishment of Guatemala. |
Expository and descriptive approaches.
Brain storming; Discussion |
Napier grass strands.
Guatemala strands. |
KLB BK III
Pg 283-287 KLB BK III Pg 287-292 |
|
| 11 | 5 |
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 |
|
| 12 | 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
Pg297 |
|
| 12 | 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
Pg297 |
|
| 12 | 3 |
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 |
|
| 12 | 3-4 |
FORAGE CROPS
|
FORAGE CONSERVATION
Principles of conservation. |
By the end of the
lesson, the learner
should be able to:
Cite reasons for conserving forage. Outline methods of conserving forage. Discuss the principles of conservation of forage. State characteristics of quality silage. |
Discussion on hay / silage making and silos.
Brief discussion with exposition of new concepts. |
illustrative diagrams of conserving forage
|
KLB BK III
Pg 299-302 KLB BK III Pg 304-305 |
|
| 12 | 5 |
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 305-306 |
|
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