LIVESTOCK PRODUCTION V (POULTRY)

Composition of an egg
Incubation of eggs - Selection characteristics

By the end of the lesson, the learner should be able to:
Identify parts of an egg. Describe the parts of an egg. Explain the functions of each part of an egg.

Drawing and labeling an egg diagram. Breaking an egg to examine its internal structure. Detailed discussion on each part's function. Group work comparing different egg types. Practical examination of shell thickness and porosity.

Eggs, Chart showing parts of an egg, Drawing materials, Magnifying glass, Rulers for measurement
Eggs of various conditions, Weighing scale, Measuring tools, Record sheets, Selection criteria charts

KLB Secondary Agriculture Form 4, Pages 1-2

LIVESTOCK PRODUCTION V (POULTRY)

Egg candling
Natural incubation

By the end of the lesson, the learner should be able to:
Describe candling of eggs. Explain the procedure of candling. Identify abnormalities through candling. Observe internal structure of eggs through candling.

Practical activity - candling eggs using different light sources. Observing internal structure of eggs in dark room. Making deductions from candling observations. Recording abnormalities found. Discussion on candling at different stages of incubation.

Cardboard boxes, Torch, Electric bulb, Candles, Dark room setup, Observation sheets
Nesting box, Nesting materials (dry grass, sawdust), Debe containers, Sample nest setups, Broody hen management guides

KLB Secondary Agriculture Form 4, Page 4

LIVESTOCK PRODUCTION V (POULTRY)

Artificial incubation - Conditions

By the end of the lesson, the learner should be able to:
Outline conditions necessary for artificial incubation. Explain temperature control requirements (37.5°C to 39.4°C). Describe ventilation and humidity control. Discuss egg turning procedures.

Exposition of incubator operation principles. Practical demonstration of temperature monitoring and control. Setting up ventilation systems for proper air circulation. Hands-on humidity control using water trays and damp cloths. Demonstration of proper egg turning at 45° angles.

Artificial incubator model, Thermometer, Water trays, Ventilation materials, Damp cloths, Eggs for turning

KLB Secondary Agriculture Form 4, Pages 7-8

LIVESTOCK PRODUCTION V (POULTRY)

Management of an incubator
Sources of chicks and brooding introduction

By the end of the lesson, the learner should be able to:
Highlight management practices of an incubator. State merits and demerits of artificial incubation. Explain daily management routines. Identify and solve common incubation problems.

Brain storming on incubator management practices. Practical demonstration of daily management procedures. Setting up incubation schedules and record keeping. Hands-on cleaning and disinfection procedures. Problem-solving common incubation failures and solutions. Cost-benefit analysis of artificial vs natural incubation.

Incubator, Disinfectants, Cleaning materials, Management record sheets, Timer, Cost comparison charts
List of chick suppliers in Kenya, Transport cost charts, Chick quality assessment guides, Presentation materials

KLB Secondary Agriculture Form 4, Pages 8-9

LIVESTOCK PRODUCTION V (POULTRY)

Artificial brooding - Requirements and preparation
Brooder management and chick care

By the end of the lesson, the learner should be able to:
Identify requirements for an artificial brooder. Explain brooder preparation procedures before chicks arrive. Describe equipment needed for brooding. Set up proper brooding environment.

Exposition and probing questions on brooder requirements. Practical demonstration of brooder setup and preparation. Hands-on installation of heat sources (32°C-35°C first week). Setting up feeders, waterers, and proper spacing. Preparation of newspapers and litter materials. Testing all equipment before chick arrival.

Artificial brooder, Heat sources (electric bulbs, charcoal burner), Wire guards, Thermometer, Newspapers, Litter materials, Feeders, Waterers
Chick mash samples, Feeders, Waterers, Vaccination charts, Behavior observation sheets, Feed calculation worksheets, Thermometer

KLB Secondary Agriculture Form 4, Pages 7-8

LIVESTOCK PRODUCTION V (POULTRY)

Rearing of growers, layers and broilers

By the end of the lesson, the learner should be able to:
Discuss rearing of growers, layers and broilers. Compare feeding requirements for different bird categories. Calculate feed consumption and space requirements. Plan transition from brooder to grower stage.

Exposition and probing questions on different rearing stages. Discussion on grower mash (16-17% D.C.P.) vs layer mash (14-16% D.C.P.) vs broiler feeds. Practical calculation of daily feed requirements (120g per layer). Problem-solving feeding program transitions. Creating management schedules for different bird categories. Space calculation exercises.

Feed samples (grower, layer, broiler mash), Calculators, Rearing comparison charts, Feed calculation worksheets, Space requirement guides

KLB Secondary Agriculture Form 4, Pages 10-12

LIVESTOCK PRODUCTION V (POULTRY)

Free range rearing system

By the end of the lesson, the learner should be able to:
State factors considered when choosing a rearing system. Identify requirements for free-range system. State merits and demerits of free range system. Calculate stocking density (not exceeding 1000 birds per hectare).

Q/A on system selection factors (land, topography, labor, capital, security, market, knowledge). Discussion on free range requirements - land size, fencing, runs, movable houses. Practical calculation of land needs (100 birds need 0.4 hectare). Cost-benefit analysis comparing with other systems. Problem-solving free range management challenges.

Free range system charts, Measuring tape, Calculators, Fencing materials samples, Land calculation worksheets, Cost comparison sheets

KLB Secondary Agriculture Form 4, Pages 12-15

LIVESTOCK PRODUCTION V (POULTRY)

Free range rearing system

By the end of the lesson, the learner should be able to:
State factors considered when choosing a rearing system. Identify requirements for free-range system. State merits and demerits of free range system. Calculate stocking density (not exceeding 1000 birds per hectare).

Q/A on system selection factors (land, topography, labor, capital, security, market, knowledge). Discussion on free range requirements - land size, fencing, runs, movable houses. Practical calculation of land needs (100 birds need 0.4 hectare). Cost-benefit analysis comparing with other systems. Problem-solving free range management challenges.

Free range system charts, Measuring tape, Calculators, Fencing materials samples, Land calculation worksheets, Cost comparison sheets

KLB Secondary Agriculture Form 4, Pages 12-15

LIVESTOCK PRODUCTION V (POULTRY)

Fold system

By the end of the lesson, the learner should be able to:
Describe fold system. State merits and demerits of fold systems. Design fold specifications (3.5m long, 1.5m wide, 1.5m high). Calculate number of birds per fold (10-15 hens per fold).

Q/A and discussion on fold system principles and portability. Practical measurement and design of fold dimensions. Drawing scaled fold designs with roofed and open sections. Calculation exercises for fold numbers needed for given flock size. Discussion on daily movement requirements and labor implications. Problem-solving fold construction and management issues.

Fold design materials, Wire mesh samples, Measuring tools, Construction planning sheets, Calculators, Model building materials

KLB Secondary Agriculture Form 4, Pages 15-16

LIVESTOCK PRODUCTION V (POULTRY)

Deep litter system

By the end of the lesson, the learner should be able to:
Describe the requirements for deep litter system. State merits and demerits of deep litter systems. Calculate space requirements (1 sq m per 2-3 birds). Plan litter management and house specifications.

Q/A and discussion on deep litter system requirements. Practical demonstration of litter preparation (15-30cm deep) using sawdust, wood shavings. Calculation of space allocation and bird density. Design of house layout with proper ventilation (60-90cm opening above ground). Problem-solving litter management challenges including moisture control and turning.

Deep litter materials (sawdust, wood shavings, crushed maize cobs), House design materials, Calculators, Ventilation planning guides, Moisture control charts

KLB Secondary Agriculture Form 4, Pages 16-18

LIVESTOCK PRODUCTION V (POULTRY)

Battery cage system

By the end of the lesson, the learner should be able to:
Describe the requirements for battery cage system. Calculate cage specifications and arrangements. Compare battery system with other systems. Design cage layout with proper spacing (0.2 square meter per bird).

Q/A and discussion on battery cage principles and intensive management. Practical measurement and design of cage dimensions (45cm wide, 45cm high, 57.5cm deep). Calculation exercises for tier arrangements (3-6 tiers) and bird capacity. Drawing scaled cage arrangements with feeding and watering systems. Cost analysis comparing initial investment with returns. Problem-solving cage management and mechanization issues.

Battery cage models, Wire mesh samples, Measuring equipment, Calculators, Cage design worksheets, Cost analysis sheets

KLB Secondary Agriculture Form 4, Pages 18-19

LIVESTOCK PRODUCTION V (POULTRY)

Factors affecting egg production - Stress

By the end of the lesson, the learner should be able to:
State causes of stress in birds. Outline stress management practices. Identify effects of stress on egg production. Plan stress reduction strategies for poultry farms.

Discussion on stress causes (sudden changes, strangers, handling, noise, weather, diseases, lack of feed/water). Practical identification of stress symptoms in birds. Problem-solving stress management scenarios. Group work on creating stress-free environments. Planning daily routines to minimize stress. Development of emergency procedures for stress situations.

Stress identification charts, Case study materials, Management planning sheets, Emergency procedure guides, Poultry behavior observation sheets

KLB Secondary Agriculture Form 4, Pages 19-20

LIVESTOCK PRODUCTION V (POULTRY)

Factors affecting egg production - Stress

By the end of the lesson, the learner should be able to:
State causes of stress in birds. Outline stress management practices. Identify effects of stress on egg production. Plan stress reduction strategies for poultry farms.

Discussion on stress causes (sudden changes, strangers, handling, noise, weather, diseases, lack of feed/water). Practical identification of stress symptoms in birds. Problem-solving stress management scenarios. Group work on creating stress-free environments. Planning daily routines to minimize stress. Development of emergency procedures for stress situations.

Stress identification charts, Case study materials, Management planning sheets, Emergency procedure guides, Poultry behavior observation sheets

KLB Secondary Agriculture Form 4, Pages 19-20

LIVESTOCK PRODUCTION V (POULTRY)

Vices in poultry

By the end of the lesson, the learner should be able to:
Identify causes of vices such as egg eating and cannibalism. Explain measures taken to control vices. Demonstrate debeaking procedures. Plan vice prevention programs.

Discussion on causes and control of egg eating (broken eggs, bright lights, idleness, inadequate nests, mineral deficiency). Analysis of cannibalism causes (parasites, overcrowding, bright light, prolapse, mineral deficiency, new birds). Demonstration of debeaking procedures using models. Problem-solving vice prevention strategies. Creating management plans to eliminate vice-causing conditions.

Charts showing poultry vices and symptoms, Debeaking equipment models, Vice prevention planning sheets, Case study examples, Control measure guides

KLB Secondary Agriculture Form 4, Pages 20-22

LIVESTOCK PRODUCTION V (POULTRY)

Culling birds

By the end of the lesson, the learner should be able to:
Define the term culling. Give reasons for culling of birds. Identify characteristics of good and poor layers. Demonstrate proper culling procedures and record keeping.

Brain storming on culling importance and economic benefits. Practical observation and identification of characteristics of good layers vs poor layers. Discussion on culling criteria (production records, physical examination, behavior). Record keeping for culling decisions and flock improvement. Problem-solving culling schedules and replacement planning. Cost-benefit analysis of culling programs.

Live birds for observation (if available), Culling record sheets, Production record examples, Culling criteria charts, Cost-benefit calculation sheets

KLB Secondary Agriculture Form 4, Page 22

LIVESTOCK PRODUCTION V (POULTRY)

Marketing eggs

By the end of the lesson, the learner should be able to:
State factors considered in sorting and grading eggs for fresh markets. Explain egg packing procedures with broad end upward. Calculate marketing costs, profits and pricing strategies.

Teacher's demonstrations on egg sorting by cleanliness, size (small, medium, large), and candling quality. Practical exercise in egg classification and grading. Hands-on egg packing using proper techniques (30 eggs per tray, 10 trays per box). Discussion on marketing channels and pricing strategies. Cost-benefit calculations including transport and packaging costs. Problem-solving marketing challenges and seasonal price variations.

Eggs of various sizes and quality, Egg trays (30-egg capacity), Egg boxes, Grading equipment, Calculators, Market price analysis sheets, Packaging cost worksheets

KLB Secondary Agriculture Form 4, Pages 22-23

LIVESTOCK PRODUCTION V (POULTRY)

Processing chicken meat

By the end of the lesson, the learner should be able to:
Outline methods of killing a bird (neck dislocation, sharp knife). Describe dressing of a bird's carcass. Explain proper slaughtering procedures with 12-hour starvation. Demonstrate packaging for market sale.

Topic review and teacher's demonstrations of humane killing methods. Practical demonstration of neck dislocation and knife cutting techniques using models. Step-by-step carcass dressing procedures (plucking, singeing, removing neck and crop, organ removal). Discussion on food safety, hygiene standards, and packaging in polythene bags. Problem-solving processing challenges and quality control. Cost calculation for processing operations and profit margins.

Demonstration models, Processing equipment models, Sharp knives (demonstration only), Safety and hygiene materials, Packaging materials, Processing cost calculation sheets

KLB Secondary Agriculture Form 4, Pages 23-25

FARM POWER AND MACHINERY

Sources of power in the farm - Human and animal power

By the end of the lesson, the learner should be able to:
Describe various sources of power that can be used on farms. State advantages and disadvantages of animal power. Explain the use of yokes for harnessing animals.

Q/A on farm power definition and sources. Discussion on human power limitations (0.07-0.1 kw capacity). Analysis of animal power advantages and disadvantages. Practical demonstration of yoke construction and use for oxen and donkeys.

Charts showing power sources, Yoke models, Animal power demonstration materials, Power calculation worksheets

KLB Secondary Agriculture Form 4, Pages 38-40

FARM POWER AND MACHINERY

Wind power, water power and biomass
Solar radiation, electrical power and fossil fuels

By the end of the lesson, the learner should be able to:
Describe wind power and water power uses on farms. Explain biomass sources including wood, charcoal and biogas. State advantages and disadvantages of biogas.

Discussion on wind power for winnowing and water pumping. Exposition on water power limitations and hydroelectric applications. Study of biomass sources and biogas production process. Analysis of biogas advantages and disadvantages.

Wind mill models, Water power diagrams, Biogas plant charts, Biomass samples
Solar heating system models, Battery demonstration materials, Fossil fuel samples, Energy conversion charts

KLB Secondary Agriculture Form 4, Pages 40-43

FARM POWER AND MACHINERY

The tractor - Petrol and diesel engines
The four-stroke cycle engine

By the end of the lesson, the learner should be able to:
Identify major parts of tractor petrol and diesel engines. State structural and functional differences between petrol and diesel engines.

Drawing and labeling diagrams of petrol and diesel engines. Comparative analysis using comparison table. Problem-solving engine selection for different applications. Study of engine characteristics and applications.

Engine diagrams, Comparison tables, Engine parts models, Drawing materials
Four-stroke cycle diagrams, Engine stroke models, Demonstration materials, Cycle sequence charts

KLB Secondary Agriculture Form 4, Pages 47-50

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Household-firm relationships

By the end of the lesson, the learner should be able to:
Define a household and a firm as business terms. Describe a household and a firm as producers and consumers. Explain their role in a country's economic growth.

Q/A reviewing economics definition. Exposition on household-firm relationships using Figure 4.1. Discussion on household as producer (raw materials) and consumer (industrial goods). Analysis of firm roles and economic growth contributions. Problem-solving income generation scenarios.

Household-firm relationship charts, Economic flow diagrams, Case study materials

KLB Secondary Agriculture Form 4, Pages 74-76

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Gross Domestic Product (GDP) and Gross National Product (GNP)
Per capita income and contribution of agriculture

By the end of the lesson, the learner should be able to:
Define the terms GDP and GNP. Define the term Gross National Income (GNI). Calculate GDP, GNP and GNI using given data.

Exposition on GDP and GNP definitions and differences. Discussion on income inflow and outflow effects. Study of GNP calculation: GDP + (income inflow - outflow). Practical calculations using economic data. Problem-solving comparison scenarios.

GDP/GNP calculation worksheets, Economic data samples, Calculators
Per capita income calculation sheets, Development indicator charts, Country comparison data

KLB Secondary Agriculture Form 4, Pages 76-77

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Land as a factor of production
Labour as a factor of production

By the end of the lesson, the learner should be able to:
Describe the economic value of production of crops and livestock. List methods of land acquisition. Explain land productivity factors and improvement methods.

Brain storming on land importance in production. Study of land acquisition methods: inheritance, government settlement, buying, compensation. Analysis of productivity factors (soil fertility, climate) and improvement methods. Case studies of high vs low potential areas. Problem-solving land utilization challenges.

Land acquisition method charts, Soil fertility maps, Productivity demonstration materials, Case study examples
Labour type charts, Productivity improvement guides, Training examples, Measurement tools

KLB Secondary Agriculture Form 4, Pages 78-80

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Capital and management as factors of production

By the end of the lesson, the learner should be able to:
Define the term capital. Identify types of capital. List sources of capital. State functions of a manager in a farm. Identify good qualities of a manager.

Exposition on capital definition and types: liquid (money), working (raw materials), fixed/durable (assets). Study of capital sources: savings, credit, grants. Discussion on management functions: planning, information gathering, decision making. Analysis of good manager qualities and skills.

Capital type examples, Sources of capital charts, Management function guides, Quality assessment materials

KLB Secondary Agriculture Form 4, Pages 82-85

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Production function concepts
Production function curves

By the end of the lesson, the learner should be able to:
Define production function. State characteristics of variable and fixed inputs. Distinguish between variable and fixed inputs.

Q/A on production function as input-output relationship. Study of variable inputs: change with production, allocated to enterprises, used for gross margins. Analysis of fixed inputs: constant costs, not allocated to specific enterprises. Practical classification of farm inputs with examples.

Production function charts, Input classification worksheets, Farm input examples, Cost analysis materials
Graph papers, Production function tables (4.1, 4.2), Calculators, Plotting materials, Analysis worksheets

KLB Secondary Agriculture Form 4, Pages 85-87

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Increasing returns production functions

By the end of the lesson, the learner should be able to:
Illustrate and interpret increasing returns production functions. Give empirical examples where increasing returns are experienced.

Study of Table 4.3 (egg production with varying layers mash). Analysis of increasing returns characteristics: each additional input results in larger increase in output. Graphical representation using Figure 4.3. Explanation of trend where marginal product increases with each additional input. Study of feeding layers example from the textbook.

Increasing returns charts, Table 4.3 data, Graph plotting materials, Figure 4.3

KLB Secondary Agriculture Form 4, Pages 89-90

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Constant and decreasing returns production functions

By the end of the lesson, the learner should be able to:
Illustrate constant and decreasing returns production functions. Give empirical examples of each type. Compare all three types of production functions.

Study of Table 4.4 (bread production - constant returns) showing straight line graph and constant marginal product. Analysis of Table 4.5 (maize with NPK - decreasing returns). Explanation using Figures 4.4 and 4.5. Discussion on decreasing returns as commonest type in agriculture. Comparison of the three production function types.

Production function comparison charts, Tables 4.4 and 4.5, Figures 4.4 and 4.5, Graph materials

KLB Secondary Agriculture Form 4, Pages 90-94

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Law of diminishing returns

By the end of the lesson, the learner should be able to:
State the law of diminishing returns. Analyze production data showing diminishing returns. Calculate marginal and average products.

Exposition of the law using Table 4.6 (maize production with NPK fertilizer). Calculation of marginal product (additional output) and average product (total ÷ input units). Graphical analysis showing point where diminishing returns begin. Discussion on practical applications in farming. Problem-solving scenarios demonstrating the law.

Law of diminishing returns charts, Table 4.6 data, Calculation worksheets, Graph plotting materials

KLB Secondary Agriculture Form 4, Pages 94-96

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Zones of a production function curve

By the end of the lesson, the learner should be able to:
Divide a production function into three zones. Identify rational zones of production. Explain characteristics of each zone.

Guided discovery of three zones using Figure 4.7. Analysis of Zone I (irrational - under-utilization), Zone II (rational - optimal use), Zone III (irrational - over-utilization). Discussion on MP and AP relationships in each zone. Practical determination of optimal production levels. Economic decision-making based on zones.

Zone identification charts, Figure 4.7, Production curve examples, Decision-making guides

KLB Secondary Agriculture Form 4, Pages 96-98

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Principles of substitution and input-input relationships

By the end of the lesson, the learner should be able to:
State the principles of substitution. Give examples illustrating principles of substitution. Identify ways of combining inputs.

Exposition on substitution law: profitable to substitute cheaper input for expensive one while maintaining constant output. Study of input-input relationships: fixed proportions, constant rate substitution, varying rate substitution. Examples from textbook: maize and sorghum as livestock feeds, homemade vs commercial feeds, hay and grain, poultry manure vs nitrogenous fertilizers.

Substitution principle charts, Input combination examples, Cost comparison worksheets

KLB Secondary Agriculture Form 4, Pages 98-99

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Principles of substitution and input-input relationships

By the end of the lesson, the learner should be able to:
State the principles of substitution. Give examples illustrating principles of substitution. Identify ways of combining inputs.

Exposition on substitution law: profitable to substitute cheaper input for expensive one while maintaining constant output. Study of input-input relationships: fixed proportions, constant rate substitution, varying rate substitution. Examples from textbook: maize and sorghum as livestock feeds, homemade vs commercial feeds, hay and grain, poultry manure vs nitrogenous fertilizers.

Substitution principle charts, Input combination examples, Cost comparison worksheets

KLB Secondary Agriculture Form 4, Pages 98-99

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Product-product relationships

By the end of the lesson, the learner should be able to:
Give examples of product-product relationship. Explain joint, competitive, supplementary and complementary products.

Study of product-product relationships from textbook. Analysis of joint products: mutton/skin, cotton lint/seed, milk/butter, beef/hides, honey/wax. Discussion on competitive products: wheat vs maize, dairy vs beef cattle. Study of supplementary products: poultry enterprise, beans in coconut field. Analysis of complementary products: pig enterprise on grain by-products.

Product relationship charts, Enterprise examples from textbook, Farm planning scenarios

KLB Secondary Agriculture Form 4, Pages 99-100

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Principle of equi-marginal returns and concept of cost

By the end of the lesson, the learner should be able to:
State the principle of equi-marginal returns. Define the concept of cost. Identify the role of costs in production. List types of costs.

Discussion on equi-marginal returns: limited resources allocated where marginal returns equal in all uses. Study of cost concept: Cost = Q × P × X. Analysis of cost roles from textbook. Classification of costs: fixed costs (rent, depreciation, salaries), variable costs (feeds, fertilizers, fuel), total cost (FC + VC), average costs, marginal cost.

Cost calculation worksheets, Cost type classification charts, Formula applications

KLB Secondary Agriculture Form 4, Pages 100-102

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Types of revenue and profit maximization

By the end of the lesson, the learner should be able to:
Compute total revenue, net revenue and marginal revenue. Determine the cost of production. Apply profit maximization principles.

Study of revenue types: Total Revenue (TR = quantity × price), Net Revenue (NR = TR - TC), Marginal Revenue. Analysis of Table 4.7 (maize production profit example with DSP fertilizer). Exposition on profit maximization: occurs when MR = MC and NR is maximum. Calculations using textbook example with Ksh 280 fertilizer cost and Ksh 200 maize price.

Revenue calculation worksheets, Table 4.7, Profit maximization examples, Calculators

KLB Secondary Agriculture Form 4, Pages 102-105

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Farm planning

By the end of the lesson, the learner should be able to:
State factors to consider when drawing a farm plan. Outline steps followed in making a farm plan. Develop farm planning scenarios.

Exposition on farm planning importance. Study of planning factors from textbook: farm size, environmental factors, labour market trends, farmer objectives, possible enterprises, market conditions, input availability, government regulations, security, communication/transport. Analysis of 10-step planning process from site determination to plan evaluation and implementation.

Farm planning templates, Factor consideration checklists, Planning process flowcharts

KLB Secondary Agriculture Form 4, Pages 105-108

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Farm budgeting

By the end of the lesson, the learner should be able to:
Define a farm budget. Analyze importance of farm budgeting. Describe types of farm budgets. Draw a partial budget.

Study of budgeting definition and importance from textbook. Analysis of partial vs complete budgets. Practical partial budget exercise using Mr Mutua's example (Table 4.8): 0.3 hectare maize to potatoes change. Study of complete budget example (Table 4.9): 2 hectares mixed farm with gross margins. Four guiding questions for partial budgeting.

Budget templates, Table 4.8 (Mr Mutua's partial budget), Table 4.9 (complete budget), Calculators

KLB Secondary Agriculture Form 4, Pages 108-112

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Farm budgeting

By the end of the lesson, the learner should be able to:
Define a farm budget. Analyze importance of farm budgeting. Describe types of farm budgets. Draw a partial budget.

Study of budgeting definition and importance from textbook. Analysis of partial vs complete budgets. Practical partial budget exercise using Mr Mutua's example (Table 4.8): 0.3 hectare maize to potatoes change. Study of complete budget example (Table 4.9): 2 hectares mixed farm with gross margins. Four guiding questions for partial budgeting.

Budget templates, Table 4.8 (Mr Mutua's partial budget), Table 4.9 (complete budget), Calculators

KLB Secondary Agriculture Form 4, Pages 108-112

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Agricultural support services

By the end of the lesson, the learner should be able to:
Describe extension, training and banking as support services. Explain different types of credit and their sources. Describe AI services and agricultural research.

Study of support services from textbook: extension (field officers, training centers, demonstrations), banking (current vs savings accounts, overdraft). Analysis of credit types: short-term (<1 year), medium-term (2-5 years), long-term (15 years). Study of credit sources: cooperatives, AFC, commercial banks, crop boards. Discussion on AI services and research stations listed in textbook.

Support service charts, Credit type tables, Research station lists from textbook, Banking guides

KLB Secondary Agriculture Form 4, Pages 112-118

AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

Risks, uncertainties and adjustment strategies

By the end of the lesson, the learner should be able to:
Define the terms risk and uncertainty. List types of risks and uncertainties. Outline ways of adjusting to uncertainties and risks.

Study of uncertainty (imperfect knowledge of future events) vs risk (divergence between expected and actual outcome). Analysis of risk types from textbook: price fluctuations, physical yield uncertainty, ownership uncertainty, pest/disease outbreaks, sickness/injury, new technology uncertainty, obsolescence, natural catastrophes. Discussion on adjustment strategies: diversification, selecting certain enterprises, contracting, insurance, input rationing, production flexibility, modern methods.

Risk identification charts from textbook, Uncertainty management guides, Adjustment strategy examples

KLB Secondary Agriculture Form 4, Pages 118-121