If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
SOIL AND WATER CONSERVATION
|
Soil erosion.
|
By the end of the
lesson, the learner
should be able to:
Outline factors influencing soil erosion. Identify types of soil erosion. |
In groups, learners are guided to:
Brain storming; Brief discussion. |
illustrative chart
|
KLB BK III Pgs 158-167 |
|
| 2 | 2-3 |
SOIL AND WATER CONSERVATION
|
Effects of soil erosion & control measure.
Mass wasting (solifluction) |
By the end of the
lesson, the learner
should be able to:
Highlight effects of soil erosion & measures of control. Identify types of mass wasting. State effects of mass wasting. |
In groups, learners are guided to:
Brain storming; Brief discussion. |
pictures
illusrative pictures |
KLB BK III
Pgs 167-8 KLB BK III Pgs 168-172 |
|
| 2 | 4 |
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. |
In groups, learners are guided to:
Brain storming; Drawing diagrams; Brief discussion. |
|
KLB BK III
Pgs 178-183 |
|
| 3 | 1 |
SOIL AND WATER CONSERVATION
|
Types of terraces.
|
By the end of the
lesson, the learner
should be able to:
Identify types of terraces. |
In groups, learners are guided to:
Observing terraces; Drawing diagrams; brief discussion. |
Terraces.
|
KLB BK III
Pgs 183-8 |
|
| 3 | 2-3 |
SOIL AND WATER CONSERVATION
WEEDS AND WEED CONTROL |
Harvesting water.
Identification of common weeds. |
By the end of the
lesson, the learner
should be able to:
Outline methods of harvesting water. Define a weed. Identify common weeds. |
In groups, learners are guided to:
Brain storming; Brief discussion. Drawing Illustrative diagrams; Weed mounting; |
illustrativepictures
Common weeds. |
KLB BK III
Pgs 188-190 KLB BK III Pgs 192-199 |
|
| 3 | 4 |
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. |
In groups, learners are guided to:
Brain storming; Brief discussion. |
Useful and harmful weeds.
|
KLB BK III
Pgs 200-2 |
|
| 4 | 1 |
WEEDS AND WEED CONTROL
|
Chemical weed control.
|
By the end of the
lesson, the learner
should be able to:
Outline ways in which chemicals affect crops. Classify herbicides. |
In groups, learners are guided to:
Expository and descriptive approaches. |
Common herbicides.
|
KLB BK III
Pgs 203-4 |
|
| 4 | 2-3 |
WEEDS AND WEED CONTROL
|
Selectivity and effectiveness of herbicides.
Herbicides and the environment. |
By the end of the
lesson, the learner
should be able to:
Outline factors affecting selectivity and effectiveness of herbicides. Highlight precautions observed when handling herbicides. Discuss effects of herbicides on the environment. |
In groups, learners are guided to:
Expository and descriptive approaches. Brain storming; Brief discussion. |
herbicides |
KLB BK III
Pgs 205-6 KLB BK III Pgs 208-9 |
|
| 4 | 4 |
WEEDS AND WEED CONTROL
|
Mechanical weed control.
|
By the end of the
lesson, the learner
should be able to:
State advantages of tillage as a method of weed eradication. |
In groups, learners are guided to:
Brain storming; Brief discussion. |
|
KLB BK III
Pgs 209-210 |
|
| 5 | 1 |
WEEDS AND WEED CONTROL
|
Cultural biological & legislative methods of weed control.
|
By the end of the
lesson, the learner
should be able to:
Identify some cultural and biological ways of controlling weeds. Define legislative method of weed control. |
In groups, learners are guided to:
Q/A & brief discussion. |
|
KLB BK III
Pgs 210-211 |
|
| 5 | 2-3 |
CROP PESTS AND DISEASES
|
Effects of crop pests.
Classification of pests.
Field insect pests. Piercing and sucking pests. |
By the end of the
lesson, the learner
should be able to:
State harmful effects of crop pests. Outline criteria for classifying pests. Identify common piercing and sucking pests. |
In groups, learners are guided to:
Brain storming; Exposition of new concepts. Examining some piercing and sucking pests. Identifying parts of crops attacked. |
diagrams of pests
Picture Common field insect pests, Infested crops. Pictures Common Piercing and sucking pests. Infested crops. |
KLB BK III
Pgs 213-214 KLB BK III Pgs 218-221 |
|
| 5 | 4 |
CROP PESTS AND DISEASES
|
Other field pests.
|
By the end of the
lesson, the learner
should be able to:
Describe harmful effects caused by nematodes, mites, rodents and birds. |
In groups, learners are guided to:
Brain storming; Brief discussion. |
damaged crops by pests Pictures
|
KLB BK III
Pgs 221-223 |
|
| 6 | 1 |
CROP PESTS AND DISEASES
|
Storage pests.
|
By the end of the
lesson, the learner
should be able to:
Identify common storage pests. |
In groups, learners are guided to:
Examining storage pests. Identifying parts of crops attacked. |
Storage pests, infested cereals Pictures
|
KLB BK III
Pgs 224-226 |
|
| 6 | 2-3 |
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. |
In groups, learners are guided to:
Brain storming; Brief discussion. Exposition, detailed discussion. |
common pesticides |
KLB BK III
Pgs 226-230 KLB BK III Pgs 230-232 |
|
| 6 | 4 |
CROP PESTS AND DISEASES
|
Biological pest control.
Effects of 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. |
In groups, learners are guided to:
Brain storming; Exposition; Brief discussion. |
Crop parts infected with diseases.
|
KLB BK III
Pgs 233-234 |
|
| 7 | 1 |
CROP PESTS AND DISEASES
|
Fungal diseases.
|
By the end of the
lesson, the learner
should be able to:
Highlight harmful effects of diseases. Identify some fungal diseases. |
In groups, learners are guided to:
Expository and descriptive approaches. |
Crops affected by fungal diseases.
|
KLB BK III
Pgs 234-237 |
|
| 7 | 2-3 |
CROP PESTS AND DISEASES
|
Viral diseases.
Bacterial diseases. Nutritional disorders. |
By the end of the
lesson, the learner
should be able to:
Identify some viral diseases. Identify some bacterial diseases. Identify nutritional disorders of crops. |
In groups, learners are guided to:
Expository and descriptive approaches. Expository and descriptive approaches. Q/A to review nutritional disorders of crops. |
Crops affected by viral diseases.
Crops affected by bacterial diseases. |
KLB BK III
Pg 237 KLB BK III Pg 238-239 |
|
| 7 | 4 |
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. |
In groups, learners are guided to:
Expository and descriptive approaches. Q/A to review nutritional disorders of crops. |
Crops affected by bacterial diseases.
|
KLB BK III
Pg 238-239 |
|
| 8 | 1 |
CROP PESTS AND DISEASES
|
Control of crop diseases.
|
By the end of the
lesson, the learner
should be able to:
Highlight methods of controlling crop diseases. |
In groups, learners are guided to:
Brain storming; Brief discussion, Answer review questions. |
|
KLB BK III
Pg 239-240 |
|
| 8 | 2-3 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Harvesting pyrethrum.
Harvesting sugarcane. |
By the end of the
lesson, the learner
should be able to:
Describe harvesting of pyrethrum. Describe harvesting of sugarcane. |
In groups, learners are guided to:
Exposition and probing questions. |
Pyrethrum shrubs
|
.KLB BK III
Pg 265 |
|
| 8 | 4 |
CROP PRODUCTION VI FIELD PRACTICES II
|
Harvesting coffee and tea.
|
By the end of the
lesson, the learner
should be able to:
Describe harvesting of coffee and tea. |
In groups, learners are guided to:
Brain storming; Exposition and probing questions. |
Pyrethrum shrubs
|
.KLB BK III
Pg 265-268 |
Your Name Comes Here