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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Agricultural Economics V (Agricultural Marketing and Organisations)
|
Definition of Market
|
By the end of the
lesson, the learner
should be able to:
Define the term market as an institution for exchange of goods and services. Distinguish between a perfect and an imperfect market. |
Q/A on students' understanding of buying and selling. Teacher explains market as institution where buyers and sellers carry out business transactions. Discussion on perfect market conditions where any buyer can purchase from any seller at same prices versus imperfect market characteristics.
|
Charts showing market scenarios, local market examples
|
KLB Secondary Agriculture Form 4, Page 126
|
|
| 1 | 2 |
Agricultural Economics V (Agricultural Marketing and Organisations)
|
Marketing Definition and Functions
Monopolistic Competition |
By the end of the
lesson, the learner
should be able to:
Define marketing and describe marketing function. |
Study marketing as flow of goods and services from producer to consumer. Explanation of marketing functions as activities involved in marketing process. Students identify local marketing activities and relate to textbook definitions.
|
Marketing flow charts, local examples
Market structure diagrams, business examples |
KLB Secondary Agriculture Form 4, Page 126
|
|
| 1 | 3 |
Agricultural Economics V (Agricultural Marketing and Organisations)
|
Oligopoly and Monopsony
Definition and Law of Demand Demand Schedule and Curves |
By the end of the
lesson, the learner
should be able to:
Identify features of oligopolistic and monopsonistic markets. |
Examination of oligopoly where small number of firms exist with mutual interdependence in policy making. Study of monopsonistic markets characterized by individual buyer influence on price due to sole buyer pressure. Discussion on pure competition requirements.
|
Market comparison charts, case studies
Figure 6.1 from textbook, demand examples Graph paper, rulers, sample demand data |
KLB Secondary Agriculture Form 4, Pages 126-127
|
|
| 1 | 4 |
Agricultural Economics V (Agricultural Marketing and Organisations)
|
Factors Influencing Demand
Elasticity of Demand |
By the end of the
lesson, the learner
should be able to:
State factors affecting demand for a commodity. |
Study ten factors affecting demand: population, income, preferences and tastes, prices of related goods, advertisement, beliefs customs and taboos, price expectation, level of taxation, perishability, future expectations. Discussion using local agricultural examples like milk, eggs, meat.
|
Examples of local agricultural commodities, factor charts
Calculators, textbook examples, calculation worksheets |
KLB Secondary Agriculture Form 4, Pages 129-130
|
|
| 2 | 1 |
Agricultural Economics V (Agricultural Marketing and Organisations)
|
Types of Elasticity of Demand
Factors Affecting Elasticity of Demand |
By the end of the
lesson, the learner
should be able to:
Identify types of elasticity of demand. Illustrate elastic, inelastic and unitary demand graphically. |
Examination of Figures 6.3, 6.4, 6.5, and 6.6 showing elastic, inelastic and unitary demand segments. Students practice drawing different elasticity curves and identifying characteristics of each type. Analysis of total revenue test for measuring elasticity.
|
Figures 6.3-6.6 from textbook, graph paper, rulers
Local commodity examples, classification charts |
KLB Secondary Agriculture Form 4, Pages 130-133
|
|
| 2 | 2 |
Agricultural Economics V (Agricultural Marketing and Organisations)
|
Supply Definition and Law
|
By the end of the
lesson, the learner
should be able to:
Define the term supply. State and explain factors affecting supply of a commodity. |
Study supply as quantity producers are willing to sell at specified prices in given market and time. Examination of Figure 6.7 showing direct relationship between price and supply. Study Table 6.1 supply schedule for meat. Analysis of ten factors affecting supply including number of sellers, technology, weather, government policy.
|
Figure 6.7, Table 6.1 from textbook, supply examples
|
KLB Secondary Agriculture Form 4, Pages 133-135
|
|
| 2 | 3 |
Agricultural Economics V (Agricultural Marketing and Organisations)
|
Elasticity of Supply
|
By the end of the
lesson, the learner
should be able to:
Define elasticity of supply. Calculate elasticity of supply. |
Study elasticity of supply as degree of responsiveness to price change. Practice calculating Es using textbook millet example: price change from Ksh 10 to Ksh 12 with supply change from 400kg to 600kg. Students practice calculations and interpret results.
|
Calculators, textbook examples, calculation worksheets
|
KLB Secondary Agriculture Form 4, Page 135
|
|
| 2 | 4 |
Agricultural Economics V (Agricultural Marketing and Organisations)
|
Price Theory and Market Equilibrium
|
By the end of the
lesson, the learner
should be able to:
Explain how market prices are determined. |
Study price as amount of money paid for goods or services. Examination of Figure 6.9 showing demand-supply relationship in determining equilibrium price. Discussion on price control, government intervention, and liberalization effects on agricultural commodity pricing.
|
Figure 6.9 from textbook, price examples
|
KLB Secondary Agriculture Form 4, Pages 136-138
|
|
| 3 |
CAT 2 |
|||||||
| 4 | 1 |
Agricultural Economics V (Agricultural Marketing and Organisations)
|
Marketing Functions
Marketing Organizations and Agencies |
By the end of the
lesson, the learner
should be able to:
Outline the functions of marketing. |
Study eleven marketing functions: buying and assembling, transporting and distributing, storage, packing, processing, grading and standardisation, packaging, collecting market information, selling, financing, bearing of risks. Students relate functions to local agricultural marketing examples.
|
Charts showing marketing functions, local examples
Examples of local marketing agents, organizational charts |
KLB Secondary Agriculture Form 4, Pages 138-141
|
|
| 4 | 2 |
Agricultural Economics V (Agricultural Marketing and Organisations)
|
Agricultural Organizations
|
By the end of the
lesson, the learner
should be able to:
Outline the functions of Kenya Sugar Authority, Horticultural Crops Development Authority, AFC, ADC, and KMC. Outline the principles of co-operatives. Cite examples of organizations that help farmers in marketing their produce. |
Study functions of statutory boards: National Irrigation Board, NCPB, Kenya Sisal Board, Coffee Board, Pyrethrum Board, Cotton Board, Kenya Sugar Authority, HCDA, AFC, ADC, KMC. Examination of co-operative principles: open membership, equal rights, share limit, interest on shares, withdrawal rights, loyalty, education, non-profit motive. Study ASK, 4-K Clubs, Young Farmers Clubs, KNFP, agricultural women groups functions.
|
List of statutory boards, co-operative examples, youth organization materials
|
KLB Secondary Agriculture Form 4, Pages 143-150
|
|
| 4 | 3 |
Agroforestry
|
Definition and Forms of Agroforestry
Importance of Agroforestry Tree Selection Criteria |
By the end of the
lesson, the learner
should be able to:
Define agroforestry. Distinguish between agrosilviculture, silvopastoral and agrosilvopastoral systems. Explain how agroforestry increases farm productivity. |
Q/A on tree planting on farms. Teacher explains agroforestry definition and three forms with their applications. Students identify local examples and discuss changing land use patterns in Kenya.
|
Charts showing agroforestry systems, local examples
Agroforestry products samples, environmental conservation materials Tree species samples, characteristic comparison charts |
KLB Secondary Agriculture Form 4, Pages 152-153
|
|
| 4 | 4 |
Agroforestry
|
Nursery Types and Seed Sources
Seed Treatment Methods |
By the end of the
lesson, the learner
should be able to:
Compare direct and containerised nurseries. Evaluate seed sources and quality requirements. Outline nursery site selection factors. |
Study nursery types: direct versus containerised systems. Examine seed collection from government sources or mature trees, emphasizing quality requirements.
|
Sample containers, polythene bags, seed types
Hot water setup, thermometer, sample seeds, filing tools |
KLB Secondary Agriculture Form 4, Pages 154-155
|
|
| 5 | 1 |
Agroforestry
|
Nursery Management
Tree Protection and Maintenance Alley Cropping and Multi-storey Systems |
By the end of the
lesson, the learner
should be able to:
Apply mulching and watering techniques. Demonstrate root pruning using Figure 7.1. Execute transplanting using Figure 7.3 methodology. |
Practice nine management activities: mulching, watering schedules, weed control, pricking out, root pruning, shading, pest control, hardening off, transplanting procedure.
|
Figures 7.1-7.3 from textbook, watering equipment, mulching materials
Figure 7.5-7.6 from textbook, protection materials, grafting tools Figures 7.7-7.8 from textbook, measuring equipment, spacing materials |
KLB Secondary Agriculture Form 4, Pages 156-158
|
|
| 5 | 2 |
Agroforestry
|
Woodlots and Strategic Tree Placement
|
By the end of the
lesson, the learner
should be able to:
Establish woodlots on appropriate sites. Position trees on boundaries for multiple functions. Plan tree placement for conservation purposes. |
Study woodlots establishment using Figure 7.9. Practice site selection for boundaries, river banks, terraces, slopes over 55%, and homestead considering safety distances.
|
Figure 7.9-7.10 from textbook, site evaluation materials
|
KLB Secondary Agriculture Form 4, Pages 161-162
|
|
| 5 | 3 |
Agroforestry
Paper 1 Revision Paper 1 Revision |
Tree Harvesting Techniques
Short Answer & Definition Questions (Section A) Application & Explanation Questions |
By the end of the
lesson, the learner
should be able to:
Execute pruning and lopping methods. Perform pollarding at appropriate heights. Implement coppicing and thinning operations. |
Practice five harvesting methods: pruning, lopping for fodder, pollarding using suitable species, coppicing at 30cm height, thinning for woodlot management.
|
Figures 7.11-7.15 from textbook, harvesting tools
Past Paper 1 exams, marking schemes Past Paper 1 exams, topic summaries, marking schemes |
KLB Secondary Agriculture Form 4, Pages 162-166
|
|
| 5 | 4 |
REVISION
Paper 1 Revision Paper 1 Revision |
Diagram-Based & Interpretation Questions (Section B)
Long Structured Questions (Section C) |
By the end of the
lesson, the learner
should be able to:
- Interpret agricultural diagrams - Answer questions based on illustrations accurately |
- Identify and label diagrams
- Analyze diagrams - Group work with feedback |
Diagrams, past papers, projectors,
Marking scheme Sample answers, past papers, marking schemes |
Agriculture Paper 1 KLB Bk 1-4
|
|
| 6 |
CYCLE 1 |
|||||||
| 7 | 1 |
Paper 2 Revision
|
Short Answer & definations (Section A)
Diagram-Based & Practical Questions (Section B) Long Structured Questions (Section C) |
By the end of the
lesson, the learner
should be able to:
- Recall key facts on livestock, tools, and systems - Master correct definations - Improve speed and accuracy |
- Group discussion as guided by teacher.
- Class discussion and corrections |
Paper 2 exams, marking schemes
photos, diagrams, past papers, projectors Sample answers, past papers, marking schemes |
Agriculture Paper 2, KLB Bk 1- 4
|
|
| 7 | 2 |
Paper 1 Revision
|
Short Answer & Definition Questions (Section A)
Application & Explanation Questions |
By the end of the
lesson, the learner
should be able to:
- Revise key definitions and facts - Improve accuracy in short answers - Practice time management |
- Class quiz on common terms - Group revision of Section A topics (e.g., soil, crops, farm records) - Peer marking using marking schemes
|
Past Paper 1 exams, marking schemes
Past Paper 1 exams, topic summaries, marking schemes |
Agriculture Paper 1, KLB Bk 4, Bluebook
|
|
| 7 | 3 |
Paper 1 Revision
Paper 2 Revision |
Diagram-Based & Interpretation Questions (Section B)
Long Structured Questions (Section C) Short Answer & definations (Section A) |
By the end of the
lesson, the learner
should be able to:
- Interpret agricultural diagrams - Answer questions based on illustrations accurately |
- Identify and label diagrams
- Analyze diagrams - Group work with feedback |
Diagrams, past papers, projectors,
Marking scheme Sample answers, past papers, marking schemes Paper 2 exams, marking schemes |
Agriculture Paper 1 KLB Bk 1-4
|
|
| 7 | 4 |
Paper 2 Revision
|
Diagram-Based & Practical Questions (Section B)
Long Structured Questions (Section C) |
By the end of the
lesson, the learner
should be able to:
- Interpret agricultural diagrams - Answer questions based on illustrations accurately |
- Identify and label diagrams
- Analyze diagrams - Group work with feedback |
photos, diagrams, past papers, projectors
Sample answers, past papers, marking schemes |
Agriculture Paper 2 KLB Bk 1-4
|
|
| 8 | 1 |
Paper 1 Revision
|
Short Answer & Definition Questions (Section A)
Application & Explanation Questions Diagram-Based & Interpretation Questions (Section B) |
By the end of the
lesson, the learner
should be able to:
- Revise key definitions and facts - Improve accuracy in short answers - Practice time management |
- Class quiz on common terms - Group revision of Section A topics (e.g., soil, crops, farm records) - Peer marking using marking schemes
|
Past Paper 1 exams, marking schemes
Past Paper 1 exams, topic summaries, marking schemes Diagrams, past papers, projectors, Marking scheme |
Agriculture Paper 1, KLB Bk 4, Bluebook
|
|
| 8 | 2 |
Paper 1 Revision
Paper 2 Revision |
Long Structured Questions (Section C)
Short Answer & definations (Section A) |
By the end of the
lesson, the learner
should be able to:
- Develop essay-style answers in structured format - Organize points logically under subheadings - Practice time-bound responses |
- Brainstorm key points for common topics as guided by the teacher
- Group discussion - Peer review and teacher marking |
Sample answers, past papers, marking schemes
Paper 2 exams, marking schemes |
Agriculture Paper 1 , KLB Bk 1-4
|
|
| 8 | 3 |
Paper 2 Revision
Paper 1 Revision |
Diagram-Based & Practical Questions (Section B)
Long Structured Questions (Section C) Short Answer & Definition Questions (Section A) |
By the end of the
lesson, the learner
should be able to:
- Interpret agricultural diagrams - Answer questions based on illustrations accurately |
- Identify and label diagrams
- Analyze diagrams - Group work with feedback |
photos, diagrams, past papers, projectors
Sample answers, past papers, marking schemes Past Paper 1 exams, marking schemes |
Agriculture Paper 2 KLB Bk 1-4
|
|
| 8 | 4 |
Paper 1 Revision
|
Application & Explanation Questions
Diagram-Based & Interpretation Questions (Section B) |
By the end of the
lesson, the learner
should be able to:
- Apply agricultural knowledge to real farming situations - Develop clear, logical explanations |
- Teacher demonstrates how to answer explanation questions.
- Students answer questions on factors, reasons, and effects - Class discussion and corrections |
Past Paper 1 exams, topic summaries, marking schemes
Diagrams, past papers, projectors, Marking scheme |
Agriculture KLB Paper 1, KLB Bk 1-4
Students notes |
|
| 9 | 1 |
Paper 1 Revision
Paper 2 Revision Paper 2 Revision |
Long Structured Questions (Section C)
Short Answer & definations (Section A) Diagram-Based & Practical Questions (Section B) |
By the end of the
lesson, the learner
should be able to:
- Develop essay-style answers in structured format - Organize points logically under subheadings - Practice time-bound responses |
- Brainstorm key points for common topics as guided by the teacher
- Group discussion - Peer review and teacher marking |
Sample answers, past papers, marking schemes
Paper 2 exams, marking schemes photos, diagrams, past papers, projectors |
Agriculture Paper 1 , KLB Bk 1-4
|
|
| 9 | 2 |
Paper 2 Revision
Paper 1 Revision |
Long Structured Questions (Section C)
Short Answer & Definition Questions (Section A) |
By the end of the
lesson, the learner
should be able to:
- Develop essay-style answers in structured format - Organize points logically - Practice time-bound responses |
- Brainstorm key points for common topics as guided by the teacher
- Group discussion - Peer review and teacher marking |
Sample answers, past papers, marking schemes
Past Paper 1 exams, marking schemes |
Agriculture Paper 1 , KLB Bk 1-4
|
|
| 9 | 3 |
Paper 1 Revision
|
Application & Explanation Questions
Diagram-Based & Interpretation Questions (Section B) Long Structured Questions (Section C) |
By the end of the
lesson, the learner
should be able to:
- Apply agricultural knowledge to real farming situations - Develop clear, logical explanations |
- Teacher demonstrates how to answer explanation questions.
- Students answer questions on factors, reasons, and effects - Class discussion and corrections |
Past Paper 1 exams, topic summaries, marking schemes
Diagrams, past papers, projectors, Marking scheme Sample answers, past papers, marking schemes |
Agriculture KLB Paper 1, KLB Bk 1-4
Students notes |
|
| 9 | 4 |
Paper 2 Revision
|
Short Answer & definations (Section A)
Diagram-Based & Practical Questions (Section B) |
By the end of the
lesson, the learner
should be able to:
- Recall key facts on livestock, tools, and systems - Master correct definations - Improve speed and accuracy |
- Group discussion as guided by teacher.
- Class discussion and corrections |
Paper 2 exams, marking schemes
photos, diagrams, past papers, projectors |
Agriculture Paper 2, KLB Bk 1- 4
|
|
| 10 | 1 |
Paper 2 Revision
Paper 1 Revision Paper 1 Revision |
Long Structured Questions (Section C)
Short Answer & Definition Questions (Section A) Application & Explanation Questions |
By the end of the
lesson, the learner
should be able to:
- Develop essay-style answers in structured format - Organize points logically - Practice time-bound responses |
- Brainstorm key points for common topics as guided by the teacher
- Group discussion - Peer review and teacher marking |
Sample answers, past papers, marking schemes
Past Paper 1 exams, marking schemes Past Paper 1 exams, topic summaries, marking schemes |
Agriculture Paper 1 , KLB Bk 1-4
|
|
| 10 | 2 |
Paper 1 Revision
|
Diagram-Based & Interpretation Questions (Section B)
Long Structured Questions (Section C) |
By the end of the
lesson, the learner
should be able to:
- Interpret agricultural diagrams - Answer questions based on illustrations accurately |
- Identify and label diagrams
- Analyze diagrams - Group work with feedback |
Diagrams, past papers, projectors,
Marking scheme Sample answers, past papers, marking schemes |
Agriculture Paper 1 KLB Bk 1-4
|
|
| 10 | 3 |
Paper 2 Revision
|
Short Answer & definations (Section A)
Diagram-Based & Practical Questions (Section B) Long Structured Questions (Section C) |
By the end of the
lesson, the learner
should be able to:
- Recall key facts on livestock, tools, and systems - Master correct definations - Improve speed and accuracy |
- Group discussion as guided by teacher.
- Class discussion and corrections |
Paper 2 exams, marking schemes
photos, diagrams, past papers, projectors Sample answers, past papers, marking schemes |
Agriculture Paper 2, KLB Bk 1- 4
|
|
| 10 | 4 |
Paper 1 Revision
|
Short Answer & Definition Questions (Section A)
Application & Explanation Questions |
By the end of the
lesson, the learner
should be able to:
- Revise key definitions and facts - Improve accuracy in short answers - Practice time management |
- Class quiz on common terms - Group revision of Section A topics (e.g., soil, crops, farm records) - Peer marking using marking schemes
|
Past Paper 1 exams, marking schemes
Past Paper 1 exams, topic summaries, marking schemes |
Agriculture Paper 1, KLB Bk 4, Bluebook
|
|
| 11 | 1 |
Paper 1 Revision
Paper 2 Revision |
Diagram-Based & Interpretation Questions (Section B)
Long Structured Questions (Section C) Short Answer & definations (Section A) |
By the end of the
lesson, the learner
should be able to:
- Interpret agricultural diagrams - Answer questions based on illustrations accurately |
- Identify and label diagrams
- Analyze diagrams - Group work with feedback |
Diagrams, past papers, projectors,
Marking scheme Sample answers, past papers, marking schemes Paper 2 exams, marking schemes |
Agriculture Paper 1 KLB Bk 1-4
|
|
| 11 | 2 |
Paper 2 Revision
|
Diagram-Based & Practical Questions (Section B)
Long Structured Questions (Section C) |
By the end of the
lesson, the learner
should be able to:
- Interpret agricultural diagrams - Answer questions based on illustrations accurately |
- Identify and label diagrams
- Analyze diagrams - Group work with feedback |
photos, diagrams, past papers, projectors
Sample answers, past papers, marking schemes |
Agriculture Paper 2 KLB Bk 1-4
|
|
| 11 | 3 |
Paper 1 Revision
|
Short Answer & Definition Questions (Section A)
Application & Explanation Questions Diagram-Based & Interpretation Questions (Section B) |
By the end of the
lesson, the learner
should be able to:
- Revise key definitions and facts - Improve accuracy in short answers - Practice time management |
- Class quiz on common terms - Group revision of Section A topics (e.g., soil, crops, farm records) - Peer marking using marking schemes
|
Past Paper 1 exams, marking schemes
Past Paper 1 exams, topic summaries, marking schemes Diagrams, past papers, projectors, Marking scheme |
Agriculture Paper 1, KLB Bk 4, Bluebook
|
|
| 11 | 4 |
Paper 1 Revision
Paper 2 Revision Paper 2 Revision Paper 2 Revision |
Long Structured Questions (Section C)
Short Answer & definations (Section A) Diagram-Based & Practical Questions (Section B) Long Structured Questions (Section C) |
By the end of the
lesson, the learner
should be able to:
- Develop essay-style answers in structured format - Organize points logically under subheadings - Practice time-bound responses |
- Brainstorm key points for common topics as guided by the teacher
- Group discussion - Peer review and teacher marking |
Sample answers, past papers, marking schemes
Paper 2 exams, marking schemes photos, diagrams, past papers, projectors |
Agriculture Paper 1 , KLB Bk 1-4
|
|
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