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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1-2 |
EXAM 2 |
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| 3 | 1 |
FARM POWER AND MACHINERY
|
Animal drawn implements
|
By the end of the
lesson, the learner
should be able to:
Identify parts of animal drawn implements and state their functions. State merits and demerits of using animal-drawn implements compared to tractor power. |
Study of ox-plough parts and functions. Analysis of animal-drawn vs tractor-drawn implements. Practical maintenance of ox-ploughs and carts. Cost-benefit comparison analysis.
|
Ox-plough diagrams, Animal-drawn implement charts, Yoke demonstration, Comparison analysis sheets
|
KLB Secondary Agriculture Form 4, Pages 85-88
|
|
| 3 | 2 |
FARM POWER AND MACHINERY
|
Animal drawn implements
|
By the end of the
lesson, the learner
should be able to:
Identify parts of animal drawn implements and state their functions. State merits and demerits of using animal-drawn implements compared to tractor power. |
Study of ox-plough parts and functions. Analysis of animal-drawn vs tractor-drawn implements. Practical maintenance of ox-ploughs and carts. Cost-benefit comparison analysis.
|
Ox-plough diagrams, Animal-drawn implement charts, Yoke demonstration, Comparison analysis sheets
|
KLB Secondary Agriculture Form 4, Pages 85-88
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)
|
Production function curves
|
By the end of the
lesson, the learner
should be able to:
Illustrate and interpret input-output relationship graphically. Calculate marginal and average products. Analyze production data using tables and graphs. |
Worked examples using Tables 4.1 and 4.2 (maize yields with seed rates and CAN fertilizer). Supervised practice in plotting production function graphs. Calculation exercises for marginal product and average product. Graph interpretation and trend analysis. Problem-solving using production data.
|
Graph papers, Production function tables (4.1, 4.2), Calculators, Plotting materials, Analysis worksheets
|
KLB Secondary Agriculture Form 4, Pages 87-89
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 1-3 |
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
|
|
| 4-5 |
PREMOCK |
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| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 1-3 |
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
|
|
| 7-8 |
POST MOCK |
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| 9 | 1 |
Agricultural Economics IV (Farm Accounts)
|
Balance Sheet
|
By the end of the
lesson, the learner
should be able to:
Describe features of balance sheets. Determine whether a business is solvent or insolvent. |
Study Tables 5.10 and 5.11 balance sheet formats. Practice classifying assets and liabilities. Calculate solvency using Undugu Farm example.
|
Tables 5.10 and 5.11 from textbook, balance sheet templates, calculators
|
KLB Secondary Agriculture Form 4, Pages 117-121
|
|
| 9 | 2 |
Agricultural Economics IV (Farm Accounts)
|
Profit and Loss Account
|
By the end of the
lesson, the learner
should be able to:
Define a profit and loss account. Draw a profit and loss account. Compute net profit. |
Study Tables 5.12 and 5.13 profit and loss formats. Practice using Hekima Farm example to calculate net profit using textbook formula.
|
Tables 5.12 and 5.13 from textbook, templates, calculators
|
KLB Secondary Agriculture Form 4, Pages 121-123
|
|
| 9 | 3 |
REVISION
Paper 1 Revision |
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
|
Agriculture Paper 1 , KLB Bk 1-4
|
|
| 9 | 4 |
Paper 2 Revision
|
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 - 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
|
Agriculture Paper 1 , KLB Bk 1-4
|
|
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