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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
OPENING AND SETTLING DOWN |
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| 1 | 3 |
INORGANIC FERTILIZERS
|
Classification of Fertilizers.
Straight and compound fertilizers.
|
By the end of the lesson, the learner should be able to:
To identify criteria used to classify inorganic fertilizers. To distinguish between straight and compound fertilizers. To give examples of: - Straight fertilizers. - Compound fertilizers. |
Teacher briefly exposes the classification criteria.
Detailed discussion. Teacher presents the fertilizers and helps students to identify them. |
CAN ASN SA DAP, MAP, Urea. |
KLB BK II Pg 8
|
|
| 1 | 4 |
INORGANIC FERTILIZERS
|
Nitrogenous fertilizers.
|
By the end of the lesson, the learner should be able to:
To state characteristics of nitrogenous fertilizers. |
Group experiments- Dissolving nitrogenous fertilizers in water.
Discussion: Other characteristics of nitrogenous fertilizers. Giving examples of nitrogenous fertilizers. |
(NH4)2 SO4
ASN |
KLB BK II Pg 9-10
|
|
| 1 | 5 |
INORGANIC FERTILIZERS
|
Phosphatic fertilizers.
|
By the end of the lesson, the learner should be able to:
To state characteristics of phosphatic fertilizers. To give examples of phosphatic fertilizers. |
Group experiment: Dissolving SSP in water and carrying out litmus tests.
Discuss further properties of SSP, DSP, TSP. |
SSP
DSP TSP |
KLB BK II Pg 1-12
|
|
| 2 |
OPENER CAT |
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| 2 | 3 |
INORGANIC FERTILIZERS
|
Potassic fertilizers.
|
By the end of the lesson, the learner should be able to:
To state characteristics of potassium fertilizers. To give examples of potassium fertilizers. |
Group experiments: Solubility in water, litmus tests.
Discuss properties of KCl, K2SO4. |
KCl
K2SO4 |
PKLB BK II g 11-12
|
|
| 2 | 4 |
INORGANIC FERTILIZERS
|
Fertilizer Application.
|
By the end of the lesson, the learner should be able to:
To describe methods of fertilizer application. |
Q/A: Teacher elicits responses on methods of fertilizer application.
Brief discussion of the methods highlighted. Q/A: Advantages and disadvantages of each method. |
|
KLB BK II Pg 12-13
|
|
| 2 | 5 |
INORGANIC FERTILIZERS
|
Fertilizer Rates.
|
By the end of the lesson, the learner should be able to:
To determine % of nutrient(s) of a fertilizer. To calculate fertilizer ratio. To find the amount of fertilizer required per unit area (hectare). |
Problem solving and explanations.
Worked examples. Supervised practice. |
chart
|
KLB BK II Pg 14-15
|
|
| 3 | 1-2 |
INORGANIC FERTILIZERS
|
Carbon cycle
and
Nitrogen cycle.
|
By the end of the lesson, the learner should be able to:
To explain ways in which carbon / nitrogen is removed / returned to the atmosphere. |
Assignment method / Group discussion.
|
Charts: Carbon cycle
Nitrogen cycle. |
KLB BK II Pg 16-20
|
|
| 3 | 3 |
INORGANIC FERTILIZERS
|
Soil Sampling.
|
By the end of the lesson, the learner should be able to:
To define soil sampling. To state methods of sampling soil. To describe soil sampling procedures. |
Expositions & Detailed discussion. |
Charts: Transverse and ziz-zag soil sampling methods.
|
KLB BK II Pg 20-22
|
|
| 3 | 4 |
INORGANIC FERTILIZERS
|
Soil Sampling.
|
By the end of the lesson, the learner should be able to:
To define soil sampling. To state methods of sampling soil. To describe soil sampling procedures. |
Expositions & Detailed discussion. |
Charts: Transverse and ziz-zag soil sampling methods.
|
KLB BK II Pg 20-22
|
|
| 3 | 5 |
INORGANIC FERTILIZERS
|
Soil Testing.
|
By the end of the lesson, the learner should be able to:
To define soil testing. To explain importance of soil testing. To test soil pH. To explain effect of soil pH on crops. |
Q/A: Definition and importance of soil testing.
Q/A: Definition of pH in terms of acidity / alkalinity. Class standard experiments: Determining soil pH. Discussion: Optimum pH range for crops. |
Litmus paper, indicators, pH colour chart.
|
KLB BK II Pg 22-24
|
|
| 4 | 1-2 |
CROP PRODUCTION II (PLANTING)
|
Seeds.
|
By the end of the lesson, the learner should be able to:
To state advantages and disadvantages of using seeds as planting materials. |
Teacher broadly classifies planting materials as either seeds or vegetative materials.
Q/A: Advantages and disadvantages of using seeds compared to vegetative materials. |
student book
|
KLB BK II Pg 27-28
|
|
| 4 | 3 |
CROP PRODUCTION II (PLANTING)
|
Vegetative materials.
|
By the end of the lesson, the learner should be able to:
To state advantages and disadvantages of using vegetative materials over seeds. |
Q/A: Advantages of vegetative materials over seeds.
|
vegetative materials & seeds
|
KLB BK II Pg 28-34
|
|
| 4 | 4 |
CROP PRODUCTION II (PLANTING)
|
Vegetative planting materials.
|
By the end of the lesson, the learner should be able to:
To identify plant parts used for vegetative propagation. |
Present various parts of vegetative planting materials i.e. bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts.
|
Bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts.
|
KLB BK II Pg 28-34
|
|
| 4 | 5 |
CROP PRODUCTION II (PLANTING)
|
Selection of planting materials.
|
By the end of the lesson, the learner should be able to:
To explain factors to consider when selecting planting materials. |
Detailed discussion with explanations of new concepts.
|
vegetative materials & seeds
|
KLB BK II Pg 34
|
|
| 5 | 1-2 |
CROP PRODUCTION II (PLANTING)
|
Preparation of planting materials.
|
By the end of the lesson, the learner should be able to:
To explain some methods used to prepare planting materials. |
Detailed discussion on breaking seed dormancy, chemical treatment, seed dressing and seed inoculation, chitting / sprouting.
|
vegetative materials & seeds
|
KLB BK II Pg 35
|
|
| 5 | 3 |
CROP PRODUCTION II (PLANTING)
|
Time of planting.
|
By the end of the lesson, the learner should be able to:
To explain factors to consider in timing planting. To identify advantages of timely planting. |
Q/A and brief discussion.
|
|
KLB BK II Pg 38
|
|
| 5 | 4 |
CROP PRODUCTION II (PLANTING)
|
Broadcasting method of planting.
Row planting.
|
By the end of the lesson, the learner should be able to:
To identify advantages and disadvantages of broadcasting method. To state advantages and disadvantages of row planting. |
Brief discussion.
Give examples of crops planted by broadcasting. Q/A: Advantages and disadvantages of row planting. |
video
|
KLB BK II Pg 39-40
|
|
| 5 | 5 |
CROP PRODUCTION II (PLANTING)
|
Broadcasting method of planting.
Row planting.
|
By the end of the lesson, the learner should be able to:
To identify advantages and disadvantages of broadcasting method. To state advantages and disadvantages of row planting. |
Brief discussion.
Give examples of crops planted by broadcasting. Q/A: Advantages and disadvantages of row planting. |
video
|
KLB BK II Pg 39-40
|
|
| 6 | 1-2 |
CROP PRODUCTION II (PLANTING)
|
Over-sowing and under-sowing.
Spacing of crops. |
By the end of the lesson, the learner should be able to:
To distinguish over-sowing form under-sowing. To explain the importance of correct spacing of crops. To explain factors that influence crop spacing. |
Brief discussion.
Give examples of such crops. Q/A and discussion. Importance and factors. |
video
Chart: Average inter-row and intrarow spacing of common crops. |
v Pg 40
KLB BK II Pg 40-41 |
|
| 6 | 3 |
CROP PRODUCTION II (PLANTING)
|
Plant population.
|
By the end of the lesson, the learner should be able to:
To determine plant population in a given size of land. |
Q/A: Inter-conversion of metric units.
Worked examples. |
|
KLB BK II Pg 42-43
|
|
| 6 | 4 |
CROP PRODUCTION II (PLANTING)
|
Seed rate.
|
By the end of the lesson, the learner should be able to:
To define optimal seed rate of a given crop. To explain factors to consider in choosing seed rates. |
Explanations and detailed discussion.
|
student book
|
KLB BK II Pg 43
|
|
| 6 | 5 |
CROP PRODUCTION II (PLANTING)
|
Depth of planting.
|
By the end of the lesson, the learner should be able to:
To explain determinants of correct depth of planting. |
Q/A & Detailed discussion.
Field activity: planting crops to the correct spacing. Supervised field activities. |
school farm
|
KLB BK II Pg 43-44
|
|
| 7 | 1-2 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Establishing a nursery.
|
By the end of the lesson, the learner should be able to:
To differentiate between a nursery and a seedbed. To explain the importance of a nursery in crop propagation. To enumerate factors considered when siting a nursery. |
Q/A and explanations. Activity- Establishing a (vegetative) nursery / tea sleeves / sugarcane setts. |
School farm. |
KLB BK II Pg 46-48
|
|
| 7 | 3 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Establishing a nursery.
|
By the end of the lesson, the learner should be able to:
To differentiate between a nursery and a seedbed. To explain the importance of a nursery in crop propagation. To enumerate factors considered when siting a nursery. |
Q/A and explanations. Activity- Establishing a (vegetative) nursery / tea sleeves / sugarcane setts. |
School farm. |
KLB BK II Pg 46-48
|
|
| 7 | 4 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Establishing a nursery.
|
By the end of the lesson, the learner should be able to:
To differentiate between a nursery and a seedbed. To explain the importance of a nursery in crop propagation. To enumerate factors considered when siting a nursery. |
Q/A and explanations. Activity- Establishing a (vegetative) nursery / tea sleeves / sugarcane setts. |
School farm. |
KLB BK II Pg 46-48
|
|
| 7 | 5 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Nursery management practices.
|
By the end of the lesson, the learner should be able to:
To identify important nursery management practices and state their significance. |
Q/A and explanations.
Expose new concepts e.g. hardening off. |
School farm.
|
KLB BK II Pg 48-50
|
|
| 8 |
MID TERM CAT |
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| 8 |
MID TERM BREAK |
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| 9 | 1-2 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Grafting.
|
By the end of the lesson, the learner should be able to:
To define grafting. To describe methods of grafting. |
Teacher demonstration/ illustration of whip grafting, side grafting, bark grafting.
Out - door activity: Students practise grafting. |
Grafting tools.
|
KKLB BK II LB BK II
Pg 53-55 |
|
| 9 | 3 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Budding.
|
By the end of the lesson, the learner should be able to:
To define budding. To describe methods of budding. To explain importance of grafting and budding. |
Teacher demonstrations/ illustrations/ drawing diagrams.
Discussion: Types of budding. |
budding tools
|
KLB BK II Pg 55-58
|
|
| 9 | 4 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Layering.
|
By the end of the lesson, the learner should be able to:
To define layering. To identify appropriate crops for layering. To describe methods / types of layering. |
Teacher demonstrations/ Illustrations/ Drawing diagrams.
Out-door activity: Carrying out layering. |
school farm
|
KLB BK II Pg 58-60
|
|
| 9 | 5 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Layering.
|
By the end of the lesson, the learner should be able to:
To define layering. To identify appropriate crops for layering. To describe methods / types of layering. |
Teacher demonstrations/ Illustrations/ Drawing diagrams.
Out-door activity: Carrying out layering. |
school farm
|
KLB BK II Pg 58-60
|
|
| 10 | 1-2 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Tissue culture for crop propagation.
Transplanting crop seedlings. |
By the end of the lesson, the learner should be able to:
To define tissue culture. To describe the process of tissue culture. To explain importance of tissue culture in crop propagation. To describe the process of transferring seedlings from the nursery to the field. To explain management practices before, during and after transplanting crop seedlings. |
Teacher exposes new concepts.
Brief discussion on tissue culture. Q/A, Explanations and brief discussion. Activity: Transplanting crop seedlings. |
Suitable crops.
|
KLB BK II Pg 60-63
KLB BK II Pg 61-62 |
|
| 10 | 3 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Transplanting crop seedlings.
|
By the end of the lesson, the learner should be able to:
To describe the process of transferring seedlings from the nursery to the field. To explain management practices before, during and after transplanting crop seedlings. |
Q/A, Explanations and brief discussion.
Activity: Transplanting crop seedlings. |
Suitable crops.
|
KLB BK II Pg 61-62
|
|
| 10 | 4 |
CROP PRODUCTION III
(NURSERY PRACTICES)
|
Transplanting tree seedlings.
|
By the end of the lesson, the learner should be able to:
To explain management practices before, during and after transplanting tree seedlings. |
Q/A, Explanations and brief discussion.
Activity: Transplanting tree seedlings. |
Suitable seedlings.
|
KLB BK II Pg 63
|
|
| 10 | 5 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Crop rotation.
|
By the end of the lesson, the learner should be able to:
To give the meaning of crop rotation. To give examples of crop rotation cycles. |
Q/A, brief illustrations of cycles of crop production. |
Illustrative charts. |
KLB BK II Pg 67
|
|
| 11 | 1-2 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Importance of crop rotation.
|
By the end of the lesson, the learner should be able to:
To explain the importance of crop rotation. To give examples of rotational programmes. |
Brief discussion; with reference to rotational programmes.
|
Illustrative charts.
|
KLB BK II Pg 68-70
|
|
| 11 | 3 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Mulching.
|
By the end of the lesson, the learner should be able to:
To define mulching. To state advantages and disadvantages of mulching. |
Q/A
Brief discussion. |
school farm
|
KLB BK II Pg 71-72
|
|
| 11 | 4 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Thinning, Gapping and Rouging.
|
By the end of the lesson, the learner should be able to:
To explain importance of thinning, gapping and rouging. |
Brief discussion.
|
school farm
|
KLB BK IIPg 73
|
|
| 11 | 5 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Pruning.
|
By the end of the lesson, the learner should be able to:
To define pruning. To give reasons for pruning. To identify methods for pruning. To identify tools used in pruning. |
Q/A
Detailed discussion. Teacher demonstration: Correct and incorrect ways of pruning. |
Secateurs, twigs, pruning saw, shears, e.t.c.
|
KLB BK II Pg 74-75
|
|
| 12 |
REVISION AND EXAM |
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| 13 | 1-2 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Pruning tea.
|
By the end of the lesson, the learner should be able to:
To describe methods of pruning tea. |
Teacher demonstration of formative pruning, pegging method, use of rings and pegs, use of fitos, tipping.
Probing questions and detailed discussion. |
Tea bushes, fitos, pegs.
|
KLB BK II Pg 76-80
|
|
| 13 | 3 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Pruning coffee.
|
By the end of the lesson, the learner should be able to:
To identify specific aims of pruning coffee. To describe various methods of pruning coffee. |
Illustrative diagrams / Demonstrations on: single / multiple stem pruning, capping and de-suckering of coffee.
Probing questions and detailed discussion. |
school farm
|
KLB BK II Pg 80-84
|
|
| 13 | 4 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Pruning coffee.
|
By the end of the lesson, the learner should be able to:
To identify specific aims of pruning coffee. To describe various methods of pruning coffee. |
Illustrative diagrams / Demonstrations on: single / multiple stem pruning, capping and de-suckering of coffee.
Probing questions and detailed discussion. |
school farm
|
KLB BK II Pg 80-84
|
|
| 13 | 5 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Training.
|
By the end of the lesson, the learner should be able to:
To define training as a field practice. To explain ways of training crops. |
Expository approach: expose meaning of propping, trellising.
Q/A and discussion on importance of staking, earthing up. |
school farm
|
PKLB BK II g 85-86
|
|
| 14 | 1-2 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Weeds, crop pests and diseases.
Timing of harvesting. |
By the end of the lesson, the learner should be able to:
To define a weed, a pest, a disease, giving examples. To identify causative agents of plant diseases. To explain the importance of timely control of weeds, pests and diseases. To explain the stage and timing of harvesting of a crop. |
Brief discussion.
Q/A and detailed discussion. on importance of timely control of weeds, pests and diseases. Discussion on factors considered when timing harvesting. |
school farm
|
KLB BK II Pg 87
KLB BK II Pg 88-89 |
|
| 14 | 3 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Methods of harvesting.
|
By the end of the lesson, the learner should be able to:
To briefly describe methods of harvesting of specific crops. To enumerate precautions observed during harvesting. |
Give specific examples of methods and precautions observed.
|
education trip
|
KLB BK II Pg 89
|
|
| 14 | 4 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Post-harvest practices.
Storage.
|
By the end of the lesson, the learner should be able to:
To describe various post-harvest practices and their importance. To give characteristics of a good grain store (traditional / modern). |
Probing questions and detailed discussion.
|
video
|
KLB BK II Pg 90-94
|
|
| 14 | 5 |
CROP PRODUCTION IV (FIELD PRACTICES)
|
Post-harvest practices.
Storage.
|
By the end of the lesson, the learner should be able to:
To describe various post-harvest practices and their importance. To give characteristics of a good grain store (traditional / modern). |
Probing questions and detailed discussion.
|
video
|
KLB BK II Pg 90-94
|
|
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