Agricultural Science Scheme of Work SSS 1 Lagos State

SSS 1 Agricultural Science Scheme of work. Unified Schemes of Work Agric Science for Senior Secondary Schools Schemeofwork.com

SSS 1 Agricultural Science Scheme of Work First Term

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
1	Meaning, branches and importance of Agricultural Science. – Definition and braches of Agricultural Science. – Importance of Agricultural Science to individual farmer, community and Nation.	By the end of the lesson, students should be able to: i, describe the term Agricultural Science; ii. identify the branches of Agricultural science;  iii. relate the relevance of Agricultural Science to individual famer, community and the nation’s economy	1. Students, as a class, brainstorm on the meaning of agriculture as a life science.  2. Students, in small groups, identify branches of agricultural science from charts provided and mention the various professions in it. 3. Students, in small groups, discuss the importance of Agriculture Science to all and Agriculture to all and a leader presents it to the class.	•Communication and •Collaboration Leadership and Personal development •Critical thinking and Problem solving.	Samples of agricultural produce e.g. fruits, food tem (rice, beans, animal produce etc. cocoa, cotton wool etc. WEBLINKS 1. https://peda.net/kenya-ass/subject2nyg/agricultur/forn-one/ita/al.  2. https://en-m.wikipedia.org/wikiloutlineofagriculture 3. https://google.com-(search?gbranches+of+Agricultural+brances+ot+Aricultural+science&chrome.,69i57 4. https://l48348joi4-&clienforms-gjidroid-xiaomrev1&sourcektchrome-mobile&ieUTfdii9r’DZbDX9Mxrczs8WCwmxbFhmSRM  VIDEO LINK https://youtube/lAO-plpX7k https://youtu.be/asmJrmDMmDo  https://youtubeICelHCieh.8zY
2	Meaning and differences between subsistence and commercial agriculture – Meaning of commercial and subsistence, agriculture, – Differences between commercial and subsistence agriculture, -Advantages and disadvantages of ‘ commercial and subsistence agriculture, – Problems of subsistence and commercial agriculture	By the tend of the lesson, students should be able to: i. explain subsistence and commercial agriculture; ii. Recognize the problems of both subsistence and commercial agriculture; – iii. compare and contrast subsistence and commercial agriculture; iv. Proffer solution to the.- problems of subsistence and commercial agriculture.	1. Whole class discussion on the meaning of subsistence and commercial agriculture. 2. Students, in small groups, role play subsistence and commercial agriculture with a bid to differentiate between them. 3. In small groups, students discuss the problems of subsistence and commercial agriculture, give some possible solutions to the problems and. present to the class.	•Communication and Collaboration •Leadership and personal development •Critical thinking and Problem solving Creativity and Imagination	-picture of a farmer working on the farm with crude tools. -Real object- hoe, rakes,  cutlass. -Picture of tractor working on the farm. WEBLINKS 1.https://keydifferences.corn/difference-between-subsistence-and-commercial-farming.htm 2.https://www.toppr.com/guisdes/geography/introduction-to-agriculture/ https://www.virtualkollage.com/2017/01/the- sof.stence-farmin.html  VIDEO LINK https://youtube/Qdi8hnByM  https:///utube/XZTJITINnCZi  https://youtube/5l92HHo  https://youtube/xalVgiSA

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
3	Problems of agricultural development and possible solutions. Discussions must include Problems related to land tenure system, basic amenities, finance, transportation, farm inputs etc.	By the end of the lesson students should be able to i. explain the term agricultural development ii. Outline the problems associated with a iii. Proffer possible solutions to the problems facing agricultural development.	1. Students, as a class, discuss the meaning of agricultural development. 2. As a class students watch a short video or study charts provided by the teacher and list the problems of agricultural development in Nigeria. 3. Students, in small groups, provide solutions to the problems of development of agricultural in Nigeria. 4. For further study, students visit the video link below: https://youtube/IUML/1P3b6U	•Communication and Collaboration •Leadership and personal development •Critical thinking and problem solving Digital literacy.	Real Objects -diseased crop plant  -perishable produce. e.g tomato. -canned or sachet agricultural products WEDLINK https://classhall.com/lesson/problems-of-agricultural-development-and-possible-solutions/https://www.google.com/amp/s/www.legit.ng/amp/1180924-problems-agriculture-nigeria-solutions.html/https://naijaquest.com/problems-of-agriculture-in-nigeria-and-solutions/https://forestsnews.cifor.org/26908/land-tenure-reforms-africa-review?fnl= VIDEO LINK https://youtube/IUML/1P3b6U https://youtube/SgQZwcrW7ZE

4

Roles of government and non-governmental in Agricultural development. (a) Agricultural finance -credit, loan, subsidy.(b) Agricultural education -research institutes e.g.CRIN etc, (c) Agncultural extension services, (d) Agncultural policies and programmes e.g. Farm Settlements Scheme, Cooperative Farming, Operator Feed the Nation, Farm Insurance, Agricultural Sector Rehabilitation Project etc. Roles of Non-governmental Organization in agricultural development. -definition of non-governmental organization (NGOs) -the roles of NGOs in agricultural development e.g. WARDA, IITA, ILCA, ICRISAT etc.

By the end of the lesson students should be able to: i. describe the roles of governmental organization in agricultural development ii. outline some agricultural policies and programmes by the government iii. recognize the roles of NGOs in agricultural development

1. As a class, discuss the role of governmental organizations in the development agriculture in Nigeria. 2. Students, in small pairs, list and discuss some government policies and programmes they know in their community and share with the class. 3. Student, as a class, brainstorm on the meaning and the roles played by NGOs in agricultural development.

•Communication and Collaboration • Leadership and Personal development •Critical thinking and Problem solving.

Fertilizers (sold to farmers at subsidized rate). – Charts on various research institutes and financial organizations WEBLINK https://www.schoolmattazz.com/2016/10/roles-of -government-in-agricultural-development/ https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.finelib.com/agriculture/agricultural-organisations&ved=2ahUKEwjm1tP-sbHrAhUOLBoKHdrPCY0QFjABegQiDhAG&usg=AOvVaw3op7OoH6jL77714OWmNY6Q VIDEO LINK https://youtube/Wm0Dzq-14D8

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
5	Roles of Science and Technology in Agricultural Development. – definition of science. – definition of technology. – effect of science and .technology on farm tools and machinery, soil improvement, study of weather ad climate,	By the end of the lesson, students should be able to: i. explain the terms science and technology; ii. Identify the roles played by science and technology in agriculture; iii. analyze the effects of science and technology in agricultural development.	1. Students, as a class, share their understanding of science and technology. 2. Students, in pairs, discuss the role of science and technology in agricultural development. 3. Students,in small groups, examine the effect of science ‘and technology in agricultural development, 4. Students, as individuals, visit the internet and research on the latest innovation in agricultural development.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving Digital literacy	Picture of tractor, refrigerator, fertilizer, milking machine etc. WEBLINK https://infoguidenigeria.com/roles-of-science-and-technology-in-agriculture-in-nigeria/ https://www.google.com/url?sa=t&source=web&rct=j&url=http://willowmoonfarm.com/impact-of-science-and-technology-in-agriculture/&ved=2ahUKEwjlv-W_tb.HrAhVLx4UKHe2XDRlQFjAOeQiBhAB&usg=AOvVaw2xElZjjgljG-N6fQaeUTvD https://africanharvesters.com/2016/11/07/technology-as-a-key-to-agriculture-success-in-nigeria/ http://willowmoonfarm.com/impact-of-science-and-technology-in-agriculture/ VIDEO LINK. https://youtube.com/watch?v=d0cZgUtGwP0 https://youtube/JTSF9mHRGVg https://youtube/zcoLLwMu4sl https://youtube/Qmla9NLFBvU
6	Agro-allied Industries and Relationships between Agriculture and Industry: (a) Agro-allied Industries and raw materials: (I) paper industry— pulpwood. (ii) Beverage industry — cocoa, tea etc. (iii) textile industry — cotton (iv) soap industry — oil, seeds etc. b) Relations between agriculture and industry: (i)Agriculture provides market for industrial products e.g. farm machinery, chemicals etc. (ii)Agriculture provides food for industrial workers.	By the end of the lesson, students should be able to: i. explain agro-allied industries; ii. match agricultural raw materials with their relevant agro-allied industries; iii. relate agriculture with industry.	1. Students, as a class, discuss the meaning and importance of agro-allied industry. 2. Individual students match different agricultural raw materials with their respective industries from the charts provided (Class work). 3. Students, is small gups, discuss the relationships between agriculture and industries and present to the class. 4. Students, in pairs, create charts on various structures of agro-allied industries.	•Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving Creativity and Imagination	Real objects: -Cotton. -Soap. -Wooden chair. -Beverage e.g. Milo, Bournvita, Nescafe etc. -School sandal etc. WEBL INK https://passnownow.com/classwork-exercise-series-agricultural-science-ss1-agro-allied-industries-relationship-agriculture/#:~:textAgro%2DAllied%20industries%20are%20industries.useful%20to%20animals%20and%20humans.&text=1.&text=Industries%20producee%20machinery%20and%20equipment,%2C%20cutlass%2C%20hoes%2C%20etc.

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
7	MID TERM BREAK
8	Agricultural Laws and Reforms. – Definition of Land Tenure System. – Government Land use in west Africa -Advantages and disadvantages of the Land Use Act (Decree) and reforms in West Africa. – Implications of Non- enforcement of the Act.	by the end of the lesson, students should be able to: i. explain ma term ‘Lan Tenure; ii outline the features of Land Use Act of 1978; iii. Differentiate between laws and reforms; iv, just the implications of n enforcements of the Land Use Act 1978.	1.  Whole class brainstorming on the meaning of land Tenure. 2. Students, in small groups highlight the features of Land Use Act of 1978 provided by the teacher. 3. Student, in pairs, discuss the differences between laws and reforms. 4. Students, in small groups suggest solutions to the effect of non-enforcement of Land Use Act.	•Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving Creativity and Imagination.	WEBLINK https://www.google.com/urlsa=t&source=web&rct=j&url=https://passnownow.com/classwork-series-exercise-agricutural-science-ss1-agricultural-laws-reforms/&ved=2ahUKEwjWs8i9v7HrAhXhxoUKHbx1Bf8QFjAKegQlAhAB&usg=AOvVaw1FRYYMThzsWMgwXCFscP0   VIDEO LINK https://m.youtube.com/watch?v=ZMag2cQq4bo
9	Land and its Uses: -Definition of Land, -Characteristics, -Agricultural and non- agricultural use of land. =Factors affecting land availability in West Africa e.g. Physical factors, Social-cultural factors, Economic factors.	By the end of the lesson students should be able to: i. outline the characteristics of land; ii. identify the factor affecting land availability in west Africa; iii. differentiate between agricultural and non-agricultural use of land.	1. Students, as a class examine the characteristics of land and give a definition based on the characteristics. 2. As a class, students brainstorm on the factors responsible for unavailability of land in West Africa. 3. Students, in small groups compare and contrast between agricultural and non-agricultural use of land.	•Communication and Collaboration • Leadership and Personal development Critical thinking and Problem solving.	Real object: Agricultural produce. WEB LINK https://www.google.com/urlsa=t&source=web&rct=j&url=https://study.com/academy/lesson/uses-of-land-lesson-for-kids.html%23:~:text%3DLesson%2520Summary- VIDEO LINK https://youtu.be/RMu7NtScdhU https://youtu.be/r-K9gSb2ACY https://youtu.be/9YfTmEHHqRc
10	Classificabon of Crops: -Based on life cycle: annual, biennial, perennial and ephemeral.	By the end of the lesson, students should be able to: i. explain crops ii. give examples of crops iii. classify crops based on their life cycle	1. Students, as a class discuss the meaning of crops. 2. Students, in pairs, create charts on different types of crops (Group projects). 3. Students, in small groups, examine some food items provided by the teacher, classify them based on their life cycle and presents to the class.	•Communication and Collaboration • Leadership and Personal development • Creativity and Imagination Digital literacy.	WEBLINK https://thefactfactor.com/facts/purescience/biology/crops/2082/ https://lessonplan.edu.delight.com/classification-of-crop VIDEO LINK s-and-their-uses/ https://youtu.com/watch?v=cYIREioZ3oo https://youtu.com/watch?v=LvESXs0qilw
11	Revision-Examination
12	Examination

Agricultural Science Scheme of Work SSS 1 Second Term

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
1	Revision of last term work and Resumption test	By the end of the lesson, Students should be able to: Recall some of the lessons taught last term.	1. Students participate in the Resumption test. 2.Group discussion/revision of last session work	1. Critical thinking 2. Problem solving	1. First term examination questions 2. Students note
2	Agricultural Ecology – Definition of Agricultural Ecology and Ecosystem. -Importance of Agricultural ecology. – Component of farm ecosystem e,g biotic and abiotic. – Interactions of the  components in the terrestrial and aquatic Agro system. N.B.: Study should include interaction in settings such as mono/sole cropping system, mixed cropping system mixed farming system, fish pond, forest (e.g. rain and savannah)	By the end of the lesson, students should be able to: i. explain agricultural  ecology and ecosystem. ii. recognize the importance of agricultural ecology iii. describe the interactions that exists among animal and crops with other components in a terrestrial and aquatic agro-ecosystem.	Students, as a class, look around to identify biotic and abiotic factors in the environment with a view to understanding the meaning of ecology.Students pair up to discuss the importance of the ecosystem and share with the class.Students, in small groups discuss the interactions/relationships between biotic and abiotic factors and present their idea in the class.As a class, students visit the school fish farm/ nearest fish farm to observe the interaction between fishes and the abiotic factors in their environment and write a report on it.	• Communication and Collaboration • Leadership and personal development Critical thinking and Problem solving	Real object: Grasses, grasshopper, earthworm, birds, lizards etc. WEB LINK https://classhall.com/lesson/meaning-and-importance-of-agricultural-ecology/ https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.sciencedirect.com/topics/earth-and-planetary-sciences/agricultural-ecosystem&ved=2ahUKEwiw4PPt7rjrAhVdQEEAHZcCAqYQFjAZegQIARAC&usg=AOvVaw0GGm8OgNjvTKU0xJBCBY6a https://www.encyclopedia.com/plants-and-animals/animals/agriculture-animals/agricultural-ecology
3	Rock formation: -Types of rocks; -Processes of rock formation.	By the end of the lesson, students should be able to: i. describe rock. ii. Identify the different types of rocks iii. Outline the processes of rock formation.	Individual students come up with their own write up on rock and share with the class (brain writing).Students, in small groups, identify and name the different types of rock provided by the teacher and present to the class.Students, in small groups, reflect on rock formation processes and give their observations to the class.Using the internet, students, in small groups, create charts on various types of rock and submit at the next lesson.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving digital literacy.	Real objects: Granite, limestone, marble. WEDLINK http://scienceing.com/pes-rock-formations-5462459.html http://lessonplan.edudelight.com/rocks/ https://.commonsense.org/education/lesson-plans/3-of-rocks-0 VIDEO LINK https://youtu.be/TbHB7xUjMik https://youtu.be/7MvXy66b5h4

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
4&5	Soil Formation and Profile Development: -Factors of Soil formation: the parent rock, organisms, climate, time and topography. – Processes of soil formation weathering — physical, chemical and biological weathering, – Soil profile development, N.B.: Observing a freshly dug pit will help students to understand soil profile,	By the end of the lesson, students should be able to: i. enumerate the factors of soil formation ii. Identify the layer of the soil with the most organic material iii. Describe the term weathering. iv. highlight the effects of physical, chemical and biological process on soil formation,	As a class, students discuss the factors of soil formation.Students, as a class, Point out the part of the soil with the most organic material from the soil profile presented to the class by the teacher.Students, in small groups, discuss the meaning of weathering.In small groups, students identify different kinds of organisms found in the soil and submit in the next lesson.	•Communication and Collaboration. •Leadership and Personal development •Critical thinking and Problem solving	Real objects: sandy soil-Chart of soil profile. WEBLINK www.resoil.com/plymouth/formation.html https://www.qld.gov.au/environment/land/management/soil/soil-explained/forms https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.pmfias.com/soil-profile-soil-horizon-soil-types-sandy-clayey-loamy/&ved=2ahUKEwiGjNXv473rAHXEilwKH-rBdsQFjAFegQIDxAl&usg=AOvVaw26ZvCl-Z6oSu4dOvCvhjuj VIDEO LINK https://youtu.be/xoTd7ctj-e0 https://youtu.be/78sKJKsaUvY https://youtu.be/VeuQeAxJljs https://youtu.be/voWgADFhht8
6	Types, Compositionand Properties of Soil. -Types of soil, -Chemical and biochemical composition of soil: soil water, microorganisms, microbes air, micro and macro nutrient.. – Soil pH. – Physical properties of soil: soil texture and structure.	By the end of the lesson, students should be able to: i. describe the characteristics of each of the soil type ii. deduce the effect of soil pH, texture ad structure on agricultural product MT ii. analyze the effects of microbes on agricultural production.	1. Students observe the different soil types and discuss the characteristics of each soil type as a class. 2 Students, in small groups are assigned each biochemical composition of the soil to discuss the effect on agricultural productivity and present to the class 3. Students, in pairs, discuss the effects of microorganisms on agricultural productivity.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and problem solving	Real objects: clay,loamy, sandy soil. WEBLINK https://britamica.com/science/soil https://nrcs.vsdci.gov/wps/portal/nrcs/detail/nd/home/?cid=nrcs VIDEO LINK https://youtu.be/koGJDbnXE8 https://youtu.be/csmmjPfQg9s https://youtu.be/Ragc1yndNl
7	MID TERM  BREAK
8	Terminologies of Cultural Practices in /crop Production, -Bush cleaning. -Stumping. – Ploughing. – Harrowing. – Ridging. – Nursery and transplanting, – Planting and sowing. -Supplying, Thinning, Budding, Grafting -Rouging, Scion, root/stock etc	By the end o the lesson, students should be able to: i. explain the following terms: stumping, thinning, supplying, harrowing, ridging, grafting etc ii. Outline the relevance of the terms in crop production.	1.Whole class discussion on the meaning of the terms used in agriculture. 2. Students, in small group, discuss the relevance of these terms in crop production.	•Communication and Collaboration •Leadership and Personal development	Real objects: cutlass, Picture of tractor, ridger, disc plough, harrower etc. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://passnownow.com/classwork-series-exercises-agricultural-science-jss2-cultural-practices-associated-crop-production/&ved=2ahUKEwiog6Wa6L3rAhXMYcAKHV9wBtsQFjABegQlDRAH&USG=AOvVaw1ikzfuxG3ikdrym9ZWPFvd

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
9-10	Husbandry and Cultivation of some selected crops.Discussion should include: (a) introduction aspects eg. i. Common and botanical names. ii. Varieties and types. iii. Soil and Climatic requirements. iv. Cultural practices e.g. land preparation, method of propagation, planting date, seed rate, spacing, sowing, supplying, thinning, nursery requirement, weeding, manure/fertilizer application,  pest/disease control, harvesting, processing, storage, marketing and uses of the following crops: Cereals e.g. maize, rice, Legumes (pulse) e.g. groundnut, cowpea. Vegetables e.g. tomato, okra. Roots and tubers e.g. Yam, potato. Fruits e.g. pawpaw, banana. Spices e.g. ginger, pepper. Beverages e.g. cocoa, coffee. Fibres e.g. cotton, jute. Latex e.g. rubber.	By the end of the lesson, students should be able to: i. recall the common and botanical names of some selected crops. ii. grow at least one representative crop from each of the following groups of crops: (a)Pulse. (b) Cereals. (c) Roots and tubers, (d) Beverages. (e) Oil, latex and fibres.	1. Students, as a class, identify the common names of some crops. 2. Students, in pairs, carryout cultivation of some crops at the school farm	•Communication and Collaboration. •Leadership and Personal development •Critical thinking and Problem solving •Creativity and Imagination Citizenship	Real objects: pawpaw, farm yard manure (poultry dropping), rice and bean grain etc. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://passnownow.com/classwork-series-exercises-agricultural-science-husbandry-selected-crops/&ved=2ahUKEwjr1-me6b3rAhUoQ0EAHXS3ANsQFjACegQIBRAB&usg=AOvVaw3eE9KxPFMUflwbiZeNrdoZ VIDEO LINK https://youtu.be/MJ91W66xWBQ https://youtu.be/flOYagLUvA
11	Simple Farm Tools: – Identification, – Description, – Uses. – Maintenance practices.	By the end of the lesson, students should be able to: i. identify simple farm tools, ii. give a vivid description and uses of some simple farm tools, iii. carryout daily/routine maintenance practices of simple farm tools.	1. Students, as a class, name some simple farm tools presented to the class. 2. Students, in small groups, discuss the uses of the farm tools and present to the class. 3. Students in pairs, clean and maintain the farms tools.	•Communication and collaboration • Leadership an personal development •Critical thinking and Problem solving   Citizenship	Real objects: hoe, cutlass, digger, shovel, rake etc. WEBLINK https://www.google.com/urI?sa=t&source=web&rct&url=https://steemit.com/farms/%40goldenheart/farm-s-topic-today-is-simple-farm-tools%23::text%3DSimple%2520farrm%2520tools%2520are%2520tools,their%2520own%2520place%2520on%2520farms.&ved=2ahUKEwiUiKDQ673rAhVIUMAKHZBbD-UQFjANegQIERAx&usg=AOvVaw3rf6Fr9a7Y7bPnZi0eS8A8 https://www.google.com/url?sa=t&source=web&rct=j&url=https:/www.legit.ng/amp/1186398-farm-tools-uses-pictures.html&ved=2ahUKEwiUiKDQ673rAhVlUMAKHZBbD-UQFjAXegQIARAB&usg=AOvVaw14erJSiD8LKqlL9aBxhfg&ampcf=1   VIDEO LINK https://youtu.be/fxAnezgEbTM https://youtu.be/tcinvDnfCGc
12-13	REVISION / EXAMINATION

Agricultural Science Scheme of Work SSS 1 Third Term

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
1	Revision of last term work and Resumption test	By the end of the lesson, students should be able to: recall some of the lessons taught last term.	1.Students participate in the Resumption test. 2.Group discussion/revision of last session work	1 Critical thinking 2. Problem solving	1. First term examination questions 2. Students note
2	Farm Power: -definition, different sources, advantages and disadvantages Application of farm power. .	By the end of the lesson, students should be able to: i describe farm power          ii. outline different sources of farm power, iii. evaluate the relevance of farm power to the development of farming activities.	1. As a class, students discuss the meaning of farm power, 2 Students in pairs examine the sources of farm power. . 3. Students, in small group, discuss and evaluate the relevance of farm power to farming development.	•Communication and collaboration •Leadership and Personal development •Critical thinking and Problem solving.	Picture of a tractor, WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.konwledgebank.irri.org/ericeproduction/Farmpower.htm&ved-2aUKEwirxtTX9brAHWSo3EKHdNLAm8qFjACegQIERAJ&usg=AOvVaw2WFtatxoiugGvotHvfxbr VIDEO LINK https://youtu.be/qxWPmT5L6w0 https://youtu.be/Q1XGaxUipME https://youtu.bbe/ez0t22eTlM
3	Farm Machinery and Implements: -Farm machinery: Tractor, bulldozer, dryers, shelters, incubators, milking machine, combined harvestErs etc –Tractor coupled Implements: ploughs, harrow ridgers planter harvesters, sprayer etc. -General maintenance and precautionary measures: iv, analyse the advantages. i,reasons for maintenance of farm machinery. practices maintenance of farm machinery	By the end of the lesson, students should be able to: i. identify the different types of farm machinery, a ouine functions of the different types of farm machinery, iii carryout some precautionary measures in the use of farm machinery,	1. Students, as a class, identify and name some farm machinery on chats provided by the teacher. 2, Students in small groups: i. discuss the functions of each farm machine ii. analyse the advantages-of each farm machine; iii. demonstrate the use of ridgers, sprayer and some other farm power.	•Cormrnunication and collaboration •Leadership and Personal development •Critical thinking and Problem solving •Creativity and imagination	Picture of any of the following: Bulldozer, Dryer, Combine harvester, Milking machine, Plough, Harrow, Ridger etc. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://classhall.com/lesson/farm-machinery-and-implements/%23::text%3DDefinition%2520of%2520Farm%2520Machinery%2520Farm,farm%2520implements%2520is%2520the%2520tractor.&ved=2ahUKEwjStMPALrAhWlT8AKHYEoCUMQFjABegQlDBAG&usg=AOvVaw1hZ6AzyD-sBubWgYfoDll VIDEO LINK http://youtu.be/aULFqb0sak https://youtu.be/d5PTKHRw2FQ https://youtu.be/tcinvDnfCGc https://youtu.be/zN0ewz7m3cM

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
4	Farm Mechanization: -Definition of farm mechanization. – Examples of mechanized agricultural production. – Advantages and disadvantages of farm mechanization. – Limitations of agricultural mechanization.	By the end of the lesson, students should be able to: i. explain farm mechanization, ii give examples of farm activities that can be mechanized, iii. compare the advantages and disadvantages of farm mechanization, iv. proffer possible ways of improving agriculture through mechanization.	1. Students, as a class, brainstorm on the definition of farm mechanization. 2. Students pair with a partner to identify farm activities that can be mechanized. 3. Students, in small groups, compare the advantages and disadvantages of farm mechanization. 4. Students, in the same groups, visit the site below and write an essay on the solution to improving agriculture through mechanization. http://infoguidenigeria.com/farm-mechanization-nigeria/	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving Digital literacy.	Picture of a tractor machine working on the farmland. WEB LINK https://www.google.com/url?sa=t&source-web&rct=j&url=http://fao.org/tc/exact/sustainable-agriculture-platform-pilot-website/energe-management/mechanization/en/&ved=2ahUKEwjHloeV7rAhWmQEEAHaCDAFAQFjANegQlFBAJ&us=gAOvVaw20uGkhAVJ-KwS-VOuAHZ https://www.google.com/url?sa=t&source=web&rct=j&url=https:/blog.gohelpmate.com/2019/12/28/farm-mechanization-meaning-problems-advantages-and-disadvantages/&ved=2ahUKEwjHloeV7rAhWmQEEAHaCDAFAQFjAPegQIFBAV&usg=AOvVaw0JKVEUBcJNdknDtkbBRpV VIDEO LINK https://youtu.be/gZKgLdb19Dk https://youtu.be/XC2N2orHb6s https://youtu.be/nlkNpoqOXEU https://y.outu.be/SVK3BJfocVQ
5	Anatomy and Physiology of Farm Animals: -identification of important organs of farm animals and their functions e.g. digestive (monogastrid: & ruminant), circulating reproductive, respiratory and nervous system of farm animals. – Dissection of farm animals to show various organs e.g. rabbit.	By the end of the lesson, students should he able to: i. identify parts and some important organs of farm animals, ii. outline the functions of some of the organs of farm animals. iii. differentiate between the digestive system of monogastric and ruminants, iv. dissect a named farm animal.	1. Students, as a class, identify some important organs of a dissected farm animal from charts provided by the teacher. 2. Whole class brainstorming on the functions of some of the important organs of farm animals. 3. Students, in small groups, discuss the differences between the digestive systems of monogastric and ruminants. 4. Students, in pairs dissect a rabbit/fish in each group.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving Creativity and Imagination	Charts of digestive system, circulatory system, respiratory system or productive system. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.acs.edu.au/courses/animal-anatomy-and-physiology-animal-husbandry-i–164.aspx&ved=2ahUKEwiH8ZLNo8DrAhU3REEAHXARD08QFiANegQlGhAJ&usg=AOvVaw2uC7SHePsCU2ANKyKgkk51 VIDEO LINK http://youtu.be/WrOzwoMKzH4 https://youtu.be/1PRV-ta2jcY

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
6	Types and Classification of farm animals: -Types of farm animals e.g. sheep, goat, cattle, poultry, pig, rabbit, fish etc. – Classification of farm animal according to: i.habitat: terrestrial and aquatic. ii. Uses: food, protectior, pet etc. iii. Size micro and macro iv. Nutrition: ruminant and non-ruminant. v. Reproduction: Aves, mammals.	By the end of the lesson, students should be able to: identify various farm animals, recognize the importance of farm animals,classify farm animals based on habitat, uses, sizes, nutrition and reproduction.	1. Students, as a class, give names of different farm animals they know. 2. Whole class discussion on the benefits derived from farm animals. 3. Students, in small groups classify based on habitat, uses, nutrition and reproduction.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving.	-live animal e.g. rabbit, fish, fowl. -Picture of any of the types of farm animals. WEB LINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://vacode.org/58.1-3505/ved=2ahUKEwjWu4ODy8DrAhWUilwKHbwuCk8QFjABegQlDxAG&usg=AOvVaw3RmWKkpnJiVSYLeelsvkz VIDEO LINK https://youtu.be/l-EPNYket8o https://youtu.be/iEmWrSwiPKE https://youtu.be/DpbE2pdrCpo
7	MID TERM BREAK

8-9

Reproductive Process in Farm Animals: -Study should include the following: Oestrus cycle, heat period, gestation period, mating, colostrum, parturition, lactation. -Process of egg formation in poultry. -Main reproductive hormones and their functions. -Diagram of an egg with labels

By the end of the lesson, students should be able to: i. explain the following: Oestrus cycle, heat period, mating, lactation, parturition, gestation period, colostrum, ii. identify the process of egg formation in poultry, iii. evaluate the roles of hormones in reproduction of poultry, iv. sketch and label an egg.

1. Students, as a class, discuss meaning of Oestrus cycle, heat period, mating, lactation, parturition, gestation period and colostrum. 2. In pair, students examine the process of egg formation in poultry. 3. Students, in small groups, discuss the roles of hormones in reproduction of poultry brds and a leader presents it to the class. 4. Individual students draw and label a poultry egg

•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving Creativity and Imagination.

Cycle, heat period. -Live animals. -Chart on reproductive tract of a female animal. -Any poultry egg. WEB LINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://courses.lumenlearning.com/wm VIDEO LINK https://youtu.be/dRpX2Lx4Mg https://youtu.be/GgmTijEolXg https://youtu.be/RUU76f0do9s

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
10	Livestock Management: (a) Rearing of at least one ruminant and mongastric animals from birth to market size with emphasis on housing, feeding, hygiene, debeaking, creep feeding, adlibitum, flushing etc. (b) management systems-extensive, intensive, semi-intensive, (c) management practices and importance-routine and daily maintenance practices	By the end of the lesson, students should be able to: i. explain the following procedures in livestock management: debeaking, creep feeding, ad-libitum, flushing, culling, candling, delousing, deworming, castration, ii. identify different systems of raising livestock, iii. carryout feeding procedures in livestock, iv. demonstrate the daily and routine maintenance practices, v. rear a named ruminant or monogastric animal from birth to adulthood.	1. Whole class brainstorming of the meaning of debeaking, creep feeding, ad-ligitum, flushing, culling, deworming, castration. 2. students visit the school farm: i. identify systems of raising livestock and feed the livestock; and ii. carryout daily maintenance practices. 3. students, in small groups, visit a named farm animals of their choice at the school farm.	•Communication and Collaboration •Leadership and Personal development •Critical thinking andProblem solving • Citizenship Creativity and Imagination.	-Picture of aninals with tag, debeaked fowl. -Visit to the school poultry, WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://m.farms.com/livestock-management/%23:~:text%3DLivestock%2520management%2520involves%2520managing%2520farm,financial%2520records%2520for%2520their%2520operations&ved=2ahUKEwjMi7iR1MDrAhXzQD1cQFjANegQiDhAx&usq=AOvVaw2CyOAiYU70fwslGCpAgzE2 VIDEO LINK https://youtu.be/eLKScfjYhac https://youtu.be/veAdS2BHiO8 https://youtu.be/WXyCGgsA3WU https://youtu.be/uvN8HCs8l0w
11	REVISION
12-13	EXAMINATION

ACHIEVEMENT STANDARDS

At the end of the session, students are able to:

1. Practice subsistence and commercial farming;
2. Proffer solution to the problems encountered at the school farm;
3. Demonstrate aquaponics at the school farm and at home;
4. Understand and manage the relationship between farm animals and their environment;
5. Improve the school farm soil for better yielding;
6. Carryout pre and post planting activities;
7. Make proper use of ridgers and other farm power;
8. Dissect farm animals;
9. Carryout daily routines of simple farm tools;
10. Give proper treatment to farm animals that are sick.