Agricultural Science Scheme of Work SSS 3 Lagos State

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Scheme of Work

Agricultural Science Scheme of work for SSS 3. Ministry of Education, SS3 Schemes of Work Agric Science for Secondary School.

SSS 3 Agricultural Science Scheme of Work First Term

WKSTOPICSLEARNING
OBJECTIVES
LEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING
RESOURCES
1REVISION/ ANIMAL NUTRITION -Definition of Malnutrition, -Malnutrition diseases: causes, symptoms and correction of malnutrition in farm animals.By the end of the lesson,
students should be able to:
i. define malnutrition 
ii. recognize symptoms of
malnutrition diseases in c farm animals
iii. provide possible solutions to malnutrition in farm animals.
1. Students brainstorm on the meaning of malnutrition.
2. Students, in pairs, study charts of different malnutrition diseases provided by the teacher for identification of each disease.
3. Students, in small groups, discuss the causes and possible solution to malnutrition in farm animas and present to the class.
•Communication and Collaboration •Leadership and Personal development Critical thinking and Problem solving.Picture of an animal showing evidence of malnutrition disease: rickets.
WEBLINK
https://www.medicalnewstoday.com/articles/179316 https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/Malnutrition&ved=2ahUKEwjCxYqOqMPrAhUKpnEKHcixAMaQFjASegQIDRAB&uswg=AOvVaw3Hb8VxmrvidMPCdkI8Ik       
https://google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipeDia.org/wiki/ListofMalnutritión&vedUKEwif2OjTqMPrAhXOsnEKHYbaDnsQFjABegQIDRAG&usg=AOvVaw09CBhP5grcAJkSlerUQC24 
VIDEO LINK
https://youtu.be/l8ejNmJII4 
https://youtu.be/zeaSKOh1TLS8
2AGRICULTURAL EXTENSION -Definition -Importance -Method of disseminating new ideas.By the end of the lesson students should be able to:
i. explain agricultural
extension.
ii. discuss the importance of agricultural extension iii. Describe the methods
used in disseminating
new ideas to farmers.
1. Students as a class, anayse the meaning of agricultural extension.
2. Students pair up to justify the importance of
agricultural extension.
3. In small groups, students discuss the methods used to disseminate ideas to farmers and present to the class.
• Communication and Collaboration • Leadership and Personal
development
Critical thinking and Problem solving
Charts showing how
research findings, new
ideas gets to farmers and how information from
farmers are taken back to extensio organizations for further research.
WEBLINK
https://www.google.com/url?sa=t&sourceweb&rct=j&urJ=https://en.m.wikipedia.org/wiki/Agriculturalextensiont%23:%3DAgrcultural%2520extension%52Ois%2520the%25Oapplication,gjçuitural%2520practices%2520through%2520farmer%2520education.&ved=2ahUKEwjPklgsPrAhXRnVwKHcbVBJYQFjAOegQlGxAH&usg=AOvVaw1YOdFD9NPSXmYugs5pppWEF

WKSTOPICSLEARNING
OBJECTIVES
LEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING
RESOURCES
     https://www.google.com/url?sa=t&source=web&rct=j&url=https://agricultureandfoodsecurity.biomedcalcentral.com/articles/10.1186/s400660180225&ved=2ahUKEwjPklgsPrAhghXRnVwKHcbVBJYQFjAeeQ&usg=AOvVaw06BmlVIIjZYcK4cEvVi5O https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.fao.org/3/Y4973E/y4973e06.htm&ved-2ahUHEwjz3IWKrMPrAegQIDhAG&usg=AOvVaw1QTeNkkxOlpkqnLwNDxPPL5 VIDEOLINK https://youtu.be/IRbrQ-G4SZM https://youtu.be/9eS9YVe1xs https://youtu.be/SgQZwcrW7ZE
3AGRICULTURAL EXTENSION
-Agricultural extension progranmes in West Africa e.g. ADP, NDE, Agro Services centres, State, Ministries of Agriculture and Natural Resources.
-Problems of agricultural extension in West Africa e.g. illiteracy among farmers, inadequate
transport etc.
-Adoption of innovations.   PROJECT
Provide possible
solutions to the problems of agricultural extension in West Africa.
By the end of the lesson, students should be able to : i. identify various agricultural extension programmes in West Africa, ii. Describe the factors that affect the rate of adoption of innovations. iii. Analyse the problems of agricultural extension in West Africa.1. Students, as a class, discuss various agricultural extension programmes in West Africa. 2. In small groups, students brainstorm on the factors affecting adoption of innovating. 3. Students, in small group, discuss the problems and possible solution to agricultural extension in West Africa.
•Communication and Collaboration
•Leadership and
Personal development
•Critical thinking and Problem solving.
Charts WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.worldbank.org/en/results/2013/03/28/agriculture-development-in-west-africa-improving-productivity-through-research-and-extension%23:-:text%3DThe%2520West%2520Africa%2520Agricultural%2520Productivity,agricultural%2520priorities%2520of%2520each%2520country.ved=2ahUKEwiFp4jClsjrAHVLilwKHbldD8UQFjACegQIDXAM&usgh=AOvVaw0h7gyERFHLK1ug https://www.google.com/url?sa=t&source=web&rct=j&url=http://maps.unomaha.edu/Peterson/geog1000/Notes/NotesExam4WAfrica.html&ved=2ahUKEwiFp4jClsjrAhVLjlwKHbldD8UQFjAEeg
      

WKSTOPICSLEARNING
OBJECTIVES
LEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING
RESOURCES
     https://www.google.com/url?sa=t&source=web&rct=j&url=http://en.m.wikipedia.org/wiki/Agriculturalextension&ved=2ahUKEwiFp4jClsjrAhVLilwKHbldD8UQFJhAB&usg=AOvVaw1YOdFD9NPSXmYug5pppWEF VIDEO LINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://m.youtube.com/watch%3Fv%3Dat8D1cAEIIQ&ved=2ahUAhUbHcAKHaQYC5oQo7QBMAR6BAgGEAE&usg=AOvVaw0qVrYZZZxmlhkbfmobqeRk https://youtu.be/9QnfWhtujPA
4AQUACULTURE (a) Definition of agriculture. (b) Different types of aquaculture:
– Fish Farming: meaning and importance of fish farming.
– Shrimp Farming
– Crab Farming
Conditions necessary
for siting a fish pond.
N.B.: Include a visit bto fish pond
By the.end of the lesson, students should be able to;
i. explain the meaning of aquaculture.
ii. describe what is meant by fish farming.
ii. discuss the conditions necessary for siting a fish pond:
1. Students brainstorm on the meaning of aquaculture.
2. Students, in pairs; discuss
the meaning of fish
farming.
3. Students, in small groups, evaluate the conditions necessary for siting a fish pond ard a leader present
to the class.
• Leadership and Personal
development
• Critical thinking and Problem solving
• Creativity and Imagination.
The school fish pond etc. WEBL.INK
https://www.gtoogle.com/url?sa=t&sourceweb&rct=https://m.youtu.be.com/watch%3Fv%3Dk6U3IgT1IVQ&ved=2ahUKEwjhlMXcrsPrAHWNTcAKHVXcBLSQt9IBMA56BAgQEAc&usg=AOvVaw3yBQLP1QHNurEYWeZ7scpY
ht`tps://www.google.com/url?sa=t&source=web&rct-j&url=http://www.faoorg/3/B1363E01.htm&ved=2ahUKEwjhIMXcrsPrAhWNTcAKHVXCBlsQFjAaegQiRAj&usg=AOvVaw0UtMch9LWPcV60iGEiIy1m https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/Aquaculture&ved=2ahUKEwiZobbyrsPrAhXEnFwKHUiSAYkQFjAbegQIaRAH&usg=AOvaw2-ZhVsQp7Ea0G23HUChr VIDEO LINK https://youtu.be/jRzh9rox7ey https://youtu.be/EpuCvFByVzk https://youtu.be/TDDAPp-ht2Q

                                                                                                                                                                                                    

WKSTOPICSLEARNING
OBJECTIVES
LEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING
RESOURCES
5AQUACULTURE
– Establishment and
maintenance of fish pond
-Fishery regulations
-Fishing methods and tools.
.
By the end of the lesson, students should be able to:
i. identify fishing tools;
ii. justify the importance
of basic fishery
regulations;
iii. carryout maintenance practices
1. Students, as a class, identify various fishing tools
2. Students, in small groups, discuss the importance fishery regulations.
3. Students visit the school fish pond and demonstrate how to maintain the fish
pond.
• Communication and
Collaboration
• Leadership and Personal development
• Critical thinking and problem solving
Creativity and Imagination
Charts on fishery regulation and different types of fishing tools.  WEBLINK
https://www.google.com/url?sa=t&source=webrct=j&url=https://m.youtu.be.com/watch%3Fv%3Dk6U3IgT1iVq&ved=2ahUKEwjhIMxcrsPrAhWNTcAKHVXcBIsQt9IBMA56BAgQEAc&usg=AOvVaw35ebs6NT4OkQh20RMxjiGj
https://www.google.com/url?sa=t&source=webrct=j&url=https://www.fishpondmanagement.com/&ved=2ahUKEwiUiJ5lMjAhUJAcAKHT29D9lQFjALegQlAhAB&usg=AOvVaw2sh0UxYlFbt9RtGWGmRFRe https://www.google.com/url?sa=t&source=webrct=j&url=https://pacificponds.com/pacific-ponds/pond-maintenance-important/&ved=2ahUKEwiw7dq-lcjrAhXBgVwKHcOpD04QFjAJegQlBhAB&usg=AOvVa02-ix203Mi099UQLmufPQo VIDEO LINK https://youtu.be/mlM5GoOkDk8
https://youtu.be/Ls2VeqWtQc8
https://youtu.be/mlM5GoOkDk8
6ANIMAL IMPROVEMENT
Definition of animal improvement
– Aims of animal
improvement
– Methods of animal improvement:
i. Introduction
ii. Setecfion
iii. Breeding.
.
N.B.: The school should establish a poultry farm.
By the end of the lesson, students should be able to:
i. describe animal
improvement;
ii. outline the aims of
animal improvement;
iii. Demonstrate the
methods of animal improvement.

1. As a class, students describe animal
improvement.
2. Students, as a class discuss the aims of
genetically modifying
animals.
3. Students, in small
groups play the role of
scientists and carryout
some of the methods of animal improvement.
• Communication and Collaboration
• Leadership and
Personal
development
• Critical thinking and
•Problem solving Creativity and
Imagination.
Real objects: – eggs of both local and exotic breeds  – Local fowl an exotic Eeed of th same age. WEBLINK
https://www.google.com/url?sa=t&sourceweb&rct=https://www.nlbc.go.jp/en/breeding.html&ved=2ahUKEwj994WqscPrAhUFiFwKHeLXAplQFjABegQlDRAG&usg=AOvVaw0cinL-fLsnQDl51OZwqY4
https://www.gtoogle.com/url?sa=t&sourceweb&rct=https://link.springer.com/chapter/10.1007/978-3-642-74487-71&ved=2ahUKEwj994WqscPrAhUFiFwKHeLXAplQFjAKegQlAhAB&usg=AOvVaw1GobTf2mFiJ-jD2cJyDCFX VIDEO LINK https://youtu.be/0uc8Vecmcqg
7MID TERM BREAK    

WKSTOPICSLEARNING
OBJECTIVES
LEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING
RESOURCES
8ARTIFICIAL INSEMINATION – Meaning of artificial insemination. – Method of collecting semen – Advantages and disadvantages of artificial inseminationBy the end of the lesson, students should be able to:
i. recall the meaning of artificial insemination;
ii. evaluate the advantages and disadvantages of artificial insemination; iii. explain the methods of collecting semen from a proven male animal; iv. carryout some of the methods of collecting semen
1. Students, as class, brainstorm on artificial insemination. 2. Students, in small groups, examine the merits and demerits of artificial insemination. 3. Students are guided to collect semen from a proven male animal from the school farm. 4. Students visit the internet to research on the effective method for collecting semen from proven male animals•Communication and Collaboration
•Leadership and Personal
development
•Critical thinking and Problem solving
•Creativity and Imagination.
•Digital literacy
Picture of a teaser (artificial vagina) used for collecting semen from a male animal Video clips on the process of artificial insemination. WEB LINK https://www.gtoogle.com/url?sa=t&sourceweb&rct=https://en.m.wikipedia.org/wiki/selectivebreeding%23:~:text%3DSelective%2520breeding%2520also%2520called%2520artificialreproduce%2520and%2520have%2520offspring%2520together.&ved=2ahUKEwiBj7jfsPrAhVhmVwKHfkLApYQFjACegQlDhAL&usg=AOvVaw2Z2niN sWrVQ9Jnm8wgi7tT https://www.gtoogle.com/url?sa=t&sourceweb&rct=https://www.webmd.com/infertility-and-reproduction/guide/
9AGRICULTURAL FINANCING
– Definition of
agricultural financing.
– Importance of
agricultural financing. Sources of finance:
(a) Personal savings
(b) Commercial banks,
(c) Cooperative Societies
etc.
N.B
Students should create farming cooperative society in the school.
By the end of the lesson, students should be able to:
i. explain the meaning of agricultural financing;
ii. Identify the sources of financing in agriculture;
iii. Justify the importance of agricultural financing;
vii.proffer solution to the problems faced by farmers in acquiring loan.
-.students are guided to dofs agricultural
‘so g. .
2. S_:os, as a cla, o_emte different types
:c:’es or institutions ::a nng can’.
3. Students in small groups,
-g c- The importance c’ c g in agriculture
4. Students in groups, role- a The activities involved .r obtaining loan from financial institutions.
•Communication and Collaboration
•Leadership and Personal
development
•Critical thinking and Problem solving
•Creativity and Imagination.
Nigerian currencies, calendar of any Cooperatve Society.
WEBLINK https://www.google.com/url?sa=t&source=web&rct=https://ag4impact.org/sid/socioeconomicintensification/creating-enabling-environments2/agriculturalfinan%agricultural%252Orovision%252C%2520whole%252C%2ffgpceg.ffo2g.2Oand%52Omar)çUS8PrAhWXUBUIHSO7DTYiACeQIDhAL&uenAQwOMn6oagMOAtL
https://www.google.com/url?sa=t&source=web&rct=j&url=http://fao.org/3/y5565e/y5565e05.htm&ved=2ahUKEwjFoLIs8PrAhWXUBUIHS07DTYQFjAxegQIAxAB&usg=AOvVaw2EK8ltjDXhP6-rfslpZo2 VIDEO LINK https://youtu.be/QFDfMlfxRnE

WKSTOPICSLEARNING
OBJECTIVES
LEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING
RESOURCES
10AGRICULTURAL
FINANCING
– Classes of farm credit:
i. classification based on length of time.
ii, classification based on source of credit.
iii, classification based on liquidity.
– Problems faced by farmers in procuring agricultural credit.
– Problems faced by institutions in granting loans to farmers.
By the end of the lesson, students should be able• to:
i. classify farm credit into various categories;
ii. analyse the problems /challenges faced by farmers and financial institutions in granting loans to farmers; iii. Proffer possible solution to these problems.
1. Students are guided to identify the various classes of farm credit and classify them. 2. Students, in small groups brainstorm on the challenges faced by farmers and financial institutions in granting loans to farmers.
3. Students individually proffer possible to the problems mentioned.
4. Students in  same groups w :e a proposa’ to the Lagos State 3oe-no- on the solution to :ne prod ems aoed by famers in proo* agricultural credit loan.
• Communication and Collaboration
• Leadership and Personal
development
• Critical thinking and Problem
solving
• Creativity and Imagination
Citizenship.
Charts on financial different institutions, farm records etc.
WEBLINK
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.christiancreditcounselors.org/credit-four-most-common-forms&ved=2ahUKEwja67MGqksjrAhXkuXEKHXAAyAFgQFjAEQIDhK&usg=AOvVaw0Jis87oFBkRbgdshVIdARZ
https://www.google.com/url?sa=t&source=web&AK&usvVaw0Jis87oFkRdshVdARZ/uat&souroe=we&rotdeleerpqrh/amp/10262151/&ved2ahUKEwja6MGkjfXkuXEKHXAyAFqQFALAB&uszAOvVew/Tc72xb7olI0Gn41&cshid1598970063562 VIDEO LINK https://youtu.beTX5P6E0rTpA https://youtu.be/GzFIUAVCZ8
11REVISION    
12-13EXAMINATION    

Agricultural Science Scheme of work for SSS 3. Ministry of Education, SS3 Schemes of Work Agric Science for Secondary School.


Agricultural Science Scheme of Work SSS 3 Second Term

WKSTOPICSLEARNING
OBJECTIVES
LEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING
RESOURCES
1WELCOME TESTby the end of the lesson, students should be able to recall last term’s workStudents should participate in the welcome test• Communication and collaboration • Critical thinking and problem solving • Leadership and personal development • Creativity and imagination citizenshipStudents note book last term’s past question etc.
 AGRICULTURAL MARKETING
-Definition of agricultural marketing.
– Importance of
agricultural marketing.
– Marketing agents and their functions.
– Marketing functions: assembling,
transportation, processing etc.
– Marketing of export crops.
– Export crops in West Africa.
– Corporate bodies, cooperative societies and individual engaged in exporting agricultural produce e.g association of Nigerian Cooperative Exporters.
-Importance of exporting -Problems of marketing agricultural produce.
NB.: Study session should include a visit to a major  market in the city and a local market.
By the end of the lesson, students should be able to:
i. explain the term ‘Agricultural Marketing;
ii. Discuss the importance of marketing agricultural produce;
iii. demonstrate some of the procedures in the movement of agricultural produce from producers to final consumers.
1. As a class, student’s share ideas on the meaning of Agricultural Marketing.
2. Small groups discuss on the importance of marketing agricultural produce.
3. Students, in small groups carryout some of the activities involved in the movement of  agricultural produce from producers to final consumers.
4. Students visit the internet to research on marketing of agricultural produce and present to the class.
• Communication and Collaboration
• Leadership and Personal
development
• Critical thinking and Problem solving
• Digital literacy Creativity and
Imagination.
Real objects: agricultural produce e.g. sugar cane, orange, fish etc. and
processes products e.g.
granulated sugar, fruit juice, geisha etc.
WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/Agrriculturalmarketing%23:-:text%3DAgricultural%2520marketing%252covers%2520the%252tservicessatisfy%252Ofarm%2520%2520intermediaries%2520and%252tconsumers&ved:2ahUKEwjfr5ítcPrAhVJZMAKHXEEAIgOFjAQegQlERH&usaAQvVaw2TgSIKgsTEICFdt9L94xrY
https://www.google.ocm/url?sa=t&source=web&rct=j&url=https://www.fao.org/3/w3240e/W3240E06.htm&ved=2ahUKEwjtft5fytcPrrAhVJZMAKHXEEAlgQFjAYegQIEBAU&usg=AOvVaw3toUOoJ64SGXIU^T4nxBR https://www.google.com/url?sa=t7source=web&rct=j&url=https://www.hillagric.ac.in/edu/coa/AgriEcoExtEDuRSocio/lectures/AgEcon244.PDF&ve VIDEO LINK https://youtu.be/ShoD-FOIMUY https://youtu.be/W17mC-aTzfw

WKSTOPICSLEARNING
OBJECTIVES
LEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING
RESOURCES
3AGRICULTURAL INSURANCE -Definition and importance of agricultural insurance. -Types of insurance policies for agricultural insurance – Insurance Premium – Problems of agricultural insurance: uncertainty of weather, losses due to disaster etc.By the end of the lesson, students should be able to: i. explain the meaning of agricultural insurance. ii. identify the types of insurance policies for agricultural production iii.outline the importance of agricultural insurance; iv. proffer solution to the problem highlighted above.1. Students, as a class, brainstorm on the meaning of agricultural insurance. 2. Students, in pairs, identify different types of insurance policies for agricultural production. 3. Students, in small groups, analyse the reasons for agriculture insurance. 4. Students in the same groups discuss solution of agricultural insurance.•Communication and Collaboration •Leadership and personal development. •Critical thinking and problem solving •Creativity and imagination.Charts WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.naic.gov.ng/newsinside/how-to-insureyouragricultural-projects-withnaic%23:-:text%3DAgricultural%2520insurance%2520is52520the%2520Ngerian%2520Agricultural%2520Insurance%2520Schemwe&ved=2ahUKEwjtft5fytcPrrAhVJZMAKHXEEAlgQFjAYegQIEBA https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.researchgate.net/publication/228232004AgriculturalInsuraceinNigeriaanditsEconomicImpact&ved=2ahUKEwjtft5fytcPrrAhVJZMAKHXEEAlgQFjAYegQIEBAU&usg=AOvVaw3toUOoJ64SGXIU^T4nxBR VIDEO LINK https://youtu.be/YO4r)Eyz9cw https://youtu.be/7fi4ggD4AAFw https://youtu.be/ESAxYdwhavU
4-5ANIMAL HEALTH MANAGEMENT -Definition of disease. -Casual organisms: bacteria, fungi, viruses and protozoa. -Factors that could predispose animals to diseases: health status of animal, nutrition, management etc. -Reaction of animals to diseases: susceptibility and resistance to disease -Casual organisms, symptoms, mode of transmission effects, prevention and control of the following selected livestock diseases: i. viral – foot and mouth, rinderpest, Newcastle. ii. bacterial – anthrax, brucellosis, tuberculosis. iii. fungal – aspergillosis, ringworm, scabless. iv. Protozoa – trypanosomiasis, coccidiosis.By the end of the lesson, students should be able to: i. explain the meaning of diseases; ii.classify animal diseases with respect to the casual organisms. iii. identify the mode of transmission of each disease of animal and their symptoms. iv. apply the method of controlling diseases in poultry1. Students, as a class, explain the meaning of disease. 2. Students, in small groups, classify animal disease with respect to the casual organisms and present to the class. 3. Students, as a class, identify the mode of transmission of animal disease of animal. 4. Students visit the `school farm to demonstrate methods of controlling poultry diseases.•Communication and Collaboration •Leadership and personal development. •Critical thinking and problem solving •Creativity and imagination.Picture of farm animal suffering from foot and mouth diseases. Real objects: vaccine/drugs for poultry birds. WEBLINK https://www.google.com/url?sa=t&source=web&rct=jurl=https://www.afrivip.org/sites/default/files/ahmmodule3part60.pdf&ved=2ahUKEwjOo-iWZMPrAH&usg=AOvVaw2Z2niN https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.business.qld.gov.au/industries/farms-fishing-forestry/agriculture/livestock/animal-welfare/pests-diseases-disorders&ved=2ahUKEwivqM-zMPrAhUPWhUIHYZdC#MQFjABegQIARAJ%usg=AOvVaw0AhMIy0lJiRueBzWG2-HAf VIDEOLINK https://youtu.be/D0-F3OP7eWM https://youtu.be/f8f6SDvdU9y https://youtu.be/QXZW6iCqcuw
WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
6PARASITES i. Meaning of parasites.  ii. Types of parasites. iii. Mode of transmission, . life cycle, economic importance and control of the following selected livestock parasites:
endoparasites e.g. tapeworm, liverfluke and roundworm.
Ectoparasites e.g. ticks, lice.
-General methods of prevention and control of diseases and parasites: . quanrantine, inoculation/ immunization.
hygiene, breeding for resistance etc.  
NB.: Visit the school poultry farm and identity any diseased bird.
By the end of the lesson, students should be able to:
i. identify different types of parasites
ii. explain the economic importance of tapeworm and tick;
iii. sketch the life cycle of tapeworm and tick; iv. use the different methods of controlling parasites livestock,
1. Whole class discussion on different types of parasites. 2. Small groups discussion on the economic importance of tapeworm and tick.
3. Students individually draw a well labelled diagram of tapeworm and tick.
4. Small groups of students explore various activities of control parasites in livestock. 5. Students individually create charts on different types of animal parasite and present to the class.
• Communication and Collaboration
• Leadership and Personal
development
• Critical thinking and Problem solving
• Digital literacy Creativity and
Imagination.
Charts.   WEBLINK http://www.gooogle.com/url?sa=tsource=web&rct=j&j&url= https://en.m.wikipedia.org/wiki/parasite(2019film)&ved=2ahbiid.ByZCZ_fQ.igQjDB,B&pg.eAQyyg1jb4GRVyBj5fjAlmIurI?sat&sourcerwehigfo&prI.bUsJLvner6m/aticles/ZC.3.Q2&yd2ajkss6EMPrAhVZoAKHVcJCZcQFjAHegQlDxAl&usgAOvVawOrFWuvMNriM                VIDEO LINK
https://youtube/8imHJKsna58  
https://youtube/V4iSB07opM https://youtube/CAj4wQCbEdQ
7REVISION    

Agricultural Science Scheme of work for SSS 3. Ministry of Education, SS3 Schemes of Work Agric Science for Secondary School.


ACHIEVEMENT STANDARDS

At the end of the session and senior secondary school education, students should be able to:

  1. Create solution to malnutrition in farm animals;
  2. Share ideas and information among themselves and students from other schools on farming;
  3. Carryout maintenance practices of the school farm;
  4. Carryout cross breeding among poultry animals:
  5. Manage the affairs of the school cooperative society;
  6. Create their own farm at home.
  7. Become a good farm manager

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