Agricultural Science for Junior Secondary School. Lagos State Agriculture Scheme of Work JSS2, Ministry of Education.-Schemeofwork.com
JSS 2 FIRST TERM PVS (AGRICULTURE)Farm structures and layout of farm buildingsFarm structures and layout of farm buildingFisheryFishery continuedAgricultural practicesAgricultural practices continueCrop PropagationRevision/Project workAGRICULTURE SCHEME OF WORK JSS2 SECOND TERMAGRICULTURE SCHEME OF WORK JSS2 THIRD TERM
JSS 2 FIRST TERM PVS (AGRICULTURE)
Week: 1
Subject: PVS (AGRICULTURE)
Topic:
Revision of last term work and Resumption test
Learning Objectives:
By the end of the lesson,
Students should be able to:
Recall some of the lessons taught last term.
Learning Activities:
1. Students participate in the
Resumption test.
2. Group discussion/revision of last session work
Embedded Core Skills:
1. Critical thinking
2. Problem solving
Learning Resources:
1. First term examination
Questions
2. Students note
Week: 2
Subject: PVS (AGRICULTURE)
Topic:
Farm structures and layout of farm buildings
- Types
- Uses of farm structures
Learning Objectives:
By the end of the lesson, students should be able to:
- explain the term, “farm structure”;
- discuss the uses of farm structures;
- Draw a skeletal frame work of a brooders house.
Learning Activities:
- Student brainstorm the meaning of farm structures as a class.
- Students in groups classify farm structures presented to them based on their uses.
- Students in small groups present sketches of brooders house as projects in class and paste on the classroom walls for a gallery work.
Embedded Core Skills:
- Communication and Collaboration
- Leadership and Personal development
- Critical thinking and Problem solving
- Creativity and Imagination.
Learning Resources:
Pictorial diagram of different types of farm structure
WEBLINK
http://legit.ng/1130522-farm-structures-types-uses-definitions-updated-2020.html
https://www.ruralmutual.com/resource/farm-safety/farm-building/8-easy-ways-keep-farm-buildings-safe/
VIDEO LINK
http://m.youtube.com/watch?v=2ZpEI-Hr5YU
http://m.youtube.com/watch?v=RiBhYRAFitw
Week: 3
Subject: PVS (AGRICULTURE)
Topic:
Farm structures and layout of farm building
- Methods of maintaining farm structures and buildings
- Factors guiding siting and layout of farm structures and building
Learning Objectives:
By the end of the lesson, students should be able to:
- describe the term siting
- identify the factors to be considered before siting a farm structure or building
- analyse the methods of maintaining farm structures and buildings
Learning Activities:
- Whole class discussion on the meaning of siting.
- Students in groups discuss their views on the factors to be considered before siting a farm structure or building.
- Students in groups deliberate on the various methods of maintaining farm buildings, decide which the best method is and present to the class.
- Students visit the site below and research on the best methods to be incorporated in maintaining farm structures and buildings.
Embedded Core Skills:
- Communication and Collaboration
- Leadership and Personal development
- Critical thinking and Problem solving
- Digital literacy.
Learning Resources:
- Pictorial diagram of different types of farm structure
- Tools used in maintaining a cowshed
WEBLINK
www.legit.ng.farm+structures+building
http://fabioclass.com/2016/11/farm-buildings-and-structures.html?=1
VIDEO LINK
http://m.youtube.com/watch?v=pvx4g2GI-M
http://m.youtube.com/watch?v=IrP5WuvnepU
http://m.youtube.com/watch?v=2ZpEI-Hr5YU
Week: 4
Subject: PVS (AGRICULTURE)
Topic:
Fishery
- Definition of fishery
- Uses of fish products
- Methods of fishing and fishing tools
Learning Objectives:
By the end of the lesson, students should be able to:
- explain the term Fishery
- justify the importance of fish and fish product
- Create any fishing tools of their choice.
Learning Activities:
- Students brainstorm on the definition of fishery.
- Students in groups debate why fish is preferred over meat.
- Students in groups create any fishing tools of their choice and present in the next class (group project).
- Using the internet, students create charts of diverse fishing tools and present in class (group assignment).
Embedded Core Skills:
- Communication and Collaboration
- Critical thinking and Problem solving
- Creativity and Imagination
- Leadership and Personal development
- Digital literacy
Learning Resources:
Samples of Different types of fish and fish products: fish glue etc.
Real object: fishing tools: hook, net etc.
WEBLINK
http://worldfishcenter.org/why-fish
http://biologydiscussion.com/fish/fisheries-types-of-fisheries-and-it-economical-importance/1361
VIDEO LINK
http://m.youtube.com/watch?v=PdeoQRbnapl
http://m.youtube.com/watch?v=sGcb6n1wqlo
http://m.youtube.com/watch?v=8SR0rmSyfKE
Week: 5
Subject: PVS (AGRICULTURE)
Topic:
Fishery continued
- Classification based on their habitat
- Classification based on their morphology
Learning Objectives:
By the end of the lesson, students should be able to:
- Identify the classes of fish based on their habitat and morphology
- Give reasons why marine fishes cannot survive in fresh water habitat
- Give a diagrammatic representation of a Tilapia fish
Learning Activities:
- Student in groups identify the various classes of fishes with examples based on the chart presented to them.
- Students in groups discuss the differences between marine and fresh water habitats and present to the class.
- Students individually create chart on different species of fishes (Individual Project).
Embedded Core Skills:
- Communication and Collaboration
- Critical thinking and Problem solving
- Creativity and Imagination
- Leadership and Personal development
Learning Resources:
- Charts showing categories of fishes based on their habitat and morphology
- Samples of different types of fishes
WEBLINK
https://bio.libretexts.org/bookshelves
http://.slideshare.net/mobile/geonyzl/fish-morphology
VIDEO LINK
Week: 6
Subject: PVS (AGRICULTURE)
Topic:
Establishment of a pond
- Risk factors associated with fish farming
- Fish pond management practices
- Methods of fish preservation
Learning Objectives:
By the end of the lesson, students will be able to:
- Itemize the step involved in establishing a fish pond
- Describe the factors to be considered before sitting a fish pond
- Predict ways to eliminate the risk factors associated with fish farming
Learning Activities:
- Whole class discussion on the steps involved in setting up a fish pond.
- Students in groups discuss the things to be considered before setting up a fish pond.
- Students brainstorm on possible solutions to the risk factors.
- Create charts of different types of pond (Group Assignment).
Embedded Core Skills:
- Communication and Collaboration
- Critical thinking and Problem solving
- Creativity and Imagination
- Leadership and Personal development
Learning Resources:
- Sample of fish pond
- Sample of fishes found in a pond: cat fish etc.
WEBLINK
http://nigeria.com/production/aquaculture/pond-construction/
www.fao.org/tempref/FI/CDrom/FAO_Training/FAO/General/x6708e/x6708e.htm
VIDEO LINK
Week: 7
Subject: PVS (AGRICULTURE)
Topic: MID-TERM BREAK
Week: 8
Subject: PVS (AGRICULTURE)
Topic:
Agricultural practices
- Definition of farming system
- Types of farming system, advantages and disadvantages of each of the farming system
Learning Objectives:
By the end of the lesson, students should be able to:
- Explain farming system
- Describe the main farming systems practiced in Nigeria
- Differentiate between arable farming and pastoral farming.
Learning Activities:
- Students as a class discuss the meaning of farming system.
- Students in groups deliberate on how farmers grow different kinds of food in Nigeria.
- Students in groups debate the best methods of farming system and present to the class.
- Make research on the farming systems of other countries and compare it with that of Nigeria farming system.
Embedded Core Skills:
- Communication and Collaboration
- Creativity and Imagination
- Leadership and Personal development
- Digital literacy
Learning Resources:
– Sample of arable crops
– Field experiment on mixed farming
WEBLINK
VIDEO LINK
Week: 9
Subject: PVS (AGRICULTURE)
Topic:
Agricultural practices continue
- Definition of cropping system
- Types of cropping, advantages and disadvantages of the various cropping system
Learning Objectives:
By the end of the lesson, students should be able to:
- explain three (3) types of cropping system
- analyse the advantages and disadvantages of the various types of cropping system
- Put cropping system into practice at the school farm.
Learning Activities:
- Students in groups discuss a particular type of cropping system each and present to the class.
- Students as a class brainstorm on the advantages and disadvantages of cropping systems.
- Students in group apply the knowledge gained on cropping system and create a particular cropping system on the school farm
Embedded Core Skills:
- Communication and Collaboration
- Critical thinking and Problem solving
- Creativity and Imagination
- Leadership and Personal development
Learning Resources:
http://extension.cropsciences.illinois.edu
VIDEO LINK
Week: 10
Subject: PVS (AGRICULTURE)
Topic:
Crop Propagation
Learning Objectives:
By the end of the lesson, students should be able to:
1. Describe crop propagation
2. Identify different types of crop propagation
3. Examine advantages and disadvantages of crop propagation
Learning Activities:
1. Student in group to discuss the meaning of propagation.
2. Individually, student should identify part of plant and the whole plant used for propagation e.g. Stem, Leaf, Bulb, Sucker, Tuber, Seed and Rhizome.
3. Student in group discuss the solution to the disadvantages of crop propagation.
Embedded Core Skills:
- Communication and Collaboration
- Critical thinking and Problem solving
- Creativity and Imagination
- Leadership and Personal development
Learning Resources:
- Samples of crops propagated sexually: tomato, maize, cashew, guava, yam, pepper. etc.
- Samples of crops propagated asexually: cassava, sugarcane, bitter leaf, plantain, jute mallow, green amarranth. Etc.
- Field experiment on layering, budding, marcotting, stems cutting and grafting.
WEBLINK
https://extension.umaine.edu/gardening/manual/propagation/plant-propagation/
VIDEO LINK
Week: 11
Subject: PVS (AGRICULTURE)
Topic:
Revision/Project work
Learning Objectives:
By the end of the lesson, students should be able to produce one project work from the following:
1. Farm structure: construct a poultry cage
2. Crop propagation: cultivate the following crops sexually Maize, tomato and pepper
3. Carry out an experiment on mixed farming
Learning Activities:
Project work from the following
A). Farm structure
b). Crop propagation
c). Farming system
Embedded Core Skills:
- Communication and Collaboration
- Critical thinking and Problem solving
- Creativity and Imagination
- Leadership and Personal development
- Citizenship
- Digital literacy.
Learning Resources:
1. Field Experiment
2. Student work book
3. Web resources.
Week: 12/13
Subject: PVS (AGRICULTURE)
Topic: Revision/Examination
Agricultural Science for Junior Secondary School. Lagos State Agriculture Scheme of Work JSS2, Ministry of Education.-Schemeofwork.com
AGRICULTURE SCHEME OF WORK JSS2 SECOND TERM
| Weeks | Topic | Learning objectives | Learning Activities |
| 1/2 | PVS (Home Economics) Impact of family values on lifestyles -family values and lifestyles, meaning, types and importance Factors influencing lifestyle | By the end of the lesson Students should be able to : I] explain the meaning of values and lifestyles Ii] highlights different types of values and lifestyles Iii] examine the importance of value system to individual, family and society Iv] cite factors that influence value and lifestyles | -students as a class explain the meaning of values and lifestyles -students in small groups examine the importance of value system to individual, family and society -students as an individual cite factors that influence values and lifestyles |
| 3 | PVS (Agriculture) Classification of livestock feed -energy yielding feeds Protein yielding feeds Roughages | By the end of the lesson Students should be able to : I] explain the three(3) classes of livestock feed Ii] differentiate between energy concentrate and protein concentrate Iii] produce a feed that contains some of the classes of food | -whole class discussion on the classes of livestock feed -students in small groups deliberate on the differences between energy concentrate -student in group produce a feed that contains protein and present to the class |
| 3 | PVS (Agriculture) Classification of livestock feed -energy yielding feeds -protein yielding feeds -roughages | By the end of the lesson Students should be able to : I] explain three (3) classes of livestock feed Ii] differentiate between energy concentrate and protein concentrate Iii] produce a feed that contains some of the classes of food | -whole class discussion on the classes of livestock feed -students in small groups deliberate on the differences between energy concentrate -students in group produce a feed that contains protein and present to the class |
| 3 | PVS (Home Economics) Family conflicts and crisis Meaning of family conflicts and crisis Causes of conflicts and crisis in the family Types of family conflicts and crisis e.g. cultism, divorce, bereavement, loss of job, unemployment | By the end of the lesson Students should be able to : I] explain the meaning of family conflicts and crisis Ii] identify causes of family conflicts and crisis Iii] outline different types of family crisis | -students as a class discuss the meaning of family conflicts and crisis -students in pairs assess causes of family conflicts and crisis -students as an individual identify different types of family crisis |
| 4 | PVS (Agriculture) Factors to consider before deciding Animal feeds Age Physiological status Purpose of rearing Feeding tools | By the end of the lesson Students should be able to : I] enumerate the purposes for rearing farm animals Ii] identify the materials used for feeding farm animals Iii] analyse the factors to be considered before deciding animal feeds | -students as a class brainstorm on the purpose of rearing farm animals -students as a class name materials used for feeding farm animals -students in small groups examine the factors to be considered before deciding animal feeds |
| 4 | PVS (Home Economics) Family conflicts and crisis Conflict resolution method e.g. dialogue mediation Crisis management strategies e.g. changing family roles communication | By the end of the lesson Students should be able to : I] enumerate ways of resolving conflicts in the family Ii] describe ways on how family can manage various crisis | -student, as an individual enumerate way of resolving conflicts in the family -students in small groups describe ways of how family can manage various crisis |
| 5 | PVS (Agriculture) Animal pests and diseases control -definition -causes of diseases in farm animals | By the end of the lesson Students should be able to : I] explain concept of pest and diseases in farm animal Ii] give examples of animal pest and diseases | -whole class brainstorm on animal pest and disease, -students pair up to discuss examples of animal pest and share with the class -students in small groups provide ways of controlling animal pest and disease -students in the same groups visit the internet and research more on animal pests and diseases and present it to the class |
| 5 | PVS (Home Economics) Hygiene and puberty Causes and prevention of body odour Importance of personal hygiene | By the end of the lesson Students should be able to : I] identify the causes of body odour 2] explain ways of preventing body odour 3] enumerate the importance of personal hygiene | Students as an individual identify the causes of body odour -students in small group discover ways of preventing body odour -students as an individual enumerate the importance of personal hygiene |
| 6 | PVS (Agriculture) Farm animal diseases and control (fungi) -mode of transmission -symptoms Method of control effect | By the end of the lesson Students should be able to : I] explain fungal diseases, Ii] identify the mode of transmission and symptoms of fungal disease in farm animals Iii] demonstrate the method of controlling fungal disease in farm animals | -students are guided by the teacher to describe their view on fungal diseases -students as a class discussion the mode of transmission and symptoms of fungal disease in farm animals -students in groups carry out the method of controlling fungal disease in farm animals |
| 6 | PVS (Home Economics) Hygiene and puberty Meaning of puberty and menstruation Body changes in boys and girls Menstrual cycle and menstrual hygiene | By the end of the lesson Students should be able to : I] explain the meaning of puberty menstruation and menstrual cycle Ii] outline the changes that occur in boys and girls during puberty Iii] highlight ways of maintaining good menstrual hygiene | -students as a class explain the meaning of puberty , menstruation and menstrual cycle Students in small group decide the changes that occur in boys and girls during puberty -students in pairs highlight ways of maintaining good menstrual hygiene |
| 7 | MID TERM BREAK |
| 8 | PVS (Agriculture) Bacteria -mode of transmission -symptoms | By the end of the lesson Students should be able to : I] identify the symptom of bacteria on a farm animals | -students visit the school farm and record their observation on some diseased animals -students identify the symptoms of bacteria on farm animals |
| -Method of control -Effect | Ii] examine the effect of bacteria on farm animals Iii] carryout ways of controlling bacteria on farm animal | -small group discussion on the effect of bacteria on farm animals -students in small groups demonstrate the various methods for controlling bacteria in farm animals | |
| 8 | PVS (Home Economics) Adolescence and sexuality Meaning of Adolescence Characteristics of adolescent -special needs and challenges of adolescent Meaning and expression sexuality Source and utilization of sexuality related information e.g. internet home, video | By the end of the lesson Students should be able to : I] explain the term adolescence and sexuality 2] highlight the characteristics of adolescent 3] enumerate the challenges of adolescent 4] identify and classify sources of sexual information | -students as a class explain the term adolescence and sexuality -students as an individual criticize the characteristics and enumerate the challenge of adolescent -students in small group outline ways of expressing sexuality and classify sources of sources sexual information |
| 9 | PVS (Agriculture) Virus and protozoa | By the end of the lesson Students should be able to : i. identify animal with viral and protozoan diseases ii] describe the effect of viral and protozoan diseases in farm animals, iii] evaluate the preventive measures of protozoan disease in farm animals | I] whole class discussion on viral and protozoan diseases Ii] students in small groups discuss the effects in farm animals Iii] students as a class give examples of animal that are likely affected by protozoan disease Iv] students through experiment are guided to demonstrate the treatment of farm animals infected by protozoan disease |
| 9 | PVS (Home Economics) Sexuality transmitted infections (STIs) and HIV/AIDs Meaning types of STIS and HIV/AIDS Management, prevention of STIs, HIV/AIDs Management, care and support for infect person Consequences of self-medication | By the end of the lesson Students should be able to : I] enumerate different types of STIs and HIV/AIDS Ii] distinguish between the causes STIs and HIV/AIDS Iii] describe the guide lines for caring for an infected person Iv] identify the consequences of self-medication v] predict ways of preventing STIs and HIV/AIDs | -students as a class enumerate different types of STIs, HIV and AIDS -students in small group distinguish between the causes of STIs and HIV /AIDS -students in pairs describe the guidelines for caring for an infected person and identify the consequences of self-medication -students as an individual predict ways of preventing STIS and HIV/AIDS |
| 10 | PVS (Agriculture) Soil -definition Type of soil Soil component | By the end of the lesson Students should be able to : I] describe the term soil, Ii] outline three types of soil, Itemize the component of soil, Iii] illustrate the component of soil by its volume with the aid of a diagram | -what class discussion on the meaning of soil Students pain up and differentiate between the various student individually analyse the component soil compost in terms of volume |
| 10 | PVS (Home Economics) Basic pattern drafting Techniques and fashion designing Meaning of pattern drafting and fashion designing Basic pattern drafting tools and equipment Using instructions to sketch style | By the end of the lesson Students should be able to : I] explain the meaning of pattern drafting and fashion designing Ii] identify tools and equipment for pattern drafting Iii] analyze the parts of the body to be measured | Students as a class explain the meaning of pattern drafting and fashion designing and fashion designing -students as an individual identify tools and equipment for pattern drafting -students in pairs analyze the parts of the body to be measured |
| 11 | Revision | ||
| 12 – 13 | Examination |
Agricultural Science for Junior Secondary School Lagos State
AGRICULTURE SCHEME OF WORK JSS2 THIRD TERM
| Weeks | Topic | Learning objectives | Learning Activities |
| 1 | PVS (Agriculture) Revision of last term and resumption test | By the end of the lesson Students should be able to : Give an elaborate recap on the lessons taught last term | I]students participate in the welcome test Ii] group discussion/revision of last session work |
| 1 | PVS (Home Economics) Welcome test/revision of last term work Family conflicts and crisis Hygiene and puberty | By the end of the lesson Students should be able to: i. recall some of the topics taught in last term work | -students active participate in the welcome test -students were group on the discussion of last term work |
| 2 | PVS (Agriculture) Soil formation Rocks Types of rocks Characteristics of the types of rock | By the end of the lesson Students should be able to I] explain the concept of soil formation Ii] describe rocks Iii] identify the three types of rocks Iv] compare and contrast between igneous and sedimentary rocks | I whole class discussion on the concept of soil formation and rock -students as a class identify the three major types of rocks from the charts provided Iii] students in small groups discuss the distinguishing features between igneous and sedimentary rocks, and presents in the class Iv] students visit the internet and create a chart on difference types of rocks |
| 2 | PVS (Home Economics) Resources and Decision making -meaning and types of family resources Steps in decision making Simple personal and family decision | By the end of the lesson Students should be able to: I] explain the meaning of family resources Ii] highlight family resources Iii] explain the meaning of decision making Iv] describe steps in decision making V] make simple personal decision | -students as a class explain the meaning of family resources -students in small group classify types of family resources and discuss the meaning of decision making -students as an individual arrange steps in decision making and make simple personal decision |
| 3 | PVS (Agriculture) Soil fertility and conservation Meaning of soil fertility and conservation Plant nutrients Maintenance of soil fertility Method of soil conservation | By the end of the lesson Students should be able to: I] define soil fertility and conservation Ii] group plant nutrients into macro and micro nutrients with examples Iii] demonstrate ways of maintaining fertility Analyse methods of soil conservation | -whole class brainstorm on soil fertility and conservation -students pair up and group plant nutrients into macro and micro nutrient -students in groups, carry out fertility maintenance in the school farm Students in the same groups discuss various methods of soil conversation |
| 3 | PVS (Home Economics) Food nutrients Meaning of food nutrients, types, food sources , functions and deficiency symptoms of food nutrients | Students should be able to: I] explain the meaning of food nutrients with examples Ii] outline the food sources, function and each food nutrients | students as a class explain the meaning of food nutrients with examples -students in small group decide the food sources and functions of each food nutrients |
| 4 | PVS (Agriculture) Cultural practices Definition Pre-planting operations | By the end of the lesson Students should be able to: I] describe the term cultural practice, Ii] itemize implements used for pre-planting operations, Iii] carry out pre-planting operations at the school | -whole class discussion on cultural practices -students in small groups identify implements used in pre-planting operations -students visit the school farm and carryout pre-planting operations -students in the same groups raise seedlings on nursery beds using polythene bag |
| 4 | PVS (Home Economics food hygiene and preparation Meaning and importation of food hygiene Guidelines for food hygiene Preparation of simple snacks and drinks e.g. chin-chins, chips, fruit drinks etc. | By the end of the lesson Students should be able to: I] explain the meaning of food hygiene Ii] give the importance of food hygiene Iii] prepare a simple snacks and drinks | -students as a class discuss the meaning of food hygiene -students as an individual give the importance of food hygiene -students in pairs actively participate in demonstration/ practical on simple snacks and drinks |
| 5 | PVS (Agriculture) Cultural practice contd Planting operations Activities involved during planting operations | By the end of the lesson Students should be able to: I] describe planting operation, Ii] differentiate between intra spacing and inter spacing Iii] demonstrate planting operations on the farm | Students as a class discuss the meaning of planting operations -students in groups contrast between intra spacing and inter spacing and share with the class -students visit the school farm operation activities |
| 5 | PVS (Home Economics) Kitchen and kitchen equipment | By the end of the lesson Students should be able to: I] sketch different types of kitchen Ii] use different kitchen equipment Iii] care for kitchen equipment and utensils | Students as an individual sketch and label different types of kitchen layout Students in pairs make use and care for some kitchen utensils and equipment in the home economic lab |
| 6 | PVS (Agriculture) Cultural practices contd) Post planting operations Fertilizer application Harvesting Storage and processing | By the end of the lesson Students should be able to: I] describe post planting operations Ii] explain the steps involved in post planting operations Iii] justify the importance of manure and fertilizer application to the soil Iv] carryout the steps involves in cassava processing | Students as a class brainstorm the activities involved in post planting operations -students in small groups discuss the reasons for manure and fertilizer application to the soil and leader present to the class Students in small groups are given portion at the school farm to cultivate cassava |
| 6 | PVS (Home Economics) Purchasing, processing, preservation and safety Meaning of food purchasing, processing and preservation Perishable and non-perishable foods Rick factors in purchasing | By the end of the lesson Students should be able to: I] explain the meaning of food purchasing , processing, preservation and safety 2] differentiate between perishable and non-perishable foods 3] identify risk factors to consider when buying food | -students in small group role play food seller and buyer using classroom as a market setting to explain the meaning of food purchasing -students in pairs use real objects to differentiate between perishable and non-perishable foods and identity risk factors to consider when buying food |
| 7 | MID-TERM |
| 8. | PVS (Agriculture) Forest Definition Types of forest Resources of the forest Uses of forest resources | By the end of the lesson Students should be able to: I] describe what they understood by forest Ii] identify different types of forest 3] give examples of forest resources 4] discuss the various uses of forest resources to satisfy human need | -students as a class explain the meaning of forest -whole class discussion on types of forest and forest resources Students in small groups deliberate on the uses of forest resources |
| 8 | PVS (Home Economics) Family needs , goals and standard I] meaning of family needs, wants, goals and standard 2] types of needs and examples | By the end of the lesson Students should be able to: I] Discuss the meaning of family needs, goals and standard 2] Signify types of family needs and give examples of each type. | Students as a class, discuss the meaning of family needs, goals and standards. -Students, in pairs, group types of family needs and give example of each type. |
| 9 | PVS (Agriculture) Effects of forest on the environment | By the end of the lesson Students should be able to: I] explain the term “effect” 2] enumerate forest reserve areas in Nigeria 3] compare and contrast the positive and negative effect of forest in our environment | -students as a class mention forest reserve areas in Nigeria -students in small groups debate the positive and negative effects of forest in the society -field trip to forest reserve areas |
| 10 | PVS (Home Economics) Purchasing processing Preservation and safety Preservation and safety Preservation methods e.g Freezing, sun –drying, salting etc Food processing methods e.g. milling fermentation etc.) | By the end of the lesson Students should be able to: I] outline some food processing method 2] highlight food preservation method 3] explain how to keep food safe 4] carryout some of the perseveration methods | -students as an individual outline food processing method and highlight food, preservation method -students in small groups explain how to keep food safe and demonstrate on practice of different food preservation |
| 10 | PVS (Agriculture) Human activities that affect the forest | By the end of the lesson Students should be able to: I] itemize human activities that have negative effect on forest 2] discuss forest degradation and deforestation 3] advocate for the protection of trees in forest | -whole class discussion on human activities in relation to forest -students in small groups present chart of how human activities affected forest trees and paste on the class wall for a gallery walk -oral presentation on forest degradation -students in the same groups provide possible ways of reducing the effect of human activities on the forest |
| 10 | PVS (Home Economics) Edge finishes Meaning and types of edge finishes Methods of finishing edges | By the end of the lesson Students should be able to: I] explain the meaning of edge finishes 2] describe method of edge finishes 3] make different edge finishes | -students as a class explain the meaning of edge finishes -students in pairs describe method of edges finishes and make different edge finishes |
| 11 | Revision | ||
| 12-13 | Examination |
ACHIEVEMENT STANDARDS
At the end of the session, students are able to:
1. Realize family value and live by them
2. Create different types of fishing tools
3. Keep both home and school kitchen clean;
4. Construct fish ponds
5. Carryout the different family systems on the farm;
6. Produce different animal feeds that contains various classes of food
7. Mediate and prevent family crisis
8. Draft patters for making cloths
