Agriculture for Secondary School. Lagos State Agriculture Scheme of Work JSS3, Ministry of Education – Schemeofwork.com
JSS 3 FIRST TERM PVS AGRICULTURE SCHEME OF WORK
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:
Packaging in
– Definition, Reasons and Criteria
– Advantages and Disadvantages of packaging
– Examples of packaging items (e.g. tray, carton, bottle etc.)
Learning Objectives:
By the end of the lesson, students will be able to:
i. identify different materials for packaging Agricultural products (solid & liquid e.g. plastic, paper, nylon, metals etc.),
ii. Arrange packaging materials into wood, paper, plastic and nylon.
iii. Give examples of product packaged in bottles and carton
iv. Discuss advantages and disadvantages of each type of packaging materials.
Learning Activities:
1. Students in small groups make collection of packaging materials and arrange them according to agricultural products suitable for packaging.
2. Students as a class mention agricultural products packaged in bottles and carton.
3. Whole class brainstorming on advantages and disadvantages of each type of packaging materials.
4. Individual students create chart of different packaging materials and submit at the next lesson.
5. Students, as a class, arrange and package school farm produce after harvest.
Embedded Core Skills:
i. Communication and collaboration.
ii. Critical thinking and problem solving.
iii. Leadership and personal development
Learning Resources:
Solid agricultural products
– Metal & plastic cage
– Plastic and paper tray for eggs
– Plastic box and nylon for meat
– Liquid agricultural products
– Plastic/metal containers for oils, etc.
WEBLINK
https://www.wikipedia.org/wiki/Packaging_and_labeling.
VIDEO LINK
https://www.youtube.com/watch?v=5Qpr9dOTqFo
Week: 3
Subject: PVS (AGRICULTURE)
Topic:
Branding
-Definition
– Advantages & Disadvantages
Learning Objectives:
By the end of the lesson students should be able to:
i. explain the meaning of branding.
ii. Identify agro-allied industries with their name, logo, symbol
iii. Evaluate the advantages and disadvantages of branding,
iv. Distinguish between name, logo and symbol of a farm or company.
Learning Activities:
1. Students as a class watch a video clip and are guided to describe branding.
2. Student, are guided to mention agro allied industries with their names, logo or signs.
3. Students in small groups discuss the advantages and disadvantages of branding.
4. Students create their own logo for the school farm.
Embedded Core Skills:
1. Communication and Collaboration.
2. Creativity and Imagination
3. Leadership and Personal development
4. Critical thinking and Problem solving
5. Digital literacy.
Learning resources:
Chat or picture of names and logo of farms/agro allied company in Nigeria e.g. Textile industry, brewery, beverages etc.
WEBLINK
https://www.westernpackaging.com/agricultural-branding-raises-the-value-of-your-farm
https://www.brandingmag.com/2015/10/14/what-is-branding-and-why-is-it-important-for-your-business/
https://www.tailorbrands.com/blog/types-of-branding
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.brandingmag.com/2015/10/14/what-is-branding-and-why-is-it-important-for-your-business/%23:~:text%3DBranding%2520is%2520important%2520because%2520not,makes%2520you%2520the%2520better%2520choice.&ved=2ahUKEwijuLfd_dTrAhXKh1wKHRXSBDAQFjAHegQIDRAI&usg=AOvVaw1iVn3-ZDRcMyCUcGPFHvop
VIDEO LINK
https://www.youtube.com/watch?v=WwFskJ8D1qw
Week: 4
Subject: PVS (AGRICULTURE)
Topic:
Pricing
– Definition
– Pricing Policies
– Factors affecting price of Agricultural products
(Price determinant,
Cost of Production,
Quality and Quantity of produce.)
Learning Objectives:
By the end of the lesson students should be able to:
i. price different agricultural products at the market
ii. Identify factors affecting agricultural products.
iii. Predict price of a given agricultural products using criteria such as cost of production
iv. Proffer solution to the factors affecting agricultural products.
Learning Activities:
1. Students in small groups play the roles of buyer and seller in the classroom.
2. Whole class discussion on the factors mitigating against agricultural products.
3. Students in the same groups discuss the solution to the factors affecting agricultural products.
4. Students, in pairs/groups, visit any market near their home, investigate the price of commodities in the market and determine the price of produce harvested from the school farm for selling.
Embedded Core Skills:
1. Communication and Collaboration.
2. Critical thinking and Problem solving
3. Leadership and Personal development
4. Creativity and Imagination.
Learning Resources:
-Yam, tomato, onion, eggs, meat, fish etc. with different price tags.
WEBLINK
https://www.wikipedia.org/wiki/Pricing
www.amis.pk/forums/34/ShowThread.aspx
VIDEOLINK
https://www.youtube.com/watch?v=RIvvtGZblNs
Week: 5
Subject: PVS (AGRICULTURE)
Topic:
Advertisement
– Definition
– Basic concept
– Role of Advertising
Learning Objectives:
By the end of the lesson students should be able to:
i. explain the term advertisement,
ii. Identify various local methods of advertising agricultural raw and processed product,
iii. Analyze role of advertisement in marketing of agricultural products,
iv. Advertise some of the harvested product from the school farm using any of the local methods.
Learning Activities:
1. Students as a class discuss the meaning of advertisement.
2. Students demonstrate local methods or ways of advertising agricultural products e.g. maize, okra, pepper, yam, etc. in different languages.
3. Think pair share on the role of advertisement in marketing agricultural products.
Embedded Core Skills:
1. Communication and Collaboration.
2. Critical thinking and Problem solving
3. Leadership and Personal development
4. Creativity and Imagination.
Learning Resources:
-Maize, yam, okro, pepper, onion, melon, beans and beans products, yam and yam products, cassava and cassava products etc.
WEBLINK
https://www.business.com/articles/-advertising-and-marketing/
https://www.business.com/articles/-advertising-and-marketing/
VIDEO LINK
Week: 6
Subject: PVS (AGRICULTURE)
Topic:
Types of Advertising
– Informative
-Persuasive
– Competitive
– Mass and
– Specific Advertisement
Learning Objectives:
By the end of the lesson students should be able to:
i. identify examples of persuasive, competitive and informative advertisement,
ii. match product with their corresponding method of advertisement (e.g.)
1. new product
2. existing product
3. same product of different companies
4. changes in name and logo
5. changes in quality and quantity of products etc.
iii. demonstrate the various types of advertisement.
Learning Activities:
1. Whole class discussion on the types of advertisement.
2. Students in small groups match agricultural products with their method of advertisement and paste what they have done on the wall for the teacher and the whole class to move round for inspection.
3. Students as a class demonstrate the various methods of advertisement in the class.
4. Using internet, individual students, create a chart on different agro allied companies and their various method of advertisement (group assignment).
Embedded Core Skills:
1. Communication and Collaboration.
2. Critical thinking and Problem solving
3. Leadership and Personal development
4. Creativity and Imagination
5. Digital literacy.
Learning Resources:
-Beverages; bounvita, milo, vitalo, cocoa powder, dano milk, three crown milk, peak milk, hollandia milk, cocacola, fanta, biggi cola, maltina, vitamaltmaltex etc.
WEBLINK
https://www.wikipedia.org/wiki/Agricultural_marketing
VIDEO LINK
Week: 7
Subject: CCA
Topic: MID-TERM BREAK
Week: 8
Subject: PVS (AGRICULTURE)
Topic:
Method of Advertising (Direct or Indirect)
– Factors influencing buying decision.
-Advertising media e.g. (Newspaper).
Learning Objectives:
By the end of the lesson, student should be able to:
i. identify various radio and television stations in the country,
ii. Give examples of various daily newspapers, magazines involves in advertising agricultural products,
iii. Arrange advertising media into;
a. Electronics media (e.g.) Television, radio, computer, phone sets, cinema, billboard, vehicle, etc.
b. print media (e.g.) newspaper, magazines, posters, handbills,
iv. Proffer solution to the factors influencing buying decision.
Learning Activities:
1. Individual student write 10 names of television, radio stations and print Medias in Nigeria.
2. Students in small groups arrange these media names into various advertising media and present to the class.
3. Students in the same groups discuss the factors that mitigate against buying and proffer solution to it.
Embedded Core Skills:
1. Communication and Collaboration.
2. Critical thinking and Problem solving
3. Leadership and Personal development
4. Creativity and Imagination.
Learning Resources:
-Television sets, radio, computer sets, hand set (phone).
-News papers, magazines, posters, handbills.
WEBLINK
https://www.fwi.co.uk/mediacentre/2015/12/16/7-of-the-best-ways-to-advertise-agricultural-products
https://www.pvcep1890.wordpress.com/2013/07/03/7-ways-to-advertise-agricultural-products
VIDEO LINK
Week: 9
Subject: PVS (AGRICULTURE)
Topic:
Farm Machinery
Learning Objectives:
By the end of the lesson, students should be able to:
i. describe farm mechanization,
ii. Identify various sources of farm power,
iii. Differentiate between tractors and immediate machinery
iv. Demonstrate maintenance of farm machinery.
Learning Activities:
1. Student as a class
a. discuss the meaning of farm mechanization
b. identify sources of farm power.
2. Students in small groups brainstorm the differences between tractors and immediate machinery.
Embedded Core Skills:
1. Communication and Collaboration.
2. Critical thinking and Problem solving
3. Leadership and Personal development
Learning Resources:
Picture or diagram of tractor, plough, harrow, harvester, planter, grinding machine, sprayers.
WEBLINK
https://www.britannica.com/technology/farm-machinery
https://en.wikipedia.org/wiki/List_of_agricultural_machinery
VIDEOLINK
https://www.youtube.com/watch?v=ez0_t22eTIM
Week: 10
Subject: PVS (AGRICULTURE)
Topic:
Career opportunity in
Learning Objectives:
By the end of the lesson, students should be able to:
i. identify steps in choosing a career in .
ii. Discuss field of study in .
iii. Give the benefits derived for choosing a profession in
Learning Activities:
1. Student in small groups:
i. identify steps in choosing career in .
ii. Discuss branches of .
2. Students in the same groups role play professionals in e.g. veterinary doctors, plant and animal breeders, agricultural economics, climatologist, entomologist, plant and animal pathologist etc.
Embedded Core Skills:
1. Communication and Collaboration.
2. Critical thinking and Problem solving
3. Leadership and Personal development
4. Creativity and Imagination.
Learning Resources:
Picture or chats of a farm settlements or agro allied industries.
WEBLINK
https://www.environmentalscience.org/careers/-and-forestry
https://jobs.lovetoknow.com/career-fields/list–careers
VIDEOLINK
https://www.youtube.com/watch?v=CelHCIeh8zY
Week: 11
Subject: PVS (AGRICULTURE)
Topic: Revision
Week: 12
Subject: PVS (AGRICULTURE)
Topic: Examination
AGRICULTURE SCHEME OF WORK JSS3 SECOND TERM
| WEEK | TOPIC | LEARNING OBJECTIVES | LEARNING ACTIVITIES |
| 1 | Revision | Revision | Revision |
| 2 | PVS (Home Economics) Food hygiene and safety Meaning of food hygiene Reason for healthy food handling Ways of handling foods for safety | By the end of the lesson, students should be able to: I] explain food hygiene and safety Ii] explain the reasons for health food hygiene and safety Iii] choose hygienic ways of handling food safety Iv] wash their hands before handling food | Students as a class explain food hygiene and safety -students in pairs justify the reasons for healthy food hygiene and safety -students as an individuals choose hygienic ways of handling food safety and wash their hands before handling food |
| PVS (Agriculture) Book keeping Definition of book keeping Keeping account of financial activities of an enterprise Source document e.g. (receipt, sales, invoice) journal (purchase, sales, return inwards, return outwards, journal preparation) | Learning objectives By the end of the lesson, students should be able to: I] explain the meaning of book keeping Ii] identify source documents Iii] justify the purpose of source document using information provided by the teacher | -whole class discussion on book keeping -students in small groups give oral presentation on the sources of documents -students in the same groups give reasons for source document Individual student make entrance of source document and journal provided by the teacher | |
| 3 | PVS (Home Economics) Food hygiene and safety contd.) Sources of food contamination and poisoning Sensory signs of spoilage and causative microorganisms | By the end of the lesson, students should be able to: I] explain the meaning of food spoilage Ii] highlight the consequences of consuming contaminated foods Iii] Discuss sensory signs of spoilage Iv] give examples of causative micro-organisms | -students as a class explain the meaning of food spoilage and determine the consequences of consuming contaminated foods -students in small group discuss sensory signs and give examples of causative micro-organisms |
| 4 | PVS (Agriculture) Farm records and accounts Types and uses of farm records Farm dairy farm inventory, input records | By the end of the lesson, students should be able to: I] distinguish between various types of farm records 2] use information provided by the teacher to make entry on each farm records 3. take inventory of all the records in the school farm and at home | -students pair up to differentiate between the types of farm records using information on each record -individual students make entry into each farm records -students visit the school farm and take inventory of the school farm |
| 4 | PVS (Home Economics Responsible food management Responsibilities of food managers to the consumers Hygiene food management strategies Effects of hygienic and unhygienic food handling to the consumers | By the end of the lesson, students should be able to: I] identify the responsibilities of safety food managers 2] differentiate between hygienic and unhygienic food 3] explain the effect of unhygienic food banding on consumers | Students as an individual identify the responsibilities of food safety manager Students in pairs differentiate between hygienic and unhygienic food -students as an individual explain the effect of unhygienic food handling on consumers |
| 4 | PVS (Agriculture) Farm records and accounts continued Types and uses of farm records Farm diary, farm inventory, input records Sales record Profit and loss account Computer aided farm records and its benefit | By the end of the lesson, students should be able to: I] determine simple profit or loss account of a farm Ii] evaluate the benefits of computer aided records | In small groups, students determine simple profit and loss of farm using information provided by the teacher -student in small groups make use of computer to make entries of farm records -whole class discussion on the benefits of computer aided records |
| 5. | PVS (Home Economics) Preparation, packaging and marketing of food items -differences between snacks and main meals Available snacks and drinks in the society Duties of food Providers/sellers/vendors for the public | By the end of the lesson, students should be able to: I] differentiate between snacks and main meal 2] choose snacks and drinks that could be prepared, packed and marketed easily 3]outline the duties and responsibilities of food providers/sellers/vendor for the public | Students in small group differentiate between snacks and main meal -students as an individual choose snacks that could be prepared packaged and marketed easily -students in pairs outline the duties and responsibilities of food providers/sellers/vendor for the public |
| 6. | PVS (Agriculture) Agriculture in stock exchange Meaning of stock (buying and selling of goods and services) available now and in future Importance of stock exchange in Nigerian Agriculture Encourages contract farming | By the end of the lesson, students should be able to: I] explain the meaning of the following stock, share, shareholder, security; 2] Identify goods and services in stock exchange 3] demonstrate the methods/processes of buying and selling in stock exchange | -students as a class discuss the meaning of stock , share, shareholder and security -student in small groups create charts of agricultural products that are traded around the globe and present to the class -students in groups carryout a classroom mini stock exchange market |
| 6 | PVS (Home Economics) Preparation packing and marketing of food items (contd) Preparation of snacks, simple meal and fruit drinks | By the end of the lesson, students should be able to: I] identify people involved in stock exchange Ii] explain the function of each of the people involved in stock exchange Iii] analyse the roles of farmers in stock exchange markets | -students as a class identify people involved in stock exchange Ii] students in small groups examine the functions of the broker, the investor and the speculators Iii] students demonstrate the roles of the different people in stock exchange |
| 7. | MID TERM BREAK |
| 8 | PVS (Home Economics) Scientific study of foods Test and experiment on food nutrients e.g. protein, carbohydrates, fats and oil etc. Test to determine the presence of nutrients in food | By the end of the lesson, students should be able to: I] identify the presence of food nutrients e.g. starch etc. in food 2] perform simple food test | Students in small groups identify the presence of food nutrients in food and perform simple food test |
| 9 | PVS (Agriculture) Export and promotion in Agriculture Definition and objectives -examples of Nigeria export produce e.g. cocoa, palm produce etc. -benefits of export promotion | By the end of the lesson, students should be able to: I] explain the meaning of the following concepts –export, import, promotion of agriculture products 2] outline the objectives of export promotion in agriculture 3] identify various countries for exporting Nigeria agricultural product | I] whole class discussion on export and promotion of agricultural products Ii] students in groups discuss the benefits and objectives of export promotion to the government and people of Nigeria Iii] students in the same use political and agricultural map of Nigeria to locate where each agricultural product comes from |
| 9 | PVS (Home Economics) Scientific study of foods (contd) Effect of dry heat on food Effect of moist heat on food | By the end of the lesson, students should be able to: I] understand the effect of heat on dry food Ii] know the effect of heat on moist food | Students in pairs describe the effect of heat on dry food and discover the effect of heat on most food. |
| PVS (Agriculture) Roles of government Agencies in Agriculture | By the end of the lesson students should be able to: I] identify various government agencies in agriculture e.g. ministry of Agriculture, Agricultural research, institute and faculty /College/Department of Agriculture in Nigeria Institution of Higher learning Ii] describe the functions of various research institute in agriculture Iii] evaluate the roles of government agencies in agriculture development | Students as a class identify universities, college or agricultural research institute with the aid of map of Nigeria ii] students in groups discuss the functions of each of agricultural research institute, college or university in agriculture development in Nigeria iii] students in the same groups assess government roles in agriculture development | |
| 10 | PVS (Home Economics) Feeding the family -nutrition needs of family Members e.g. infants-meaning of vegetarians Types of vegetarians -suggested metal for vegetarian. | By the end of the lesson, students should be able to: I] prepare food for the family Ii] Identify various nutrition needs of family members e.g. infants Iii] explain the term vegetarian Iv] enumerate different types of vegetarian V] plan balanced breakfast lunch and dinner for vegetarians | Students as an individual prepare food for the family and identify various nutrition needs of family members -students in small group explain the term vegetarian and enumerate different types of vegetarian -students as an individual plan balanced breakfast lunch and dinner for vegetarian |
| 11 | Revision | ||
| 12-13 | Revision and Examination |
AGRICULTURE SCHEME OF WORK JSS3 THIRD TERM
| Weeks | Topic | Learning objectives | Learning Activities |
| 1 | PVS (Agriculture) Revision of last term work | By the end of the lesson Students should be able to : recall some of the lessons taught last term | I] students participate in the resumption test Ii] group discussion/revision of last term work |
| 1 | PVS (Home Economics) Resumption test/revision of last term work e.g. Food hygiene and safety Responsible food Preparation, packaging and marketing of food items | By the end of the lesson Students should be able to : I] recall some of the topics taught Ii] answer some of the topics very well | Class discussion Group work on revision of last term work |
| 2 | PVS (Agriculture) Revision of JSS 1 work | By the end of the lesson Students should be able to : 1] recall some of the lessons taught in JSS1 Ii] answer some of the topics very well | I] students participate in the revision Ii] whole class discussion on JSS1 work Iii] students participate in practical assessment |
| 2 | PVS (Home Economics) Family living and resources management Pregnancy, meaning, symptoms Antenatal Baby layette | By the end of the lesson Students should be able to : I] explain the meaning of pregnancy Ii] identify the symptoms of pregnancy Iii] describe the antenatal process Iv] outline the baby layette v] enumerate uses of baby layette | Students as a class explain the meaning of pregnancy and identify the symptoms of pregnancy -student in small group describe the antenatal process -students as an individual outline baby layette and enumerate uses of baby layette |
| 3 | Revision of JSS II work | By the end of the lesson Students should be able to : I] recall some of the lessons in JSS II Ii] answer some of the topics very well | I] students participate in the revision Ii] whole class discussion of JSS2 Iii] students participate in practical assessment |
| 3 | PVS (Home Economics) Child development and care -meaning and stages of child development Necessary conditions for child development | By the end of the lesson Students should be able to : I] describe the meaning and different stages of child development Ii] highlight factors that influence child development Iii] enumerate necessary conditions for child development | -students in small groups discuss the meaning and different stages of child development -students as an individual highlight factors that influences child development and enumerate necessary conditions for child development |
| 4 | PVS (Agriculture) Students practice project | By the end of the lesson Students should be able to : I] identify all specimen for practical work Ii] give uses of crops or part of animals for practical Iii] describe production of such crops for practical | -students in group to make collection of specimen for practical -students in group to discuss uses of specimen collected -student in group to describe production of the crops used as specimen -student to individually describe the uses and maintenance of simple farm tools for practical |
| 4 | PVS (Home Economics) Child development and care (contd) Common childhood ailments | By the end of the lesson Students should be able to : I] demonstrate then different types of care required by a child Ii] explain the common childhood | -students in small group demonstrate the different types of care required by a child -students in pairs explain the common childhood ailments and enumerate the different types of |
| Immunization for children | Ailments -enumerate the different types of immunization for a child | Immunization for a child Field trip to health centre | |
| 5 | PVS (Agriculture) Revision /excursion to agricultural farm | By the end of the lesson Students should be able to : I]know different locations of agricultural farms in Lagos State Ii] describe a large scale and a small scale farm Iii] distinguish between peasant and commercial farmers | -students participate actively in the execution Students to visit Daluf farm Lekki Students to visit Apongbon, poultry farm, Apapa, Lagos State -students to visit Garden farm Epe, Lagos Students to visit brown fisheries Ibeju , Lekki, Lagos |
| PVS (Home Economics) Consumer challenges and rights -definition of consumer Right of the consumer Challenge of the consumers | By the end of the lesson to: I] Explain consumer education. Ii] Recognize the rights of consumer. iii]Discuss the challenges faced by consumer | -students as a class demonstrate market scene with products to explain consumer education. -Students in small groups recognize the right and challenges of the consumer. | |
| 6 | PVS (Agriculture) Project work | ||
| 6 | PVS (Home Economics) Consumer challenges and rights (contd) Redress options for consumers -procedure for seeking redress | By the end of the lesson Students should be able to : I] outline different types of redress for the consumer Ii] discuss procedure for seeking redress | -students in small group outline different types of redress for the consumer and design procedure for seeking redress |
| 7 | MID-TERM BREAK |
ACHIEVEMENT STANDARDS
At the end of the session, students are able to:
1. Arrange package farm produce;
2. Create logo for the school farm
3. Price any commodity in the market and determine price for school farm produce
4. Manage and maintain sewing machine
5. Demonstrate best type of methods for marking farm produce;
6. Create and maintain a good record for the school farm
7. Take inventory of the school farm
8. Demonstrate good hygiene toward food handling
