SSS 1 Animal Husbandry Scheme of work. SS1 Schemes of Work/Syllabus Animal Husbandry Studies for Senior Secondary School Schemeofwork
SSS 1 Animal Husbandry Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Introduction to Animal Husbandry – definition, importance, scope and career opportunities in animal husbandry | By the end of lesson, students should be able to: – explain animal husbandry – Identify various career opportunities for animal husbandry – justify the importance of animal husbandry. | Whole class discussion on the meaning of animal husbandry Students as a class mention career opportunities they know in animal husbandry. Small groups discussion on the importance of animal husbandry. | CORE SKILLS • Communication and Collaboration • Leadership and animal and animal Personal products development • Critical thinking and Problem • ‘solving. | RESOURCES Display charts and pictures showing various uses of farm animal and animal product https://youtube/ylVufl8FN0E https://youtu.be/5HqTgpqfy Display charts and pictures showing different career opportunities in animal husbandry https://youtu.be/zs0VrTlAstc |
| 2-3 | Classification of farm animals based on; Nutrition (Ruminants cattle sheep, goat; non ruminants -poultry, Pig, rabbi1ts, snail, grass cutter, Honey Bee Body size- Micro and Macro farm animals | By the end of the lesson, students should be able to: – identify different types of farm animals compare and contrast between: ruminant arid Non ruminants animals – distinguish between Micro and Macro farm animals – Justify the importance of feed to farm animals. | – Whole class activities on matching of animals into their various categories. – Students as a class discuss’ the comparisons between ruminants and Non ruminants. – Small groups discussion on the need for, • feed by farm animals. Students, in the same groups create charts of different farm animals and’ present to the class. | • Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination. | – Live animal -. Charts and pictures .showing different farm animals and their products https://youtubel5HqTgpgtwns |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4-5 | Economic importance of farm animals; Food-source of protein, animal power- traction, raw materials- hide and skin, use as pets, security, messengers, manure, etc | By the end of the lesson students should be able to: – evaluate the economic importance of farm animals – match different farm animals and then corresponding products – construct a concept map to link different farm animals to their products | – Whole classdiscussion on the economic importance pf. farm animals: – Students: in small groups, match different farm animals with their corresponding products and economic uses. – Students, in the same groups, create concept maps to link different farm animals to their products and paste on the classroom wall for a gallery walk | • Communicationand Collaboration • Leadership and Personal development Critical thinking and problem Solving •‘ Creativity and Imagination | – Flash cards solving list of different farm animal and their products – Real model of farm animal product and their by-products https://youtu.be/IVufI8FNOE https://youtube/5ggQtwns |
| 6 | Identification of Breeds of farm animal: Breeds of cattle, sheep, goat, pigs, rabbits and poultry. | By the end of the lesson, students should be able to: – identify breeds of farm animals – relate the different types of breed to the quality and productivity of the animal – compare local breeds of farm animals with exotic breeds. – predict the best type of animal for breeding | Students, as a class observe different breeds of farm animals from charts presented to the class by the teacher for identification, – Students; in small groups, prepare a table of comparison between features of exotic and local breed of farm animal and present to the class. – Students, in small group, pick and describe the best type of animals for breeding | • Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination | – Charts and pictures showing different breeds of farm animals . – Video/ film show on breeds of farm animals – Internet search on exotic. and local breeds of animals https://youtu.be/CJHuJnPCJTM https://youtu.be/hkkW8XW5Ak |
| 7 | MID-TERM BREAK |
| 8-9 | Parts, organs and systems in farm animals; Definition of organ, | By the end of the lesson, student should be able to: – identify the various parts | Students, as class identify and discuss the functions of the and | • Communication and Collaboration • Digital literacy • Leadership and | Charts and pictures showing parts and organs of farm animal. -Use farm animal |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| tissues and system – Exposing students to various parts, organs and organ – systems farm animals in | and organs of farm animals enumerate the functions of the parts and.. organs of farm animals dissect a farm animal. | organs of farm animals – Students, in small groups. pick an animal of their choice from the school farm for dissection, – Students in the same groups, prepare a photo album of internal organs of poultry – and a named ruminant animal | • Personal development • Critical thinking and Problem solving • Creativity and Imagination. | – Flash cards containing .different parts, organs and organ systems in farm animals https://youtu.be/9FtdMb |
| 10 | Functions of each system in farm animals; – Digestive – Respiratory – nervous | By the end of the lesson, students should be able to: – describe the role of various system to; a. breakdown of into metabolic nutrients. b provision of oxygen for metabolic processes c. enhancement of stimulus – draw and label various parts of the; a. digestive – b. respiratory c. nervous – compare digestive system of ruminants and non -ruminant farm animal. | – Whole class discussion on the meaning of circulatory, skeletal and reproductive system. – Individual students draw and label any type of the systems taught. – Small groups discussion on the differences between the digestive system of ruminants and non -ruminant farm animal. | • Communication and Collaboration • Creativity and Imagination • Leadership and Personal development • ‘Critical thinking and problem solving. | • Posters, charts and pictures showing parts and organs of farm animals • Live steam video on the functioning of various systems in the body. https://youtube/HH4ocJA5S4 Https://youtu.be/tYHtuoOpdVg Https://youtu.be/kacMYexdgHg • Live farm animals |
| 11 | Functions of each system in farm animals; Circulatory Skeletal Reproductive | By the end of the lesson, students should be able to: – describe the role of various system to; a. provide blood to all parts of the body b. support the animals structure c. help in the | – Whole class discussion on the meaning of circulatory, skeletal and reproductive system. – Individual students draw and label various parts he named system taught. | Communication and Collaboration • Creativity and Imagination • Leadership and Personal development • Critical thinking and problem solving. | • Posters, charts and pictures showing parts and organs of farm animals • Live steam video on the functioning of various systems in the body. • Draw and label the mammalian skeleton |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Production of offspring etc. – draw and label parts of the; a. circulatory b. skeletal c. reproductive – compare the skeleton of poultry and a ruminant animal. | • Students; in small groups compare the skeleton of poultry and a ruminant animal. | Digestive system https://youtube/f9ONI-anM circulatory system https://youtu.be/9FtdMb | |||
| 12 | Revision exercise | ||||
| 13-14 | Examination |
Animal Husbandry Scheme of Work SSS 1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1-2 | Revision of last terms work. Introduction to reproductive processes in farm animal; Definition of. terms ovulation, oestrus cycle, heat period, signs of heat, mating, fertilization, gestation, parturition, lactation, flushing steaming up, colostrums, dystopia, prolapse etc. | By the end of lesson, students should be able to: – explain various terminologies used in the reproductive processes of farm animals – describe the various concept involved in the reproductive processes of farm animal – construct a concept ma on the sequence of reproductive processes in farm animals | Whole class discussion on the meaning of animal husbandry. . Students as a class mention career opportunities they know in animal husbandry. Small groups discussion on the importance of animal husbandry. – Whole class brainstorm on different terminologies in reproductive processes. – Students in small groups construct a concept map the sequence of reproductive processes in farm animals and paste on the wall for a gallery walk. | • Communication and Collaboration • Leadership and animal and animal Personal ‘ products development • Critical thinking V and Problem • ‘solving. | – Flash cards showing each concept On the reproductive processes in farm animal – Posters charts and pictures showing stages of the reproductive processes in farm animals Live animals Raising rabbits. https://youtu.be/EFWGnQJrYAp |
| 3 | Reproduction in livestock (mammals) Heat detection, mating system, pregnancy detection, signs of approaching parturitions | By the end of lesson, students should be able to: – outline various signs of heat in farm animals – explain different mating systems – describe signs of approaching parturition predict the parturition date of farm animals from service/conception | Students in small groups, visit the school farm, observe and discuss i. the signs of heat in farm animals; ii. mating signs; iii. the shape, behaviour and parturition signs of the pregnant animals (if any); and iv. predict the parturition date of farm animals. – Students in the same groups, using the internet, create a table of parturition date of various farm animals. | • Communication and Collaboration • Creativity and Imagination • ‘Leadership and Personal’ development • Critical thinking and Problem solving • Digital literacy. | – Live pregnant animal Chars and pictures showing normal parturition and mal presentation during parturition. Film show displaying farm animals during parturition Goat kidding https://youtu.be/BrNLNWVX5YE |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Management of pregnant animal | By the end of the lesson, students should be able to: – explain the importance of the following management practice on pregnant animal, a. adequate feeding. b. exercises c. provision of clean and adequate water d. separation from males a.dipping to eliminate ectoparasites f. administration of drugs where appropriate – demonstrate the following . management practices oh pregnant animals a. adequate feeding: b. steaming up c. separation from males etc. | – Students, in groups and as a class carryout the various management practices on the school farm Write a report on the care of pregnant farm: animals and submit at the next lesson. | • Communication and Collaboration • Creativity and Imagination • ‘Leadership and Personal’ development • Critical thinking and Problem solving • Digital literacy. | – Live pregnant animal – Film show displaying care of pregnant farm animals before and during parturition care of pregnancy cow https://youtu.be/cUJDFlO91g |
| 5 | Reproduction in poultry; – Structure of an egg – Process of egg formation | By the end of the lesson, students should be able to: draw arid label the structure of a. the reproductive system of poultry b. an egg – describe the stages of egg formation poultry – differentiate between a fertile and a table egg | – Whole class discussion on poultry reproduction. – Students, in pairs, draw the structure of the reproductive system of poultry and present to the class. – Small groups activities on a flow chart diagram of the process of egg formation. | • Communication and Collaboration • Creativity and Imagination • Leadership and Personal’ development • Critical thinking and Problem solving • Digital literacy. | •Eggs,• live hen • charts and pictures showing. the reproductive system of poultr9 process of egg formation https://youtu.be/CJL1lTol0 |
| 6 .. | Reproductive hormones and their functions; Male reproductive | By the end of the lesson, students should be able to: explain, hormones – outline the various | – Students as a class discuss the meaning of hormones. dents air | • Communication and • Collaboration a Creativity and Imagination | Flash cards containing different reproductive hormone in farm |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| hormones – Female reproductive hormones | male and female reproductive hormones – match different productive. hormones with their corresponding functions (class task) | up, list different types of male and female hormones and present to the class. – Matching different reproductive hormones with their corresponding functions (class task) | • Leadership and • Personal .development • Critical thinking arid Problem solving. | animals and functions of each reproductive hormone separately. – Model of reproductive system of a mammal, poultry etc | |
| 7 | MIDTERM BREAK |
| 8-9 | Livestock management systems; -Intensive system ( raised floor, battery cages, deep litter | explain the following management systems of farm animals a. intensive system b. semi-intensive compare and system contrast the c. extensive management system; systems; – compare and raise farm | – Students, as a class discuss the management systems with the use of charts and, pictures provided by the teacher for illustration – Students, in small groups, | • Communication and Collaboration • Creativity and Imagination • Leadership and Personal development • Critical thinking and Problem solving • Citizenship. | – Posters, charts and pictures to illustrate the various management systems – Live steam video on the system of raining farm animals. – Organise excursion to established farms – Free range https://youtube/pSJKE7Vpqk Battery caging system https://youtube/JWhajBwCfyE |
| 10-11 | management practices in livestock production; Housing, feeding, sanitation, isolation, castration, deworming, wearing, identification (ear notching, branding, ear tagging etc). | By the end of the lesson, students should be able to: – explain the various management practices in ruminant and non- ruminant farm animals; – match Various management operations with the tool used; | – Whole class discussion the various management practices. – Students, as a class identify different management operations and the appropriate tool used for | • Communication and Collaboration • Creativity and Imagination • Leadership and Personal development • Critical thinking and Problem solving • Citizenship | Model farm animal for demonstration and and practice Imagination – Display of various management operation tools and equipment e.g Needle and Syringe, burdizzo, elastrator rubber, debeaker etc = Use of flash card for |
ANIMAL HUSBANDRY
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| creep feeding, tethering, inoculation, dehorning vaccination culling, tail docking desnooding, debeaking, shearing, smoking in honey Bee, keeping restraining of farm animals etc | – practice the appropriate management Operation on the animal farm. | the operation – Students as a class and in groups, carryout management practices on livestock and maintain them – Students, in groups of five, prepare photo albums of management operation and tools/equipment. | ANIMAL HUSR/ LEARNING RESOURCES matching exercise https://youtu.bexHB1r1Z5FuTk Castration: https://youtu.be/YCO4i,gTVGOc | ||
| 12 | Revision | ||||
| 13-14 | Examination |
SSS 1 Animal Husbandry Scheme of work. SS1 Schemes of Work/Syllabus Animal Husbandry Studies for Senior Secondary School Schemeofwork.com
Animal Husbandry Scheme of Work SSS 1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision of last term’s work Simple farm records Income & expenditure, inventory, farm diary, balance sheet, production records etc. | By the end of the lesson, students should be able to: – described farm records. – explain different types of records : kept on animal ‘ farm, – give reasons for keeping farm records, – prepare the following farm animal records (inventory, income expenditure, balance sheet, etc.): | – Students, as a class, observe different samples of simple farm records; inventory, income expenditure statement Balance sheet, production record etc. provided by the teacher and explain them. – Small groups, discussion on the reason for keeping farm – records – Students, in the same groups, create any farm record of their choice and present to the class | • Communication and Collaboration • Creativity and Imagination • Leadership and Personal development • Critical thinking and Problem solving | – Observe and report the features of farm records. – Calculator. https://yourbusiness.a.central.com https://www.accountingformanagement.org |
| 2-3 | Management practices of farm, animals from birth to maturity – large ruminant ( cattle) – small ruminant (sheep, goat) | By the end of the lesson students should be able to: – explain terminologiesused in management and production of large ruminant andsmall ruminant and weaning – describe the of farm management animals and production of large and small ruminant animals under the following headings a. breeding to birth farm. b. birth to weaning | Whole class discussion on terminologies used in management practices of farm animals. Small groups discussion on breeding, birth and wearing of farm animals. Students, in same groups, raise a either cattle, sheep or goat at the school | • Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and • Problem solving • Citizenship | – Live farm animal Flash cards, flip charts showing activities involving stages of management and production of small and large ruminants |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| c. weaning to finishing – raise a desired breed of cattle, and goat | |||||
| 4-5 | Management production of farm animals – Poultry | By the end of the lesson students should be able to: -identify different poultry tools, equipment and their uses, describe the-management production of poultry under the following headings – incubation of eggs – 0week to 6weeks – 7th week to 12th week – 13th week to 22nd week, – raise a poultry at the school farm and at home. | – Students, individually n and prepare list of twenty poultry tools and equipment the know, – Students, in small groups | – Live poultry – Poultry tools and equipment Incubation of poultry egg https://youtu.be/Bb5KMnyOQEQ | |
| Management production of farm animals – Pig explain – Rabbit | By the end of the lesson students should be able to: – explain terminologies used in management and production of – Pigs – Rabbits – Describe the management and production of Pig and Rabbit under the following headings a. Breeding to birth b. Birth to weaning c. Weaning to finishing – Raise a desired breed of rabbit | Students, as a class discuss the management practices in pig and rabbit breeding: – Students, in groups – prepare it of operations carried out during the production of rabbits. Students, in the same groups, raise pigs and rabbits at the school farm, | • Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and • Problem solving • Citizenship | – Live farm animal Flash cards, flip • charts showing • activities • involving stages of management and production of Pig and Rabbit Raising rabbits. https://voutube/EFWGr&JrYAq | |
| 7 | MID-TERM BREAK |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8-9 | Management production of farm animal; – Honey bee’ keeping (apiculture) – Snail farming (Heliciculture) | By the end of the lesson students should be able to: – explain the terminologies, used in honey bee production and snail farming, – identify various products obtained from honey bee and snail production, – describe the management production of honey bee and snail production. | – Students, as a class, prepare list of tools and equipment used in honey bee and snail production. – Students pair with a partner’ and highlight different products obtained from honeybee production – Small groups discussion on the management production of honeybee and snail. | • Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and • Problem solving • Citizenship | – Honey bee (live, model, dead) – Snail, snail shells – Honey bee and snail production – Tools and equipment. – Pictures and charts showing the management production of honey bee and snail Snail Production https://voutube/g7c0yb8Xëvs |
| 10-11 | Animal nutrition Meaning and importance of animal nutrition – Classification of animal fed (roughages, concentrates | By the end of the lesson students should be able to – describe animal nutrition, – explain the importance of feed in farm | -Whole class discussion on animal nutrition – Students think pair share on why it is necessary to feed farm animals and share with the | • Communication and Collaboration • Creativity and Imagination • Leadership and Personal development | a. Samples of various classes of animal feed ingredient b. Charts showing major classes of farm animal feed |
| supplements and additives) – Classification of animal feed nutrients (carbohydrates protein fat and oil minerals vitamins and water) | animal production – classify different animal feed into roughages concentrate supplement and additives with reasons – Give examples of feed stuff which supplies various nutrients | Class – Student in groups, prepare concept map of the classification of a. animal feedstuff b. animal feed nutrient – Students in the same groups test for food nutrients in animal diet (Laboratory practical) | • Critical thinking and Problem solving | ||
| 12 | Revision | ||||
| 13-14 | Examination |
SSS 1 Animal Husbandry Scheme of work. SS1 Schemes of Work/Syllabus Animal Husbandry Studies for Senior Secondary School Schemeofwork.com
