Animal Husbandry Scheme of Work SSS 2 Lagos State

Animal Husbandry Scheme of work for SSS 2. Lagos State Schemes of Work SS2 Husbandry for Senior Secondary School Schemeofwork

SSS 2 Animal Husbandry Scheme of Work First Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Revision of SSS1 topics S	By the end of the lesson, students should be able to: Recall some of the lessons taught in SSS1.	1. Students participate in the resumption test. 2. Group discussion/revision of last session work	• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and • Problem solving • Citizenship	1. SSS1 examination questions 2. Students notebooks
2	Animal nutrition 2 Functions and deficiency of feed nutrient in farm animals	By the end of the lesson, students should be able to: – outline the function of various feed nutrient in the -body of animals	– Whole clasp discussion on the functions of various feed nutrient in the body of animals.	• Communication and Collaboration • Creativity and imagination• Leadership and personal	Sample of various of feedstuff Poster, charts and picture of various feed ingredient feedstuff album
		– analyse deficiency and farm animals. – symptoms of various animal nutrient in farm animal.	– Students, in small groups, identify and discuss the different deficiency symptoms of various nutrients infarm animal. – In the same group prepare feedstuff album as reference book (class task) – Individual students, prepare report of how to correct minor mal nutritional diseases in farm animal	development • Critical thinking and	Video of mal nutritional diseases in https://youtu.be/VC8e8r3OxCs

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
3	Sources of animal feedstuff a: Carbohydrate (cereals, tuber etc) b. Protein e.g. animal sources (fish meal), plant source (Groundnut cake) c: Fat &oil (animal and plant source) d. Vitamin (plant and animal source) e. Mineral (plant and animal source) 1. Water (feeding sources, drinking – sources, metabolic source	By the end of the lesson student should be able to: a. identify different feedstuff b. match different feedstuff with the class of  nutrient supplies c. prepare feedstuff album as a reference book	– Students, as a class, observe different feeds stuff from charts provided by the teacher for identification – Students in small groups; (a) create a concept map matching different feedstuff with the class of nutrient it supplies, (b) Test for food nutrients in animal diet.	• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and Problem solving	Sample of various of feedstuff Poster, charts and picture of various feed ingredient feedstuff album Food test https://youtu.be/1a4Jy6JO1iY

4

Animal feed and feeding – Meaning of livestock ration and diet – Types of. ration (production and maintenance) – Types of diets (layers mash, growers, balanced diet etc)

By the end of the lesson, student should be able to: a. describe ration and et . b. explain the meaning of balanced diet c. distinguish between production and maintenance  ratio d. categorise various poultry diet with reasons

– Students, as a class, discuss the meaning of- balanced diet and ratio: – Students, think pair share on – differences between production and maintenance – Observe and Write a report on samples of various i.   Poultry feed ii.  Pig feed iii. Rabbit feed (pellet) and Weighing scale provided

• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and Problem solving

samples of various poultry feed, pig feed and rabbit feed (pellet) Investigate the protein content of different classes of poultry. feed in the market – Feed Mill. https://voutu.bedg7cOyb8Xevs

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
5-6	Formulation of livestock ration Factors to consider in formulating ration for farm animals (physiological factors, species, age, etc.)	By the end of the lesson, student should be able to: a. elucidate Various factors which must be considered in feed formulation b. identify various feed ingredients used for diet formulation c. categorise feed ingredient in plant and animal sources	– Students; as a class, discuss and clarify the factors considered in feed formulation. – Whole class discussion on the feed, ingredients used for diet formulation – Students, in small groups, separate feed ingredients found in plant and animal into groups.	• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving.	Provision of sample of feed ingredient   Posters, charts and pictures showing various livestock feed ingredients and their nutritional values
7	MID-TERM BREAK

8	Malnutrition in farm animals – Meaning, causes, symptoms – Practical ways of checking malnutrition.	By the end of the lesson, student should be able to: a. explain malnutrition b. identify the causes and symptoms of malnutrition carryout practical ways to check malnutrition in farm animals.	– Students are asked to list eight malnutrition disease in poultry – Whole class brainstorm and on the causes and symptoms of malnutrition. Problem – Students in solving. small’ group demonstrate malnutrition’ check in farm animals.	• Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving.	Posters, charts and pictures showing malnutrition in farm animal live farm animal Internet exploration on malnutrition
9-10	Identification of feed ingredients used for diet formulation e.g. blood meal	By the end of the lesson, student should be able to: a. explain the importance of feed preparation	– Whole class discussion On the importance of feed preparation in livestock		– Provision of samples of feed ingredient – Posters, charts and pictures

9-10	Identification of feed ingredients used for diet formulation e.g. blood meal	By the end of the lesson, student should be able to: a. explain the importance of feed preparation	– Whole class discussion On the importance of feed preparation in livestock		– Provision of samples of feed ingredient – Posters, charts and pictures
	Fish meal, cotton seed cake, maize etc. – Diet formulation for different farm animals. (starter, growers, finisher, rabbit pellets etc. – Practical diet formulation	in livestock production b. Outline The steps involved in feed preparation of various feedstuff c. Relate the principals involved in diet formulation to the practice of feed formulation d Practice feed formulation of livestock animal	production. – Students, in small groups, discuss the steps involved in feed preparation of various feedstuff and share with the class – In the same. groups students introduce different samples of feed ingredients	• Leadership and Personal development • Critical thinking and Problem solving.	Various livestock feed ingredients and their nutritional values. – Livestock feed and feed ingredient
11	Revision
12-13	Examination

Animal Husbandry Scheme of Work SSS 2 Second Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1-2	Revision of last terms work Processing techniques of different farm animals – Pre-slaughteringoperation – slaughteringoperations	By the end of the lesson, student should be able to: – explain the processing techniques involved in: – a. pre-slaughtering operations b. slaughtering operations; – describe the . processing techniques of different animal;  – analyze the importance of the following pre- slaughtering operations – fasting of-farm	– Whole class discussion on i. pre-slaughtering and slaughtering operations; ii. Processing techniques of different farm animal – Small groups discussion on the importance of pre- slaughtering operation and share with the class. – Individual students, prepare a report on a visit to a	• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and Problem solving	Live animal – Restraining tools – Posters and charts showing different processing techniques of farm animals – Pictures of restraining tools and meat processing equipment Restraining farm animals https://youtu.be/k5GQ83
3	Processing techniques of different farm animals 9H – Post slaughtering operation	By the end of the lesson, student should be able to: – explain the processing techniques involved in; a. post-Slaughtering operation of farm animals b. hygiene conditions in processing of farm animals, – outline the importance of the post-slaughtering operations a. flaying b. hygienic conditions in	Students as a class visit a slaughter slab, observe different processing techniques in there and write a report for submission. Students pair up and prepare a list of activities involved In the processing of a named animal from the consume	• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and Problem solving	a. Live animal b. Restraining tools c. Posters and charts showing different processing techniques of farm animals

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		processing animal c.  evisceration during processing & various animal products into various forms
4 – 5	Processing techniques of different farm animal products -eggs, milk, meat, skin, honey, wool etc. Processing technique of different farm animal by- products – snail shell, feathers, fur, hooves , horn; blood, faeces dropping etc.	By the end of the lesson, student should be able to: – Identify different farm animal product, – describe the .processing  techniques of different animal .product e.g. i. egg i. skin iii. milk iv. Honey etc. into other forms for additional value – discuss the processing  techniques of; i. Snail shell ii: Skin iii. Feather iv. Horn v. Hoof vi. Blood vii. Faeces/dropping	– Students, as class, visit a processing factory: i. observe and identify animal produce and their transformed products, ii. discuss the processing .techniques involved •ih egg, skin, milk and honey production. – Individual students, write a report of their visit.	• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and Problem solving	– Sample of animal product and animal by-product – Samples of finished products from animal products and by products – Video film show err value, chain transformation of animal product and by-product – Internet exploration of processing techniques of animal products Animal product and by products https://youtu.beJOJLYtEs4-A

6

Meaning, importance of marketing of farm animal product Stages involve in marketing of animal products a. farm level processing, grading, sorting, packaging, storage, etc b. nature of farm animal products c. factors

By the end of the lesson, student should be able to: – explain the importance of marketing farm animal produce, – identify. Various stages of  marketing different farm animal products, – explain factors which influences the marketing of farm animal product

– Whole: discussion on the importance of marketing farm animal produce. – Students, as a class, watch a 2mins video on marketing of farm animal product and identify the different stages of marketing farm animal products. – Students, in

• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and Problem solving

– Flash cards showing stages of marketing farm animal product – Charts and pictures showing marketing channels of farm animal product in The local market marking channels https://youtube/17JMmT3w

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	Influencing marketing of farm animal products	advertising farm animal product from the school farm.	small groups, discuss the factors, influencing marketing of farm animal products. – Students individually demonstrate marketing of farm animal products
7	MID-TERM BREAK

8	– whole sellers retailer consumer -advantages and disadvantages-of marketing agents problems facing marketing agents	By the end of the lesson, student should be able to: – describe various marketing channel and agents – enumerate the various advantages and disadvantages of different	Students as a class identify various channel/agents of marketing – Student groups discussion on the advantages  and – disadvantages of marketing	• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and Problem solving	Flash cards showing stages of marketing farm animal product Charts and pictures showing marketing channels and farm animal product local market
	animal products	marketing and predict possible solutions facing marketing of f farm animal products	agents – Students, in the same groups provide solution to the problems facing marketing farm animal products and present to the class
9	Pasture and rangeland management d. meaning and importance pasture and forage crops e. types of pasture and forage crops (natural, artificial) f. terminologies in pasture	By the end of the lesson, student should be able to: – identify different types of pasture – differentiate between forage crop – relate the importance of  pasture to livestock	– Students as class i. mention different types of pasture ii. discuss the differences between pasture and forage crops – Students, in small groups i. Discuss the pasture relationships	• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and Problem solving	• Forage crop album • Pictures showing common pasture and forage crops • Field trip to a pasture field • Video/ film showing animals grazing or browsing on a pasture

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	management (padlocking, spoilages, stocking density, population	Product, compute the stocking density/ population o a pasture land	between livestock and pasture Calculate the stocking density/ population of a pasture and from a 3mins video watched Students, in the same groups, prepare forage crop album (project)
10	(a) Basic concepts of entrepr&1eurship (b) Entrepreneurship education (c) Qualities of an entrepreneur (d) Importance of entrepreneurship	By the end of the lesson, student should be able to: 1. explain the term entrepreneurship; 2. examine the concept entrepreneurship. education critically 3. Outline the importance entrepreneurship 4. analyze the qualities an entrepreneur.	1. Whole class discussion on the term entrepreneurship 2. Students, in small groups discuss the term entrepreneurship and shall heir knowledge with the class.3, Students, as  a class discuss the importance of entrepreneurship 4 Students, in the same groups-critic analyze the qualities of an entrepreneur:	• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and Problem solving	www.businessmanagementideas.com Charts Pictures
12	Revision
13-14	Examination

Animal Husbandry Scheme of Work SSS 3 Third Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1-2	Pasture and rangeland management a. preservation of forage crops hay, silage, straw etc) b. identification of common forage crops (elephant grass). • legumes (centre, mucuna) • Browse plants (leaucena, alfafa)  • Forbes (tridax, coat weed)	By the end of the lesson, student should be able to: a. Identify various forms of preserved forages, b discuss different pasture and forage crops under the following headings a. grasses b. legumes c. brows plants d. forbes c. prepare hay silage, straw etc.	– Students, as a class identify forage crops provided in a chart by the teacher. – Students, in pairs, math different pasture and forage crops into the following categories – Students, in small groups, prepare hay, silage, soilage and straw. a. grasses b. legumes c. brows plants d. forbes	• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Critical thinking and Problem solving	• Forage crop album • Pictures, showing common pasture and forage crops Field trip to a pasture field Video / film showing animals grazing or browsing on a pasture

3	Rangeland improvement. Meaning of rangeland Characteristics of rangelands	a. outline the characteristics of rangeland, b. identify common rangeland forages, c. differentiate between pasture and rangeland.	– Students, as a class, discuss the characteristics of rangeland’ – Students pair up and name common rangeland forages. – Students, in small groups, contrast and compare between pasture and rangeland and		• Forage crop album • Display of common forage crops • Pictures of a rangeland grazed on by livestock pasture Management https://youtu.be/9eAsXKTdZ4
4	Methods of rangeland improvement Reseeding, rotational , grazing, control stocking, fertilizer application,	By the end of the lesson students should be able to: a. explain different. method of rangeland improvement compare	Whole class discussion on methods of  rangeland improvement. Students, in small groups i. discuss the.	• Communication and Collaboration • Creativity and imagination• Leadership and personal development	Forage crop album Display of common forage crops Pictures of a rangeland grazed on by livestock

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	deferred grazing, pest and disease control, rotational grazing etc.	various methods of rangeland improvement with pasture management practices c. match different rangeland improvement methods with their corresponding importance d Justify the importance of fertilizer	similarities between various rangeland improvement; ii. discuss the reasons for fertilizer application	• Critical thinking and Problem solving.
5	Importance of rangeland to livestock Provision of forages to animal provision of hay and silage material space for animals to exercise etc.	By the end o the lesson students should be able to a relate the importance of rangeland h livestock. production b Justify the use of rangeland for ranching	• Students as a class discuss the importance of rangeland to livestock production • Students, in small groups justify the use of rangeland for ranching • Students in the same groups Proffer solution to conflict between farmers and nomads in Nigeria	• Communication and Collaboration • Creativity and imagination• Leadership and personal development	• Pictures of rangeland grazed upon by livestock • Sample of grasses and legumes found on rangeland https://youtube/OsVzXrEQX5Q

6

Animal improvement Meaning and aims of animal improvements Terminologies used in animal improvement   (gene chromosomes, genotype dominant gene, recessive gene allele etc.)

By the end of the lesson students should be able to: a. explain The meaning of animal improvement b discus the aims of animal improvement, c, describe the, various terminologies used in animal improvement d. predict genotype of  offspring

– Students watch a 2mins video and describe what they understand by animal improvement – Students as a class brainstorm the aims of animal improvement based on their understanding – Students, in small groups, carryout a monohybrid

• Communication and Collaboration • Creativity and imagination• Leadership and personal development

• harts and pictures showing different exotic and local breeds of farm animal • Charts on monohybrid and hybrid crossing • Breeding rabbits to illustrate Monohybrid and dihybrid crossing exercises

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		produced in a monohybrid crossing	cross to determine the genotype of the offspring of a goat. – Students, in the same groups, discuss the breeding, qualities targeted by breeder/ farmers and. share with the class.
7	MID-TERM BREAK

8	Methods of animal improvements a: introduction b. selection c. breeding merits and demerits of each method of animal improvement	By the end of the lesson, students should: be able to: a. explain the various methods used  in farm animal improvement b describe he importance of quarantine and hybrid vigour c. outline the advantages and disadvantages of each method of animal improvement.	– Whole class discussion on methods of animal improvement. – Students, in small groups, discuss the importance of quarantine and share with the class. – Students, in the same groups examine the advantages and disadvantages of each method of animal improvement.	Critical thinking Creativity Collaboration Communication Initiative	Charts and pictures showing different exotic and local breeds of farm animal – Charts on monohybrid and dihybrid crossing https://yoütu.beIKz7rd5JwILE
9	Basic concepts of marketing (a) Meaning of. marketing (b) Methods of marketing (c). Importance of marketing (d) Marketing/distribution channel chart.	By the end of the lesson, students should: be able to: 1. describe the term marketing 2. examine the methods of marketing; 3. analyse the of  importance marketing; 4. create a chart of marketing flow the of	1. Students, as a class, brainstorm on the term marketing. 2. Whole class Discussion on the different methods of marketing 3. Small group discussion on why marketing is important 4. Small groups activities on chart of distribution channels	• Communication and Collaboration • Creativity and imagination• Leadership and personal development • Creativity and Imagination.	https://rnarkefbusnessnews.com/financialgrossary/marketinqtools/amp/   https://www.researchgate/figure/marketing-channels-and-distribution-for-plaintains-in-Abidan-cote-divore-figi-273770927    pictures chart

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		channel of marketing. distribution.
	Marketing continued (a) Product Branding (b) Product Packaging (c) Costing (d) Pricing	By the end of the lesson, students should be able to: 1. highlight the factors to be considered in product price tag 2. distinguish between the term packaging & Branding. 3 develop a feasibility setting up a profitable business or a production unit; 4. creatively design a befitting package for their products.	1. Whole class discussion on the factors to be considered before fixing a product price. 2. Students, in pairs, discuss the differences between packaging and branding. 3. Students, in small groups, present a feasibility study of a said production or business setup (Group project 4. Students, in the same groups, l produce, or come up with befitting	– Communication and Collaboration – Critical thinking and Problem solving – Leadership and Personal development Creativity and Imagination	Branded products Packaged products Pictures Charts   www.brandingmag.com www.sources.mojomedialbs.com    https://ptpacking.com>blog   www.smallbusiness.hron.com
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11	REVISION
12-13	EXAMINATION