Fishery Scheme of work for SSS 3. Lagos State Curriculum Fishery for Secondary School. SS3 Schemes of Work.
SSS 3 Fishery Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision of SS 2 Schemes | By the end of the lesson, students should be able to: recall previous topics taught in SSS2 | Students participate in the welcome test and SSS2 work | • Communication and Collaboration • Critical thinking and Problem solving • Leadership and personal development • Creativity and Imagination • Citizenship | Last terms examination questions Students notes books Previous term’s charts etc. |
| 2 | Brooding of fish (a) Definition and meaning (b) Qualities of goad breeders (i) Hardy/active (ii) Have matured gamete (iii) fairly big size (iv) others | By the end of the lesson, students should be able to: (i) explain the meaning of Brooding infishery (ii) analyze the qualities of a good breeder (iii) select a good fish with desirable, breeding qualities (iv) distinguish species of fish based on their breeding qualities: | Students, as a class, brainstorm on the meaning of brooding. Small groups, discussion on qualities of a good breeder. Small groups, activities on selection of good breeds. Students, in small groups differentiate between various species of fish insect on their breeding qualities. Students, individually create charts on different species of fish. | • Communication and Collaboration • Critical thinking and Problem solving • Leadership and personal development • Creativity and Imagination • Citizenship | Picture /chart, flash card, video clips showing various breeding stocks. sexually matured male and female fish – magnifying glass microscope basin and tray www.maxwellscience.com.on.ntjav |
| 3 | Brood stock handling (v) Transportation (ensure it takes place in the morning or evening) (ii) Allow a shorter period of time (48 hours to one week in a breeding compartment). (iii) Avoid stress of the breeder by careful handling (iv) others | By the end of the lesson, student should be able to: (i) describe ways of handling brood stock in fishery. (ii) outline the processes involved in handling brood stock in fishery (iii) demonstrate The process of brood stock handling (iv) predict the precautions in handling brood stock. | Students as a class brainstorm on ways of handling brood stock. Students, in pairs, discuss the processes involved handling brood stock fishery and share with the class. Students, groups activities on brood stock handling at the brood stock handling at the school farm and adhere to the precautionary measures involved. Students, in small groups, differentiate between various spades of fish based on their breeding qualities. Students, individually create charts on different species of fish. | • Communication and Collaboration • Critical thinking and Problem solving • Leadership and personal development • Creativity and Imagination • Citizenship | – picture / classshowing Brood stock video clips – matured fish Microscope) magnifying glass basin and tray visit to fish farm www.fao.org |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Artificial Breeding (a) Meaning of artificial Breeding (b) Importance of artificial breeding (i) To obtain fish seed (ii) to obtain large quantity of fish seed (iii) to obtain large quantity of hybrids (iv) To make the fingerlings really available (v) share | By the end of tins lesson students should be able to: (i) explain the meaning of artificial breeding (ii) relate the importance to fish production (an) illustrate the importance of artificial breeding | Whole class discussion on artificial breeding Students as a class are guided to examine the relationship between artificial breeding to fish production Students in small groups create charts of different types of artificial fish breed using the internet. | Creativity and Imagination Communication and Collaboration Critical thinking and Problem solving Leadership and personal development – Digital literacy | picture and charts video clips bowing a or in artificial breeding sexually matured male and female fish working materials e g Basin dissecting kits happa, syringes, aquaria, tanks, hatching, troughs, microscope Visit to fish farm. www.fisheriesjournal.com>partc |
| Artificial Breeding (i) Difference between male and female sexually matured fish – using sex organ. (ii) Stripping them to know the stages of sex gametes (egg and mill) (iii) manipulating, the sexually matured fish to know the stages of sex gametes (egg and mill) (iv) manipulating the sexually matured fish to spawn or reproduce. | By the end of the lesson, students should be able to: (i) distinguish between male and female matured fish (ii) identify special features in male and female matured fish (iii) demonstrate the methods involved in identifying male and female matured fish. | Students, in small groups: (a) observe a fish species and identify if it’s a male or female (b) point out special features in male and female matured fish (c) carryout the methods involved in identifying male and female matured fish. | – Creativity and Imagination Communication and Collaboration – Critical thinking and Problem solving – Leadership and personal development | – picture and charts – video clips showing step in artificial breeding – sexually matured male and female fish – working materials e g. Basin, ‘directing kits, happa, syringes, aquaria tanks, hatching troughs, microscope etc. Visit to fish farm www.fisheriesjournal.com>partc |
| 5-8 | Steps involved in artificial breeding i. Brood stock selection ii. conditioning of brood stock iii. inducement of the brook stock iv. stripping of brood stock v. fertilization (mixing the milt and egg_ vi. incubating the fertilized egg in aquanum or hatchery. Tank or trough etc. vii. others | By the end of the lesson, students should be able to: (i) explain various nursing processes in fish brooding (ii) distinguish between nursing process and actual rearing (iii) demonstrate the activities involved in nursing process. (iv) carryout necessary precaution in fish nursery. | -Whole class distinguish on nursing processes of fish breeding. Students in small groups carry out the steps involved in artificial breeding at the school farm. Students, in the same groups discuss reasons why eggs are incubated | – Creativity and Imagination Communication and Collaboration – Critical thinking and Problem solving – Leadership and personal development | – picture and charts – video clips showing in artificial breeding – sexually matured male and female fish -. working materials e.g. Basin, directing kits, happa, syringes, aquaria tanks, hatching troughs, microscope visit to fish farm www.roysfarm.com>method-of-artficial |
| 7 | MID TERM BREAK | ||||
| 8 | The nursing process (i) aeration (ii) Feeding with pastural food organisms (plankton) after 4 days introduction of articles feed (Powdered feeds after one week) | By the end of the lesson, students should be able to: (i) explain various nursing processes in fish brooding (ii) distinguish between nursing (iii) demonstrate the activities involved in nursing process (iv) carryout necessary precaution in fish nursery. | Whole class distinguish on nursing processes in fish brooding. Students, in small groups (a) discuss the differences between nursing process and actual nursing (b) Carryout the activities and precautions involved in nursing process. | – Creativity and Imagination Communication and Collaboration – Critical thinking and Problem solving – Leadership and personal development | – picture and charts, flash card – video clips -working materials e.g. nursery tank/ pond, happa, aerator, and other accessories, plankton net, artificial fish feed, plastic sieves. visit to fish farm www.roysfarm.com>method-of-artficial |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10-11 | Management processes i. Separating I unfertilized eggs J from the hatchlings ii. monitoring water I quality (especially the dissolved jing oxygen, D. 0. Temperature iv transfemng doors to nig. nfrn6 | By the end of the lesson, students should be able to: (i) describe the steps involved in artificial breeding (iii> demonstrate the steps involved in artificial breeding (iv) give reasons-for incubating fertilized egg. | Whole class discussion on the steps involved in artificial breeding Students, in small groups, carryout the steps involved in artificial breeding at the school farm Students, in the same groups, discuss reasons why eggs are incubated before hatchery. | • Communication and Collaboration • Critical thinking and Problem solving • Leadership and personal development • Creativity and Imagination • Citizenship | :charts! flashcard ‘Writing materials a g nursery tank / pond happa aerators and – other accessories, plankton net artificial fish feed plastic sieves visit to fish fami w,w.roysfam,.con>nethD: of artficial .- picture! charts!fiashcard – video clip – working materials e.g. nursery tank! pond hap aerators and other accessories,planktonie1 – artificial fish feed, plastic sieves – water monitonng lits to fish farm thefishsite corn |
| 12 | REVISION AND EXAMINATION | ||||
| 13 | EXAMINATION |
Fishery Scheme of work for SSS 3. Lagos State Curriculum Fishery for Secondary School. SS3 Schemes of Work.
Fishery Scheme of Work SSS 3 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision of 1st last Term work s | By the end of the lesson, students should be able to: recall previous topics taught in last term. | Students participate in the welcome test and last terms work. | • Communication and Collaboration • Critical thinking and Problem solving • Leadership and personal development • Creativity and Imagination • Citizenship | Last term’s examination questions Students notes books Previous term’s charts etc |
| 2 | Fishing craft and gears, (a) various fishing craft e.g. dugout canoe, motorize, wooden, fat button, canoe, dirgy, trawler. (b) various fishing gears e.g. hook and line, spear, gill net, dragnet, e.g. hook, and line spear, gillnet dragnet etc. (c) construction, mending and maintenance of craft and gears. | By the end of the lesson, students should be able to: (i) describe fishing craft/gears. (ii) identify various fishing craft gears (iii) outline different maintenance practices in fishing craft and gear. (iv) develop any of the fishing craft/gear | 1. Whole class discussion on the meaning of fishing gears. 2 Students as a class mention the names of The various fishing gears on the chart provided by the teacher. 3. Small group, discussion on the maintenance practice of venous fishing gear 4. Students in The same groups, develop any fishing gear of the choice (Group Project). | • Communication and Collaboration • Critical thinking and Problem solving • Leadership and personal development • Creativity and Imagination • Citizenship | Picture/charts showing various fishery craft and gears model real fishing craft and gears e.g. canoe net, hook and time etc. – video clips of fishing craft andgears it to fishing sites crafts and gear construction site. www.articlelibrary.com |
| 3 | Common fish diseases (a) Meaning of fish diseases (ii) Types of diseases (ii) Deficiency diseases (iii) parasitic bacteria viral fungi protozoa diseases e.g. white patch disease (parasitic) Saprolegnia (fungi) (iv) water quality diseases (organic pollution ammonia pollution, anoxia disease, low ii. Heavy metal pollution e.g. lead, mercury, arsenic, cadmium etc gill chugging, gill erosion. (c) Clinical signs /symptoms Sluggish behaviour, erratic movement, blood spot in the eye, loss of appetite, tell rot etc. (d) prevention and control of fish diseases. | By the end of the lesson, students should be able to: (i) explain fish diseases (ii) identify different types of fish diseases (iii) describe symptoms of each fish diseases (v) Predict the appropriate measures for prevention and control of fish diseases. | 1. Students as a class * watch a few minutes video on fish diseases and share their thought, *. Mention the types of diseases they observed in the video 2 Students in small groups observed the fish pond in the school farm and report any changes or symptoms of diseases on the fishes in the ponds. 3. Students, in the same groups, suggested possible ways to preventing fish diseases. 4. Students, as a class, carryout various methods of control methods. | • Communication and Collaboration • Critical thinking and Problem solving • Leadership and personal development • Creativity and Imagination • Citizenship | picture /charts showing various fish with symptoms of common diseases video clips showing fish diseases drugs medications and /vaccine for the treatment of fish diseases Visittofish farm https://www.hartzcom>commonfishhailment |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | General Factors Affecting fish production: season/weather, topography, soil, vegetation poor marketing and poor regulation etc. | By the end of the lesson, students should be able to; (i) identify various factors affecting fish production (ii) discuss the effects of each factors in relation to fish production. (iii) examine the term poor marketing and price regulation | Whole class brainstorm – on the factors affecting fish production in a view – to finding solution. . Small group discussion on the effect of poor marketing and price regulation. 3. Students, in the same groups provide possible solution to the problem above and share with the class. | • Communication and Collaboration • Critical thinking and Problem solving • Leadership and personal development • Creativity and Imagination • Citizenship | chart/flash card showing factors affecting fish production and its features video clips showing different facilities for fish production visit to fish farms https://onlinelibrary.com www.wiley.com>doi>abs www.fishfarmingtechniques.com>physicalfactors. |
| 5. | Farm Records (a) Fixed recent (asset) (b) Term dairy (c) sales (d) Production record (e) Balance (f) Log book (g) Inventory record (h) Expenditure record (i) worker records | By the end of the lesson, students should be able to; (i) explain the term farm record (ii) analyze the importance of farm record (iii) know the use of farm record | (i) Students, as a class discuss the meaning of farm records (ii) Demonstrate the use of farm records. | • Communication and Collaboration • Critical thinking and Problem solving | Farm diary Logbook Balance sheet www.legit.ng |
| 6 | Temporary used in farm records – School – Brood stock – Fisheries – fishery – Larva – gear – pond – aquarium – dropping – impediment – artisanal – filleting – Stripping – pH – Do – Predators – Fish feeds – Monger – Stocking – Nursery – Turbidity – Latency etc Review of past questions | By the end of the lesson, students should be able to; (i) explain some terminologies used in fisheries (ii) examine the use of these terminologies (iii) The terminologies in making sentence | Students participate in class discussion Students, as a class discuss various terminologies with their meaning | Communication and collaboration | Chart showing the correction of these terminologies. https://www.discoverboating.gear>boating |
| 7 | MID TERM BREAK | ||||
| 8 | REVIEW OF PAST QUESTION | ||||
| 9-13 | EXAMINATION |
Fishery Scheme of work for SSS 3. Lagos State Curriculum Fishery for Secondary School. SS3 Schemes of Work.
