Form 3 Agriculture Schemes of Work Term 3
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
| 1 | Opening and Revision | |||||||
| 2 | 2 | CROP PRODUCTION VI FIELD PRACTICES II | Harvesting pyrethrum. | By the end of the lesson, the learner should be able to: Describe harvesting of pyrethrum. | Exposition and probing questions. | Pyrethrum shrubs | .KLB BK III Pg 265 | |
| 3 | CROP PRODUCTION VI FIELD PRACTICES II | Harvesting sugarcane. | By the end of the lesson, the learner should be able to: Describe harvesting of sugarcane. | Exposition and probing questions. | Pyrethrum shrubs | .KLB BK III Pg 265 | ||
| 4 | CROP PRODUCTION VI FIELD PRACTICES II FORAGE CROPS | Harvesting coffee and tea. Pasture classification. | By the end of the lesson, the learner should be able to: Describe harvesting of coffee and tea. Outline criteria for classifying pastures. | Brain storming; Exposition and probing questions. | Pyrethrum shrubs Common types of grass. | .KLB BK III Pg 265-8 | ||
| 3 | 1 | FORAGE CROPS | Pasture establishment. | By the end of the lesson, the learner should be able to: Outline methods of sowing pasture crop. Describe field practices for pasture establishment. | Brain storming, Discussion. | KLB BK III Pg 272-4 | ||
| 2 | FORAGE CROPS | Weed control and top dressing. | By the end of the lesson, the learner should be able to: Cite reasons for weed control. Cite reasons for topdressing. | Brain storming, Discussion. | KLB BK III Pg 274-6 | |||
| 3 | FORAGE CROPS | Pasture utilization. | By the end of the lesson, the learner should be able to: State effects of early / late defoliation. | Probing questions; Exposition; Discussion. | illustrative video | KLB BK III Pg 277-8 | ||
| 4 | FORAGE CROPS | Rotational grazing systems. | By the end of the lesson, the learner should be able to: State advantages of rotational grazing systems. | Brain storming, discussion on paddocking, strip grazing, tethering. | chart | KLB BK III Pg 280-2 | ||
| 4 | 1 | FORAGE CROPS | Zero grazing / stall feeding. Napier grass. | By the end of the lesson, the learner should be able to: State advantages of zero grazing / stall feeding. Outline the ecological requirements for napier grass. Describe establishment of napier grass. | Brain storming; Discussion Expository and descriptive approaches. | illustrative chart s Napier grass strands. | KLB BK III Pg 283 | |
| 2 | FORAGE CROPS | Guatemala. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Guatemala. Describe establishment of Guatemala. | Brain storming; Discussion | Guatemala strands. | KLB BK III Pg 287-292 | ||
| 3 | FORAGE CROPS | Guatemala. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Guatemala. Describe establishment of Guatemala. | Brain storming; Discussion | Guatemala strands. | KLB BK III Pg 287-292 | ||
| 4 | FORAGE CROPS | Kenya white clover. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Kenya white clover. Describe establishment of Kenya white clover.. | Brain storming; Discussion | Kenya white clover strands. | KLB BK III Pg 295 | ||
| 5 | 1 | FORAGE CROPS | Lucerne &desmodium. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Lucerne / desmodium. Describe establishment of Lucerne / desmodium. | Q/A & brief discussion; Exposition. | Lucerne strands. | KLB BK III Pg | |
| 2 | FORAGE CROPS | Lucerne &desmodium. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Lucerne / desmodium. Describe establishment of Lucerne / desmodium. | Q/A & brief discussion; Exposition. | Lucerne strands. | KLB BK III Pg | ||
| 3 | FORAGE CROPS | Lucerne &desmodium. | By the end of the lesson, the learner should be able to: Outline the ecological requirements for Lucerne / desmodium. Describe establishment of Lucerne / desmodium. | Q/A & brief discussion; Exposition. | Lucerne strands. | KLB BK III Pg | ||
| 4 | FORAGE CROPS | FORAGE CONSERVATION | By the end of the lesson, the learner should be able to: Cite reasons for conserving forage. Outline methods of conserving forage. | Discussion on hay / silage making and silos. | illustrative diagrams of conserving forage | KLB BK III Pg 299-302 | ||
| 6 | 1 | FORAGE CROPS | Principles of conservation. | By the end of the lesson, the learner should be able to: Discuss the principles of conservation of forage. State characteristics of quality silage. | Brief discussion with exposition of new concepts. | KLB BK III Pg 304-5 | ||
| 2 | FORAGE CROPS | Silage requirements in dry matter. | By the end of the lesson, the learner should be able to: Calculate silage requirements in dry matter. | Exposition, calculations. | Calculators. | KLB BK III Pg 305-6 | ||
| 3 | LIVESTOCK HEALTH III | Observable conditions of livestock. & Disease predisposing factors. | By the end of the lesson, the learner should be able to: Identify conditions that help in observing disease symptoms. Identify some disease predisposing factors | Brain storming, | KLB BK III | |||
| 4 | LIVESTOCK HEALTH III | Observable conditions of livestock. & Disease predisposing factors. | By the end of the lesson, the learner should be able to: Identify conditions that help in observing disease symptoms. Identify some disease predisposing factors | Brain storming, Q/A to review disease and health. Discussion. |
KLB BK III Pg 308-9 | |||
| 7 | 1 | LIVESTOCK HEALTH III | Terms related to livestock diseases. | By the end of the lesson, the learner should be able to: Define the terms incubation period, mortality, natural and artificial immunity. | Probing questions; Brief discussion. | KLB BK III Pg 309-310 | ||
| 2 | LIVESTOCK HEALTH III | Protozoan diseases. | By the end of the lesson, the learner should be able to: Give examples of protozoan diseases. Identify symptoms of specific diseases. Cite control measures. | Discussion on ECF, anaplsmolysis, nagana, coccidiosis. | ill livestock | KLB BK III Pg 311-2 | ||
| 3 | LIVESTOCK HEALTH III | Protozoan diseases. | By the end of the lesson, the learner should be able to: Give examples of protozoan diseases. Identify symptoms of specific diseases. Cite control measures. | Discussion on ECF, anaplsmolysis, nagana, coccidiosis. | ill livestock | KLB BK III Pg 311-2 | ||
| 4 | LIVESTOCK HEALTH III | Bacterial diseases. | By the end of the lesson, the learner should be able to: Give examples of bacterial diseases. Identify symptoms of specific diseases. Cite control measures. Identify animals affected by bacterial diseases. | Discussion on mastitis. Foot rot, contagious abortion, black quarter, scours, anthrax, pneumonia. | ill animals | KLB BK III Pg 314-325 | ||
| 8 | 1 | LIVESTOCK HEALTH III | Viral diseases. | By the end of the lesson, the learner should be able to: Give examples of viral diseases. Identify symptoms of specific diseases. Cite control measures. Identify animals affected by viral diseases. | Discussion on rinderpest, Newcastle, gumboro, foot and mouth disease, fowl pox. | virus infected animals | KLB BK III Pg 325-330 | |
| 2 | LIVESTOCK HEALTH III | Viral diseases. | By the end of the lesson, the learner should be able to: Give examples of viral diseases. Identify symptoms of specific diseases. Cite control measures. Identify animals affected by viral diseases. | Discussion on rinderpest, Newcastle, gumboro, foot and mouth disease, fowl pox. | virus infected animals | KLB BK III Pg 325-330 | ||
| 3 | LIVESTOCK HEALTH III | Nutritional disorders. -Milk fever. | By the end of the lesson, the learner should be able to: Cite symptoms of milk fever. Explain control and treatment of milk fever. | Brain storming; Brief discussion. | animal illing from milk fever | KLB BK III Pg 330-2 | ||
| 4 | LIVESTOCK HEALTH III | – Bloat. | By the end of the lesson, the learner should be able to: Cite symptoms of bloat Explain control and treatment of bloat | Brain storming; Brief discussion. | animal ailing from bloat | KLB BK III Pg 332-3 | ||
| 9 | End Term Exams/Closing | |||||||