Here are the Form Two Agriculture schemes of work for term 1, 2 and 3.
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AGRICULTURE SCHEMES OF WORK FORM ONE TO FOUR
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FORM 2 AGRICULTURE SCHEMES OF WORK TERM 1-3
SCHEME OF WORK FORM TWO AGRICULTURE TERM ONE YEAR 2021 |
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WKNO |
L/NO. |
TOPIC/SUBTOPIC |
LESSON / SPECIFIC
OBJECTIVES |
TEACHING / LEARNING
ACTIVITIES |
MATERIALS
/ RESOURCES |
REF. |
REMARKS |
1 | 1 | INORGANIC FERTILIZERS
Macro-nutrients.
Nitrogen.
|
To identify plants macronutrients. To classify macro-nutrients as fertilizers and liming elements.
To identify role of nitrogen in plants. To state symptoms of nitrogen deficiency in plants |
List down macro- elements. Q/A: Definition of an ion; expose ionic form of elements.
Discuss, giving examples the role of nitrogen and the deficiency symptoms. |
Yellowish-green / brown leaves. |
KLB BK II
1-2 |
|
2 | Phosphorus.
Potassium. |
To identify role of phosphorus in plants.
To state symptoms of phosphorus deficiency in plants.
To identify role of potassium in plants. To state symptoms of potassium deficiency in plants.
|
Discuss, giving examples the role of phosphorus and the deficiency symptoms of phosphorus.
Discuss, giving examples the role of potassium and the deficiency symptoms. |
Purple flowers.
Curled leaves, Chlorotic leaves. |
KLB BK II
Pgs 2-3 |
||
3 | Magnesium.
Calcium. |
To identify role of magnesium in plants.
To state symptoms of magnesium deficiency in plants. To identify role of calcium in plants. To state symptoms of calcium deficiency in plants. |
Discuss, giving examples the role of magnesium and the deficiency symptoms.
Discuss, giving examples the role of calcium and the deficiency symptoms. |
Thin stems with reduced nodulation.
Tomatoes with blossom end rot. |
Pgs 4-5 | ||
2 | 1 | Sulphur.
Carbon, Hydrogen & Oxygen. |
To identify role of sulphur in plants.
To state symptoms of sulphur deficiency in plants.
To explain the photosynthetic role of carbon, hydrogen and oxygen. |
Discuss, giving examples the role of sulphur and the deficiency symptoms.
Briefly highlight the role of carbon, hydrogen and oxygen in photosynthesis.
|
Pg 5 | ||
Micro-nutrients. | To identify plants micronutrients and state their roles.
To identify deficiency symptoms of minor nutrients in plants. |
Q/A: Compare micronutrients with macronutrients hence define a micronutrient.
Exposition: Teacher gives examples of micronutrients and exposes their roles and deficiency symptoms.
|
Chart: Macronutrients, micronutrients, their ionic forms and deficiency symptoms. |
Pg 6 | |||
2 | Classification of Fertilizers.
Straight and compound fertilizers. |
To identify criteria used to classify inorganic fertilizers.
To distinguish between straight and compound fertilizers. To give examples of: – Straight fertilizers. – Compound fertilizers. |
Teacher briefly exposes the classification criteria.
Detailed discussion. Teacher presents the fertilizers and helps students to identify them. |
CAN ASN SA DAP, MAP, Urea. |
Pg 8 | ||
Nitrogenous fertilizers. | To state characteristics of nitrogenous fertilizers. | Group experiments- Dissolving nitrogenous fertilizers in water.
Discussion: Other characteristics of nitrogenous fertilizers. Giving examples of nitrogenous fertilizers.
|
(NH4)2 SO4
ASN |
Pg 9-10 | |||
3 | Phosphatic fertilizers. | To state characteristics of phosphatic fertilizers.
To give examples of phosphatic fertilizers. |
Group experiment: Dissolving SSP in water and carrying out litmus tests.
Discuss further properties of SSP, DSP, TSP.
|
SSP
DSP TSP |
Pg 1-12 | ||
Potassic fertilizers. | To state characteristics of potassium fertilizers.
To give examples of potassium fertilizers. |
Group experiments: Solubility in water, litmus tests.
Discuss properties of KCl, K2SO4. |
KCl
K2SO4 |
Pg 11-12 | |||
3 | 1 | Fertilizer Application. | To describe methods of fertilizer application. | Q/A: Teacher elicits responses on methods of fertilizer application.
Brief discussion of the methods highlighted. Q/A: Advantages and disadvantages of each method.
|
Pg 12-13 | ||
Fertilizer Rates. | To determine % of nutrient(s) of a fertilizer.
To calculate fertilizer ratio. To find the amount of fertilizer required per unit area (hectare).
|
Problem solving and explanations.
Worked examples. Supervised practice. |
Pg 14-15 | ||||
2
|
Carbon cycle
and Nitrogen cycle. |
To explain ways in which carbon / nitrogen is removed / returned to the atmosphere. | Assignment method / Group discussion. | Charts: Carbon cycle
Nitrogen cycle. |
Pg 16-20 | ||
3 | Soil Sampling. | To define soil sampling.
To state methods of sampling soil. To describe soil sampling procedures.
|
Expositions & Detailed discussion. |
Charts: Transverse and ziz-zag soil sampling methods. | Pg 20-22 | ||
4 | 1,2 | Soil Testing. | To define soil testing.
To explain importance of soil testing. To test soil pH. To explain effect of soil pH on crops. |
Q/A: Definition and importance of soil testing.
Q/A: Definition of pH in terms of acidity / alkalinity. Class standard experiments: Determining soil pH. Discussion: Optimum pH range for crops.
|
Litmus paper, indicators, pH colour chart. | Pg 22-24 | |
3 | CAT | ||||||
5 | MID TERM BREAK | ||||||
6 | 1 | CROP PRODUCTION
Seeds. |
To state advantages and disadvantages of using seeds as planting materials. |
Teacher broadly classifies planting materials as either seeds or vegetative materials.
Q/A: Advantages and disadvantages of using seeds compared to vegetative materials.
|
Pg 27-28 | ||
Vegetative materials. | To state advantages and disadvantages of using vegetative materials over seeds.
|
Q/A: Advantages of vegetative materials over seeds. | Pg 28-34 | ||||
2 | Vegetative planting materials. | To identify plant parts used for vegetative propagation. | Present various parts of vegetative planting materials i.e. bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts.
|
Bulbils of sisal/ splits of grass/ pyrethrum, banana/ sisal suckers, Irish potato tubers, potato vines, and sugarcane setts.
|
Pg 28-34 | ||
Selection of planting materials. | To explain factors to consider when selecting planting materials. | Detailed discussion with explanations of new concepts. | Pg 34 | ||||
3 | Preparation of planting materials. | To explain some methods used to prepare planting materials. | Detailed discussion on breaking seed dormancy, chemical treatment, seed dressing and seed inoculation, chitting / sprouting. | Pg 35 | |||
7 | 1 | Time of planting. | To explain factors to consider in timing planting.
To identify advantages of timely planting. |
Q/A and brief discussion. | Pg 38 | ||
2 |
Broadcasting method of planting.
Row planting. |
To identify advantages and disadvantages of broadcasting method.
To state advantages and disadvantages of row planting. |
Brief discussion.
Give examples of crops planted by broadcasting.
Q/A: Advantages and disadvantages of row planting. |
Pg 39-40 | |||
Over-sowing and under-sowing. | To distinguish over-sowing form under-sowing. | Brief discussion.
Give examples of such crops. |
Pg 40 | ||||
3 | Spacing of crops. | To explain the importance of correct spacing of crops.
To explain factors that influence crop spacing.
|
Q/A and discussion.
Importance and factors. |
Chart: Average inter-row and intrarow spacing of common crops. | Pg 40-41 | ||
Plant population. | To determine plant population in a given size of land. | Q/A: Inter-conversion of metric units.
Worked examples.
|
Pg 42-43 | ||||
8 | 1 | Seed rate. | To define optimal seed rate of a given crop.
To explain factors to consider in choosing seed rates.
|
Explanations and detailed discussion. | Pg 43 | ||
2,3 | Depth of planting. | To explain determinants of correct depth of planting.
|
Q/A & Detailed discussion.
Field activity: planting crops to the correct spacing. Supervised field activities.
|
Pg 43-44 | |||
9 | 1,2 | CROP PRODUCTION III
(NURSERY PRACTICES)
Establishing a nursery. |
To differentiate between a nursery and a seedbed.
To explain the importance of a nursery in crop propagation. To enumerate factors considered when siting a nursery.
|
Q/A and explanations. Activity- Establishing a (vegetative) nursery / tea sleeves / sugarcane setts. |
School farm. |
Pg 46-48 | |
3 | Nursery management practices. | To identify important nursery management practices and state their significance. | Q/A and explanations.
Expose new concepts e.g. hardening off. |
School farm. | Pg 48-50 | ||
10 | END OF TERM ONE EXAMINATIONS |
TERM TWO YEAR 2021 | |||||||||
WKNO |
L/NO. |
TOPIC/SUBTOPIC |
LESSON / SPECIFIC
OBJECTIVES |
TEACHING / LEARNING
ACTIVITIES |
MATERIALS
/ RESOURCES |
REF. |
REMARKS |
||
1 | 1 | CROP PRODUCTION III
(NURSERY PRACTICES)
Grafting. |
To define grafting. To describe methods of grafting. |
Teacher demonstration/ illustration of whip grafting, side grafting, bark grafting.
Out – door activity: Students practise grafting.
|
Grafting tools. | KLB BK II
Pg 53-55 |
|||
Budding. | To define budding.
To describe methods of budding. To explain importance of grafting and budding.
|
Teacher demonstrations/ illustrations/ drawing diagrams.
Discussion: Types of budding. |
Pg 55-58 | ||||||
2 | Layering. | To define layering.
To identify appropriate crops for layering. To describe methods / types of layering.
|
Teacher demonstrations/ Illustrations/ Drawing diagrams.
Out-door activity: Carrying out layering. |
Pg 58-60 | |||||
Tissue culture for crop propagation. | To define tissue culture.
To describe the process of tissue culture. To explain importance of tissue culture in crop propagation.
|
Teacher exposes new concepts.
Brief discussion on tissue culture. |
Suitable crops. | Pg 60-63 | |||||
2 | 1,2 | Transplanting crop seedlings. | To describe the process of transferring seedlings from the nursery to the field.
To explain management practices before, during and after transplanting crop seedlings.
|
Q/A, Explanations and brief discussion.
Activity: Transplanting crop seedlings. |
Suitable crops. | Pg 61-62 | |||
3 | Transplanting tree seedlings. | To explain management practices before, during and after transplanting tree seedlings.
|
Q/A, Explanations and brief discussion.
Activity: Transplanting tree seedlings. |
Suitable seedlings. | Pg 63 | ||||
3 | 1 | CROP PRODUCTION IV (FIELD PRACTICES)
Crop rotation. |
To give the meaning of crop rotation. To give examples of crop rotation cycles.
|
Q/A, brief illustrations of cycles of crop production. |
Illustrative charts. |
Pg 67 | |||
2,3 | Importance of crop rotation. | To explain the importance of crop rotation.
To give examples of rotational programmes. |
Brief discussion; with reference to rotational programmes. | Pg 68-70 | |||||
4 | 1 | Mulching. | To define mulching.
To state advantages and disadvantages of mulching. |
Q/A
Brief discussion. |
Pg 71-72 | ||||
2 | Thinning, Gapping and Rouging. | To explain importance of thinning, gapping and rouging. | Brief discussion. | Pg 73 | |||||
3 | Pruning. | To define pruning.
To give reasons for pruning. To identify methods for pruning. To identify tools used in pruning.
|
Q/A
Detailed discussion. Teacher demonstration: Correct and incorrect ways of pruning. |
Secateurs, twigs, pruning saw, shears, e.t.c. | Pg 74-75 | ||||
5 | 1 | Pruning tea. | To describe methods of pruning tea. | Teacher demonstration of formative pruning, pegging method, use of rings and pegs, use of fitos, tipping.
Probing questions and detailed discussion.
|
Tea bushes, fitos, pegs. | Pg 76-80 | |||
2,3 | C.A.T | ||||||||
6 | 1 | Pruning coffee. | To identify specific aims of pruning coffee.
To describe various methods of pruning coffee. |
Illustrative diagrams / Demonstrations on: single / multiple stem pruning, capping and de-suckering of coffee.
Probing questions and detailed discussion.
|
Pg 80-84 | ||||
Training. | To define training as a field practice.
To explain ways of training crops. |
Expository approach: expose meaning of propping, trellising.
Q/A and discussion on importance of staking, earthing up.
|
Pg 85-86 | ||||||
2 | Weeds, crop pests and diseases. | To define a weed, a pest, a disease, giving examples.
To identify causative agents of plant diseases. To explain the importance of timely control of weeds, pests and diseases.
|
Brief discussion.
Q/A and detailed discussion. on importance of timely control of weeds, pests and diseases.
|
Pg 87 | |||||
3 | Timing of harvesting. | To explain the stage and timing of harvesting of a crop. | Discussion on factors considered when timing harvesting. | Pg 88-89 | |||||
Methods of harvesting. | To briefly describe methods of harvesting of specific crops.
To enumerate precautions observed during harvesting.
|
Give specific examples of methods and precautions observed. | Pg 89 | ||||||
7 | 1,2
3 |
Post-harvest practices.
Storage. |
To describe various post-harvest practices and their importance.
To give characteristics of a good grain store (traditional / modern).
|
Probing questions and detailed discussion.
|
Pg 90-94 | ||||
8 | 1 | CROP PRODUCTION V
(VEGETABLES)
Tomatoes Ecological requirement and varieties.
|
To describe ecological requirements and varieties of tomatoes. To identify tomato varieties. |
Brief discussion and exposition. |
Pg 96-100 |
||||
2 | Nursery and field management. | To describe nursery management practices for establishment of tomato seedlings.
To describe field management practices for tomatoes. |
Q/A and detailed discussion. | Pg 101-104 | |||||
3 | Tomato pests and diseases. | To identify tomato pests and diseases and methods of their control. | Detailed discussion of tomato pests and their economic importance. | Tomatoes attacked by various pests and diseases.
|
Pg 104-106 | ||||
9 | 1 |
Cabbages
Ecology and varieties. |
To describe ecological requirements for cabbages.
To identify cabbage varieties.
|
Brief discussion and questioning.
Exposition. |
1pg 107 | ||||
2 | Cabbages
Establishment and management. |
To describe nursery management practices.
To describe field management practices for proper cabbage growth. |
Discuss importance of topdressing, weeding, controlling pests and diseases. | Cabbages attacked by some pests and diseases. | Pg 107-9 | ||||
3 |
Carrots
Ecology and varieties. Establishment and management. |
To describe ecological requirements for carrots.
To describe nursery management practices. To describe field management practices for proper carrots establishment..
|
Brief discussion and questioning.
Exposition.
Discuss importance of topdressing, weeding, controlling pests and diseases. |
Carrots attacked by some pests and diseases. |
Pg 110-111 | ||||
10 | 1 |
OnionsEcology and varieties.
|
To describe ecological requirements for onions.
|
Brief discussion and questioning.
Exposition.
|
|
Pg 111-3 | |||
2,3 |
Establishment and management. |
To describe nursery management practices.
To describe field management practices for proper onions growth.
|
Discuss important nursery and field practices.
|
Onions attacked by some pests and diseases. | |||||
11 | END OF TERM TWO EXAMINATIONS | ||||||||
TERM THREE YEAR 2021 | ||||||||
WKNO |
L/NO. |
TOPIC/SUBTOPIC |
LESSON / SPECIFIC
OBJECTIVES |
TEACHING / LEARNING
ACTIVITIES |
MATERIALS
/ RESOURCES |
REF. |
REMARKS |
|
1 | 1 | LIVESTOCK HEALTH I (ANIMAL HEALTH)
Introduction. |
To differentiate between health and disease. To explain importance of keeping animals healthy.
|
Q/A: Health and disease; and their economic importance. |
KLB BK II Pg 115-6 | |||
2,3 | Signs of good health. | To explain signs that help to identify a healthy animal. | Discussion: Physical appearance, physiological body functions and morphological conditions of the animal body.
|
Pg 116-8 | ||||
2 | 1
2 |
Predisposing factors of animal diseases.
Causes of animal diseases. |
To identify and explain predisposing factors of animal diseases.
To describe causes of animal diseases. |
Q/A & Detailed discussion.
Detailed description of nutritional causes, physical causes and chemical causes.
|
Pg 119-120 | |||
3 | Bacterial animal diseases. | To identify bacterial diseases of livestock. | Detailed discussion of bacterial diseases and their control. | Chart: Bacterial diseases, causal organism and animals affected. | Pg 122-124 | |||
3 | 1 | Viral animal diseases.
Protozoan diseases. |
To list down viral diseases of livestock.
To list down protozoan diseases of livestock. |
Detailed discussion of viral diseases and their control.
Detailed discussion of protozoan diseases and their control. |
Chart: Viral diseases, causal organism and animals affected.
Chart: protozoan diseases, causal organism and animals affected.
|
Pg 125-6 | ||
2,3 | Management of diseases. | To explain general methods of diseases control. | Q/A: Control of nutritional diseases.
Discussion: Importance of proper housing, isolation / slaughtering of sick animals, imposition of quarantine, prophylaxis, vaccination, vector control, e.t.c.
|
Pg 125-8 | ||||
4 | CAT AND MIDTERM BREAK | |||||||
5 | 1 | Handling livestock. | To describe appropriate methods of handling livestock. | Q/A: Handling of animals during treatment, milking, inspecting, e.t.c.
Discussion: Other activities necessitating proper handling of animals, i.e. drenching, injecting, controlling mastitis, hand spraying. Q/A: Sites that should be sprayed with acarides.
|
Pg 129-131 | |||
5 | 2 | LIVESTOCK HEALTH (PARASITES)
Effects of parasites on animals. |
To describe host-parasite relationship. To identify effects of parasites on livestock.
|
Q/A: Definition of a host, parasite. Brief discussion and give specific examples.
|
Pg 133-4 | |||
Tse-tse fly. | To describe parasitic effects of tse-tse fly.
To explain methods of control of tse-tse fly. |
Q/A: Disease transmitted by tse-tse fly; and methods of control of tse-tse fly. | Pg 134-5 | |||||
Keds, fleas and lice. | To describe harmful effects of keds, fleas and lice on livestock. | Brief discussion.
Q/A: Methods of controlling ectoparasites. |
Pg 135-7 | |||||
3 | Ticks.
One-host tick. |
To list down effects of ticks on livestock.
To describe the life cycle of one-host tick.
|
Q/A: Harmful effects of ticks.
Exposition Explanations |
Chart-Life cycle od one-host tick. | Pg 138-140 | |||
Two-host tick.
Three-host tick.
Tick control. |
To describe the life cycle of two-host tick.
To describe the life cycle of twice-host tick.
To explain measures of controlling ticks. |
Exposition and explanations.
Represent the life cycles diagrammatically.
Detailed discussion Assignment. |
Chart-Life cycles of ticks. | Pg 141-3 | ||||
6 | 1 | The tapeworm (Taenia spp). | To describe characteristic features of tapeworm.
To identify symptoms of attack by tapeworm.
|
Exposition: Labelling a tapeworm/ Observing a preserved specimen of a tapeworm. | Preserved specimen of a tapeworm. | Pg 144 | ||
2 | Lifecycle of a tapeworm. | To describe the lifecycle of a tapeworm.
To state control measures of tapeworms in livestock.
|
Exposition and explanations of the life cycle.
Q/A and brief discussion. |
Chart- Life cycle of a pork tapeworm. | Pg 147-8 | |||
3 | Roundworms (Ascaris spp). | To identify symptoms of attack by roundworms.
To describe the life cycle of a roundworm. To explain measures of controlling roundworm.
|
Q/A and brief discussion.
Detailed discussion of life cycle. Q/A: Measures of control. |
Preserved specimen of a roundworm. | Pg 148-151 | |||
Liver fluke. | To identify symptoms of attack by liver fluke.
To describe the life cycle of a roundworm. To explain measures of controlling liver fluke.
|
Q/A and brief discussion.
Detailed discussion of life cycle. Q/A: Measures of control. |
Chart-Life cycle of a liver fluke. | Pg 151-3 | ||||
7 | 1 | LIVESTOCK PRODUCTION (NUTRITION)
Food components.
|
To identify the components of food in animal feeds.
To state functions of water in an animal. To state functions of carbohydrates, proteins, fats, oils, vitamins, in an animal body. |
Use a flow chart to show food components.
Q/A and brief discussion
Q/A and detailed discussion; sources, deficiency, symptoms |
Flow chart- Components of food.
Seed cakes, fish meal, bone meal, Lucerne. |
Pg 158-64 | ||
|
Minerals. | To identify important minerals for livestock. | Discussion: Types of minerals, their sources and deficiency symptoms. | Pg 165-169 | ||||
2 | Feeds and Feedstuffs. | To differentiate between a feed and a feedstuff.
To describe the composition of dry and succulent roughages. To state and explain the composition of energy concentrates and protein concentrates.
|
Exposition, discussion and giving relevant examples. | Examples of roughages and concentrates. | Pg 169-171 | |||
3 | Feed additives. | To define feed additives.
To give examples of feed additives.
|
Giving examples of feed additives and description of their importance. | Pg 171 | ||||
8 | 1 | To concept of rationing.
Maintenance ration
Production ration. |
To define food ration; balanced ration.
To define maintenance ration. To state factors affecting maintenance ration. To explain characteristics of a balanced ration.
|
Detailed discussion.
&
Probing questions. |
Pg 172-3 | |||
2 | Feed digestibility
Feed nutritive values. |
To define feed digestibility.
To calculate % digestibility of a feed. To explain factors affecting food digestibility. To define terms used to express feed value. |
Exposition of new concepts.
Problem solving discussion. Exposition and discussion of other terms used to express feed value: calorific value, dry matter, starch equivalent, TDN, CP, DCP and CF.
|
Chart- Nutritive values of some feeds. | Pg 173-4 | |||
3 | Computation of animal feeds.
Trial and error method. Pearson’s Square method. |
To state advantages and disadvantages of trial and error method of computing animal feeds.
To compute livestock rations using Pearson’s Square method.
|
Q/A and brief discussion.
Exposition- Teacher explains the procedure of computing livestock ration using Pearson’s Square method. Worked examples. Supervised exercise.
|
Calculators.. | Pg 176-178 | |||
9 | 1 | General process of digestion. | To describe the general process of digestion. | Detailed discuss ion of digestion in the mouth, stomach, small intestines and colon.
|
Chart-General digestive system. | Pg 179-185 | ||
2 | Digestion in non-ruminants. | To give examples of mono gastric animals.
To describe digestion in mono gastric animals.
|
Detailed discussion of digestion in a pig and poultry. | Charts- Specific digestive
systems.
|
Pg 180-186 | |||
3 | Digestion in Ruminants. | To identify the components of the stomach.
To state the functions of each compartment. To state differences and similarities between digestive systems of ruminants and non-ruminants.
|
Students observe the four compartments of a ruminant’s stomach.
Discussion: Structure and functions of each compartment. Q/A: Students highlight differences and similarities between ruminants and non-ruminants.
|
Chart- Digestive system of a cow,
Pieces of stomach compartments of a cow.
|
Pg 187-8 | |||
10 |
END OF TERM THREE EXAMINATIONS |