Agricultural Science Scheme of Work SSS 2 Osun State

Agric Science Scheme of work for SSS 2. Osun State Schemes of Work SS2 Agricultural Science for Senior Secondary School Schemeofwork

SSS 2 Agricultural Science Scheme of Work First Term

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
1	REVISION OF SS I TOPICS AND ANIMAL BY-PRODUCTS e.g. hides and skin, fur, feathers, horns, blood, hooves etc. Sources of the animal by-products e.g. cattle, sheep, goat etc. N.B.: Processes of anima by-products should be considered,	By the end of the lesson, students should be able to: i. outline various animal by-products. ii. Identify various animals that provide the by-products., iii. Justify the.economic importance of animal by-products.	Students, as a class, are guided to mention the various animal by- products they know.Students, as individuals, match the various by- products with the animals that provide them.Students, in small groups, discuss the economic importance of animal by- products and share with the class.Students, as a class, visit industries where animal by-products are processed, and write a report of their visit.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving.	Hides and skin, Horns, fur, blood meal, feather, scale and hooves. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://enm.wikipedia.org/wiki/Animalproduct%23:~:text%3DAnimal%2520by%2520products%2520are%2520carcasseshuman%2520comsumption%2520%2520including%2520catering%2520waste.&ved=2ahUKEwivoZn22cDrAhVjQkEAHXbYAk8QFjAEegQlFBAH&usg=AOvVaw2Uj04cMktSgT1ETGp2pYrY VIDEO LINKhttps://youtu.be/NBk4ljsM2jY https://youtu.be/W20TWlE9GtE https://youtu.be/CADjv8eYN1M https://youtu.be/CkTvfen-s0Y
2	ENVIRONMENTAL PHYSIOLOGY Meaning, Effects of changes in climatic factors on growth, reproduction, milk and egg reproduction. Group presentation on cause, effects and possible solution to ozone layer on agricultural productivity.	By the end of the lesson, students should be able to: i. describe environmental physiology ii. outline components of the environments iii. Identify the effects of changes in temperature, relative humidity, rainfall, etc. on growth reproduction, milk and egg reproduction.	1. Whole class brainstorming on the meaning of environmental physiology. 2. Students pair up to identify the biotic and abiotic components of the environments and share with the class. 3. Students, in small groups, discuss the causes and effect of ozone layer on agricultural productivity and a leader presents it to the class. 4. Students in the same groups go online and research the possible solutions to the of ozone layer on agricultural productivity (Group Assignment)	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving •Digital literacy	Charts, thermometer, rain gauge, wind vane etc. WEBLlNK https://www.googlecom/url?sa=t&source=web&rct=j&url=https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/climatic-factors&ved=2ahUKEwjg9lKJ3sDrAhUUecAKHRjAUMQFjAAegQlAxAC&usg=AOvVaw14jZlEWMPUT8A7Jwy6kg5E VIDEO LINK https://youtu.be/D6khRlL0tc https://youtu.be/sKJoXdrOT70 https://youtu.be/cxlcPwhvGw

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
3-4	SURVEYING AND PLANNING OF FARMSTEAD – Meaning of farmstead, surveying and planning -Common surveying equipment -Uses and maintenance practices of surveying equipment -Factors to consider in planning and designing a farmstead -Importance of farmstead N.B.:Calculation on area of land, plant population, profit expected must be treated	By the end of the lesson, students should be able to; i. explain farmstead, farm survey and farm planning. ii. Highlights the uses maintenance practices of surveying equipment. iii. Analyse the factors to be considered in planning a farmstead. iv. Solve problems on farm survey.	1. Students, as a class, discuss the meaning of farmstead, survey and planning. 2. Students are guided to identify the uses and maintenance practices of surveying equipment. 3. Students, in small groups, discuss the factors to consider in planning a farmstead and give reasons for each factor. 4. Students, as a class take a survey of the school farm and calculate its area.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving Creativity and Imagination.	Measuring tape, Gunter chain, Ranging pole, Arrow/peg, etc. WEBLINK https://google.com/url?sat=t&source=web&rct=j&url=https://passnownow.com/classwork-series-exercises-agricultural-science-ss2-survey-planning-farm-steads/&ved=2ahUKEwjRuOp4MDrAhWFYcAKHcb8DklQFJAAegQlBxAB&usg=AOvVaw2xVNizWdXflnkU5O5WB7Ng VIDEO LINK https://youtu.be/pvx4g92Gl-M https://youtu.be/RdZ6E4uroo
5	IRRIGATION AND DRAINAGE (a) Definition, importance, types, advantages, disadvantages and problem associated with irrigation and drainage.	By the end of the lesson, students should be able to; i. drainage, irrigation and drainage. ii. Outline the types of irrigation and drainage iii. Differentiate between irrigation and drainage iv. Provide possible teacher on the problems solutions to the associated with irrigation and drainage.	1. Student as a class brainstorm on the meaning of irrigation and drainage. 2. Students are guided to tell the differences between irrigation and drainage. 3.Students watch a video clip provided by the teacher on the problems associated with irrigation and drainage in small groups and discuss provide possible solutions to the problems	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving Creativity and Imagination	Watering can, hosepipe, charts, video clips, etc. A picture showing a canal or underground or buried pipe. WEBLINK https://google.com/url?sa=t&source=web&rct=j&url=https://www.britannica..com/technology/irrigation%23:~:text%3DIrrigation%2520and%2520drainage%2520%2520artificial%2520applicationeither%2520practice%2520to%2520%2520increase%2520production&ved=2ahUKEwj8om04sDrAhXXQUEAHc5WBU4QFjANegQlDBAy&usg=AOvVaw0TitSYYScmYwyftSYYScmYwyfk3vBk-6 VIDEO LINK https://youtu.be/3eDEgGwHO https://youtu.be/Za1yUGwmTys https://youtu.be/qRek-avqwel

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
6	FACTORS INFLUENCING NUTRIENTS AVAILABILTY IN THE SOIL: (a) Method of replacing lost nutrients. (b) Farming practices e.g. bush burning, grazing/overgrazing, clean clearing, fertilizer application, organic manuring, crop rotation, tillage, continuous cropping, flooding, etc. (c) Effects of farming practices on soil. NB.: Both the merits and demerits of the listed practices must be treated.	By the end of the lesson, students should be able to; i. describe various farming practices; ii. Evaluate the effect of o farming practices on agricultural productivity: iii. Demonstrate methods of replace lost nutrients back to soil.	1. As a class, students examine the various farming practices. 2. Students, in small groups, discuss the effect of farming practices on agricultural productivity. 3. Students, as individuals, replacing lost nutrient to the soil provided for them and plant a seed of their choice in to evaluate what they have done.	•Communication and Collaboration •Leadership and Personal development. •Critical thinking and Problem solving •Creativity and Imagination Citizenship.	Soil, manure, ash, water, charts, etc. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://futuredirections.org.au/publication/soil-nutrient-management/ved=2ahUKEwjapaP25MDrAhUPO8AKHQFqD1QQFjADegQlDRAK&usg=AOvVaw2nQib7vyzl6w8d7p8fG6Qm VIDEO LINK https://youtu.be/3FTQMGsdMiY https://youtu.be/86oa9X1Xnj4 https://youtu.be/1rPYFkcSsJ0 https://youtu.be/8ulpyGFLDk
7	MIDTERM BREAK

8

ENVIRONMENTAL FACTORS AFFECTING AGRICULTURAL PRODUCTIVITYAND DISTRIE3UTION: (a) Climate factors e.g. rainfall, temperature, light, wind etc.. (b) Biotic factors e.g. predators, parasites, soil microorganisms. . (c) Edaphic. Factors e.g. soil pH, Soil texture and soil structure.

By the end of the lesson, students should be able to; i. identity various environmental factors affecting agricultural production; ii. describe how each of the factors affects both production and distribution of crops and animals; iii make use of the respective instruments used in measuring the climatic and edaphic factors,

1. Students, as a class, state the biotic and abiotic factors of the environment. 2. .Students, in small groups, discuss how each factors affects production and distribution of crops. 3. Students individually demonstrate the use of the various instrument to measure climatic and edaphic factors. 4. Students visit the Internet and find out how biotic factors affect agricultural productivity and distribution.

•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving •Creativity and Imagination Digital literacy.

Soil, thermometer, wind Yane, rain gauge, pH meter etc. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://legit.ng/amp/1180954-environmental-factors-affecting-agricultural-production-nigeria.html&ved=2ahUKEwjvwtSc58DrAhU2aRUlHYVeBR4QFjACegQIDxAO&usG=AOvVaw1qChvDwLrTqEDZX0lWeow7&ampcf=1 VIDEO LINK https://youtu.be/FmM3ygkVSds https://youtu.be/0KfMCJbUQjQ https://youtu.be/M7Sz0loRn3c

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
9-10	PLANT NUTRIENTS AND NUTRIENT CYCLES (a) Macro and micro nutrients – their functions, -sourced -Deficiency symptoms. (b) Factors influencing nutrients availability in the soil e.g. soil pH, burning, excess of other nutrients in the soil leaching etc. (c) Method of replenishing lost nutrients e.g. crop rotation, liming, mulching, organic, manuring, fertilizer application etc. (d) Nutrient cycle e.g. Nitrogen, Water and Carbon cycle.	By the end of the lesson, students should be able to; i. identify factors affecting nutrients availability in the soil, ii. explain the different nutrient cycles with the aid of diagrams iii. classify plant nutrients into two major groups (micro and macro nutrients); iv. predict the deficiency symptoms of the different elements in plants	1Students, as a class, brainstorm on the factors affecting nutrients availability in the soil. 2. Students pair up to classify plants nutrients into micro and macro nutrients and share with the class. 3. Students, in two groups, debate the practice of bush burning on global warning. 4. Students, in small groups, create charts on nutrient cycles and submit at the next lesson.	•Communication and Collaboration •Leadership and Personal development •Criticl thinking and Problem solving •Creativity and imagination Digital literacy	Leaves of plants showing chlorosis/yellowish coloration. Chart showing Nitrogen, Carbon and Water cycle. Urea, NPK, Fertilizer, farmyard, manure. WEBLINK https://ww.google.com/url?sa=t&source=web&rct=j&url=http://mdocs.skidmore.edu/crandallparktrees/ecosystem/nutrient-cycling/%23:~:text%3DThe%2520nutrient%2520cycle%2520is%2520aenvironment%2520via%2520death%2520and%2520decomposition&ved=2ahUKEwiS0cWz6sDrAhWGX8AKHfqyCU8QFjACegQlFBAH&usg=AOvVaw2cb0Q2vJVBb9Uzk6ileT9S VIDEO LINK https://youtu.be/L2yb1ERU9p4 https://youtu.be/BuV5GQFz0gg https://youtu.be/Bn41lXKyYWQ https://youtu.be/GdF5EPk3cT0
11	REVISION
12-13	EXAMINATION

Agricultural Science Scheme of Work SSS 2 Second Term

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
1	Welcome Test. FOREST MANAGEMENT (a) Definition of forest and forestry. (b) Importance of forest and forestry (c) Forest regulations in West Africa. (d) Forest management practice. (a) Implications of deforestation. (f) Agro-forestry practices in West Africa. -Meaning of Agro forestry. -Agro forestry practices. Taungya System alley ley farming etc.	By the end of the lesson, students should be able to i. explain the, meaning of forest, ii. highlight forest regulations in West Africa iii. describe the importance of forest and forestry iv. analyse the implications of deforestation. v. name some forest reserves in Nigeria and their locations.	1.Student as class, discuss the meaning of forest and forestry. 2. In small groups, students discuss forest regulation in West Africa 3 As a class, student x-ray the importance forest and forestry. 4 Students, in small groups, anaylse the implications of cutting down trees 5. Students, in the same groups, draw the Nigeria map and indicate the locations of each forest reserves in Nigeria. Paste it on the wall for a gallery walk.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving •Creativity and Imagination Citizenship	Picture of forest samples of wood and planks. https://www.google.com/url?sa-t&source-web&rct-j&url-https://en.m.wikipedia.org/wiki/forest.management%23:~:text%3Dforest%2520management%2520is%2520a%2520branch%2520%2520protection%2520%2520and%2520forest%2520regulation&ved=2ahUKEwjffSv7MDrAhVNUcAKHTtpAE0QFjAMegQlDhAH&usg=AOvVaw3gWg9MkR3gSPSNyNguPoW VIDEOLINK https://youtu.be/gEll0dDjyaQ https://youtu.be/dWJVHlE9S8 https://youtu.be/MZ6No1mL1QM https://youtu.be/iWUkaPPkw
2	FLORICULTURE/ORNAMENTAL PLANTS (a) Definition of floriculture; Importance of ornamental plants. (b) Common types of ornamental plants: -According to use: i. bedding plants. ii. hedging plants. iii. Lawn brasses etc. (c) Setting and location for planting ornamental plants. (d) Methods of cultivating ornamental plants. (e) Maintenance of ornamental plants. NB: Plant an ornamental plant in the school farm and nurture it.	By the end of the lesson, students should be able to: i. explain the term floriculture. ii. Discover common omamental plants in their locality, iii. Carryout the management practices of ornamental plants. iv. locate places ornamental plants could be planted.	1. Students, as a class, brainstorm on the meaning and importance of floriculture. . 2. Students, in pairs, mention ornamental plants in around the school and their homes, 3. Small groups activities on management practices of ornamental plants in the school. 4. Students take awalk around the school compound to discover places ornamental plants can be planted. 5. Students individually create herbariums and submit at the next lesson.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving •Creativity and Imagination Citizenship.	Flowers such as hibiscus, Roses, etc. School farm/garden, man use implements: Ornamental trees such as Almond tree, date palm, Royal palm, uleem etc. WEBLINK https://google.com/url?sa=t&source=web&rct=j&url=https://en.m.wlkipedia.org/wiki/Ornamentalplant%23:~:text%3DOrnamental%2520plants%2520are%2520plants%2520thata%2520major%2520horticulture&ved=2ahUKEwi0k8WZ78DrAhXNNcAKHccALAQFjACegQlDxAH&usg=AOvVaw3hr2NUG2ArZtPwYD9atdb2 VIDEO LINK https://youtu.be/TpEXaOtQ8o https://youtu.be/bflBRJNzW78 https://youtu.be/UgcopXcAHx4 https://youtu.be/096s0YU39Y

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
3-4	DISEASES OF CROPS (a) Definition. (b) General effects of diseases on crop production. (c) Important disease of major crop — i. Cereals – smut, blast, leaf rust. ii. Legumes – cercospora leaf spot, rosette etc. iii. Beverages – black pod, swollen shoot, leaf rust etc iv. Tubers – mosaic, bacterial leaf blight. v. Fruits – citrus gummosis, dieback etc. vi. Fibre – black arm bacterial leaf blight of cotton vii. Vegetable – root knot of tomato or okra, damping off, onion twister etc. viii. Stored produce mould etc. (d) Casual organism of each crop diseases, virus, fungus, bacteria, nematode (e) Description of symptoms of each disease. (f) Prevention and measures. Note: Studies to include at least two bacteria, onne nematode, two fungi, two viral diseases of the crops chosen from the list. NB: Demonstrate the use of chemicals in controlling diseases.	By the end of the lesson, students should be able to: i. Explain disease in crop ii. Identify some diseases of major crops and their casual organism, iii. differentiate the symptoms of various diseases from one another, iv. Provide ways of preventing in crops.	1. Students as a class a. discuss the meaning of crop disease b. mention some disease causing organisms and the crop they infect 2. Students in small groups: a. contrast the various symptom crop diseases; b. suggest ways to preventing diseases in crops. 3. Students, in the same groups, create charts of different diseases in crops and submit at the next lesson.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving •Creativity and Imagination Digital literacy	Leaves showing chlorosis or yellowish colour. Leaved showing mosaic pattern and spots. Curled or rolled leaves. Samples of fungicides and insecticides such as grammazone, gammalin 20, vextos 85 etc. WEBLINK https://google.com/url?sa=t&source=web&rct=j&url=https://www.wur.nl/en/Research-Results/Research-Institutes/plant-research/Biointeractions-Plant-Health/Diseases-and-pests-in-crops.htm%23:~:text%3DBacterial%2520diseases%2520occur%2520in%2520virtuallyand%2520bacterial%2520canker%2520in%2520tomato&ved=2ahUKEwjfq4Xn8cDrAhWXRxUlHfw9ATlQFjAFegQlDRAH&usg=AOvVaw0zRFwyfJzmi7MfqCSiib66 https://google.com/url?sa=t&source=web&rct=j&url=https://blog.agrivi.com/post/crop-diseases-the-nightmare-of-every-farmer&ved=2ahUKEwjfq4Xn8cDrAhWXRxUlHfw9ATlQFAHegQlDBAK&usg=AOvVaw3rsUxOmkwywvWH4BFzUE0u https://google.com/url?sa=t&source=web&rct=j&url=https://britainnnica.com/science/plant-disease&ved=2ahUKEwjfq4Xn8cDrAhWXRxUIHfw9ATIQFjAPegQICBAB&usg=AOvVaw0j8NwFW6jgfbDE6fTpHFmp   VIDEO LINK https://youtu.be/05ITJIg PcR0 https://youtu.be/wtZ2tArhLwU https://youtu.be/hvr TC HeGi4 https://youtu.be/RPx1puXFm2Y

WKS	TOPICS	LEARNING OBJECTIVES.	LEARNING. ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING  RESOURCES
5-6	PESTS OF CROPS (a) Definition of Pest. (b) Classification of Pests -Insect and non-insect. (C) Classification of insects based on mouth parts. -biting and chewing. -Piercing and sucking. -boring. (d) Economic importance of insect pests of major crops: i, Cereal — stem borers etc. ii. Legume — pod bores, aphids, etc. iii. Beverages — cocoa myrids, iv. Tubers —Yam beetle, cassava —variegated grasshopper, mealy bug, locust. v. Fibre– cotton staner, boll worm. vi. Fruits and vegetables- grasshopper, locust, leaf roller, leaf hopper, leaf beetle, scale insects etc. vii. Storage Pest of farm produce – grain weevil, bean beetle etc. (e) Othe important pest non-insects pest e.g. birds and rodent: -Nature of damage. -Biological description of selected insect pest, (f) General preventive andcontrol measures. -Cultural, biological, chemical and quarantine methods. -Side effect of the various preventive control methods -Pollution, poisoning, disruption of ecosystem. (g) Economic importance of pest.	By the end of the lesson, students should be able to: i. explain pest of crops, ii. describe nature of damage by insect to crops both on the field and in the store. iii. Carryout some control measures against pests. iv. Justify the economic importance of pest.	1. As a class, students explain pest of crops. 2. Students, in small groups/ identify describe the nature of damage by insects to crops both on the field and in the store. 3. Students visit the school farm and demonstrate some of the control measures against pests. 5. Students, in small groups, discuss the economic importance of pest and present to class.	•Communication and Collaboration • Leadership and Personal development • Critical thin kind and Problem solving Creativity and Imagination.	Insects charts having grasshopper, Aphid, cotton stainer, weevils, beetle, rat and birds. Damaged grains such as rice, cowpea, maize etc. Defoliated and spotted leaves of vegetable. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.agric.wa.gov.au/pest-insects/insect-pests-vegetables&ved=2ahUKEwjb7JG29MDrAHegQIDXAK&usg=AOvVaw2cbhcsm814S8ehU61XGHF3 https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.britannica.com/animal/insect/Damage-to-growing-crops&ved=2ahUKEwjb7JG29MDrAhWVr3EKHXflCoMQFjAJegQlDhAJ&usg=AOvVaw2tbllLb–FrkMU1-tNKtrP https://google.com/url?sat&source=web&rct=j&urlhttps://en.m.wikipedia.org/wiki/Pestcontrol&ved=2ahUKEwi26fjQ9MDrAhWJxoUKHZFBVUQFjABegQIARAI&usg=AOvVaw2LTK3cigXi3GlnkibzDy VIDEO LINK https://youtu.be/g9uPh0uhoE https://youtu.be/LMdn89t4auE https://youtu.be/CLftzJ-nNJE
7	MID TERM BREAK

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
8	PASTURE, FORAGE CROPS AND RANGELAND MANAEMENTS (a) Meaning of pasture and forage crops. (b) Uses of forage crops. (c) Types of Pasture. (d) Common grasses and legumes used grazing livestock. (e) Factors affecting the distribution and productivity of pasture. (f) Establishment of Pasture. (g) Management practices of pasture. (h) Meaning and importance of rangelandto livestock, (i) Factors affecting the level of production of herbage. (j) Method of range land and pasture improvement.	By the end of the lesson, students should be able to: i. describe pasture, forage and range land ii. Identify common grasses and legume used for grazing livestock. iii. Prepare the methods of establishing pasture. iv. Carryout management practices on pasture.	1. As a class, students explain the meanings pasture, forage and rangeland. 2. Students, in pairs, identify common grasses and legume used for grazing livestock and present to the class. 3. Students in small groups demonstrate methods of establishing pasture. 4.Students in the same groups cultivate a pasture on a piece of land. .	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving •Creativity and Imagination Citizenship	Album on forage crops. A school.farm with pasture: Pasture crops (legume and grasses) WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://wikidiff.com/pasture/rangeland&ved=2ahUKEwi2u9my9sDrAhXlUhUlHUn7BPsQFjAHegQlDRAd&usg=AOvVaw0gwDicy3OdHn7gHOkC6L4e https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.nou.edu.ng/sites/default/files/2018-04/ANP304.pdf&ved=2ahUkEwiejZvz9sDrAhVfVRUlHagpBC8QFjABegQlDRAG&USG=AOvVaw3E-bMezVGidGG3j5HPqUmA https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/Pasture&ved=2ahUKEwioyLCV98DrAhWVShUlHX5nAGYQFjCegQlDhAl&usg=AOvVaw0htq1uY7NFYJiOaw4915 https://www.google.com/url?sa=t&source=web&rct=j&url=https://globalrangelands.org/topics/maintaining-and-improving-rangelands%23:~:text%3DStrategies%2520such%2520as%2520removal%2520offire%2520as%2520means%2520for%2520restoration.&ved=2ahUKEwi7kaqn98DrAhXypHEKHbDoDG4QFjABegQIDBAF&usg=AOvVaw3HtKP9v00l0XqOnRn2lJ VIDEO LINK https://youtu.be/f5SxNCdZD8 https://youtu.be/NKZfSawumSo https://youtu.be/cEglHtWlyE https://youtu.be/GK6rOlT-8no https://youtu.be/nilGeltAsk

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
9-10	APICULTURE/BEE KEEPING (a) Meaning of Apiculture or Beekeeping. (b) Types of bees (indigenous nd exotic) (c) Importance of bee keeing. (d) Methods of bee keeping (traditional and modern methods) (e) Bee keeping equipment-(bee hive, smokers, jungle, boots, brushes etc. (f) Precautionary measures in bee keeping .	By the end of the lesson, students should be able to: i. explain the meaning of apiculture ii. Identify different types of bees. iii. Justify the importance of bee keeping. iv. Analyse the precautionary measures in honey bee keeping.	1.  Students, as a class, discuss the meaning of apiculture and different types of bees 2. In small groups, students ilst the importance of bee keeping. 3. Students. in the same groups, examine the precautionary measures in bee keeping and a leader  present to the class.	•Communication and Collaboration •Leadership and personal development •Critical thinking and Problem solving Digital Literacy.	Honey Bees Beehives WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/Beekeeping&ved=2ahUKEwjQxPG9-cDrAhXirnEKHfZdD4wQFjAYegQlBBAB&usg=AOvVaw3AmQjJpBUWe3DZZZ2CQik https://www.google.com/url?sa=t&source=web&rct=j&url=https://byjus.com/biology/apiculture-beekeeping/&ved=2ahUKEwjQxPG9-cDrAhXirnEKHfZdD4wQFjAfegQlARAB&usg=AOvVawlzzbCUzZl9-VhCOZrD98Vr VIDEO LINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://m.youtube.com/watch%3Fv%3DqhzfT8iqplU&ved=2ahUKEwjQxPG9-cDrAhXimEKHfZdD4wQt9lBMA56BAgQEAc&usg=AOvVaw3Fn3smlQhv3XeKT0nrvVe https://youtu.be/qhzfT8iqplU
11	REVISION
12-13	EXAMINATION

Agricultural Science Scheme of Work SSS 2 Third Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	REVISION OF LAST TERM’S WORK COMMON WEEDS FOUND ON FARM Definition, Types, Characteristics, Economic importance and Method of controlling weeds.	By the end of the lesson, students should be able to: i. explain the term “Weeds”, ii. Identify different weed with both their common and botanical names, iii. Suggest possible ways of controlling weeds.	1. Students participate revision and welcome test. 2. Students, as a class, describe weed. 3. Students in pairs, identify common weeds and their botanical names. 4. Students in small groups discuss ways of controlling weeds.	• Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving.	WEED ALBUM WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.britannica.com/plant/weed%23:~:text%3DWeed%2520%2520general%2520term%2520for%2520anyinto%2520areas%2520chosen%2520for%2520crops.&ved2ahUKEwjkh87Qj8PrAhXOQEEAHS4AocQFjAGeQlDAl&usg=AOvVaw1M8QE6WSin1i–aM6qlymU https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.fao.org/agriculture/crops/thematic-sitemap/theme/spi/scpihome/managing-ecosystem/integrated-weed-management/en/&ved=2ahUKEwjkh87Qj8PrAhXOQEEAHS4AocQFjAKegQIDRAT&usg=AOvVaw30NFKkbNLa3s-JXNXRxFTI
2-3	CROP IMPROVEMENT Meaning and Aims Genetic Terms, Mendelian laws of inheritance. Method/processes of crop improvement. Advantages and Disadvantages	By the end of the lesson, students should be able to: i.  describe crop improvement; ii. outline aims of crop improvement; iii. itemize processes/method of crop improvement; iv. Compare the advantages and disadvantages of crop improvement.	1. as a class, student explain the meaning of crop improvement. 2. Students, as a class, discuss the purpose of crop improvement. 3. Students pair up to share processes involved in crop improvement. 4. Students, in small groups, evaluate the advantages and disadvantages of crop improvement.	•Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving	Local maize and Hybrid maize. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.encyclopedia.com/food/encyclopedias-almanacs-transcripts-and-maps/crop-improvement%23:~:text%3DCrop%2520improvement%2520refers%2520to%2520the,the%2520hundreds%2520of%2520thousands%2520available.&ved=2ahUKEwjL8sbLIMPrAhXxSxUIHd0vDPkQFjANegQIDBAx&usg=AOvVaw2zFSQ-rGj7KsHF6loAFqk5 https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.sciencedirect.com/topics/earth-and-planetary-science/crop-improvement&ved=2ahUKEwjL8sbLIMPrAhXxSxUIHd0vDPkQFjAVegQIARAB&usg=AOvVaw2RbrgIUT1672p25eMPO7

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
3-4	BASIC ECONOMIC PRINCIPLES (a) Principles of Demand and Supply.  (b) Effects of Demand and Supply on price of agricultural produce. (c) Lawof Diminishing returns, NB: Calculation on elasticity of Demands Supply and Diminishing Return.	At the end of the lesson, students should be able to: i. state the law of demand and supply: ii. Explain the effect of Demand and Supply or price of agricultural produce; iii. examine the law of diminishing Returns.	1. As a class, students brainstorm on the law of demand and supply. 2. In small groups, students discuss the effect of demand and supply on price of agricultural produce. 3. Students in pairs analyse the law diminishing returns.	•Communication and Collaboration • Leadership and Personal development Critical thinking and Problem solving.	Chart on Demand, Supply and table of Diminishing Returns. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://wiki.ubc.ca/10 Principle of Economics&ved=2ahUKEwin5Z- MmcPrAhX SxUIHQnnB64 QFjABegQIDRAH&usg=AOvVaw2pI8Ut8QmsvaUtQAGCx8Sk https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.ag.ndsu.edu/aglawandmanagement/agmgmt/coursematerials/demandsupply23%:~:text%3DAn%2520in%2520the%2520demand,market%2520price%2520for 2520your%2520product.&ved=2ahUKEwi56KTmmcPrAhUUuHEKHdoyC1wQFjABegQIDRAF&usg=AOvVaw3mnhbdx9nevckRdge8YM9t.   VIDEO LINK https://youtu.be/zF1jfovFsml  https://youtu.be/2rWnmyTZQgs

5

FARM RECORDS (a) Meaning and. importance. (b) Type of farm records e.g. farm diary, cash book, etc. (c) Receipt and payment, farm inventory etc.

At the end of the lesson, students should be able to: i. explain farm record. ii. Itemize various types of farm records. iii. Write short note on the following: -farm diary. -farm inventory. -Cashbook -Receipt book.

1. Students, as a class, explain farm records. 2. Students, in small groups, outline different type of farm records. 3. Students individually explain the meaning of farm diary, farm inventory, Cash book and Receipt book.

Communication and Collaboration Leadership and Personal development

Chart on farm record, WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.legit.ng/amp/1131221-types-farm-records-uses.html&ved=2ahUKEwj5hLyXnMPrAhUKXMAKHVBAC5UQFjANegQICxA0&usg=AovVaw01Nke8QQflyWAhNY22hLDs&ampcf=1 https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.southpointfinancial.com/the-importance-of-keeping-farm-records-in-agricultural-production/&ved=2ahUKEwj5hLyXnMPrAhUKXMAKHVBAC5UQFjAQegQIDRAJ&usg=AOvVaw3u2T0dJymlf2hygT-BcNjT VIDEO LINK https://youtu.be/3D-jzZvc3nE https://youtu.be/QzhH1DRirig

WKS	TOPIICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
6	AGRICULTURAL POLLUTION Meaning, Causes/Sources and Effects of Iand/pond pouUon on farmers and agricultural productivity.	By the end of the lesson, students should be able to: I. describe agricultural pollution, ii. Identity causes/sources of pollution of agricultural land and fish pond, iii. Discuss the effects of land/pond pollution on farmer and agricultural productivity, iv. Proffer solution to the effects of land/pond pollution on farmer and agricultural productivity.	1. Students, as a class, are guided to explain agricultural pollution 2. Whole class discussion on the causes/sources of pol ution of agricultural land and fish pond. 3. Students in small groups, analyse the effect of land/pond pollution on farmer and agricultural productivity. 4. Students are guided to proffer solution to the problems above.	•Communication and Collaboration • Leadership and Personal development Critical thinking and Problem solving.	Chart on scurces of agricultural pollution. WEB LIN K https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/agriculturalpollution%23:~:text%3DAgricultural%2520pollution%2520refers%2520to%2520biotic,humans%2520and%2520their%2520economic%2520interests.&ved=2ahUKEwj336y3nsPrAhVPUcAKHf1-ApUQFjAOegQlDxAH&usg=AOvVaw00jukf6nUunr ORX0eUf66G https://www.google.com/url?sa=t&source=web&rct=j&url=https://gov.scot/publications/prevention-environmental-pollution-agricultural-activity-guidance/pages/1/.&ved=2ahUKEwj336y3nsPrAhVPUcAKHf1pUQFjASegQIERAK&usg=AOvVaw2ArXRjCv7oPMc4CciJ1zS8 VIDEO LINK https://youtu.be/WRlysSpg2Zs https://youtu.be/07P wXTTusl
7	MID TERM BREAK

8-9

FARM ACCOUNTS Meaning and importance. Types of farm account: – Expenditure Account – Income/Sales Account. – Profit and loss account. – Balance Sheet. NB: Discussion must include terms such Appreciation, Depreciation, Salvage value, farm budget. Their relevance, calculation and Profit and Loss account must be treated,

By the end of the lesson, students should be able to: i.describe farm account; ii.write short note on the following: Appreciation Depreciation Salvage value Opening and closing valuation iii. justify the importance of farm records.

1. Asa class, students explore meaning of farm accounts. 2.Small groups students itemize and discuss terms in farm accounts, 3. Students, in small groups, provide reasons for keeping farm accounts. 4. Students individually make collection of different farm account.

•Communication and Collaboration • Leadership and Personal development Critical thinking and Problem solving.

Chart on farm account.  WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://passnownow.com/ss2-agricultural-science-third-term-farm-accounts-2/%23:~:text%3DFarm%2520Accounts%2520are%2520statements%2520produce%2520or%2520settlemnt%2520of%2520debts.&ved=2ahUKEwj37syAoMPrAhXWZxUIHWfODloQFjANegQICxAy&usg=AOvVaw29rBVGnJ95949DNrOfvGKt https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.southpointfinancial.com/the-impottance-of-keeping-farm-records-in-agricultural-production/&ved=2ahUKEwj37syAoMPrAhXWZxUlHWfODIoQFJAXegQIDxAV&usgAOvVaw3u2T0dJymlf2hygT-BcNjT VIDEO LINK https://youtu.be/cS-ffyokYPg

WKS	TOPIICS	LEARNING OJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
10	ANIMAL NUTRITION (a) Meaning (b)Classification of foodstuffs. (c)Source and functions of food nutrients e.g. Carbohydrates, Protein, Fats and Oil, Minerals, Vitamin and Water.	By the end of the lesson, students should be able to: i. define Animal Nutrition, ii. outline the components of a balanced ration, iii. identify feeding equipment for various farm animals, iv. classify	1. Students are guided to explain what they understood by animal nutrition. 2. In small groups, students study charts of various feeding equipment for farm animals. 3. Students, in small groups, classify foodstuffs and present to the class.	•Communication and Collaboration • Leadership and Personal development Critical thinking and Problem solving.	Hay, Silage, charts etc. WEBLINK https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.en.m.wikipedia.org/wiki/Animalnutrition&23:~:text%3DAnimal%25200n%2520theproteins%252C%2520vitamins%252C%2520and%2520water.&ved=2ahUKEwiITLocPrAhVIXsAKHVM9D5QQFjAJegQIFRAH&usg=AOvVaw1jBLNmXtTRFS5OHF0EAlfW https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.okcareertech.org/educators/cimc/free-samples/ag-cluster/pdffiles/ag2student.pdf&ved=2ahUKEwi ITlocPrAhVIXsAKHVM9D5QQFjALegQIFhAJ&usg=AOvVaw1BuqrY9rH3NkO5hcgSTGux https://www.nutritional-supplements-solution.com/nutrients.html VIDEO LINK https://youtu.be/o26KwsfoXZo https://youtu.be/eyUcoEfREWo
11	REVISION
12-13	EXAMINATION

ACHIEVEMENT STANDARDS

At the end of the session, students are able to:
1.             take readings of animal body temperature;
2.             make proper use of surveying equipment;
3.             create drainage system at the school farm;
4.             make proper use of instruments used in measuring climatic factors;
5.             beautify the school and their homes using ornamental plants;
6.             control weeds and crop pests/diseases;
7.             keep good farm records;
8.             create receipt for the schools farm;
9.             demonstrate proper use of fertilizers and manure;
10.          Prevent pollution from fish pond.