Agricultural Science for Junior Secondary School. Osun State Agriculture Scheme of Work JSS2, Ministry of Education.-Schemeofwork.com
JSS 2 FIRST TERM PVS (AGRICULTURE)
GRADE 8, FIRST TERM THEME:- AGRICULTURE SUB-THEME: PROCESS OF AGRICULTURAL PRODUCTION
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIAL | TEACHER’S ACTIVITIES | LEANER’S ACTIVITES | |
| 01 | Compound cleaning and Revision of last term’s week | Compound cleaning and Revision of last term’s work | Learners should be able to make their environment neat and tidy always | Hoes, Cutlass, Broom, etc Last term question papers | Supervision of learners | Learners participate fully in the cleaning of the compound | |
| 02 | Farm structures and buildings | Description of any types of farm structures e.g. barn, silos, rhombus, paddock, fish pond etc. | Learners should be able to: (1) describe and identify various type of farm structures e.g. barn, silos rhombus, paddock, fish pond etc. | Pictures and charts and relevant text books showing farm structures. (2) visit to a commercial farm. | 1. Describes farm structure to the learners. 2. Arranges the learner to visit commercial farm 3. Gives a board summary | (1) Use pictures chart to identify farm structures. (2) Visit to a commercial farm (3) Copy board summary | |
| 3 | Description and types of farm buildings | Description and types of Farm buildings: (1) Poultry House, pen, store, offices, utility building, security post. Etc. | Learners should be able to describe and identify various types of farm buildings | (1)Pictures and charts a relevant textbook showing farm building (2) visit to a commercial farm | (1) Describes types of farm buildings (2) Arranges for learner to visit commercial farm. (3) Gives a board summary | (1) use pictures and charts to identity farm buildings (2) visit to a commercial farm (3) copy board summary | |
| 04 | Uses of Farm Buildings and Structures | Uses of farm buildings and structures | Learners should be able to list the uses of farm structures and buildings | (1) Picture and charts and relevant textbook showing farm buildings and structures | (1) Explains the use of Farm Building and structures. (2) Displays pictures and charts showing uses of farm buildings and structures. (3) Gives board summary | (1) Participate in classroom discussions (2) Use pictures and charts to identify farm structure and buildings and their uses’ (3) copy board summary | |
| 05 | Maintenance of farm structures and Buildings | Maintenance of farm structures and Building | Learners should be able to: (1) state the methods of maintaining farm structures and buildings. | Picture and charts and relevant text books showing how farm structure and buildings are maintained | (1) Explains the methods involved in maintaining Farm structure and building. (2) Display charts showing how farm structures and buildings are maintained (3) Give board summary | (1)Participate in classroom discussion. (2)mention some method involve in maintaining farm structure and buildings (3)copy board summary | |
| 06 | Meaning and Methods of Crop propagation | (1)Meaning of propagation (2)Methods of crop propagation – By seed (Sexual) -By vegetative organ (Asexual) | Learners should be able to: (1)Define crop propagation. (2)state methods of crop propagation | (1)Pictures and charts of crop propagated by seeds and vegetative parts (2)crop propagation specimen (seed, vegetative organs), soil, tins/pots water, hand trowel etc. | (1)Discusses meaning of crop propagation (2) Explains various method of crop propagation (3) Displays charts and pictures on crop propagation (4)Gives a board summary | (1)Participate in classroom discussions. (2)study charts and pictures provided and list crops propagate by vegetative organs and by seeds (3)Guided classroom demonstration of crop propagation by seeds and vegetative organs (4)copy a board summary | |
| 07 | Advantages of propagation by seeds and by vegetative organs | Advantages of propagation by: (a)seed (easy to carry, store, procure, show) (b)Vegetative organ: -more resistant to diseases and pests – mature and produces early -withstand adverse soil and water conditions etc. | Learners should be able to (1) state advantage of propagation by seed and vegetative organs | Crop propagation specimen (seed), vegetable, organ, soil, tins/pots, water, hand trowel. | (1)Discusses advantages of propagation by seed and vegetative organs (2)Displays charts and pictures showing propagation by seed and vegetative organs (3) Gives a board summary | (1)Participate in classroom discussions (2) study charts and pictures showing propagation by seed and vegetative organs (3)copy a board summary | |
| 08 | Disadvantages of propagation by seed and vegetative organs | Disadvantages of Propagation by: (a) seed – reduce the amount for consumption -seed does not germinate due to dormancy (b) vegetative organs – Diseases of stock is manifested in offspring easily stored etc. Â | Learners should be able to: (1) state the disadvantages of crop propagation methods | Simple farm tools e.g. hoe, cutlass, rake, hand trowel, school farm etc. | (1)Explains the disadvantages of crop propagation by seed and vegetative organs (2)Give a board summary | (1)Participate in classroom discussion. (2)copy board | |
| 09 | Pre-planting and Planting Operations | Pre-planting operations – Choice of site, clearing, stumping, plotting, tilling and ploughing, harrowing, ridging. – seed selection -nursery and nursery practice | Learners should be able to: (1) describe pre-planting planting operation | Simple farm tools e.g. hoe, cutlass, rake, hand trowel, school farm etc. | (1) Describes pre-planting and planting operations with the learners (2)Displays charts and pictures board (3) Guides the learners to identify and describe the different between pre-panting and planting operations (4) Demonstrates some of these operations (5) Gives a board summary | (1)Practice in classroom discussions (2)study charts and picture provided and identify the various operations (3)watch teachers demonstrations. (4)perform various pre-panting and planting operations (5)copy a board summary. | |
| 10 | Post Planting Operations | Post Planting Operations – thinning, supplying, mulching, manuring/fertilizer applications, harvesting | Learners should be able to (1) perform various post-planting operations | Simple farm tools such as hoe, cutlass, rake, hand trowel, school farm | (1)Demonstrates some of post planting operations (2)Gives a board summary | (1)Watch teacher’s demonstrations (2)Perform various post Plating operations (3) copy board summary | |
| 11 | Effects of timely harvesting versus late harvesting | Effects of timely harvesting versus late harvesting | Learners should be able to: (1) Explain the benefits of timely harvesting versus late harvesting | Simple farm tools, e.g. hoes, cutlass, rake, hand trowel, school farm etc. | (1)Explains the benefits of timely harvesting of crops to the learners (2)Discuss the effects of late harvesting of crops to the learners (3)Gives a board summary | (1) participate in the classroom discussion. (2)State some benefit of early harvesting of crops and effects of late harvesting of crops (3)copy board summary | |
| 12 & 13 | Revision and Examination | ||||||
Agricultural Science for Junior Secondary School. Osun State Agriculture Scheme of Work JSS2, Ministry of Education.-Schemeofwork.com
JSS 2 FIRST TERM PVS (AGRICULTURE)
GRADE 8, SECOND TERM THEME:- AGRICULTURE SUB-THEME: PROCESS OF AGRICULTURAL PRODUCTION
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIAL | TEACHER’S ACTIVITIES | LEANER’S ACTIVITES | |
| 01 | Cleaning of School Compound and Revision of late term’s work | Cleaning of school compound and revision of last term’s work | (1)Keep the environment clean (2) recollect what they have already been thought | Rake, hoes, cutlass, brooms and past questions | Supervisions of the learners | Participate fully in the cleaning of school compound and revision exercise | |
| 2 &3 | Animal feeds and feeding | -Meaning of feeds -types of feeds -Energy yielding feeds -Protein yielding feeds -Feeding tools: -Trough, drinkers etc. | By the end the lesson, learners should be able to: (1) state meaning of feedstuff. (2) list types of feedstuffs. (3) Mention feeding tools. | Sample of feeds e.g. Ground nut cakes, Hays, poultry feeds etc. | Exhibits samples of feedstuff e.g. Groundnut cake, palm kennel cake, silage, hay etc. -Displays feeding tools. Gives a board summary | -Identify various feeding tools -identify the nutrient got from the various sample of feedstuffs. -use the feedstuffs to feed animals -copy board summary | |
| 4&5 | Farm animal diseases | Farm animal diseases: Bacterial diseases Fungal diseases | By the end of the lesson, learners should be able to: (i)mention or list farm animal diseases i.e. bacterial and fungal (ii) Stat symptoms and mode of transmission | Picture and charts of animal with bacterial disease and Fungal disease | (10 Teachers discusses Bacterial and fungal diseases with learners (2)Displays picture and charts of animals with bacterial and Fungal diseases (3) Give a board summary | (1)Participate actively in the class discussion (2) identify animal with bacterial and fungal disease (30)copy a board summary | |
| 6&7 | Animal farm diseases and pest | Farm animal disease/pest virus disease Protozoan disease Worms Nutrition (Bloat) | By the end of the lesson, learners should be able to – identify symptoms of animal diseases – state the mode of transmission of farm animal diseases | Picture and chart of animal with viral, protozoan worms and nutritional diseases | (1)Teachers discusses viral, protozoan, worms and nutritional diseases in farm animals with learners (2)Discusses the symptoms of the disease with learners (3)Gives a board summary | (1) Participate in discussions on animal disease symptoms (2)carry out good sanitation practices on school farm animal (3)copy board summary | |
| 8&9 | Effects of diseases on farm animals | Effect of diseases on farm animals Reduce productivity-loss of appetiteLoss of weightDeath | By the end of the lesson, learner should be able to states the effect of diseases on farm animals | Charts and picture of farm animals with diseases | Teacher discusses the effect of disease on farm animals Gives a broad summary | Students participate actively in class discussion Copy board summary | |
| 10&11 | Method of Prevention and Control of farm Animal Diseases | Method of prevention and control of farm animal diseases: (a)adapting good sanitation practices (b) Medication/immunization (c) Isolation/disposal etc. | By the end of the lesson, learners should be able to state methods of prevention and control of farm animal diseases -Mention names of some drug for prevention and cure. | – Resources person i.e. veterinary doctor -Drug and injection | Teacher invites veterinary personnel as a guest speaker. -Give a board summary | Learners participate actively in the class discussion. -ask the teacher some questions -copy a board summary | |
| 12 &13 | REVISION AND EXAMINATON | ||||||
Agricultural Science for Junior Secondary School. Osun State Agriculture Scheme of Work JSS2, Ministry of Education.-Schemeofwork.com
JSS 2 FIRST TERM PVS (AGRICULTURE)
GRADE 8, THIRD TERM THEME:- AGRICULTURE SUB-THEME: PROCESS OF AGRICULTURAL PRODUCTION
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIAL | TEACHER’S ACTIVITIES | LEANER’S ACTIVITES | ||
| 01 | Cleaning of the School Compound and Revision of last terms work | Cleaning of the school compound and Revision of last term’s work | Keeping of environment neat and tide. Recollect what they have been thought | Brooms, Hoes, cutlass, rake etc. | Supervision of learners | Participate in the works given to them | ||
| 02 | Fishery | (1) Definition of fishery (2) Classes of fishery based on     (a) Habitat     (b) Morphology e.g. Bony and  cartilaginous. | By the end of the lesson, learners should be able to define: (1) fishery (2) classify fishes on the bases of habitat and morphology | Pictures and charts on fish | (1)Presents the picture and charts on fish and fish product. (2) States the missing of fishery and discusses the classification of fish with learners (30 Gives a board summary | (i)Learners examine and identify various types of fish. (ii)Learners participate actively in class discussion (iii)copy board summary | ||
| 03 | Fishery (con’t) Other types of Aquatic Organism | Other types of Aquatic organism: Shell fish – crab, prawn, reptiles, turtle, and crocodile. Mammals: Hippopotamus, Whale | By the end of the lesson learners should be able to list and identify other types of aquatic organism | Picture and charts on the types of Aquatic Organism e.g. crab, prawn, reptile, etc. – Visit is a near-by pond. | Teacher discusses other types of aquatic organism with the learners. Gives a board summary | Learners examine and identify other types of aquatic animals. – copy board summary | ||
| 04 | Method of fishing | Method of fishing: Trap, nets etc. | By the end of the lesson, learners should be able to identify and list methods of fishing | Fishing net, trap, hooks and lines | Teacher discusses methods of fishing with learners. -Enumerate apparatus of fishing. Gives board summary | Learner participate actively during the lesson. Identify the instructional materials Copy board summary | ||
| 05 | Fishery:- Uses of fish | Uses of fish and fish product. | By the end of the lesson, learners should be able to mention or list the uses of fish | Samples of fish Charts showing fish and its product | Teacher discusses the uses of fish and fish product with learners -Gives a board summary | Learners participate actively in the class discussion – identify types of fishes – Identify fish products | ||
| 6 | Risk-factor in water and fish farming | Risk factors in water and fish farming: – Pollution water with chemical/industrial effluent – Contaminating fish with chemical used for catching fish | By the end of the lesson learners should be able to state risk factor associate with fish-farming | Sample of fish and fishing materials e.g. fishing nets, baskets, fishing hook | Teacher discusses the effect of chemicals on fish and their environment -gives a board summary | Learners explain suitable environment for fish farming. Copy board summary | ||
| 07 | Forests and forest uses: Types of forest | Types of forest: (i) Mangroves. (ii) Swamp rain forest (many trees, (iii) Derive forest (Few trees  | By the end of the lesson, learners should be able to slates uses of forest. – Mention types of forest. | Picture and charts showing forest product | (1)Teacher facilitates guided discussion on forest products. (2)Visits to the sawmill or carpenter shop (3)Gives a board summary | (1)Learner participate actively in classroom discussion (2)Copy board summary | ||
| 08 | Forest Resources | Forest Resources: -Trees -Wild life (animals) – Fruit feed stuff -various herbs -shelter | By the end of the lesson, learners should be able to list forest resources. | Forest product e.g. fruit, guns animal | Teacher discusses forest resources with the learner – Giver a board summary | (1)Learners participate actively in the class discussion. (2) Copy board summary | ||
| 09 | Uses of forest and forest resources | Uses of forest and forest resources | By the end of the lessons, learner should be able to state the uses of forest and forest resources | Jute, timber, pulps, gums, animals, fruits | Teachers discusses the uses of forest and forest resources with learners. – Give board summary | Learners participates actively during the classroom discussion – Copy board summary | ||
| 10 | Effect of the forest on the environment | Effect of forest on the environment | By the end of the lesson, learners should be able to state the effect of forest on the environment | Picture and charts showing forest product. Real product where available | Visit to the saw mill or computer | Learners participate actively during the class discussion. Copy board summary | ||
| 11 | Human activities that affect the forest | Human activities that affect the forest: (1) Clearing/deforestation (2) Hunting, bush burning, farm land depletion of wild life | By the end of the lesson, learner should be able to state the various human activities that affect forest | Pictures and charts showing human activities like dummers fetching trees. – Real product where available | Discusses the human activities that affect the forest with learner – Gives examples -Gives a board summary | Learners participate actively during the class discussion. – copy board summary. | ||
| 12&13 | Revision and Examination | |||||||
