JS2 Agricultural Science Scheme of Work for First, Second And Third Term

AGRICULTURAL SCIENCE: JS II FIRST TERM
SUB-THEME: PROCESSES OF AGRICULTURAL PRODUCTION

Week 1: Meaning of farm structure
and types
Students should be able to:
(1) define farm structure.
(2) list the types of farm structure.
(3) mention the uses of farm structures.

Contents
Description of farm structure.
-Types of farm structure barn, silos rhombus, etc.
Teacher: Guide students to explain the meaning of structure.
Students: Participate in the identification of the types of farm
structure.
Instructional Resources: Chart and pictures of farm structures.

Week 2: Uses and Maintenance of
farm structures
Students should be able to:
(1) list the uses of farm structures.
(2) state the methods of maintaining farm structures.

Contents
(1) Uses of farm structures.
(2) Maintenance of farm structures.
Teacher: Arrange for learners to visit a commercial farm.
Students: Use pictures and charts to identify farm structures.
Instructional Resources: Pictures and charts, relevant text books
showing farm structures.

Week 3: Meaning of farm building
and types
Students should be able to:
(1) define farm building.
(2) state types of farm building.
(3) explain the uses of farm building.

Contents
Definition of farm building.
-Types of farm building.
-Uses of farm building.
Teacher: Guide students discussion of farm building and the uses.
Students: Participates in class discussion on the meaning of farm
building.
Instructional Resources: Charts and pictures of different types of farm
building.

Week 4: Uses and maintenance of
farm building
Students should be able to:
(1) state uses of farm building.
(2) list methods of maintaining farm
building.

Contents
(1) Uses of farm building.
(2) Maintenance of farm building.
Teacher: Arrange for learners, to visit commercial farm.
Students : Use pictures and charts to identify farm buildings.
Instructional Resources: Charts and pictures of different types of farm buildings.

Week 5: Meaning and methods of crop propagation
Students should be able to:
(1) define crop propagation.
(2) state methods of crop propagation.

Contents
(1) Meaning of propagation
(2) Methods of crop propagation:
-by seed (sexual).
-by Vegetative organs (asexual).
Teacher: Displays charts and pictures on crop propagation.
Students: Study charts and pictures provided and list crops propagated
vegetatively by seeds.
Instructional Resources: Picture and charts of crops propagated by seeds and vegetative organs.

Week 6: Advantages and
disadvantages of propagation
Students should be able to:
(1) list two advantages of propagation.
(2) state three disadvantages of propagation.

Contents
(1) Advantages of propagation by: seed (easy to carry, store, procure, sow) etc.
-Vegetative organs: more resistance to
disease and pests.
(2) Disadvantage

-Seed does not germinate easily due
to dormancy.
Teacher: Collects and display samples
of seed and vegetative organs of named crop plants.
Class demonstration on crop propagation
-By seed
-By vegetativenorgans
Instructional Resources: (1) Crop propagation specimens (seeds, vegetative organs) soil tins/pots, water hand trowel etc.

Week 7: Agricultural cultural practices (meaning of cultural practices)
Students should be able to:
(1) define a cultural practice.
(2) state classes of cultural practices.

Contents
(1) Definition of cultural practice.
(2) Classes of cultural practice.
-Pre –planting operation.
-Planting operation.
-Post planting operation.
Teacher: (1) Displays charts and pictures on board.
(2) Guide students to identify different types of machine for milling machine.
Students: Study charts and pictures provided and identify the various operations depicted.
Instructional Resources: Simple farm tools:
-hoe
-cutlass
-rake
-hand trowel etc.

Week 8: Agricultural practices (contd.)
Students should be able to:
(1) describe preplanting operations.
(2) state the pre-plant operations.
(3) explain each of the pre-operations.

Contents
(1) Description of pre-planting operations.
-Choice of site
-Clearing of site
-Stumping
-Planting or laying out etc.
Teacher: (1) Guide students to identify and describe different pre-planting operations.
Students: (1) Watch teacher demonstrations. Simple farm tools:
-hoe
-cutlass
-rake
-hand trowel etc.

Week 9: Agricultural practices (contd.)
Students should be able to:
(1) describes planting operations.
(2) explain planting operations.

Contents
(1) Planting operations.
-Seed treatment
-Spacing and planting
Teacher: (1) Demonstrates some of these operations
Students: (1) Perform the various planting operation
(1) School farm.

Week 10: Agricultural practices (contd.)
Students should be able to:
(1) describes post planting operations.
(2) explain post planting operations.
(3) explain the effect of timely.
(4) state various post harvest operations.

Contents
(1) Post-planting operations
-Thinning
-Supplying
-Mulching
Maturing/Fertilizer application
etc.
(2) Effects of timely
-harvesting versus late harvesting
(3) Post-harvest operations
-Processing of crop
Teacher: Give a board summary
Students: Copy board summary
Instructional Resources: School farm

11: REVISION
12: EXAMINATION

Agricultural Science Second Term Loading……….

AGRICULTURAL SCIENCE JS II THIRD TERM
SUB-THEME: PROCESSES OF AGRICULTURAL PRODUCTION

Agricultural Science Third Term

WK 1. Fishery I

Students should be able to:
(1) define fishery.
(2) classify fishes on the basis of habitat and morphology.

Content
(1) Definition of fishery.
(2) Classes of fish based on:

-habitat

-morphology
-other types of aquatic organisms
Teacher: Arrange a visit to a nearby fish farm.
Students: Examine and identify various types of fish and other aquatic organisms displayed.
Teaching aids: Pictures and charts on fish and fish products.

WK 2. Fishery II

Students should be able to:
(1) explain habitat and morphology.
(2) state other types of aquatic organisms.

Content
(1) Classes of fish based on:

-Habitat: fresh water fish and salt water fish.

-Morphology e.g. Bony and cartilaginous fish.

-Other types of aquatic organisms: shell fish- crab, prawn, retile-turtle, crocodile mammals hippopotamus, whale.
Teacher: Present picture and charts on fish and fish products.
Students: Bring sample of fish and fish products.
Teaching aids: Visit to a nearby fishery.

WK 3. Fishery III

Students should be able to:
(1) list the uses of fish.
(2) explain the uses of fish.

Content
Uses of fish and fish products:

-Food
-Livestock food
-Fish oil -Medicinal purposes etc.
Teacher: Display fish and the fish products.
Students: Bring samples of fish and fish products.
Teaching aids: Pictures and charts
on fish and fish products.

WK 4. Fishery IV

Students should be able to:
(1) state methods of fishing.
(2) explain methods of fishing.

Content
Methods of fishing:

-Hook and line/rod and line
-Fish traps
-Fishing baskets pot and gourds
-Wounding method
Teacher: Practice how to mend fishing net.
Students: Identify various fishing equipment displayed.
Teaching aids: Fishing nets, basket, fishing hook etc.

WK 5. Fishery V

Students should be able to:
discuss effect of chemicals on aquatic organisms.

Content
Risk factors in water and fish farming: -polluting water with chemical industrial effluents
-contaminating fish with chemicals used for catching fish.
Teacher: Discuss the effects of chemicals on fish and their environment.
Students: Explain suitable environment for fish farming.
Teaching aids: Chemicals

WK 6. Forests and forest uses.
(meaning and types of forest) I
Students should be able to:
(1) explain forest.
(2) list types of forest.

Content
(1) Meaning of forest.
(2) types of forests.

-Mangrove (swampy)
-Rain forest (Many tree).

-Derive forest (few trees).
Teacher: Facilitate guided discussion on:
Types of forest.

-Mangrove
-Rain forest.
Students: State types of forest.
Teaching aids: Pictures and charts showing forest products.

WK 7. Forest and forest uses (forest
resources) II
Students should be able to:
(1) state the uses of forest.
(2) explain forest resources.

Content
Forest resources.

-Trees
-Wildlife (animals)
-Fruits (food stuffs)
-Various Herbs: -shelter, etc.
Teacher: Facilitate guided discussion on:

-resource
-potentials of the forest

-forest products e.g. fruits, gums animals etc.
Students: State resources obtained from the forest.
Teaching aids: (1) Real product where available. (2) Some forest
products.

WK 8. Forest and forest uses
(uses of forest resources) III
Students should be able to:
state the uses of forest resources.

Content
Uses of forest resources.
(a) Forest trees
-Iroko (Chlorphora excelsa).
(b) Forest animals:

-Elephant (Loxodonta africana).
Teacher: facilitate visit to the saw mill or carpenter.
Students: Observe how wood is being splits.
Teaching aids: Real product where available.

WK 9. Forest and forest uses (Human activities that affect the forest) IV
Students should be able to:
explain human activities that affect the forest.

Content
Human activities that affect the forest:

-clearing or deforestation of trees
-burning of the bush/depletion of wildlife hunting etc.
Teacher: Give a board summary. Students: Copy board summary.
Teaching aids: Real product where available.

WK 10. Forest and forest uses
(effect of forest on the environment) V
Students should be able to:
explain the effect or benefits on forest of the environment.

Content
Effect of forest on the environment
Teacher: Give a board summary. Students: Copy board summary.
Teaching aids: Visit to saw mill and forest reserve.

11 REVISION
12 EXAMINATION

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