PROVINCE OF THE EASTERN CAPE EDUCATION

DIRECTORATE: CURRICULUM FET PROGRAMMES

LESSON PLANS TERM 2

AGRICULTURAL SCIENCES

FOREWORD

1 The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors from 09 March – 13 March 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy/ Guidelines.

Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new teaching strategies.

It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.

Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and/or substitute some of the activities given here (depending on the school environment, number and type of learners in your class, the resources available to your learners, etc).

Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.

Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavors to improve Teaching, Learning and Assessment.

2 Lesson plan format for Agricultural Sciences

Teacher: ______School______

Duration of Programme: 1 week/ 4 Hrs Grade 11 Class:

LO1-Investigate and Analyse LEARNING ASSESSMENT STANDARDS

LO2-Sustainable Agricultural Practices OUTCOMES

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1 1 2 3 4 2x 1 2x 3 4 5 6 7 8 9 10 x 3x 1 2x 3 4 4 1 2 3 4 Integration with other Life Sciences , Geography and subjects English Knowledge Area: Soil science ASSESSMENT STRATEGIES Sub-content: Soil Water Method Tools Test-Based Observation Task- Based Based Educator  Memo  Test  Experiment  Prior Knowledge: General use Peer  Class work   of water Self    Teacher Activity Learners Activity Resources Assessment Estimated Time Evidence 1. Introducing the learners  Learners shall be grouped and be  Text books  Class work to the concept of water. encouraged to define water,  Soil samples  Test 4hrs 2. Educator shall cause components of soil, and pore spaces in  Chalk board  learners to define soil in the soil, according to their own  Chart their own understanding understanding.  Water of this compound  The learners should demonstrate the  Learners 3. The educator shall ask water holding capacity of various soil book the learner the particles. components of soil  The learners shall be expected to carry 4. The Water is one out an experiment on water holding component of soil that capacity where they shall arrange learners will have to apparatus which shall show: water define in-relation to soil. logged soils, field water capacity water 5. Explanation of pore in the soil, and the wilting point. spaces in relation to (analyze and understand) water  Learners shall afterwards draw the soil 6. The behaviour of water particles to show their understanding of in relation to pores and the relationship between the pores, crop production water, soil and plants. 7. Educator shall give  Learners shall write notes compiled by learners notes followed the educator by a test  The learners shall be given a test on soil water

Expanded Opportunity: Extra class work, Cooperative learning. - Enrichment: Experiment in the field/ exploring soil characteristics

Special Needs : Expose learners to Agric journals, reinforcing concepts - Home work: on further analyzing soil properties in relation to water

DATE______HOD______

3 Lesson plan format for Agricultural Sciences

Teacher: ______School______

Duration of Programme: 1 week/ 4hrs Grade 11 Class:

LO1-Investigate and Analyse Learning ASSESSMENT STANDARDS outcomes LO2-Sustainable Agricultural Practices

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1 x 1x 2x 3 4

2 x 1 2 3 4 5x 6 7 8 9 10

3 1 2 3 4

4 1 2 3 4

Integrated Learning Life sciences and Geography Outcomes from other subjects

Knowledge Area: Soil Science ASSESSMENT STRATEGIES Sub-content: Soil Method Tools Test-Based Observation- Task-Based Water/moisture Based Educator Memo  Test  Experiment  Prior Knowledge: General use of Peer  Class-work   water Self    Teacher Activity Learners Activity Resources Assessment Evidence Estimated Time 1. Introduction of learners to  Learners will be grouped and  Text  Class work 4 hrs the concept of water cycle. are expected to make books  Test 2. Educator shall cause presentations which shows  Soil learners to define what deep understanding of water samples they think water is? as a molecule.  Chalk 3. The educator shall ask  The learners are expected to board learners where they think explain where does water  Chart water comes from. come from-the processes  Water 4. The educator shall explain which lead to the formation  Learner in detail what is water of rain (La-Niño and El-Niño) s book cycle  The learner should be in a 5. The educator shall position to explain the introduce the learners to structure of water in the structure of water. comparison to other 6. The educator shall send molecules like carbon learners to collect dioxide. information on the  The learners should be in a properties of water and position to define what a make presentation. structure is before defining the structure of water.  The learners shall investigate, collect, analyse and plan their collected data for presentation

4  Expanded Opportunity :Extra Class, Language mastering -Enrichment: Laboratory experiments

 Special Needs: Parental involvement when learners are given home works - Homework: Learners should be given daily activities

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Lesson plan format for Agricultural Sciences

Teacher: ______School______

Duration of Programme: 1day/ 1hr Grade 11 Class: LEARNING ASSESSMENT STANDARDS

LO1-Investigate and Analyse OUTCOMES

LO2-Sustainable Agricultural Practices

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1x 1x 2x 3x 4 2x 1x 2 3 4 5 6 7 8 9 10

3 1 2 3 4 4 1 2 3 4 Integration with other subjects Physical Sciences and Chemistry and English

Knowledge Area: Inorganic compounds ASSESSMENT STRATEGIES Sub-content: Carbon-dioxide Method Tools Test- Base Observation- Task- Based Based Educator Memo  Class work  E  Prior Knowledge: water Peer    Self    Teacher Activity Learners Activity Resources Assessment Estimated Time Evidence

5 1. The educator shall  Learners should go and investigate  Jar  Class-work 1hr introduce learners to the about the sources of the element  Glowing splint  Other learners concept of carbon dioxide. carbon, the molecule carbon dioxide,  Textbook completed 2. The educator shall and the carbon cycle.  Carbon tasks compare carbon dioxide to  Learners should draw and label dioxide gas water molecule. carbon cycle.  Learners book 3. The educator shall ask  The learners shall collect, analyse, learners where they think plan and make presentation on the carbon dioxide found in topic. abundance.  The learners should be in a position 4. What are the advantage to define the role of carbon dioxide in and disadvantages of plant productivity. (usefulness of carbon dioxide to living carbon dioxide in plants) organisms(plants and  The learners should be in a position animals) to define the role of the element 5. Can carbon dioxide be carbon in organic compounds. linked to the green house  The learners should in a position to effect and the general draw differences between. emissions of factories  Learners should arrange an 6. The educator shall prepare apparatus and show that carbon a case study class work on dioxide does not support a glowing carbon dioxide splint(reaction between zinc and Sulphuric acid

Expanded Opportunity : Extra classes, face to face discussions by learners -Enrichment: Experiment on using metals and acids to collect carbon dioxide On the above said topics  Special Needs: Charts and models may be used - Homework: The learners should draw the carbon cycle and label it. To accommodate various types of learning -

DATE______HOD______

Lesson plan format for Agricultural Sciences

Teacher: ______School______

Duration of Programme: 1week/ 4hrs Grade 11 Class: LEARNING ASSESSMENT STANDARDS

LO1-Investigate and Analyse OUTCOMES

LO2-Sustainable Agricultural Practices

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1x 1X 2 3 4 2X 1X 2 3 4 5 6 7 8 9 10 3 1 2 3 4 4 1 2 3 4 Integration with other subjects LIFE SCIENCES and English

Knowledge Area: Inorganic compounds ASSESSMENT STRATEGIES Sub-content: Carbohydrates, proteins, and Method Tools Test-Based Observati Task-Based lipids on-Based Educator Memo  Test  Experi  Mini ment assignment Prior Knowledge: Types of foods Peer    Self   

6 Teacher Activity Learners Activity Resources Assessment Estimated Time Evidence 1. The educator shall introduce learners to  The learners should define  Text books  Test organic compounds. compound and hence give  Iodine  Class work 4hrs 2. The educator shall begin with different examples of compounds. solution  Mini- types of food where learners shall be  Learners are expected to bring  Foods assignment expected to bring into the classroom different types of foods and classify  Chart  Experiment different types of food. them according carbohydrates,  Chalk board 3. The educator shall assist learners to proteins and lipids.  Learners categorize foods into those which have  The learners should be in a position book carbohydrates, proteins, and lipids. to define and critically analyse the 4. The educator shall provide learners differences between with a mini assignment to investigate carbohydrates, proteins and lipids about the three types of foods namely and their roles in the body. carbohydrates i.e. Monosaccharide’s,  The learners must be in a position Disaccharides and polysaccharides, to draw the chemical structures of giving examples and their role in the carbohydrates, lipids and proteins. living organisms  The learners should be in a position 5. The educators should assist learners to distinguish between the with the definition of Carbohydrates, different types of proteins and proteins and Lipids carbohydrates. 6. Educator should teach learners about  The learners should be in a position the molecular structures and clearly to link diseases cause by the distinguish similarities and deficiency of i.e. proteins, and CHO dissimilarities.  Learners shall write a test. 7. Educator should give learners a test  Expanded Opportunity : Extra Class for feedback on their previously done - Enrichment: Learners may consult public libraries on foods and diseases work and clarification of areas of concern  -Special Needs: Leaner’s may be given case studies - Homework: Parents may assist on disease caused by malnutrition

DATE______HOD______

Lesson plan format for Agricultural Sciences

Teacher: School______

Duration of Programme: 1week/ 4 hrs Grade 11 Class: LEARNING ASSESSMENT STANDARDS

LO1-Investigate and Analyse OUTCOMES LO2-Sustainable Agricultural Practices

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1x 1x 2 3 4 x 2x 1x 2 3 4 5 6 7 8 9 10 3 1 2 3 4 4 1 2 3 4 Integration with other subjects Life sciences and Geography

Knowledge Area: Soil Science

7 ASSESSMENT STRATEGIES Sub-content: Soil microbiology Method Tools Test-Based Observation- Task- Based Based Educator  Memo  Test   Case study Prior Knowledge: animals living in the soil Peer  Rubrics  Class-work   Self    Teacher Activity Learners Activity Resources Assessment Estimated Time Evidence 1. The educator shall introduce learners to the  The learners are expected to  Text books  Case study 4hrs concept of soil microbiology. investigate and provide data on  Charts  Class work 2. The learners shall be asked about the small the different types of soil  Chalk board  Test animals that are found in the soil. microbes, their function in the  Famers weekly 3. The learners should be in the position to soil, and their role in magazine distinguish between the soil micro-organism supporting the carbon and  Farming SA i.e. bacteria, protozoa, algae, and fungi: nitrogen cycles. magazine giving examples of the family members of  The learners are expected to  Learners book each of the above-mentioned microbes. collect, organize process and 4. The educator must allow the learners to read evaluate the importance of the importance of soil microbes and display microbes in the soil from their their understanding through presentation investigated inputs. e.g. improving soil structure, maintaining the  The learners should investigate, Carbon dioxide in the soil, nitrogen fixation collect data on the factors breaking down plant and animal remains to which support the survival of liberate plant nutrients. the microbes in the soil. 5. The educator should assign learners to  Learners should be in a position investigate Conditions necessary for the to differentiate between the survival of soil microbes. Macro and micro organism 6. The role of microbes in the carbon and found in the soil as well as their nitrogen conversion (cycles) impotence’s. 7. The educator should also teach on factors  The learners shall write influencing carbon and nitrogen conversion. successive class works and the 8. The educator must develop a case study on controlled test on soil the nitrogen cycle. microbiology.  Expanded Opportunity : Extra Classes, sharing of information amongst -Enrichment: Learners may visit provincial agricultural laboratories and research stations Learners themselves and their educator  Special Needs: foster cooperative strategic learning - Homework: learners should write essays on soil microbiology

DATE______HOD______

Lesson plan format for Agricultural Sciences

Teacher: School______

Duration of Programme: 1day/ 1hr Grade 11 Class: LEARNING ASSESSMENT STANDARDS

LO1-Investigate and Analyse OUTCOMES LO2-Sustainable Agricultural Practices

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1x 1x 2x 3x 4 2x 1x 2 3 4 5 6 7 8 9 10 3 1 2 3 4 4 1 2 3 4 Integration with other subjects Life sciences and Geography, English

8 Knowledge Area: Soil Science ASSESSMENT STRATEGIES Sub-content: Soil water Method Tools Test-Based Observation- Task- Based Based Educator  Memo  Class work  Experiment  Prior Knowledge Peer    Self    Teacher Activity Learners Activity Resources Assessment Estimated Time Evidence 1. Leaner’s are organised  The learner shall investigate  Text book  Class work into groups the amount of water in the  Candles  Experiment 1Hr 2. The educator should soil  Bunsen arrange apparatus for  The learners shall burner the learners: test tube, demonstrate the responsible  Sample of soil Bunsen burner, handling of the apparatus’  Test tube resistant source.  The learners are expected to  Learners book 3. A scale (a sample of observe and write notes on soil) their observations 4. A candle, Bunsen  The learners shall be actively burner and hot plate participating in conducting 5. Discuss the results of the experiment. the experiment with  The whole class shall discuss the leaner’s their finding in the conducted 6. Educator should give experiment and write learners a class-work conclusions.  Learners shall write a class work

 Expanded Opportunity :Extra Classes, provide speed tests and quizzes -Enrichment: assign independent practice related to the topic

 Special Needs: Praise individual accomplishments - Homework: Learners should write a mini essay on importance of For solving complex class problems water in the soil

DATE______HOD______

Lesson plan format for Agricultural Sciences

Teacher: School______

Duration of Programme: 2 days/ 2 hrs Grade 11 Class: LEARNING ASSESSMENT STANDARDS

LO1-Investigate and Analyse OUTCOMES LO2-Sustainable Agricultural Practices

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1x 1 2x 3x 4 2x 1x 2 3 4 5 6 7 8 9 10 3 1 2 3 4 4 1 2 3 4

9 Integration with other subjects Life sciences and English

Knowledge Area: Soil Science ASSESSMENT STRATEGIES Sub-content: Soil water/Moisture Method Tools Test- Based Observation- Task- Based Based Educator Memo  Class work  Experime  nt Prior Knowledge Peer       Teacher Activity Learners Activity Resources Assessment Estimated Time Evidence 1. Educator introduces the concept  The learners shall be taking  Pens  Class-work 2hrs of soil moisture content and notes as the educator  Exercise  Experiment explains the formula. introduces the topic books 2. The educator shall demonstrate  The learners shall be  Chalk to the learners how to calculate required to calculate the % board using the formula soil moisture  Text 3. The educator shall provide  The learners shall be books learners with different exercises listening to the instructions  Learner so that they can demonstrate that shall be given by the book their understanding educator  calculator 4. The educator shall assess the s understanding of the learners  They shall take notes on using their scores their observation and as 5. Demonstrate the experiment on the teacher demonstrate the capillarity of soil water the experiment 6. Must bring apparatus i.e. test  The learners shall draw tubes of the same size, samples conclusions from the of sand, silt and clay, retort experiment investigate stand(optional), water or basin various ways how water 7. Educator explains how soil loses and how this lose be looses water. minimised

 Expanded Opportunity: Allow learners to communicate and be argumentative -Enrichment – refer to page 110 (shooters Agric science Grd 12)  Special Needs: provide supplementary instructions - Homework: they should compile notes on their own to demonstrate understanding of soil concepts

DATE______HOD______

Lesson plan format for Agricultural Sciences

Teacher: School______

Duration of Programme: 2 days/ 2hrs Grade 11 Class: LEARNING ASSESSMENT STANDARDS

LO1-Investigate and Analyse OUTCOMES LO2-Sustainable Agricultural Practices

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1x 1 2 3 4 x 2x 1x 2 3 4 5 6 7 8 9 10

10 3 1 2 3 4

4 1 2 3 4

Integration with other subjects Geography and English

Knowledge Area: Soil Science

ASSESSMENT STRATEGIES

Sub-content: Soil Classification Method Tools Test Base Observation Task Based Based  Educator  Memo  Class work  Experiment 

Prior Knowledge: Soil Horizons  Peer  Test   Case study   

Teacher Activity Learners Activity Resources Assessment Evidence Estimated Time

1. The educator Defines the  The learners shall listen  Chalk board  Class work concept classification and take notes as the  Text books  Test 2hrs 2. The educator explains why soil educator interpret the  Charts  Experiment classification is important worksheet on soil form and  Soil samples  Case study 3. The educator should explain series  School garden binomial classification and its  The learners shall  Learners book importance categorise and analyze the 4. Interpret the designed differences and similarities worksheet on soil form and soil of soil series series- compare and contrast  Learners shall be expected the differences and similarities to apply the knowledge of soil forms and soil series. gained from the procedure 5. The educator shall discuss the on soil classification, using procedures followed when their school garden or may classifying soil. be allowed to dig a whole 6. Educator should give learners a class works and a test

 Expanded Opportunity : Extra Classes, Provide learners with reading sessions -Enrichment: Learners shall be taken to the school garden to identify horizons  Special Needs: Provide learners with revision questions - Homework: expatiate on vocabulary on agricultural concepts

DATE______HOD______

Lesson plan format for Agricultural Sciences

Teacher: School______

Duration of Programme: 2hrs Grade 11 Class:

11 LEARNING ASSESSMENT STANDARDS

LO1-Investigate and Analyse OUTCOMES LO2-Sustainable Agricultural Practices

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1x 1 2x 3 4 x x 2x 1 2 3 4 5 6 7 8 9 10 x 3 1 2 3 4 4 1 2 3 4 Integration with other subjects -Chemistry and English

Knowledge Area: Soil Science ASSESSMENT STRATEGIES Sub-content: Colloids Method Tools Test Based Observatio Task Based n Based Educator  Memo  Test   Case study Prior Knowledge: Plant foods Peer    Self    Teacher Activity Learners Activity Resources Assessment Estimated Time Evidence 1. Define the term colloids and  The learners shall be taking  Text Book  Test demonstrate a colloidal suspension notes whilst the educator  Charts  Class work 2hr of clay particles in water explains /defines observes as  Chalk board  Homework 2. Group the learners and facilitate the demonstration unfolds.  Stationery  Case study while the learners are investigating  The learners shall be the colloidal properties of the soil expected to draw 3. Facilitate as the learners are conclusions. exploring the concepts of acidity,  The learners shall investigate alkalinity and salinity in soil the colloidal properties of 4. Explain the influence of organic the soil? (swelling clay and matter on soil(physical, chemical, non swelling clay) and biological)  Explore the concepts of 5. Assist learners during the acidity, alkalinity, and soil investigation process, on the origin (physical, chemical and of organic matter in the soil and its biological) importance in the soil and plants.  Investigate the origin of 6. Te learners shall be given a test. organic matter in the soil and 7. Teacher give learner a case study write the importance of organic matter to plants  Learners shall write a test.  Learners will write a case study

 Expanded Opportunity : Extra classes, prise learners to -Enrichment: research to compare and contrast aspect related to the topic in public libraries improve performance  Special Needs: Expose learners to journals like: Go-farming, - Homework: to ensure idea/concept mapping farmers weekly And Farming South Africa

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Lesson plan format for Agricultural Sciences

Teacher: School______

Duration of Programme: 3 days/ 3HRS Grade 11 Class:

12 ASSESSMENT STANDARDS LEARNING LO1-Investigate and Analyse

LO2-Sustainable Agricultural Practices OUTCOMES

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1x 1x 2 3 4 x x 2x 1x 2 3 4 5 6 7 8 9 1 0 3 1 2 3 4 4 1 2 3 4 Integration with other subjects Life Sciences and English

Knowledge Area: Plant Science ASSESSMENT STRATEGIES Sub-content: Plant Nutrition Method Tools Test Base Observation Task Based Based Educator Memo  Class work  Experiment  Prior Knowledge: Characteristics of Peer    living organisms Self    Teacher Activity Learners Activity Resources Assessment Estimated Time Evidence 1. Introduces the concept of  The learners shall listen and take  Text Book  Class-work plant nutrition notes as the educator explains  Chalk Board  experiment 3HRS 2. Assist the learners in plant nutrition.  Green leaf jar comparing the micro and  The learners shall compare and  Burner/candle micro –elements essential for distinguish dissimilarities  Test tube plant growth between micro and macro  Alcohol and Iodine 3. Facilitate the experiment to element that are needed by the  Scooped potato demonstrate the process of plants.  Sugar solution osmosis.  The learners shall bring  Water 4. Define active and inactive apparatus: scooped potato, sugar  Glass beaker absorption of minerals and solution, glass beaker water.  Make experiments in groups, 5. Explain the process of discuss and draw conclusions photosynthesis and  Taking note on the process of demonstrate tests on starch photosynthesis 6. Give learners Class work  Observe experiments on the test of starch  Bring apparatus: green leaf, jar, Burner, candle, test tube , alcohol and Iodine solution  Learners shall write a class work

Expanded Opportunity: Extra classes, Group accountability, and group - Enrichment : higher institution of Agricultural science laboratories Information processing Special Needs: expose learners to journal i.e. Biophile Homework: Provide case studies to improve learners analytical skills

DATE______HOD______

Lesson plan format for Agricultural Sciences

Teacher: ______School______

13 Duration of Programme: 1 week/ 4hrs grade 11 Class: LEARNING ASSESSMENT STANDARDS

LO1-Investigate and Analyse OUTCOMES LO2-Sustainable Agricultural Practices

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1x 1 2x 3 4 x 2x 1 2x 3 4 5 6 7 8 9 10 3 1 2 3 4 4 1 2 3 4 Integration with other subjects Life Sciences and English

Knowledge Area: Plant Science ASSESSMENT STRATEGIES Sub-content: Fertilizing Practices Method Tools Test Based Observation Task Based Based Educator Memo  Class work   Completion of work sheets Prior Knowledge Self    Peer    Teacher Activity Learners Activity Resources Assessment Estimated Time Evidence 1. The educator shall draw a  Work in groups to  Text book  Test 4hrs worksheet to differentiate complete worksheets using  Worksheets  Class work between organic and different text books  Samples of flower inorganic fertilizers and their  Calculate percentages of  Chalkboard uses nutrients in each fertilizers  Chart 2. Introduces the formula to  Collect and organise of  calculate percentage of each flowers to identify nutrient in the fertilizer different reproductive 3. Differentiate between plant parts in a flower to propagation: sexual, Asexual accelerate discussion on and sporulative pollination. reproduction.  Learners shall write class- 4. Explain differences between work types of pollination: self pollination, cross pollination, artificial Cross pollination 5. The learners shall be given a class-work

-Expanded Opportunity: Extra classes, kinaesthetic activities -Enrichment: Provide pictorial graphs in the lab for learners interpret

- Special Needs: provide activities that will improve accuracy, and improve speed - Homework: Provide learners with more sums to calculate

DATE______HOD______

14 Lesson plan format for Agricultural Sciences

Teacher: ______School______

Duration of Programme: 1 day/1hr Grade 11 Class: LEARNING ASSESSMENT STANDARDS

LO1-Investigate and Analyse OUTCOMES

LO2-Sustainable Agricultural Practices

LO3- Indigenous Agricultural Knowledge

LO4- Interrelated issues in Agriculture

1x 1 2 3 4x x x 2x 1 2 3 4 5x 6 7 8 9 1 x 0 3 1 2 3 4 4 1 2 3 4 Integration with other subjects

Knowledge Area: Plant Science ASSESSMENT STRATEGIES Sub-content: Plant protection Method Tools Test Based Observation Task Based Based Educator Memo  Class work   Prior Knowledge Peer       Teacher Activity Learners Activity Resources Assessment Estimated Time Evidence 1. The educator introduces the  Taking notes  Chalk board  Class work 1hr importance of plant protection  Consulting various books on  Text book  Experiment 2. Assist the learners in weeds  Samples of identifying different types of  Identify types of weeds i.e. weeds weeds(selective and non selective and non selective selective) weeds 3. Group the learners and assist  Required to investigate and them to investigate by use the correct precautions providing them with guidelines, for pesticides, disease on how to use pesticides safely, control, and pest disease control and pest management. management control.  Learners should write a class- 4. Educator should give learners a work class work. 

Expanded Opportunity : Extra classes, feedback on their class work -Enrichment: give learners an exposure to horticultural institutions

Special Needs : Provide learners with relevant charts and other forms -Homework: give learners homework on weedicides, insecticides and pesticides of visual aids

DATE______HOD______

15