| WK |
LSN |
TOPIC |
SUB-TOPIC |
OBJECTIVES |
T/L ACTIVITIES |
T/L AIDS |
REFERENCE |
REMARKS |
| 1 |
Opening and Revision |
| 2 |
1 |
LIVESTOCK HEALTH (PARASITES) |
Keds, fleas and lice. |
By the end of the lesson, the learner should be able to:
To describe harmful effects of keds, fleas and lice on livestock. |
Brief discussion.
Q/A: Methods of controlling ectoparasites. |
illustrative diagrams of parasites |
KLB BK II Pg 135-7 |
|
| 2 |
LIVESTOCK HEALTH (PARASITES) |
Ticks. One-host tick. |
By the end of the lesson, the learner should be able to:
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. |
KLB BK II Pg 138-140 |
|
| 3 |
LIVESTOCK HEALTH (PARASITES) |
Two-host tick. Three-host tick. Tick control. |
By the end of the lesson, the learner should be able to:
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. |
KLB BK II Pg 141-3 |
|
| 3 |
1 |
LIVESTOCK HEALTH (PARASITES) |
The tapeworm (Taeniaspp). |
By the end of the lesson, the learner should be able to:
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. |
PKLB BK II g 144 |
|
| 2 |
LIVESTOCK HEALTH (PARASITES) |
The tapeworm (Taeniaspp). |
By the end of the lesson, the learner should be able to:
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. |
PKLB BK II g 144 |
|
| 3 |
LIVESTOCK HEALTH (PARASITES) |
Lifecycle of a tapeworm. |
By the end of the lesson, the learner should be able to:
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. |
KLB BK II Pg 147-8 |
|
| 4 |
1 |
LIVESTOCK HEALTH (PARASITES) |
Roundworms (Ascarisspp). |
By the end of the lesson, the learner should be able to:
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. |
KLB BK II Pg 148-151 |
|
| 2 |
LIVESTOCK HEALTH (PARASITES) |
Liver fluke. |
By the end of the lesson, the learner should be able to:
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. |
KLB BK II Pg 151-3 |
|
| 3 |
LIVESTOCK PRODUCTION (NUTRITION) |
Food components. |
By the end of the lesson, the learner should be able to:
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. |
KLB BK II Pg 158-64 |
|
| 5 |
1 |
LIVESTOCK PRODUCTION (NUTRITION) |
Minerals. |
By the end of the lesson, the learner should be able to:
To identify important minerals for livestock. |
Discussion: Types of minerals, their sources and deficiency symptoms. |
chart |
KLB BK II Pg 165-169 |
|
| 2 |
LIVESTOCK PRODUCTION (NUTRITION) |
Minerals. |
By the end of the lesson, the learner should be able to:
To identify important minerals for livestock. |
Discussion: Types of minerals, their sources and deficiency symptoms. |
chart |
KLB BK II Pg 165-169 |
|
| 3 |
LIVESTOCK PRODUCTION (NUTRITION) |
Minerals. |
By the end of the lesson, the learner should be able to:
To identify important minerals for livestock. |
Discussion: Types of minerals, their sources and deficiency symptoms. |
chart |
KLB BK II Pg 165-169 |
|
| 6 |
1 |
LIVESTOCK PRODUCTION (NUTRITION) |
Feeds and Feedstuffs. |
By the end of the lesson, the learner should be able to:
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. |
KLB BK II Pg 169-171 |
|
| 2 |
LIVESTOCK PRODUCTION (NUTRITION) |
Feed additives. |
By the end of the lesson, the learner should be able to:
To define feed additives.
To give examples of feed additives. |
Giving examples of feed additives and description of their importance. |
charts |
KLB BK II Pg 171 |
|
| 3 |
LIVESTOCK PRODUCTION (NUTRITION) |
To concept of rationing. Maintenance ration Production ration. |
By the end of the lesson, the learner should be able to:
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. |
student book |
KLB BK II Pg 172-3 |
|
| 7 |
1 |
LIVESTOCK PRODUCTION (NUTRITION) |
Feed digestibility Feed nutritive values. |
By the end of the lesson, the learner should be able to:
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. |
KLB BK II Pg 173-4 |
|
| 2 |
LIVESTOCK PRODUCTION (NUTRITION) |
Computation of animal feeds. Trial and error method. Pearson?s Square method. |
By the end of the lesson, the learner should be able to:
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.. |
KLB BK II Pg 176-178 |
|
| 3 |
LIVESTOCK PRODUCTION (NUTRITION) |
Computation of animal feeds. Trial and error method. Pearson?sSquare method. |
By the end of the lesson, the learner should be able to:
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.. |
KLB BK II Pg 176-178 |
|
| 8 |
1 |
LIVESTOCK PRODUCTION (NUTRITION) |
General process of digestion. |
By the end of the lesson, the learner should be able to:
To describe the general process of digestion. |
Detailed discuss ion of digestion in the mouth, stomach, small intestines and colon. |
Chart-General digestive system. |
KLB BK II Pg 179-185 |
|
| 2 |
LIVESTOCK PRODUCTION (NUTRITION) |
Digestion in non-ruminants. |
By the end of the lesson, the learner should be able to:
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. |
KLB BK II Pg 180-186 |
|
| 3 |
LIVESTOCK PRODUCTION (NUTRITION) |
Digestion in Ruminants. |
By the end of the lesson, the learner should be able to:
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. |
KLB BK II Pg 187-8 |
|
| 9-10 |
End Term Exams and closing |
