AGRICULTURAL SCIENCES

LESSON PLAN: GRADE 11

School:
Teacher:________________ Grade: 11
Duration of lesson: 2 periods/2hrs
Critical Outcomes 1 2 3 4 5 6 7 L ASSESSMENT STANDARD
x x O
Developmental Outcomes 1 2 3 4 5 1x 1 2
X x x
Integration with other subjects: Geography and English 2x 1
x
3
Knowledge area: Soil Science 4
Sub-content/Concepts: Soil Temperature Assessment strategies
Prior Knowledge: General knowledge about temperature Teacher and Class work,
peer, self Assignment
assessment
Teachers activities Learners’ activities Resources Assessment Estimated time
evidence
Activity 1 Activity 1

The educator shall ask the The learners shall investigate the Writing books Class-work 30 min
learners to bring a black influence of colour to Textbooks, activity
and white jersey to temperature. Any other Assignment
determine which of the two . reading
absorbs more heat more material that
quickly and relate jerseys can enhance
to soil colours. learning on 30 min
this
Activity 2 Activity 2 knowledge
Asks the learners to explain Learners shall be expected to area
soil temperature and the define soil temp and explain the Chalkboard
factors that influence soil factors that influence soil temp on
temp. their own. School garden
Thermometer
Activity 3 Activity 3
Give learners homework. Are expected to investigate by
reading various sources of books
(research) and identify the
importance of soil temp on crop 30 min
production. Learners shall write
home work
30 min
Homework: Learners complete activity given Expanded opportunity: Activities for
more practice
Special needs: Identify learners with special needs Enrichment: More challenging
activity
DATE: HOD:
AGRICULTURAL SCIENCES
LESSON PLAN: GRADE 11
1
 School:
Teacher: ___________________ Grade: 11
Duration of lesson: 2 periods/2hrs
Critical Outcomes 1 2 3 4 5 6 7 L ASSESSMENT STANDARD
X X X X O
Developmental Outcomes 1 2 3 4 5 1x 1 2
X X x x
Integration with other subjects: English, Geography 2 1
x
3
Knowledge area: Soil Science 4 3 4
Sub-content/Concepts: Soil Air Assessment strategies
Prior Knowledge: General knowledge about gases Teacher and Task, observation,
peer, self class work,
Teachers activities Learners’ activities Resources Assessment Estimated time
evidence
Activity 1 Activity 1
The educator shall ask Learners must be in a position to Writing Presentation 30 min
provocative questions on analyze the differences between books , sheet
the gases found in the gases found in the soil (soil air). Worksheets,
atmosphere and those gases Chalkboard Case study
shall eventually be related Wall charts
to those found in the soil Learners
Activity 2 Activity 2 books 30 min
The teacher shall solicit The learners will demonstrate the Textbooks
suitable equipments or presence of air in the soil by DVD
tools for the conduction of means of experiment.(air-water School
this experiment.( e.g. a displacement) garden
container with dry soil and The learners will further write the 30 min
water) observations
Activity 3 Activity 3
Teacher will be guiding Learner shall present and explain
and correcting the leaner’s the findings of the above
input on the relation experiment.
between water and air
Activity 4 Activity 4
The educators instruct the The learners must be in a position 30 min
learners to write a home to single out the importance of
work on the importance of soil air using various text books
the soil (research)

Homework: Learners complete activity given Expanded opportunity: Activities for

more practice
Special needs: Identify learners with special needs Enrichment: More challenging activity

LESSON PLAN: GRADE 11

School:
Teacher: _________________ Grade: 11
Duration of lesson: 1 period ( 1st week)
Critical Outcomes 1 2 3 4 5 6 7 L ASSESSMENT STANDARD
X x X O

2
Developmental Outcomes 1 2 3 4 5 1 1 2
X x x x x
Integration with other subjects: Geography and English 2 1
x x

Knowledge area: Soil Science

Sub-content/Concepts: Soil Color Assessment strategies
Prior Knowledge: General knowledge about soil types Teacher and peer, self Task,
assessment observation,
Teachers activities Learners’ activities Resources Assessment evidence Estimated time
Activity 1 Activity 1
The educator shall group the Learners shall collect soil samples Visual aids, Class work activity 30 min
learners and facilitate deliberations of different colors, differentiate, Writing
from the learners whilst guiding discuss and interpret the soil books ,
them through the characteristics of colors. Textbooks,
the soil colours.
Chalkboard
Activity 2 10 min
Explain the concepts “homogeneous Activity 2 Learners
and non-homogeneous/Mottled” Identify homogeneous soil books
colors that shall help learners to colours from non homogenous School
consolidate a sound definition. colours garden
Learners shall discuss the
Activity 3 characteristics of soil colours in
The learners shall on the following groups.
day be given a spot test on soil
colors Activity 3
The learners shall write a spot test
20 min
Homework: Learners complete activity given and commence with assessment Expanded opportunity: Activities for
more practice
Special needs: Identify learners with special needs and assist them Enrichment: More challenging activity

DATE________________HOD_________________

LESSON PLAN: GRADE 11

School:
Teacher:_______________ Grade: 11
Duration : 1 period/1hr
Critical Outcomes 1 2 3 4 5 6 7 L ASSESSMENT STANDARD
x x x X O
Developmental 1 2 3 4 5 1 1 2
Outcomes x x X x x x
Integration with other subjects: Geography, English 2 1
x x

Knowledge area: Soil Science

Sub-content/Concepts: Soil Texture Assessment strategies
Prior Knowledge: General knowledge about soil types Teacher and peer, Task,
self assessment observation,
class work,

3
Teachers activities Learners’ activities Resources Assessment Estimated time
evidence
Activity 1 Activity 1
The teacher shall bring Learners will collect various soil Test tubes, Class work 30 min
different soil samples for samples around the school to Visual aids, activity
presentation of the lesson compare and draw differences, Writing books
e.g. Sand, silt, clay, and through feeling the soil samples Textbooks,
water. by rubbing them between the Chalkboard
thumb and fingers.(investigating Learners book
and analyzing the soil) School garden
Activity 2 Activity 2
The educator shall instruct Learners will be expected to
learners to bring containers investigate and analyze the
with equal holes possible causes of the water not
underneath to gauge water taking the same time to come
permeability in the soil. under the holed containers, whilst
Conclusion and Class work there are equal contents of the soil
is given. in tins as well as water.

Activity 3
The educator should ask
questions that construct the
experiences that learners
have felt in the soil samples
above to prompt a
definition.(activity 1)
Activity 3
The learners must be in the
position to explain and evaluate 30 min
water loss on different soils and
explaining what soil texture is.
Will write class-work

Homework: Learners complete activity given and start with assessment. Expanded opportunity: Activities for
more practice
Special needs: Identify learners with special needs and assist them. Enrichment: More challenging activity
DATE_________HOD_____________

LESSON PLAN: GRADE 11

School:
Teacher: ________________________ Grade: 11
Duration of lesson: 2 periods/2hrs
Critical Outcomes 1 2 3 4 5 6 7 L ASSESSMENT STANDARD
x x x X O
Developmental Outcomes 1 2 3 4 5 1 1 2
x x
Integration with other subjects: Geography and English 2 1

Knowledge area: Soil Science

Sub-content/Concepts: Soil Horizons Assessment strategies
Prior Knowledge: General knowledge about soil Teacher and peer, Task,
self assessment observation,
class work,
Teachers activities Learners’ activities Resources Assessment Estimated
evidence time
Activity 1 Activity 1

4
The educator shall take the The learners shall be expected Books, pens, Presentation sheet 40 min
learners to the field where to define soil in the way in chalkboard,
they shall be asked basic which they pamphlets, Class-work
question like what is the perceive(understand) magazines, activity
soil, identify what it(analyzing it) the learners will Textbooks,
composes the soil. also be expected to identify the Flipcharts
components of the soil Worksheet
Learners 40 min
Activity 2 Activities 2 book
The educator shall take the The learners will be taken to the School
learners to the field where pit which is either dug by them garden
they will identify the soil or a well dug dumping pit to
horizons. The educator identify and analyze the
shall simultaneously be sequence (categorize) of the soil
expected to explain horizons. In the process the
assisting the learners with learners shall be jotting down 40 min
the definition of soil their observation
horizons and soil profile.

Activity 3
The Educator will be
expected to comment on
the conceptualization that
the learners have been
exposed to in the field
around soil horizons. The
educator shall give notes.
Activity 3
The learners shall be given a
chance to write to the board
what they have noted during the
field work around the formation
of the soil, the soil horizons,
and the soil profile/soil forming
processes

Homework: Learners complete activity given and start with assessment Expanded opportunity:
Activities for more practice
Special needs: Identify learners with special needs and assist them. Enrichment: More challenging
activity

DATE__________________
HOD__________________