AGRIC SCIENCE PRIMARY 5 FIRST TERM LESSON PLAN SCHEME OF WORK
Agric Science Primary 5 First Term
AGRIC SCIENCE PRIMARY 5 FIRST TERM LESSON PLAN SCHEME OF WORK
Agric Science Primary 5 First Term Lesson Plan Scheme of Work
WEEK TOPICS
- Revision of difficult topics in primary four
- Soil formation
- Agents of soil formation
- Processes of soil formation
- Classification of crops and their uses Classification according to forms
- Classification according to life span
- Classification according to uses and types
. 8. Classify the following crops according to their form uses and life span.
- Classification of Animals (Live stock)
- Classifications based on mode of feeling
- Classification based on where they live
- Classification based on their uses
- Revision of the year’s work
WEEK 2&3 Agric Science Primary 5 First Term Lesson Plan Scheme of Work
TOPIC: SOIL FORMATION
BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to:
- Describe how the action of wind helps in soil formation.
- Describe each of these activities.
- Name four activities of man that help in soil formation.
- Name six agents of soil formation.
Instructional Materials:
A chart showing all farm tools
Reference Materials
Relevant materials
Pupils textbook
Behavioral Objectives: pupils are familiar with the topic in their previous classes.
CONTENT
MEANING OF SOIL FORMATION
Soil formation
Soil is basically formed from rocks through a process called weathering. Weathering is the breaking down of rocks by such agents as water and wind to form soil.
Agents of Soil Formation
Rain
The rock particles, which are dark in color, mix with organic matter to form humus. This type of soil is very fertile and is good for growing crops. Rain also falls on dead plants and animals, and helps in their decay to form soil.
Rain is water that falls in drops from (rain-making) clouds in the sky. When rain falls on mountains and hills, it washes downhill the broken rock particles,
which help to form soil at their bases. It also breaks them down into rock particles.
Rainfall causes leaching, which dissolves minerals such as carbonates in the soil. The rain then washes them deeper into the soil. Other things that affect soil formation include parent material, living organisms, topography and time.
Rain effects:
- Increased moisture means more plant growth.
- Rainwater washes materials off slopes.
- Rain dissolves minerals and leaches them deeper into the soil
Temperature
When the atmosphere is hot, hills and rocks expand. When the atmosphere is cold, hills and rocks shrink or contract. Those changes create cracks on the surface of hills, rocks and mountains. In the process, small particles fall from the surfaces of the hills, rocks and mountains to form soil.
Temperature is the measure of how hot or cold the atmosphere is at a particular time of the day or night.
Rocks expand and contract as they heat up or cool, breaking them apart. Temperature controls the rates of chemical weathering (when water interacts with minerals in the rocks to create chemical reactions). Chemical weathering happens much faster in warm places.
Warmer temperatures may also mean more plant growth, soil organisms and litter decomposition.
Wind
Wind blows on surfaces of hills and mountains. The force of the wind makes particles fall off the hills and mountains to form soil elsewhere
The wind is also able to move surprisingly large quantities of soil. On occasions fine soil deposits can be seen which have been blown all the way from North African deserts.
Man
Man can also aid in formation. This happens when we break parent rocks which will in time form soils
Man breaks up rocks with pickaxes or hammers. The small pieces of the rocks collect to form soil. The man also uses heavy machines to crack rocks into small pieces which form soil.
Animals and Plants
Agric Science Primary 5 First Term Lesson Plan Scheme of Work
These animals may carry some dead leaves and grasses into the holes as beddings. When rain falls on them, these dead materials decay to form soil. Some animals dig holes in the ground and live there. When animals dig holes
in the ground, they cause physical damage to rocks to form soil. Examples of such animals are the rat, cricket, and earthworm.
Living things influence soil formation in many ways. Plants, microorganisms, animals, and even humans can make a difference. Once a plant community
becomes established, it has a big effect on soil development. Tree roots penetrate deeply into soils, bringing up minerals and incorporating them into organic matter. Grasses penetrate less deeply but have increased biological activity and more rapid nutrient cycling.
Some trees grow in-between rocks. Their roots help to break up rocks into particles that form soil.
Plants grow in the soil. They drop their leaves, including dead ones, on the ground. When rain falls, the leaves decay to form soil. Plants also die and decay to form soil.
Earthworms and other animals tunnel through and mix the soil. They aerate the soil and allow water to penetrate more deeply. Humans also influence soil formation.
WEEK 4
Processes of Soil Formation
Soil formation occurs more quickly through the action of water, wind, man and animals.
1. Ploughing: Man clears the vegetation on the land. He leaves some to decay on the ground to form soil. He puts some in the soil in the form of manure. All these decay to form soil.
- Movement of rocks: Man carries rock pieces in Lorries and tippers from one place to another, where they are deposited to form soil.
- Compost making: Man cuts some plants and uses them to make compost. He spreads the compost on his farm where it mixes with other particles to form soil.
- Household waste: Man drops household waste in refuse dumps. The contents of refuse dumps decay to form farmyard manure and compost. The manure is spread on the farm where it forms soil
Agric Science Primary 5 First Term Lesson Plan Scheme of Work
Action of wind
Animals, such as termites, eat dead plants and change them to soil through
their droppings.
Action of animals
Agric Science Primary 5 First Term Lesson Plan Scheme of Work
Wind blows across deserts and dry areas carrying soil particles with it. These particles fall and cover grasses and shrubs. The grasses and shrubs later die where they are covered. When rain falls, they decay and form soil.
ASSESSMENT AND EVALUATION
- Describe how the action of wind helps in soil formation.
- Describe each of these activities.
- Name four activities of man that help in soil formation.
- Name six agents of soil formation.
WRAP UP (CONCLUSION): The teacher goes over the topic once again for better understanding.
ASSIGNMENT
- Describe how the action of wind helps in soil formation.
- Describe each of these activities.
- Name four activities of man that help in soil formation.
- Name six agents of soil formation.
WEEK 5&6 Agric Science Primary 5 First Term Lesson Plan Scheme of Work
TOPIC: CLASSIFICATION OF CROPS AND THEIR USES
BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to:
- Name three ways by which we can classify crops
- What are perennial crops? Give examples
- Classify these crops according to their forms: maize, beans, water-leaf, soya beans, cassava, pepper and cocoa.
- Classify the crops according to their uses.
- Classify the crops according to their lifespan.
Instructional Materials:
A chart showing all farm tools
Pepper
Maize
Beans
Water leaf
Reference Materials
Lagos state scheme of work,
Online information
Relevant materials
Pupils textbook
Behavioral Objectives: pupils are familiar with the topic in their previous
classes.
.
CONTENT
CLASSIFICATION OF CROPS AND THEIR USES
Farmers plant many crops. Examples are maize, rice, tomato, pepper, okra, kola nut, beans and groundnut. We can classify all crops in various ways, mainly: according to forms and lifespan and according to types and uses
Classification by Forms
The lifespan of a crop, however, is the average length of time that it will live. For example, some crops, such as yams, may live for one year. Others, such as oil palm, may live for many years.
Crops differ in their forms and lifespan. The form of a crop is the arrangement of its external parts (its parts that can be seen) in such a way that can be used to identify it. For example, a bean seedling has its parts arranged differently from a maize seedling.
There are two major forms of crop plants: monocotyledons and dicotyledons.
Monocots
Monocotyledons or monocotyledonous crops are crops that have one seed leaf buried in the soil after germination. An example is the maize seedling. The seed provides food for the plant when it starts to grow.
Monocots have only one seed leaf inside the seed coat. It is often only a thin leaf because the endosperm to feed the new plant is not inside the seed leaf.
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