AGRICULTURE LESSON PLANS.pptx

AGRICULTURE LESSON
PLANS
1.Methods of Teaching Agriculture
2. Unit Plans
3. Lesson Plans
F. Davis R. Hospedales

1. Teaching Methods
Methods of teaching Agriculture Science Lessons include:
i. EXPOSITORY
ii. DEMONSTRATION
iii. PROBLEM SOLVING METHOD
iv. DISCUSSION
v. FIELD TRIP
vi. ROLE PLAYING
vii. PROJECTS
viii. SUPERVISED PRACTICE (WORKSHOP)
ix. EXHIBITIONS
x. SCIENTIFIC DISCOVERY
xi. PROBLEM BASED LEARNING – PBL
2

I EXPOSITORY
Handing out new information to students - not necessarily
indoctrination
ADVANTAGES
1. Some topics lend themselves to this format.
2. Where time is a constraint.
3. Where basic information is a pre-requisite for another
pupil centered lesson
4. Revision of topics already covered
3

EXPOSITORY
DISADVANTAGES:
1. Dull - lacks stimulation
2. Minimal active participation.
3. Pupils apt to retain less of what is given.
4. Does not cater for individual differences.
4

EXPOSITORY
How to use Exposition more effectively
1. Planning
2. Formulate realistic and precise objectives
3. Exposition must be well ordered.
4. Development must be logical and sequential
5. Must consist of joint student/teacher activity.
6. Should employ a variety of media resources.
7. Be aware of class interest. Change strategy, use
pauses, key words vary pitch tone of voice etc.
5

II DEMONSTRATION
This method involves the repetition of a series of planned
actions designed to illustrate a certain phenomenon or
process.
TYPES:
1. Method Demonstration - emphasizes an approved
(scientifically based) way of doing a particular
agricultural practice. e.g. `how to' stake tomatoes.
2. Result Demonstration - emphasizes the end product or
result of using an approved practice e.g. yields of
staked vs. un-staked tomatoes.
6

DEMONSTRATION
1. Analyze skill or lesson and determine psychomotor
abilities necessary to perform it.
2. Sequence component abilities so that students can
master them.
3. Ensure that demonstrator (teacher) can actually
perform the skills appropriately. (To avoid
embarrassment)
4. Demonstrate entire process in full view of each student
(even if this means you must do it with small groups.)
7

DEMONSTRATION
5. Break the skill into steps and demonstrate each
step separately.
6. Allow opportunity for each student to practice.
7. Give guidance verbally, individually as pupils
practice. Use non-critical relaxed and positive
manner.
8. Be prepared for unplanned exigencies. Have an
alternative.
8

DEMONSTRATION - STEPS
There are four (4) steps in the demonstration method
i. Motivation
ii. Demonstration
iii. Practice
iv. Follow-up
9

Step 1: Motivation
 Preparation of the workplace: The worksite must be
prepared before the skill is demonstrated.
Consider the safety of the pupils. You are negligent if you
i. Fail to protect students from unnecessary risks
ii. Fail to act reasonably in a given situation
iii. Allow a third party to engage in an activity that might
cause injury to others.
Motivation of the learner: The teacher creates a desire to
learn through a feeling of uncertainty in one’s knowledge
and skill in performing a relevant task.
10

Step 2: The Demonstration
This is designed to improve the technique, understanding
and confidence of pupils observing the demonstration.
 The psychomotor skill is separated into components, with
the components demonstrated in sequence.
11

Step 3: The practice
The pupils practice the skill with others observing and
mentally performing the skill in a step-by-step manner.
 Manipulative skill performance requires a blending of
mind and muscle, thought and action, thinking and
performance.
Feed back is provided by the teacher and pupils.
The aim is to modify and improve subsequent
performance.
12

Step 4: The Follow up Activity
All pupils in the class are given an opportunity to perform.
 The teacher provides guidance and assistance and
assesses the performance.
The pupils learn through discussion,
demonstration/observation, practice and application.
13

Merits of Demonstration Method
1. Students actually see a lesson unfold before
their eyes.
2. Students get the opportunity to perform skill.
3. Seeing is believing and learning by doing.
4. Matter is presented in well-sequenced logical
manner.
5. Evaluation is easy on student since there is
immediate feedback if skill is not done properly.
6. Students sense of achievement is immediate.
14

Limitations to Demonstration Method
1. Lack of resources
2. Difficult to supervise several groups at
work together
3. Lack of preparedness on part of teacher.
15

III PROBLEM SOLVING METHOD OF
TEACHING AGRICULTURE
1. Pose lesson title as a problem.
2. Create an interest.
3. Use brainstorming to break down topic into
subheads.
4. Develop a sequence for handling each
subhead.
5. Decide on strategy for handling sub problems;
whole class or small groups.
6. Summarize main points in closing.
7. Evaluate.
16

MERITS
1. Interest and motivation usually high.
2. Real life problems usually make learning
more meaningful.
3. Student participation usually high.
17

Limitations and Demerits
1. Problems with resources.
2. Lack of comprehension and reading
skills in students.
18

IV DISCUSSION
A group or class exchanging ideas, facts
and opinions of a topic of mutual concern
and interest.
Teacher acts as a conference leader,
directs and redirects ideas and information
produced by class members.
Students take notes of the proceedings
19

Planning a discussion
1. Plan the introduction.
2. Keep focusing on objectives throughout
planning and during discussion.
3. List main topics to be covered.
4. Plan challenging questions to keep focus on
information.
5. Estimate time for each step. Record this in
margin.
6. Summarize essential points mentioned by
participants.
20

V FIELD TRIP
A field trip is a planned visit to a place of interest
outside the regular classroom to obtain
information directly and to study real situations.
The field trip is conducted in three phases.
i. Pre-Operational
ii. Operational
iii. Post-Operational
21

Pre-Operational
1. Developing objectives to match course content.
2. Discussion with class focusing on
i. Purpose i.e. What they would see, should do, experiences to be
gained.
ii. Follow up activities e.g. reporting.
iii. Duties e.g. vote of thanks, note taking, planning, photography.
iv. Questions based on content can be discussed .
3. Seeking permission from the principal. He/she know
where the students are at all times. Inform other
teachers e.g. female.
4. Co-op other teachers if class is large.
22

Pre-Operational
5. Visiting the agricultural enterprise to determine whether
they
i. Can accommodate the class on the day
ii. Have the resources to achieve the objectives.
6. Meet the tour director to establish your specific
objectives.
7. Write parents informing them of your plans and
ensuring they approve in writing and indicating whether
their children suffer from allergies etc.
23

Pre-Operational
8. Preparation of an information sheet for all
parties sheet outlining the objectives,
arrival/departure time etc.
9. Guidelines for Appropriate Standard of Conduct
to be discussed with pupils and distributed to
parents for their information e.g. behaviour,
uniform, diet.
10. Observe school protocol for Field Trips.
24

Pre-Operational
11.Make arrangements for transport. Discussion
points include:
i. Departure time
ii. Code of Conduct
iii. Route to be taken and interesting sites along the way,
which the teacher would highlight.
iv. Departure time from the enterprise, which must be
adhered to as the pupils have to return at a stipulated
time.
12.Make arrangements for refreshments.
25

Operational
On the morning of the trip:
1. Assemble all pupils before transportation
arrives
2. Check attendance.
3. Designate partners for security.
4. Review things to be remembered e.g. courtesy
and manners, discipline on bus etc., safety,
note taking, staying in groups, questions,
attentiveness.
•
26

Operational
• Be businesslike when you arrive:
• Be punctual
• Introduce pupils to tour director
• Provide supervision to ensure pupils conduct themselves in an
orderly manner.
• Stay on track. Presenters may stray. Use tact and guided questions
to ensure they stay on course.
• Express thanks.
• Supervise lunch period.
• Depart at the designated time and do not make unscheduled stops.
• Provide supervision on the transport until you arrive at school.
27

Post-Operational
At school, during the next class :
1. Discuss the trip. Highlight the main feature.
2. Analyze the trip. In detail develop conclusions:
• Did the trip meet expectations?
• Were objectives achieved?
• Any recommendations?
• How are rabbits fed? Housed? Etc.
28

Post-Operational
3. Report format discussed and assignment given.
4. Plan display using materials collected,
photographs.
5. Plan for integration/correlation and use new
information in the classroom as stimulus
material and previous knowledge experiences.
6. Write letters of thanks.
29

VI ROLE PLAYING
Spontaneous acting out of a situation to show the
emotional reactions of people in real life
situations.
Useful for stimulating discussions, allows
opportunity to express feelings, utilizing positive
peer pressure and could help in changing
attitudes in the participants and observers.
30

VII PROJECTS
Students with the help of the teacher plan
and execute in a logical sequence every
step from beginning of the topic to its
successful completion.
The teacher should only guide and allow
students to do the rest.
31

Advantages
1. Allows students to acquire new skills, facts and
new ways of learning.
2. Holds interest, tests aptitudes because it
involves students independent thought and
action in a realistic work situation.
3. Develops modes of thought, procedures and
characteristics for the occupation.
32

Disadvantages
1. Not easy to organize.
2. Requires technical and organizational
competence of the teacher.
3. Takes a long time to prepare and carry out.
4. Requires special supervision to hold interest.
33

Organization of projects
1. Teacher explains the type of project design
required.
2. Students or groups discuss project and present
design to teacher.
3. Teacher assesses project, estimates problems,
discusses with student(s) and finally approves
project.
4. Students list and collect project materials, and
execute project.
5. Occasional advice from teacher till project is
completed.
6. Project assessed and graded.
34

VIII SUPERVISED PRACTICE OR
WORKSHOP METHOD
1. Teacher supervised practice by groups to
improve individual proficiency or skills, solve a
problem or extend knowledge of a subject.
2. Success depends on adequate preparation,
presentation and evaluation.
35

SUPERVISED PRACTICE OR
WORKSHOP METHOD
1. Prepare workshop or laboratory with all necessary
equipment, have enough space.
2. Prepare job operation sheets, lab report sheets before
session.
3. Explain relevance and necessity of workshop practice,
emphasize safety procedures.
4. Allow all students to practice. Supervise each student.
Give immediate feedback to correct errors.
5. After mastering skill involve them in a realistic project to
motivate them.
6. Test each student at the end of the session.
- If skill is a pre-requisite to a more advanced
procedure it must be mastered before moving on.
36

IX EXHIBITIONS
These are displays of materials for visitors to observe and
from which they can learn.
It may be the results of individual or group projects.
These often need considerable time and effort to
complete.
37

Planning an exhibition
1. The purpose and educational objectives of the
exhibition must be defined.
2. Preliminary plans should include
i. Construction site of bulletin board
ii. Ideas and materials to be exhibited
iii. Size and space needed for each exhibit.
3. Translate plan into action. Labeling should be large
enough to be seen.
38

Uses of exhibits
1. Stimulate students’ interests.
2. Teach a specific process.
3. Emphasize a point already taught.
4. Promote self esteem and self worth.
39

Criteria for an effective display
1. A central theme.
2. Stimulates interest and imagination of
observers.
3. Artistic and appealing enough to attract
attention.
4. Adequate space for each part.
5. Attractively labeled at eye level of observers.
6. Suitable background and in a well lit
environment.
•
40

X SCIENTIFIC DISCOVERY METHOD
This involves the application of scientific
principles and practices.
The students find answers to questions for
themselves with the guidance and
supervision of the teacher.
41

How to use this method.
1. Plan and sequence the students activities
before hand.
2. Provide the necessary resources. (Allow
students to assist.)
3. Set out clearly what the students must seek to
discover.
4. Determine which science processes are to be
used
5. Guide students in the sequential use of these
processes.
42

Scientific Processes
One or more of the following may be employed.
• a. Observation b. Classification
• c. Number relations d. Measurement
• e. Space time relationships f. Communication
• g. Prediction h. Inference
• i. Making operational definition
• j. Forming hypotheses k. Interpreting data
• l. Identifying and controlling variables
• m. Experimenting.
43

Merits
1. Child centered - students encouraged to se,
think, analyze, probe and actively participate.
2. Students guided to find solutions for
themselves. (Not Told)
3. Science based- instills a keen sense of
observation and
thought.
44

Demerits
1. Time consuming.
2. Usually requires more resource materials.
45

XI PROBLEM BASED LEARNING –
PBL
What is PBL?
PBL is both a teaching method and a learning strategy
based on the principle of using problems for the
acquisition of new knowledge and skills.
46

Roles and Procedures
 The class is divided into groups of approximately five
students each.
The groups: membership generally remains constant
throughout the Semester.
Define the "learning issues" they believe each new
problem presents.
47

Teacher
The teachers acts as a facilitator: working with groups
(as well as training groups how to work with each other).
Guiding without seeming to be coyly hide the answer.
 Pose authentic problems, problems with a certain open-
endedness about them.
48

Student
Focus on Question
The problem statement should be:
i. Developmentally appropriate
ii. Grounded in students’ experiences
iii. Motivating to the student
iv. Curriculum- Based
v. Structured
vi. Encompasses a variety of teaching and learning strategies and
styles
Learning Objectives
Resources
Evaluation
49

Advantages of PBL
Problem-based learning (PBL);
i. Students are encouraged towards meaning-making over
fact-collecting.
ii. Students learn via contextualized problem sets and
situations.
iii. Fosters group work and independent investigation,
iv. Helps students achieve higher levels of comprehension,
v. Students develop more learning, knowledge-forming and
social skills.
vi. Brings prior knowledge into play more rapidly and
vii. Fosters learning which adapts to new situations and related
domains.
Research show that PBL leads to a higher quality of learning
50

Disadvantages of PBL-
PBL does not lead to a greater amount of knowledge if
"amount" equates with the number of facts.
Aggressive PBL implementation requires ample library
resources.
 Large class situations require an adequate number of
tutors to act as support and facilitators to the groups.
51

DESIGNING A UNIT
PLAN
Prepared by Ricardo Hospedales

OBJECTIVES
•Differentiate between Lesson
Plan, Unit Plan and Notes of A
Lesson
•Prepare a Lesson Plan and
Notes of A Lesson
53

THE UNIT PLAN
• A unit is a planned programme of work which
includes:
1.a number of lessons on a particular topic
2.those lessons are related to the syllabus of work
3.they follow a sequential development
4.they are completed in a specific time e.g. 2-6 weeks.
54

THE LESSON PLAN
i. Each lesson is a part of a whole unit
ii. Each lesson is a lesson plan
iii. The lesson leads to the development
of the next lesson in the unit.
iv. The Unit Plan is made up of a series
of related lesson plans
55

FEATURES OF A UNIT PLAN
1.Rationale for teaching the
subject
2.Rationale for teaching the
topic
3.General objectives
4.List of lessons
56

FEATURES OF A UNIT PLAN
(CONTINUED)
5. Lesson title
6. Specific objectives
7. Content
8. Teacher strategies
9. Pupil activities
10. Resources
11. Evaluation
57

THE RATIONALE FOR TEACHING THE SUBJECT
• It explains why the subject is taught at the
primary school:
i. Curriculum reasons
ii. Personal reasons
iii. Socio/cultural reasons
iv. Economic benefits
58

THE RATIONALE FOR TEACHING THE TOPIC
i. Focuses on reasons for pupils learning the content.
ii. Why should pupils know about growing lettuce?
iii. The different types of soils?
iv. Rearing livestock?
v. How a business works?
59

OBJECTIVES
General objectives should be determined by what the
teacher wants pupils to know at the end of the unit.
Specific objectives are used in lesson plans
They are derived from the general objectives.
They should be achievable and match the level.
60

LIST OF LESSONS
The teacher should determine the Unit Topic to be
done.
This is found on the syllabus of the subject area.
The Unit topic is then fleshed out into sub units called
Lesson Plans.
These Lesson Plans form the Unit.
This list may be made up of two or more than two
lessons.
Each lesson on the unit has a title
61

FOR EXAMPLE
UNIT TOPIC- Growing lettuce
Lesson titles-
i. Land Preparation
ii. Transplanting
iii. Cultural Practices
iv. Harvesting
62

(1)Content is the subject matter that matches the specific
objectives. For example
Specific Objective Content
At the end of the lesson the
pupils should be able to
• Transplant lettuce seedlings
1. Age of seedling
2. Spacing
3. Handling a hand trowel
• State the reasons for
rearing animals
1. Meat
2. Milk
3. Eggs
4. Work
63

TEACHER STRATEGIES
A teacher should attempt to use a variety of methods and
strategies while teaching.
There is no one best method or strategy in teaching.
The method or strategy used depends on the topic to be taught.
Using a variety of strategies stimulates pupils’ interest and
relieves daily routine.
Some of the methods used are Demonstrations, lectures, field
trips, problem solving, laboratory activities, debates.
64

PUPILACTIVITIES
The activities used should be based on the needs of pupils, their
interests, abilities and level of maturity.
There is a time and facility constraint that determine the activity
used.
 All pupils should be encouraged and stimulated to participate
in ‘learning by doing’ activities, discussions, debates, group
activities.
65

RESOURCES
Resources are those pieces of equipment, tools, realias,
supplies, illustrative materials, charts and other teaching
materials which must be in place before the lesson starts.
These help the teacher achieve the specific objectives.
These help the teacher carry the instruction to the doing level.
66

EVALUATION
The teacher evaluates the lesson to determine the
extent to which ALL the objectives were achieved.
They should mirror the objectives.
 It helps the teacher to determine whether to
i. Repeat the lesson
ii. Modify the content and teaching method
iii. Provide remedial instruction to certain students
Uses a variety of techniques e.g. pencil and paper
tasks, oral questioning, teacher observation
67

Consider the following when you are
developing a unit plan:
1.The lessons are sequenced and are numbered
accordingly
2.Each lesson has a stated title
3.Three objectives are adequate. Focus on psychomotor
(if possible), cognitive and affective. Sequence them.
4.Content should reflect the objectives. Write the subject
matter that should be covered during the lesson. This is
determined by the objectives. This is taught in a
sequential manner.
68

LESSON PLANNING FOR A CLASS
 A well-developed lesson plan should be thorough enough, for
any other teacher delivering the same title lesson, to use,
although the lesson is presented in another school.
 The teacher should consider the following;
 Socio-metric data of pupils
 Specific objectives
 Time
 Interest/motivation
 Engaging pupils( strategies and activities)
 Resources
 Evaluation (formative and summative)
69

SUMMARY
A Unit Plan is a programme of work that is made up of
Lesson Plans
A Lesson Plan provides information about objectives,
content, teacher strategies, student activities, resources
and evaluation (both formative and summative).
These elements are related but separate.
The Lesson Plan is fleshed out into a ‘Notes of A Lesson’
where all elements are integrated.
70

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