About SS2 Agricultural Science Scheme of Work
Agricultural Science is not just about farming; it encompasses a broad range of activities and disciplines essential for food production, management of natural resources, and improvement of rural economies.
In SS2, the Lagos State Unified Scheme of Work for Agricultural Science is designed to provide students with a comprehensive understanding of the subject. It aims to develop their practical skills through hands-on activities, enhancing their understanding of scientific principles in agriculture.
At this level of study, students explore key areas such as crop production, learning techniques to improve yield and quality, and animal husbandry, which covers the principles of breeding and managing livestock amongst other interesting topics. By studying Agricultural science in SS2, students learn how to promote sustainable practices and innovation in solving agricultural problems. Additionally, they prepare for future careers in the agricultural sector.
Achievement Standards
At the end of the SSS2 session, students can;
- Take readings of animal body temperature;
- Make proper use of surveying equipment;
- Create a drainage system at the school farm;
- Make proper use of instruments used in measuring climatic factors;
- Beautify the school and their homes using ornamental plants;
- Control weeds and crop pests/diseases;
- Keep good farm records;
- Create receipts for the school’s farms;
- Demonstrate proper use of fertilisers and manure;
- Prevent pollution from fish ponds.
Assessment Guide
SS2 Agricultural Science assessments combine written exams, practical tasks, projects, oral presentations, continuous assessments, practical demonstrations, field reports, and participation in agricultural fairs.
Grading follows a scale from A to F, with A representing excellent performance, typically scoring around 70% or 80%, and F indicating failure, usually below 50% or 45%.
SS2 First Term Scheme of Work for Agricultural Science
| LAGOS STATE MINISTRY OF EDUCATION UNIFIED SCHEMES OF WORK FOR SENIOR SECONDARY SCHOOLS | ||
| Agricultural Science Scheme of Work for Senior Secondary Schools 2(SSS2) | ||
| CLASS | SS2 | |
| SUBJECT | AGRICULTURAL SCIENCE | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | ANIMAL BY-PRODUCT – eg hides and skin, fur, feathers , horn, blood howes, etc – Source of animal by-products eg cattle, sheep, goat, etc | By the end of the lesson, students should be able to: i. outline various animal by-products ii. identify various animals that provide the by-products iii. justify the economic importance of animal by-products |
| 2 | ENVIRONMENTAL PHYSIOLOGY – Meaning, effects of changes in climatic factor of growth, reproduction, milk and egg production – Group presentation on the causes, effects, and possible solutions to ozone layer on agricultural productivity | By the end of the lesson, students should be able to: i. describe environmental physiology ii. outline components of the environment iii. identify the effects of changes in temperature, relative humidity, rainfall, etc on growth reproduction, milk and egg reproduction |
| 3 | SURVEYING AND PLANTING OF FARM STEAD -Meaning of surveying, planning and farmstead – Common surveying equipments – Uses and maintenance practices of surveying equipment – Factors to consider in planning and designing a farmstead – Importance of farmstead | By the end of the lesson, students should be able to: i. explain farmstead, farm surveying and farm planning ii. highlight the uses and maintenance practices of surveying equipments iii. analyze the factors to be considered in planning a farmstead iv. solve problems on farm survey |
| 4 | SURVEYING AND PLANTING OF FARM STEAD -Meaning of surveying, planning and farmstead – Common surveying equipments – Uses and maintenance practices of surveying equipment – Factors to consider in planning and designing a farmstead – Importance of farmstead | By the end of the lesson, students should be able to: i. explain farmstead, farm surveying and farm planning ii. highlight the uses and maintenance practices of surveying equipments iii. analyze the factors to be considered in planning a farmstead iv. solve problems on farm survey |
| 5 | IRRIGATION AND DRAINAGE – Definition, importance, types, advantages, disadvantages, and problems associated with irrigation and drainage | By the end of the lesson, students should be able to: i. describe irrigation and drainage ii. outline the types of irrigation and drainage iii. differentiate between irrigation and drainage iv. provide possible solutions to the problems associated with irrigation and drainage |
| 6 | FACTORS AFFECTING NUTRIENT AVAILABILITY IN THE SOIL – Method of replacing lost nutrients – Farm practices eg bush burning, grazing/overgrazing, clean clearing, fertilizer application, organic manuring, crop rotation, tillage, continuous cropping, flooding, etc – Effects of farm practices on soil | By the end of the lesson, students should be able to: i. describe various farm practices ii. evaluate the effects of farming practices on agricultural productivity iii. demonstrate methods of replacing lost nutrient back to soil |
| 7 | MID-TERM BREAK | |
| 8 | ENVIRONMENTAL FACTORS AFFECTING AGRICULTURAL PRODUCTIVITY AND DISTRIBUTION – Climatic factors eg rainfall, temperature, light, wind, etc – Biotic factors eg predators, parasites, soil microorganisms – Edaphic factors eg soil pH, soil texture, soil structure | By the end of the lesson, students should be able to: i. identify various environmental factors affecting agricultural production ii. describe how each of the factors affect both production and distribution of crops and animals iii. make use of the respective instruments used in measuring the climatic and edaphic factors |
| 9 | PLANT NUTRIENT AND NUTRIENT CYCLE – Macro- and micro-nutrients a) their functions b) sources c) deficiency symptoms – Factors influencing nutrient availability in the soil eg soil pH, burning, excess of other nutrients in the soil, leeching, etc – Method of replenishing lost nutrients eg crop rotation, mulching, organic manure, fertilizer application, etc – Nutrient cycle eg nutrient, water and carbon cycle | By the end of the lesson, students should be able to: i. identify factors affecting nutrient availability in the soil ii. explain the different nutrient cycles with the aid of a diagram iii. classify plant nutrient into two major groups(micro and macro nutrients) iv. predict the deficiency symptoms of the different elements in plants |
| 10 | PLANT NUTRIENT AND NUTRIENT CYCLE – Macro- and micro-nutrients a) their functions b) sources c) deficiency symptoms – Factors influencing nutrient availability in the soil eg soil pH, burning, excess of other nutrients in the soil, leeching, etc – Method of replenishing lost nutrients eg crop rotation, mulching, organic manure, fertilizer application, etc – Nutrient cycle eg nutrient, water and carbon cycle | By the end of the lesson, students should be able to: i. identify factors affecting nutrient availability in the soil ii. explain the different nutrient cycles with the aid of a diagram iii. classify plant nutrient into two major groups(micro and macro nutrients) iv. predict the deficiency symptoms of the different elements in plants |
| 11 | REVISION | |
| 12 | EXAMINATION | |
SS2 Second Term Scheme of Work for Agricultural Science
| CLASS | SS2 | |
| SUBJECT | AGRICULTURAL SCIENCE | |
| TERM | SECOND TERM | |
| TOPICS | LEARNING OBJECTIVES | |
| 1 | FOREST MANAGEMENT – Definition of forest and forestry – Importance of forest and forestry – Forest regulations in West Africa – Forest management practices – Implications of deforestation – Agro-forestry practices in West Africa – Meaning of Agro-forestry – Agro-forestry practices eg taungya system, alley-lay farming, etc | By the end of the lesson, students should be able to: i. explain the meaning of forest ii. highlight forest regulations in West Africa iii. describe the importance of forest and forestry iv. analyze the implications of forestry v. name one forest reserve in Nigeria and their location |
| 2 | FLORICULTURE/ORNAMENTAL PLANTS – Definition of floriculture – Importance of ornamental plants – Common types of ornamental plants a) According to use ie bedding plants, hedging plants, lawn grasses, etc – Setting and location for planting ornamental plants – Methods of cultivating ornamental plants – Maintenance of ornamental plants | By the end of the lesson, students should be able to: i. explain the term floriculture ii. discover common ornamental plants in their locality iii. carry out the management practices of ornamental plants iv. locate places ornamental plants could be planted |
| 3 | DISEASE OF CROPS – Definition – General effects of disease on crop production – Important disease of major crops: a) Cereal: smut blast, leaf rust b) Legumes: cercospora leaf spot, rosette, etc c) Beverages : black pod, swollen shoot, leaf rust,etc d) Tubers: mosaic, bacteria leaf blight e) Fruits: citrus gummosis, deback, etc f) Fibre: black arm, bacteria leaf blight of cotton, etc g) Vegetable: root knot of tomato or okra, damping of onion twister, etc h) Stored produce: mould, etc – Casual organism of each crop disease, virus, fungus, bacteria, nematode – Description of symptoms of each disease – Prevention and control measures | By the end of the lesson, students should be able to: i. explain disease in crops ii. identify some diseases of major crops and their casual organism iii. differentiate the symptoms of various diseases from one another iv. provide ways of preventing diseases in crops |
| 4 | DISEASE OF CROPS – Definition – General effects of disease on crop production – Important disease of major crops: a) Cereal: smut blast, leaf rust b) Legumes: cercospora leaf spot, rosette, etc c) Beverages : black pod, swollen shoot, leaf rust,etc d) Tubers: mosaic, bacteria leaf blight e) Fruits: citrus gummosis, deback, etc f) Fibre: black arm, bacteria leaf blight of cotton, etc g) Vegetable: root knot of tomato or okra, damping of onion twister, etc h) Stored produce: mould, etc – Casual organism of each crop disease, virus, fungus, bacteria, nematode – Description of symptoms of each disease – Prevention and control measures | By the end of the lesson, students should be able to: i. explain disease in crops ii. identify some diseases of major crops and their casual organism iii. differentiate the symptoms of various diseases from one another iv. provide ways of preventing diseases in crops |
| 5 | PEST OF CROPS – Definition of pests – Classification of pests: Insect and non-insect – Classification of insects based on mouth parts a) biting and chewing b) piercing and sucking c) boring – Economic importance of insect pests of major crops: a) Cereals: stem borers, etc b) Legumes: pod borers, aphids, etc c) Beverages: cocoa myrids d) Tubers: yam beetles, cassava-varigated, grasshopper, mealy-bug, locust e) Fibre: cotton staner, boil worm f) Fruits and vegetables: grasshopper, locust, leaf roller, leaf hopper, leaf beetle, scale insects, etc g) storage pest of farm produce: grain weavil, bean beetle – Other important pests/non-insect pests eg birds, rodents a) nature of damage b) biological description of selected non-insect pests – General preventive and control measures a) cultural, biological, chemical and quarantine methods b) side effects of various preventive measures c) pollution, poisoning, disruption of ecosystem – Economic importance of pests | By the end of the lesson, students should be able to: i. explain pest of crops ii. describe nature of damage by insects to crops both on the field and in the store iii. carry out some control measures against pests iv. justify the economic importance of pests |
| 6 | PEST OF CROPS – Definition of pests – Classification of pests: Insect and non-insect – Classification of insects based on mouth parts a) biting and chewing b) piercing and sucking c) boring – Economic importance of insect pests of major crops: a) Cereals: stem borers, etc b) Legumes: pod borers, aphids, etc c) Beverages: cocoa myrids d) Tubers: yam beetles, cassava-varigated, grasshopper, mealy-bug, locust e) Fibre: cotton staner, boil worm f) Fruits and vegetables: grasshopper, locust, leaf roller, leaf hopper, leaf beetle, scale insects, etc g) storage pest of farm produce: grain weavil, bean beetle – Other important pests/non-insect pests eg birds, rodents a) nature of damage b) biological description of selected non-insect pests – General preventive and control measures a) cultural, biological, chemical and quarantine methods b) side effects of various preventive measures c) pollution, poisoning, disruption of ecosystem – Economic importance of pests | By the end of the lesson, students should be able to: i. explain pest of crops ii. describe nature of damage by insects to crops both on the field and in the store iii. carry out some control measures against pests iv. justify the economic importance of pests |
| 7 | MID-TERM BREAK | |
| 8 | PASTURE, FORAGE CROPS AND RANGE MANAGEMENT – Meaning of pasture and forage crops – Uses of forage crops – Types of pasture – Common grasses and legumes used or grazing livestock – Factors affecting the distribution of pasture – Establishment of pasture – Management practices of pasture – Meaning and importance of range land livestock – Factors affecting the production of range land – Method of range land and pasture improvement | By the end of the lesson, students should be able to: i. describe pasture, forage and range land ii. identify common grasses and legumes used for grazing iii. prepare the methods of establishing pasture iv. carryout management practices on pasture |
| 9 | APICULTURE/BEE KEEPING – Meaning of apiculture/bee-keeping – Types of bees (indigenous and exotic) – Importance of bee keeping – Methods of bee keeping (traditional and modern) – Bee keeping equipments (bee hives, jungle boots, brushes, smokers, etc) – Precautionary measures in bee keeping | By the end of the lesson, students should be able to: i. explain the meaning of apiculture ii. identify different types of bees iii. justify the importance of bee keeping iv. analyze the precautionary measures in honey bee keeping |
| 10 | APICULTURE/BEE KEEPING – Meaning of apiculture/bee-keeping – Types of bees (indigenous and exotic) – Importance of bee keeping – Methods of bee keeping (traditional and modern) – Bee keeping equipments (bee hives, jungle boots, brushes, smokers, etc) – Precautionary measures in bee keeping | By the end of the lesson, students should be able to: i. explain the meaning of apiculture ii. identify different types of bees iii. justify the importance of bee keeping iv. analyze the precautionary measures in honey bee keeping |
| 11 | REVISION | |
| 12 | EXAMINATION | |
SS2 Third Term Scheme of Work for Agricultural Science
| CLASS | SS2 | |
| SUBJECT | AGRICULTURAL SCIENCE | |
| TERM | THIRD TERM | |
| TOPICS | LEARNING OBJECTIVES | |
| 1 | COMMON WEEDS FOUND ON THE FARM – Definition, types, characteristics, economic importance and methods of controlling weed | By the end of the lesson, students should be able to: i. explain the term “weeds” ii. identify different weeds with their common and their botanical names iii. suggest possible ways of controlling weeds |
| 2 | CROP IMPROVEMENT – Meaning and aims – Mendelian laws of inheritance – Methods/processes of crop improvement – Advantages and disadvantages | By the end of the lesson, students should be able to: i. describe crop improvement ii. outline aims of crop improvement iii. itemize processes/methods of crop improvement iv. compare the advantages and disadvantages of crop improvement |
| 3 | BASIC ECONOMIC PRINCIPLES – Principles of demand and supply – Effects of demand and supply on the prices of agricultural produce – Laws of diminishing returns | By the end of the lesson, students should be able to: i. state the law of demand and supply ii. explain the effect of demand and supply on the prices of agricultural produce iii. examine the law of diminishing returns |
| 4 | BASIC ECONOMIC PRINCIPLES – Principles of demand and supply – Effects of demand and supply on the prices of agricultural produce – Laws of diminishing returns | By the end of the lesson, students should be able to: i. state the law of demand and supply ii. explain the effect of demand and supply on the prices of agricultural produce iii. examine the law of diminishing returns |
| 5 | FARM RECORDS – Meaning and importance – Types of farm records eg farm diary, cash book, etc – Receipt and payment, farm inventory, etc | By the end of the lesson, students should be able to: i. explain farm records ii. itemize various types of farm records iii. write short note on the following: a) farm diary b) farm inventory c) cash book d) receipt book |
| 6 | AGRICULTURAL POLLUTION – Meaning – Causes/sources and effects of land/pond pollution on farmers and agricultural produce | By the end of the lesson, students should be able to: i. describe agricultural pollution ii. identify causes, sources of pollution of agriculture, land and fish pond iii. discuss the effects of land/pond pollution on farmers and agricultural produce iv. proffer solution to the effects of land/pond pollution |
| 7 | MID-TERM BREAK | |
| 8 | FARM ACCOUNTS – Meaning and importance – Types of farm accounts: a) Expenditure account b) Income/Sales account c) Profit and loss account d) Balance sheet | By the end of the lesson, students should be able to: i. describe farm account ii. write short note on the following: a) appreciation b) depreciation c) salvage value d) opening and closing valuation iii. justify the importance of farm records |
| 9 | ANIMAL NUTRITION – Meaning – Classification of food stuffs – Sources and functions of food nutrients eg carbohydrates, protein, fats and oil, minerals, vitamin and water | By the end of the lesson, students should be able to: i. define animal nutrition ii. outline the components of a balanced ration iii. identify feeding equipment for different farm animals |
| 10 | ANIMAL NUTRITION – Meaning – Classification of food stuffs – Sources and functions of food nutrients eg carbohydrates, protein, fats and oil, minerals, vitamin and water | By the end of the lesson, students should be able to: i. define animal nutrition ii. outline the components of a balanced ration iii. identify feeding equipment for different farm animals |
| 11 | REVISION | |
| 12 | EXAMINATION | |
Recommended Agricultural Science Textbooks for Senior Secondary School 2
The recommended Agricultural Science textbooks for SSS2 include but are not limited to the following:
- Agriculture for junior/senior secondary schools by Dairo S.D et al. Spectrum Books Ltd
- Agriculture by L.A Are et al. University Press Plc
- Fundamental Agricultural Science by Nnoka C.N et al. Noble Publishers
- Senior secondary Agricultural Science by Akinsanmi O. Longman Group Ltd
- Current Animal Husbandry by M.C Okechukwu et al. Mis-Fav Publishers SS 1-3
- Animal Husbandry for Senior Secondary with workbook by Udofia Elizabeth et al University Press Plc
