Cultural Practices I (Lesson note)

DETAILED LESSON NOTE

Subject: Agricultural Science
Class: JSS 2 (Grade 8)
Duration: 40 minutes
Date: (To be inserted by the teacher)

Week three
Topic: Cultural Practices
Sub-topic: Pre-planting and Planting Operations
Average Age: 12–13 years
Instructional Materials:

• Pictures/charts of farm tools (hoe, cutlass, plough, watering can)
• Samples of seeds
• Flash cards with names of operations
• Whiteboard and marker

Reference Materials:

• Junior Secondary Agricultural Science Textbook (UBE scheme)
• WAEC/NECO Agricultural Science Curriculum

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Lesson Objectives

By the end of the lesson, students should be able to:

1. Knowledge (Lower domain): List at least four pre-planting operations correctly.
2. Comprehension/Application (Middle domain): Explain at least two reasons for planting operations such as spacing, thinning, and watering.
3. Psychomotor/Affective: Demonstrate appreciation for farming by identifying tools used in one pre-planting operation.

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Instructional Procedure

Step 1: Introduction (5 minutes)

• Teacher’s Activity:
• Greets the students.
• Asks: “Before a farmer puts seed into the soil, what must he do to the land?”
• Uses their responses to introduce the topic Cultural Practices – Pre-planting and Planting Operations.
• Students’ Activity:
• Respond with answers like “clear the land,” “make ridges,” “select seeds.”
• Listen attentively.

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Step 2: Pre-planting Operations (10 minutes)

• Teacher’s Activity:
• Explains pre-planting operations:
1. Clearing – cutting down bushes and grasses.
2. Tillage – ploughing, harrowing, ridging.
3. Stumping and removal of weeds.
4. Application of manure or fertilizer.
5. Selection of viable seeds.
6. Nursery preparation for crops like tomato, cocoa, oil palm.
• Uses charts and flash cards to illustrate.
• Students’ Activity:
• Repeat names of operations.
• Observe charts/pictures.
• Ask questions for clarification.
• Objective 1 achieved here.

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Step 3: Planting Operations (10 minutes)

• Teacher’s Activity:
• Explains planting operations:
1. Planting – sowing seeds or transplanting seedlings.
2. Spacing – arranging crops at intervals to avoid overcrowding.
3. Thinning – removing weak or excess plants so stronger ones can grow.
4. Watering/Irrigation – providing water for crops.
5. Mulching – covering soil surface with grass or leaves to retain moisture.
• Demonstrates spacing using sample seeds in class.
• Students’ Activity:
• Take notes.
• Participate in spacing demonstration.
• Objective 2 achieved here.

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Step 4: Teacher–Student Interaction (10 minutes)

• Teacher’s Activity:
• Asks guiding questions:
• “Why do farmers practice spacing?” (to prevent overcrowding and competition).
• “Why is thinning important?” (to allow stronger crops to grow).
• Displays tools (hoe, cutlass, watering can) and asks students to identify which operation each is used for.
• Students’ Activity:
• Answer teacher’s questions.
• Match tools with operations.
• Objective 3 achieved here.

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Step 5: Conclusion (5 minutes)

• Teacher’s Activity:
• Summarizes lesson:
• Pre-planting operations prepare the soil before planting.
• Planting operations ensure seeds and seedlings grow well.
• Writes board summary.
• Encourages students to practice gardening at home.
• Students’ Activity:
• Copy board summary.
• Recite key points with teacher.

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Board Summary

Cultural Practices

Pre-planting operations:

• Clearing, tillage, stumping, manuring, seed selection, nursery.

Planting operations:

• Planting, spacing, thinning, watering, mulching.

Importance:

• Prepares land for planting.
• Ensures healthy growth of crops.
• Prevents overcrowding and competition.

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Evaluation Questions

1. Mention four pre-planting operations.
2. State two planting operations.
3. Give one reason why spacing is important.
4. What is thinning in planting operations?
5. Identify one tool used for land clearing.

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Assignment

Write short notes on two pre-planting operations and two planting operations, giving examples of crops where they are applied.