New Revised NERDC JSS 1 Livestock Farming Scheme of Work
Week 1: Types of Poultry Birds
1. Content: This week introduces students to the identification of poultry birds based on purpose such as broilers, layers, cockerels, and turkeys. Students learn to identify physical features including comb type, ear shape, shank length, and color of feathers. The skill component focuses on classifying poultry birds based on features and making pictorial presentations of different birds.
2. Performance Objectives: Students should be able to identify categories of poultry birds based on purpose and identify poultry birds based on features.
3. Learning Activities:
i. Teacher Activities: The teacher guides students to visually observe categories of live birds in the school farm, guides students to make a pictorial presentation to observe different birds.
ii. Learning Activities: The learners visually observe categories of live birds in the school farm, make a pictorial presentation to observe different birds.
4. Teaching and Learning Resources: Audio-visual aids support multimedia presentations about bird types. Models provide three-dimensional representations of different poultry breeds. Catalogues contain detailed information about various poultry categories. Pictures display visual references of broilers, layers, cockerels, and turkeys showing their distinctive physical characteristics.
Week 2-3: Poultry Equipment
1. Content: The content covers identification of brooding equipment including chick feeders and drinkers, wood shaving, thermometer, brooder guard, and heat source. Students also learn to identify rearing equipment such as adult feeders and drinkers, and drinker guards. Skills development involves constructing poultry equipment, embarking on excursion to poultry farms, and recording observations from excursion.
2. Performance Objectives: Students should be able to identify poultry equipment, use various poultry equipment, and construct basic poultry equipment.
3. Learning Activities:
i. Teacher Activities: The teacher guides students to identify and use basic poultry equipment in the school farm, guides students to construct basic poultry equipment, organizes and guides excursion visits to poultry farms for observation and questioning.
ii. Learning Activities: The learners identify and use basic poultry equipment in the school farm, construct basic poultry equipment, embark on excursion visits to poultry farms to observe operations and ask questions (e.g., on health and methods).
4. Teaching and Learning Resources: Audio-visual aids facilitate understanding of equipment functions. Models demonstrate proper equipment construction techniques. Catalogues provide specifications for various equipment types. Pictures show different equipment designs and their applications in poultry farming settings.
Week 4: Classification of Feed Ingredients
1. Content: This week addresses feed ingredients such as maize, sorghum, millet, groundnut cake, soybean meal, and blood meal. Students learn classes of feed ingredients divided into energy sources (maize, sorghum, millet) and protein sources (soybean meal, groundnut cake, blood meal, fish meal). The content also covers categorization of feed ingredients as major ingredients (maize, sorghum, millet, soy bean, groundnut cake) and minor ingredients (lysine, methionine, vitamin premix). Skills involve classifying various feed ingredients and categorizing feed ingredients as major or minor.
2. Performance Objectives: Students should be able to identify various feed ingredients, classify various feed ingredients, and categorize feed ingredients as major or minor.
3. Learning Activities:
i. Teacher Activities: The teacher guides students to visit grains market for physical observation of feed ingredients, guides students to classify and categorize feed ingredients.
ii. Learning Activities: The learners visit grains market for physical observation of feed ingredients, classify feed ingredients as energy source and protein source, categorize feed ingredients (major and minor ingredients).
4. Teaching and Learning Resources: Grains including maize, sorghum, wheat, and millet provide tangible examples of energy sources. Ground nut cake and soybean meal demonstrate protein-rich ingredients. Fish meal and blood meal illustrate high-protein supplements. Audio-visual aids enhance understanding of nutritional values. Catalogues contain detailed information about ingredient classifications and nutritional compositions.
Week 5: Breeds of Rabbit
1. Content: The content introduces rabbit breeds including New Zealand White, California White, Angora, and Chinchilla. Students learn about color pattern and ear shape focusing on hair and skin color, shape and size of ears. Important terminologies are introduced including Doe, Buck, Kits, Bunny, Fryer, Kindling, Hutches, Coprophagy/caecotrophy, Litter, Weaner, Fur, Felt, and Nest. Skills are implied in identification activities.
2. Performance Objectives: Students should be able to identify breed of rabbits, identify rabbit breeds by color pattern and ear shape, and explain and use rabbits’ terminologies appropriately.
3. Learning Activities:
i. Teacher Activities: The teacher guides students to participate in class discussion on different breeds of rabbit, color pattern and ear, guides students to differentiate breeds of rabbit and identify based on color and ear shape, guides students to watch video to observe different breed of rabbit, guides students to utilize rabbit terminologies.
ii. Learning Activities: The learners participate in class discussion on different breeds of rabbit, color pattern and ear, differentiate breeds of rabbit, identify rabbit breeds based on color and ear shape, watch video to observe different breed of rabbit, utilize rabbit terminologies.
4. Teaching and Learning Resources: Audio-visuals including video, projector, and computers enable students to observe different rabbit breeds in detail. Catalogues provide comprehensive information about breed characteristics. Reference materials offer additional reading on rabbit production. Pictures and posters display visual representations of various breeds. Hand bills contain summarized information for quick reference. The school farm provides live rabbits for direct observation. Models demonstrate breed characteristics in three-dimensional form.
Week 6: Rabbit Feeds
1. Content: This week covers types of feed including grass, hay, silage, root crops, concentrate, and kitchen waste. Students learn feeding patterns such as early morning and late evening feeding, avoiding leaving bright light in the night, and limiting sudden change of feeds. The skill component involves demonstrating proper rabbit feeding using good pattern.
2. Performance Objectives: Students should be able to recognize different rabbit feeds and feed rabbit using good feeding pattern.
3. Learning Activities:
i. Teacher Activities: The teacher guides students to engage in class discussion to recognize different types of rabbit feeds, guides students to demonstrate good rabbit feeding pattern, guides students to watch video on how rabbit is fed.
ii. Learning Activities: The learners engage in class discussion to recognize different types of rabbit feeds, demonstrate good rabbit feeding pattern, watch video on how rabbit is fed.
4. Teaching and Learning Resources: Audio-visual equipment including video, computer, and projector enables students to observe proper feeding techniques. Pictures illustrate different types of rabbit feeds. Catalogues provide detailed information about nutritional requirements. Hand bills and posters offer quick reference guides on feeding schedules. Live rabbits allow students to practice feeding techniques under supervision.
Week 7: Mid-Term Break
The mid-term break provides students with necessary rest and recuperation. Teachers should conduct a mid-term test before the break begins, covering all topics taught from Week 1 to Week 6. This assessment helps evaluate student understanding of poultry and rabbit production basics.
Week 8: Concept of Sheep and Goat Production
1. Content: The content begins with the meaning of breed, then covers indigenous breeds including sheep varieties (Balami, Uda, Yankasa, West African Dwarf) and goat varieties (Red Sokoto/Maradi, Sahel, West African Dwarf). Students learn about the importance of sheep and goat production such as source of protein, income generation, employment, manure, gifts, and religious rites. The week also addresses challenges including funding, basic infrastructure, feed shortage, access to veterinary services, genetic potential of breeds, suboptimal farm management, diseases and pests. Skills focus on identifying breeds of sheep and goat.
2. Performance Objectives: Students should be able to define breed, identify indigenous breeds of sheep and goat based on their physical characteristics, state the importance of sheep and goat production, and identify the challenges of sheep and goat production practices in Nigeria.
3. Learning Activities:
i. Teacher Activities: The teacher guides students to brainstorm in groups on the meaning of breed and indigenous breeds, organizes visits to school farm or nearby farm for visual appraisal, guides students to watch video clips or pictorial charts, guides groups to discuss importance and challenges.
ii. Learning Activities: The learners brainstorm in groups to discuss the meaning of breed and indigenous breeds, visit school farm or nearby farm for visual appraisal, watch video clips or pictorial charts to view images, work in groups to discuss the importance and challenges.
4. Teaching and Learning Resources: Pictorial books in sheep and goat production provide comprehensive visual references. Audio visual aids facilitate multimedia learning experiences. ICT aids enable digital research and presentation. Sheep and goat farms offer live observation opportunities. Sheep and goat markets expose students to commercial aspects of production. Workbooks provide structured exercises for knowledge reinforcement.
Week 9-10: Feeds for Sheep and Goat
1. Content: This extended period covers feedstuffs including roughages, concentrates, crop residues and byproducts. Students learn about classes of feeds such as energy concentrates, protein concentrates, fibre, and additives. Skills development involves classifying feeds for sheep and goat and categorizing sheep and goat feeds based on their nutrients.
2. Performance Objectives: Students should be able to identify feedstuffs for sheep and goat and classify feeds for sheep and goat.
3. Learning Activities:
i. Teacher Activities: The teacher guides students to source locally available sheep and goat feedstuffs, guides students to categorize feeds based on their nutrient contents.
ii. Learning Activities: The learners source locally available sheep and goat feedstuffs within their community, categorize feeds based on their nutrient contents.
4. Teaching and Learning Resources: Feed samples provided by the students offer hands-on learning materials sourced from local environments. Audio visual aids enhance understanding of feed composition and nutritional value. ICT aids enable students to research feed formulations and nutritional requirements. Feed mills provide insights into commercial feed production. Feed resources markets expose students to available feed ingredients. Workbooks contain exercises for classifying and categorizing different feed types.
Week 11: Revision
This week is dedicated to comprehensive revision of all topics covered from Week 1 to Week 10. Teachers should review key concepts in poultry production, rabbit management, and sheep and goat basics. Students should participate in review sessions, complete practice exercises, and clarify any misunderstandings before the examination.
Week 12: Examination
The first term examination begins during this week. The examination should assess both theoretical knowledge and practical understanding of livestock farming concepts. Questions should cover poultry birds, equipment, feed ingredients, rabbit breeds and feeding, and sheep and goat production fundamentals.
Week 13: Examination, Marking & Vacation
The examination concludes during this week. Teachers complete marking and recording of results. Once all academic activities are finished, students proceed on vacation with a solid foundation in livestock farming basics.