New Revised NERDC JSS 1 Livestock Farming Scheme of Work
Week 1: Sick Sheep or Goat in a Herd
1. Content: The knowledge component introduces veterinary services including animal clinic and agrovet centres. Skills focus on identifying clinical signs of sickness such as off feed, poor appetite, sluggishness, limping, abnormal nasal/anal discharges, respiratory distress, and rough/dull hair coat.
2. Performance Objectives: Students should be able to identify sick sheep or goat in a herd and get access to veterinary services upon identifying the sick sheep or goat in a herd.
3. Learning Activities:
i. Teacher Activities: The teacher organizes group visit to an animal clinic for observation and note-taking, guides group presentations, guides students to keenly observe for abnormalities and access veterinary services.
ii. Learning Activities: The learners undertake a group visit to an animal clinic to observe and study different sheep and goat sickness, make group presentation on observations, keenly observe sheep or goat to spot abnormalities, get access to veterinary services upon spotting abnormalities.
4. Teaching and Learning Resources: Audio visual aids facilitate understanding of disease symptoms and veterinary procedures. Sheep and goat farms provide opportunities for observing healthy and sick animals. Animal clinics offer professional insights into disease diagnosis and treatment. Workbooks enable students to document observations and create reference materials for future use.
Week 2-3: Breeding in Sheep and Goat
1. Content: This extended period covers the meaning of breeding and purpose of breeding including improving reproductive performance (fertility and prolificacy) and improving growth rate. Students learn about selecting breeding stock based on good body conformation, health, multiple offspring, and adaptation. The content includes observing signs of heat (willingness to be mounted, restlessness, bleating, frequent tail wagging), conception (not returning to service 3 weeks after mating, refusal to be mounted, distension of stomach), gestation period (5 months), parturition (restlessness, isolation, swollen and reddish vulva), and lactation period (2 to 3 months). Skills involve selecting breeding stock and observing signs of heat, conception and parturition.
2. Performance Objectives: Students should be able to explain the meaning of breeding, state the purpose of breeding, select a breeding stock, and observe signs of heat, conception and parturition in sheep and goat.
3. Learning Activities:
i. Teacher Activities: The teacher guides students to explain the meaning of breeding, guides group discussion on purpose, guides selection of breeding stock, guides groups to take turns observing behaviors.
ii. Learning Activities: The learners explain the meaning of breeding, discuss in group the purpose of breeding, select a breeding stock, in group take turns to observe behaviors of sheep and goat while on heat, conception and parturition.
4. Teaching and Learning Resources: Sheep and goat farms provide essential live observation opportunities for breeding activities. Audio visual aids present breeding cycles and reproductive processes. ICT aids enable students to research breeding techniques and genetic improvement strategies. Workbooks allow documentation of breeding observations and selection criteria.
Week 4: Concept of Entrepreneurship
1. Content: This week addresses the meaning of entrepreneurship, benefits of entrepreneurship, and the entrepreneur and intrapreneur including types, characteristics, skills/competencies, functions, and factors influencing them. Students learn about challenges of poultry, rabbit, sheep and goat production entrepreneurship in Nigeria such as funding, basic infrastructure, and lack of skills and values. Skills are implied in differentiation activities.
2. Performance Objectives: Students should be able to state the meaning of entrepreneurship, intrapreneur and entrepreneur, discuss the benefits of entrepreneurship in poultry, rabbit, sheep and goat production, differentiate between intrapreneur and entrepreneur, and identify the challenges of entrepreneurship practices in Nigeria.
3. Learning Activities:
i. Teacher Activities: The teacher guides brainstorming in groups on meaning and benefits, guides search on internet for differences, guides debate on challenges.
ii. Learning Activities: The learners brainstorm in groups on the meaning and benefits of entrepreneurship, search the internet and other sources for information on differences, engage in a debate on the challenges of entrepreneurship practices in Nigeria.
4. Teaching and Learning Resources: ICT devices enable internet research and digital presentations. Workbooks provide structured exercises for understanding entrepreneurship concepts. Pictorial books in trade areas illustrate various agricultural enterprises. Video clips demonstrate successful entrepreneurial ventures. Cardboards and markers facilitate group presentations and visual displays.
Week 5: Concept of Money
1. Content: The knowledge component covers meaning and evolution of money, uses of money, and saving money including meaning, importance, and methods. Students learn about sources of funding for poultry, rabbit sheep and goat production start-up including personal sources and family sources. Skills involve designing and making savings card and demonstrating how to carefully record savings.
2. Performance Objectives: Students should be able to explain the meaning and origin of money, discuss the uses of money, state the importance and methods of saving money, describe the sources of funding for poultry, rabbit, sheep and goat production start-up, create a savings card, and show how to carefully record savings.
3. Learning Activities:
i. Teacher Activities: The teacher guides brainstorming in groups on meaning, origin and uses, guides group discussion on importance and methods, guides design of savings card and demonstration of recording, guides online search for funding sources.
ii. Learning Activities: The learners brainstorm in groups on the meaning, origin and uses of money, participate in a group discussion on the importance and methods of saving money, design a savings card, and demonstrate how to carefully record savings, search online for information on the sources of funding.
4. Teaching and Learning Resources: Samples of local currencies in different denominations provide tangible examples of money. Samples of piggy banks demonstrate traditional saving methods. Cardboard paper enables students to design cards for recording savings. Savings charts provide visual tracking systems. Digital devices facilitate research on funding sources and financial management.
Week 6: Business Start-up Poultry, Rabbit, Sheep and Goat Production
1. Content: This week covers meaning of business start-up, industry entry requirements for poultry, rabbit, sheep and goat production enterprise, benefits of starting an enterprise in poultry, rabbit, sheep and goat production, goods and services in poultry production, and resources/tools for poultry, rabbit, sheep and goat production start-up. Skills are implied in analysis activities.
2. Performance Objectives: Students should be able to state the meaning of poultry production business start-up, discuss various industry entry requirements for poultry, rabbit, sheep and goat production start-up, explain the benefits of starting an enterprise, identify poultry, rabbit, sheep and goat products and services, and identify resources/tools for poultry production start-up.
3. Learning Activities:
i. Teacher Activities: The teacher guides brainstorming in groups on meaning and requirements, guides group discussion on importance, guides analysis of case studies, organizes visit to trade fair or shop for observation.
ii. Learning Activities: The learners brainstorm in groups on the meaning of business start-up and requirements, engage in group discussion on the importance of business start-up, analyze case studies of successful businesses, visit a trade fair, exhibition or shop to observe and analyze various products and services.
4. Teaching and Learning Resources: Day old chicken provides practical examples of poultry inputs. Poultry pens demonstrate housing requirements. Drinkers and feeders illustrate essential equipment. Workbooks contain exercises for business planning. Charts of resources display comprehensive start-up requirements for various livestock enterprises.
Week 7: Mid-Term Break
The mid-term break allows students to rest and consolidate their learning. Teachers should administer a mid-term test covering topics from Week 1 to Week 6 before the break, assessing understanding of animal health, breeding, and basic entrepreneurship concepts.
Week 8-9: Marketing Poultry, Rabbit, Sheep and Goat Products (Good & Services)
1. Content: This extended period covers the meaning of marketing, importance of marketing, marketing strategies for poultry, rabbit, sheep and goat products, and challenges of marketing in Nigeria. Skills include developing marketing plans and analyzing market trends.
2. Performance Objectives: Students should be able to explain the meaning of marketing, state the importance of marketing, identify marketing strategies for poultry, rabbit, sheep and goat products, and discuss challenges of marketing practices.
3. Learning Activities:
i. Teacher Activities: The teacher guides brainstorming on meaning and importance, organizes visits to markets for observation, guides group development of simple marketing plans.
ii. Learning Activities: The learners brainstorm in groups on meaning and importance, visit markets to observe sales and trends, develop and present simple marketing plans for products.
4. Teaching and Learning Resources: Samples of products such as eggs and meat provide concrete examples of marketable livestock items. Market charts display pricing and sales trends. Audio-visual aids enhance understanding of marketing strategies. Workbooks contain exercises for developing marketing plans. Digital devices enable research on market trends and consumer preferences.
Week 10: Marketing Poultry, Rabbit, Sheep and Goat Products (Good & Services) (Continued)
1. Content: This week continues the marketing topic with focus on practical application and case studies.
2. Performance Objectives: Students achieve full marketing objectives through extended practice with emphasis on strategy development and challenge resolution.
3. Learning Activities:
i. Teacher Activities: The teacher guides case study analysis and role-playing sales activities.
ii. Learning Activities: The learners analyze cases and role-play marketing scenarios to practice sales techniques and customer interaction.
4. Teaching and Learning Resources: The same resources from Week 8-9 continue to be used with additional case study materials and role-play scenarios.
Week 11: Revision
Teachers conduct comprehensive revision of all second term topics. Review sessions should cover animal health identification, breeding processes, entrepreneurship concepts, financial management, business start-up requirements, and marketing strategies. Students should engage in practice exercises and clarify any remaining questions.
Week 12: Examination
The second term examination commences during this week. The assessment should test both theoretical understanding and practical application of concepts learned throughout the term, including health management, breeding, entrepreneurship, and marketing principles.
Week 13: Examination, Marking & Vacation
The examination concludes, and teachers complete marking and recording of results. Students proceed on vacation after all academic activities are finished.