AGRICULTURE LESSON PLANS.pptx

Year 2 Bachelor of Education Programme
Agricultural Science Lesson Plans
Primary Level Second Year onwards upto Standard 5
Trinidad and Tobago Ministry of Education
University of Trinidad and Tobago

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

2. 1. Teaching Methods Methods of teaching Agriculture Science Lessons include: EXPOSITORY DEMONSTRATION PROBLEM SOLVING METHOD DISCUSSION FIELD TRIP ROLE PLAYING PROJECTS SUPERVISED PRACTICE (WORKSHOP) EXHIBITIONS SCIENTIFIC DISCOVERY PROBLEM BASED LEARNING – PBL 2

3. 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

4. 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

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

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

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

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

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

10. DEMONSTRATION - STEPS 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 Fail to protect students from unnecessary risks Fail to act reasonably in a given situation 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

11. DEMONSTRATION - STEPS 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

12. DEMONSTRATION - STEPS 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

13. DEMONSTRATION - STEPS 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

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

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

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

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

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

19. 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

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

21. 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. Pre-Operational Operational Post-Operational 21

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

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

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

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

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

27. 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

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

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

30. 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

31. 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

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

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

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

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

36. SUPERVISED PRACTICE OR WORKSHOP METHOD Prepare workshop or laboratory with all necessary equipment, have enough space. Prepare job operation sheets, lab report sheets before session . Explain relevance and necessity of workshop practice, emphasize safety procedures. Allow all students to practice. Supervise each student. Give immediate feedback to correct errors . After mastering skill involve them in a realistic project to motivate them . 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

37. 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

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

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

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

41. 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

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

43. 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

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

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

46. 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

47. 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

48. 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

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

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

51. 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

52. DESIGNING A UNIT PLAN Prepared by Ricardo Hospedales

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

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

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

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

57. 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

58. THE RATIONALE FOR TEACHING THE SUBJECT It explains why the subject is taught at the primary school: Curriculum reasons P ersonal reasons Soc io/cultural reasons Ec onomic benefits 58

59. THE RATIONALE FOR TEACHING THE TOPIC F ocuses on reasons for pupils learning the content. Why should pupils know about growing lettuce? The different types of soils? R earing livestock? H ow a business works? 59

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

61. 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 L esson P lans. 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

62. FOR EXAMPLE UNIT TOPIC- Growing lettuce Lesson titles- Land Preparation Transplanting Cultural Practices Harvesting 62

63. 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 Age of seedling Spacing Handling a hand trowel State the reasons for rearing animals Meat Milk Eggs Work 63

64. 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

65. PUPIL ACTIVITIES 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

66. 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

67. 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 Repeat the lesson Modify the content and teaching method P rovide remedial instruction to certain students Uses a variety of techniques e.g. pencil and paper tasks, oral questioning, teacher observation 67

68. Consider the following when you are developing a unit plan:   The lessons are sequenced and are numbered accordingly Each lesson has a stated title Three objectives are adequate. Focus on psychomotor (if possible), cognitive and affective. Sequence them. 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

69. 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

70. 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