University of Nigeria

Virtual Library
Serial No. ISBN 978-153-507-5

Author 1 OGBAZI, J.N

Author 2 YOUDEOWEI, Anthony

Author 3
KAIGAMA, B.K & ADESIYAN, S.O

Title Junior Secondary Agriculture for Schools Teacher’s

Handbook.

Keywords

Description Junior Secondary Agriculture for Schools Teacher’s

Handbook.

Category Education

Publisher West African Book Publishers Limited.

Publication 1989
Date
Digitally signed by Ojionuka Arinze B.

Signature
Ojionuka DN: CN = Ojionuka Arinze B., C = US,
O = University of Nigeria, Nsukka, OU =
Innovation Centre

Arinze B. Reason: I have reviewed this document

Date: 2007.02.19 16:45:22 -08'00'
JUNIOR SECOND1

for Nigerian Schools

a c.
Junior Secondary
Aqriculture
Y

for Niqerian Schools

Y

TEACHERS' HANDBOOK
JUNIOR SECONDARY
AGRICULTURE
FOR NIGERIAN SCHOOLS
TEACHERS' HANDBOOK

Anthony Youdeowei
B.K. Kaigama
J.N. Ogbazi
S.O. Adesiyan

General Editor: Anthony Youdeowei

West African Book Publishers Limited Lagos Nigeria

Wesl African Book Publishers Limited
P 0,Box 3445, Lagos, Nigeria
: West African Book Publishers Limited 19@9
C

ISBN 978 - 153 - 507 - 5

All rigits reserved. No part of this book may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical photocopying, recording, or
otherriise, without the prior permission of the Publishers - West African Book Publishers Limited.

First Edition 1989

PREFACE
This Teachers' Handbook is meant to serve as a guide to help the Agricultural
Science teacher in organising his/her classes. It is a source book containing
information which we believe will be useful to the teacher in obtaining neces-
sary assistance for effective teaching of Agricultural Science. No school can
really be self sufficient in all the facilities needed to teach Agricultural Science.
It is therefore necessary to request assistance from agricultural institutions,
establishments and organisations which are within easy reach of your school.
In preparing the students textbooks, we have closely followed the contents
of the syllabus approved by the Federal Ministry of Education for the Junior
Secondary Schools. We have written one students' book for each of the three
years of the JSS, to cover all the topics specified for each particular year, The
language has been simplified as much as possible and thereare copious illustra-
tions to make reading of the material easy. Examples from all parts of Nigeria
are given inorder that your students will quickly appreciate the relevance of the
course to their daily lives and to the economy of the country.
Although we have endeavoured to produce a set of detailed students'
textbooks, no books can replace the resourceful and skilled teacher. What we
have tried to achieve with thisTeachersl Handbook and the students' textbooks
is to place useful materials in the hands of teachers and students to facilitate
teaching and learning of Agricultural Science. It is our hope that these objec-
tives will be achieved.

Anthony Youdeowei
General Editor
CONTENTS
Preface
1 Introduction
Agriculture in the Nigerian Economy
Agriculture at the Junior Secondary School
Behavioural Objectives

2 Teaching Agriculture at the Junior Secondary School

lntroduction
Course Structure
Preparation of Lessons and Materials
0 The School Farm
Field Visits
Evaluation

3 Resources
lntroduction
Literature
0 Federal Ministries and Departments concerned with Agriculture
Other Federal Agencies concerned with Agriculture
State Ministries of Agriculture
Agricultural Research Institutes in Nigeria
Agricultural Training Institutions in Nigeria
Major Government Agricultural Development Projects
Major Private Agricultural Projects

4 Hints on Activities
Book 1
Book 2
Book 3

5 Appendix
i. Planting distances for some Vegetables and Tree crops
ii. Weights and Measures
iii. Acronyms of some Agricultural Establishments.
CHAPTER 1

AGRICULTURE IN THE NIGERIAN

ECONOMY
Introduction

Agriculture has always been an important factor in the economic development

of Nigeria and other third world countries. Through agriculture,a nation provides
the variety of food items required by its population. Agriculture also provides
certain raw materials for local industries and international trade. Recent ex-
periences in Nigeria have revealed increasing gaps between our food needs
and domestic food supply, while our industries continue to rely more and more
on imported raw materials. With increasing human population and the need to
expand our industries,the Federal Military Government and State Governments
have made agriculture and rural development priority items in their development
programmes. The primary objective is to move towards national self-sufficien-
cy in food and agricultural raw materials.
In addition, the government is anxious to increase the production of export
crops such as cocoa, coffee, oil palm, rubber, timber, groundnuts and ginger
inorder to earn more foreign exchange from these products in international
trade.
Over 75 per cent of the total labour force in Nigeria is engaged in agricultural
activities and it is estimated that there are over 12 million peasant small scale
farmers in Nigeria. These farmers, with their small farm holdings, produce most
of the food items locally consumed by the rural and urban popu!ations. As a
result of government strong emphasis on agriculture, several policies, program-
mes and projects have been established all over the country, by the Federal and
State Governments. Such programmes include the Operation Feed the Nation
(OFN), the Green Revolution Programme, 'School-to-Land', and 'Back-to-Land'
programmes, and the state-wideAgricultura! Development Projects, ADP's. The
Babangida administration has also introduced and implemented the rural
development programmes in all the local government areas inorder to provide
basic rural infrastructures which support agricultural development. Further-
more, commercial, merchant, and the Agricultural and Cooperative banks have
been directed to provide loans to individuals and organisations for agricultural
projects. This has made it possible for several large scale agricultural projects
to be established in many parts of the country.
 ~ h u sagricultural
, production is now making a positive and important impact
on our food supply and on our industries. For example, the ban on Importation
of rice into Nigeria has encouraged a drastic increase in domestic production
of rice. Root crops namely yams, cassava, potatoes and cocoyams; cereals and
grains such as cowpea, soybeans, maize, sorghum and millet, vegetables, fruits
and plantains are now produced in abundance. Lager beer is now brewed from
locally grown maize and sorghum. Plantain chips are now widely available in
department stores and small supermarkets all over the country, thus
demonstrating the influence of domestic agricultural production on small scale
food industries.
d his rapid and widescale expansion of agricultural activities demands a large
cadre of people who have been adequately trained in Agricultural Science.
Furthermore, there is an urgent need to encourage many young people to
develop an interest and eventuallydecide on a career in agriculture. Such young
agriculturists will gradually replace the ageing rural agricultural population and
introduce new innovations and technologies into farming for increased and
steady agricultural production.

Agriculture at the Junior Secondary School

At the primary school level, aspects of agriculture are taught in the primary
science course and in the agriculture course. This should form a basic founda-
tion for your students. However, it should not be assumed that all your students
have received this foundation. You should ensure that all aspects specified in
the JSS syllabus and in the students' textbooks are thoroughly covered.
Remember that students in Form 1 have a limited vocabulary and therefore you
should explain concepts in agriculture to them in very simple language.
Finally, agriculture is a practical subject and your students should be given
every opportunity to develop practical skills in agriculture.

Behavioural 0bjectives
At the end of the third year of the Junior Secondary Agriculture course, your
students should be able to:
i. Discuss the importance of agriculture in the Nigerian economy;
ii. ldentify various agricultural products and their uses to man;
iii. Explain the differences between the various branches of agriculture;
iv. Understand the structure, functioning and husbandry of crop plantsand
farm animals;
v. ldentify and describe various farming and fishing implements;
 vi. Describe in detail crop production procedures and practices and the
establishment of a farm;
vii. Describe in detail animal production procedures and practices;
viii. Recognise and describe pests, disease organisms and weeds which
affect cultivated crops and livestock and their methods of management;
ix. Describe the types, construction and maintenance of farm structures
and buildings and the maintenance of farming tools; implements and
mac hinery;
x. Describe Nigerian forests, forestry products and their uses;
xi. Identify fisheries products and discuss the importance of fisheries in
Nigeria;
xii. Describe the procedure for harvesting crops, structures for storage and
the processing of agricultural and fisheries products;
xiii. Understand and describe methods of recording agricultural operations
and evaluating the profitability of farmina;
xiv. ldentify career opportunities in agricultl
CHAPTER 2

TEACHING AGRICULTURE AT THE

JUNIOR SECONDARY SCHOOL
Introduction

It is essential to understand the philosophy and structure of the agriculture

course approved for the Junior Secondary Schools. This understanding will be
useful for appropriate orientation during preparation of the lessons on the
various topics of the course.

Course structure
The three year course covers all the branches of agriculture, thus exposing the
students to the diversity of topics and the ways in which agriculture affects our
daily lives and the national economy. Some of your students may come from
farming families and therefore they would be familiar with certain aspects of
practical agriculture. Other students, especially those who have always lived in
urban towns and cities, would probably be experiencing practical agriculture
for the first time. The philosophy of this course is to expose all students to the
science of agriculture so that they can appreciate the significant role which
agriculture plays in our lives and that farming is an interesting and noble profes-
sion.
The entire course has been divided into special topics, all of which are inter-
related. All the topics have both theory and practical content, with deliberate
emphasis on the farm practicals. It is easier to understand agriculture if theclass-
room lessons are immediately matched with farm practicals. Simple laboratory
experiments have been included, especially in the study of plants and soils.
These experiments can be done in the general laboratory or in the biology
laboratory, if there is one in your school.
Each topic treated in the students' textbook ends with a set of Activities; these
arethe practical exercises which ali your students must perform. Attempts have
been made to cover all the practical exercises suggested in the approved syl-
labus. Where the examples given are not particularly relevant to the environ-
ment of your school, modifications should be made to provide familiar examples
to your students.
Preparation of lessons and materials
Endeavour to prepare the lesson before you teach the topic in class. This MI
involve collecting materials from the home or market or instructing your stu-
dents to bring the necessary materials from their homes well in advance of the
lesson. If your school is a purely boarding school, the students may not have
the opportunity to bring materials from home; therefore the teacher should
endeavour to bring as many of the materials as possible required for practical
work.
If the topic involves visits to a farm or to the local market to see agricultural
products, implements and tools or items manufactured from agricultural
products, you should first make the visit inorder to sight all the products and
materials to be seen during the trip. This will reduce the search time wasted
during your field visit. As time goes on, you should acquire a stock of agricul-
tural implements and materials for regular teaching.
The school farm
The School Farm is really the "Field Laboratory" which is essential for effective
teaching of agriculture. The school must therefore be ready to spend some
money and provide land for establishing the school farm. A typical school farm
should have land for growing annual food crops e.g. maize, cowpea, sorghum,
vegetables. There should be an animal house containing a small poultry and
rabbitry. If financial resources permit, you may develop a piggery and also a
goat shed to maintain a few goats and sheep. Specimen perennial crops such
as cocoa, oil palm, cashew, coffee, Rubber, coconut etc. may also be grown in
a particular portion of the school farm. The most important criteria for selection
of the farm site are the land topography, nearness to a stream or other sources
of water, and the soil type. Chapters 9 and 10 of the Pupils' Book 2 give
guidelines on site selection and preparation of land for the school farm.
The students should be used regularly to work on and develop the school
farm. In this way, they will more readily understand the science of agriculture
and develop their practical farming skills.
Field visits
Throughout this course, we have introduced activities which involve visits to
various places where students will have sufficient exposure to agricultural
practices and to the products of agriculture.
Field visits should be arranged frequently for your students to see agricul-
tural research and production within their own environments. Such visits would
help to demonstrate the relevance of their study of agriculture to the needs of
society.
 Plan your field visit carefully. Start by clearly defining the objectives crf tllc:
field visit; make s list of all the places to visit and the things to see during t t l ~
visit. Brief your students adequately before you leave and on arrival at the sitc
Detailed briefing will help the students to benefit fully from the visits. Ercourage
students to make copious notes and ask many sensible questions. At the end
of each field visit, you should evaluate the success of the visit by holding a class
discussion about the students' observations during the visit.
The following list gives suggestions of places of agricultural interest.
Local market - agricultural implements, agricultural produce on sale.
Supermarkets and Department Stores in towns and cities - agricultural
implements, agricultural produce, items manufactured from agricultural
produce.
Farms - agricultural practices, farm structures and agricultural produce.
Agro-Service Centres - agricultural tools, machinery and agricultural
inputs e.g. fertilizers, pesticides.
Agricultural Shows and Trade Fairs - agricultural organisations, banks,
agricultural machinery, agricultural produce.
Farmers Field Days - usually organised by the Ministry of Agriculture or a
University Faculty of Agriculture to show farm harvests and products.
Irrigation Projects and River Basin Authorities - - agricultural practices and
farm produce.
A list of names and address of agricultural institutions and ministries has been
provided in Chapter 3, Resources. You should write to and visit the institution
nearest to your school for assistance and for information about Farmers Field
Days, Agricultural Shows or Trade Fairs. These institutions would also be
pleased to provide guest lecturers to talk to your students about agriculture,
and even help with the school farm.
Evaluation
At the end of each topic, we have included revision questions which should
asslst with evaluation of how well you had taught the subject matter of the topic.
Do not confine yourself to these questions, but you should draw up many more.
Discuss the answers to these questions in class for the benefit of all the
students. Ensure that you evaluate each topic immediately you complete teach-
ing it. You should also evaluate your students' practical skills in the school farm.
Allocate small pieces of land or ridges to each student or to working groups of
students and direct them to plant crops of their choice. Evaluate students on
how they handle farm animals and how they take care of the farm structures,
tools and implements.
CHAPTER 3

RESOURCES

Introduction

This chapter provides information on sources of materials and literature which

would be helpful in the successful teaching of this course. First, we present a
list of books which should form your reference library. It may be difficult to find
all of them or to acquire them all for your school library. You should obtain as
many of the general books as possible The library of a nearby University or
Faculty of Agriculture will hold a reasonable range d books which you can
consult as often as possible Books written for the tropical environment
especially Nigeria, should be given utmost priority when acquiring reference
material
Secondly, we have iricluded the names and addresses of agricultural
research institutes, agricultural training institutions and major agricultural
projects ~n various states of Nigeria You should approach the head of the
institution nearest your school to obtain materials, advice and facilities needed
to effectively teach this course.

Literature
General Agriculture
Agboola, S.A. 1979. An Agricultural Atlas of Nigeria. Oxford Univers;:y Press
Hewith, E.C. and D.J. Brazier, 1974. Agricultural Science for Schx+i 2nd
Colleges. Crosby Lockwood Staples Pub.
Akinsanmi, 0. 1975. Certificate Agricultur~lScience. Longman
Akinyosoye, V 0 . 1976. Senior Tropical Agricultrlre Macmillan Educat!oti
Phillips, T.A. 1977. An Agricultural Notebook (New Edition) Longman
Youdeowei, A and E.J.A. Ekpo 1985. Test yourself i n Tropical Agricciltr~rnl
Science. Spectrum Books Limited Ibadan.
Shanks, I.P. 1964. School Gardening and Agriculture Oxford Univer sty
Press.
Youdeowei, A., F.O.C. Ezedinma, and O.C. Onazi, 1985. Introduction to
Tropical Agriculture, Longman Group Limited, U.K.
Soil Science
Williams, C.N. and K.T. Joseph, 1970. Climate, Soil and Crop Production in
the Humid Tropics. Oxford University Press.
Ahn, P.M. 1970. West African Soils. Oxford University Press.
Jones, M.J. and A. Wild 1975. Soils of the West African Savanna. Common-
wealth Agricultural Bureaux International.
Sanchez, P.A. 1976. Properties and Management of Soils in the Tropics.
John Wiley and Sons.
Tisdale, S.L.and Nelson W.L. 1975. Soil Fertility and Fertilizers.

Crop Science
Irvine, F.R. 1970. West African Crops. Oxford University Press.
Kassam, A.H. 1976. Crops of the West African Semi-Arid Tropics. Interna-
tional Crop Research Institute for the Semi-Arid Tropics India.
Martin, J.H. and Leonard W.H. 1967. Principles of Field Crop Production,
Macmillan.
Mcllroy. R.J. 1967. An Introduction to Tropical Cash Crops, lbadan Univer-
sity Press.
Onwueme , 1.C. 1978. The Tropical Tuber Crops. John Wiley Sons.
Sydenham, D.H.J. 1985. Success in Vegetable Production Macmillan U . K .

Animal Science
Okorie, J.U. 1977. A Guide to Livestock Production in Nigeria. Macrnillan
Nigeria Publishers.
Oluyemi, J.A. and F.A. Roberts, 1979. Poultry Production in Wet Warm
Climates. Macmillan Education
Williamson, G and W.J.A. Payne, 1968.An lntroduction to Animal Husbandry
in the Tropic. Longman.

Agricultural Economics and Extension

Castle, E.N. and M.H. Becker 1962. Farm Business Management - The
Decision Making Process. Macmillan.
Saville, A.H. 1965. Extension in Rural Communities. Oxford University Press.
Upton, Martin 1973. Farm Management ir, Africa - The Principles of Produc-
tion and Planning. Oxford University Press.
 Williams, S.K.T. 1979. Rural Development in Nigeria. Ife University Press.
Upton, M. and Q.B.O. Anthonio, 1972.Farmingasa Business. Oxford Univer-
sity Press.
Adegeye, A.J. and J.S. Dittoh, 1982 Essentials ofAgricultural Economics.
CARD, University of Ibadan.

Forestry and Fisheries

Moses, B.S. 1983. Introduction to Tropical Fisheries,lbadan University Press.
Nwoboshi, L C . 1981. Tropical Silviculture. lbadan University Press.

Federal Ministries and Departments Concerned with

Agriculture
Federal Ministry of Agriculture, Water Resources and Rural Development
Abuja.

Field Units
Enugu P.M.B. 1091 llorin P..M.B. 1433
Bauchi P.M.B. 246 Lagos P.M.B. 12613
Benin City P.M.B. 1189 Minna P.M.B. 93
Makurdi FDA Field Office Abeokuta P.M.B. 2148
Maiduguri P.M.B. 1061 Akure P.M.B. 768
Calabar P.M.B. 1105 Jos P.M.B.111
Yola P.M.B. 2104 Port Harcourt P.M.B. 5172
Owerri P.M.B. 1345 Sokoto P.M.B. 2382
Kano P.M.B. 3171
Federal Department of Fisheries
P.M.B. 12529, Lagos.

Field Units
Kaduna P.M.B. 2012 l badan P.M.B. 5011
Jos P.M.B.2050 Enugu P.M.B. 1601
Federal Department of Agriculture Land Resources
P.M.B. 2278. Kaduna.
Federal Department of Forestry
P M.B. 501 1, Ibadan.
Field Units
Enugu P.M.B. 1028, Enugu, Anambra State.
Kaduna P.M.B. 2082, Kaduna, Kaduna State.
Jos P.M.B. 2197, Jos, Plateau State.
Federal Department of Lfvestock and Pest Control
P.M.B. 12613, Lagos.
Federal Department of Pest Control Services
P.M.B. 2005, Kaduna
Federal Ministry of Science and Technology
P.M.B. l2?93,,Lagos.

Other Federal Agencies Concerned wlth Agriculture

Agricult.ural Project Monitoring Evaluation and Planning Unit (APMEPU)
P.M.B. 2178, Kaduna.
Federal Agrlcultural Coordinating Unit (FACU)
P.M.B. 5517, Bodija, Ibadan.
National Accelerated Food Production Programme
(i) National Cassava Centre
C/O NRCRl
P.M.B. 1006, Umuahia
(ii) National Rice and Maize Centre
C/ONCRl
P.M.8.5042, lbadan
(iii) National Sorghum Millet and Wheat Centre
c/o AERLS
P.M.B. 1044, Zaria.
National Grains Production Company Ltd.
P.M.B. 2182, Kaduna.
National Root Crops Production Company Ltd.
P.M.B. 1347, Enugu.
National Seed Service
C/OUniversity of lbadan
P.M.B. 9, Ibadan.
Nigerian Agricultural and Cooperative Bank
P.M.B. 2155, Kaduna.
10
State Ministries of Agriculture
Ministry of Agriculture and Food Production
P.M.B. 1004, Enugu, Anambra State.

Ministry of Agriculture and Natural Resources

Uyo, Akwa lbom State.

Ministry of Agriculture and Natural Resources

P.M.B. 68, Bauchi, Bauchi State.

Ministry of Agriculture and Natural Resources

P.M.B. 1060, Benin City, Bendel State.

Ministry of Agriculture and Natural Resources

P.M.B. 2038, Makurdi, Benue State.

Ministry of Agrlculture and Natural Resources

P.M.B. 1047, Malduguri, Borno State.

Ministry of Agriculture and Natural Resources

P.M.B. 1019, Calabar, Cross River State.

Ministry of Agriculture and Natural Resources

Owerri, Irno State.

Ministry of Agriculture Cooperatives and Natural Resources

Yola, Gongola State.

Ministry of Agriculture and Rural Development

P.M.B. 2103, Kaduna, Kaduna State.

Ministry of Agriculture and Natural Resources

P.M.B. 3078, Kano, Kano State.

Ministry of Agriculture and Natural Resources

Katsina, Katsina State.

Ministry of Agriculture Fisheries and Natural Resources

P.M.B. 1383, llorln, Kwara State.
 Ministry of Agriculture Fisheries and Natural Resources
P.M.B. 1028, Lagos, Lagos State.

Ministry of Agriculture and Natural Resources

P.M.B. 74, Minna, Niger State.

Ministry of Agriculture and Natural Resources

P.M.B. 5029, Ibadan, Oyo State

Ministry of Agriculture and Natural Resources

Asao Abeokuta, Ogun State.
Ministry of Agriculture and Rural Development
P.M.B..713, Akure, Ondo State.

Ministry of Agriculture and Natural Resources

P.M.B. 2050, Jos, Plateau State.

Ministry of Agriculture and Natural Resources

P.M.B. 5002, Port Harcourt, Rivers State.

Ministry of Agriculture and Natural Resources

P.M.B. Sokoto, Sokoto State.

Agricultural Research Institutes in Nigeria

Agricultural Extension and Research Liaison Service
Ahmadu Bello University
P.M.B. 1044, Zarla.

Cocoa Research Institute of Nigeria

P.M.B. 5244, lbadan.

Forestry Research Institute of Nigeria

P.M.B. 5054, Ibadan.

lnstitute for Agricultural Reseach

Ahrnadu Bello University
P.M.B. 1044, Zaria.
lnstitute of Agricultural Research and Training
Obafemi Awolowo University
P.M.B. 5029, ibadan.
International lnstitute tcr Tropical Agriculture
P.M.B. 5320, lbadan.
Kainji Lake Research lnstitute
P.M.B. 666, New Bussa, Kwara State.
Lake Chad Research Institute
P.M.B. 1293, Maiduguri.
Leather Research lnstitute of Nigeria
P.M.B. 1052, Zaria.

National Animal Production Research lnstitute

P.M.B. 1096, Zaria.
National Cereals Research lnstitute
Badegi via Bida, Niger State.

National lnstitute for Horticultural Research

P.M.B. 5432, lbadan.

Nationallnstitute for Oil Palm Research

P.M.B. 1030, Benin City.

National Root Crops Research lnstitute

P.M.B. 1006, Urnudike-Umuahla, Imo State.

National Veterinary Research lnstitute

Vom vie Jos, Plateau State.

Nigerian lnstitute for Trypanosomiasis Research

P.O. Box 2027, Kaduna.

Nigerian lnstitute of Oceanography and Marine Research

P.M.B. 12729, Lagos.

Nigerian Stored Products Research lnstitute

P.M.B. 13543, Lagos.

Rubber Research lnstitute of Nlgeria

P.M.B. 1049, Benin City.

Sugar Research lnstitute

University of Ilorin, Kwara State.
Agricultural Training Institutions
Nigeria
Intermediate Level Agriculturai Training Institutes in Nigeria by states.

STATE A B C D E F G H I J

Anambra 1 - - - - - 1 - -

Cross River - 1 - - - - - - - -
Gongola 1 1 - - - - 2 -

Imo 1 2 - - - - - - - -
Kaduna 1 2 2 - 1 1 1 - 3 1
Kano - 2 - - - - - - - 2

Lagos - 1 - 1 - - - - - -

Niger - 1 - - - - - - 1 1

Oyun - - - - - - - - 1 -
Ondo - 1 - - - - - - - -

OY0
- 1 - - 1 1 - - - -.

Plateau 1 1 - - 1 1 1 1 -
- - 1 1 - - - - - --
Rivers
Sokoto - 1 1 - - - 1 - 1 1

TOTAL 5 21 5 3 3 2 3 2 1 2 7
KEY

A - College of Education (NCE)

B - School of Agriculture (OND & HND)
C - Polytechnics/Colleges of Science and Technology (OND & HND)
D - Schools of Fisheries (OND & HND)
E - Schools of Forestry (ON0 & HND)
F - Schools of Animal HealthIScience (ON0 & HNU)
G - Schols of Water Conservation/lrrigation (OND & HND)
H - Veterinary Schools (OND & HND)
1 - Farm Training Centres (Certs)
J - Home Economics Centres (Certs)

Schools and Colleges of Agriculture

(Non-degree awarding)

Advanced Teachers College

Kafanchan, Kaduna State

Agricultural Training Centre

Mbatie Via Gboko
Benue State

Audu Bako School of Agriculture

Institute for Higher Education
P.M.B. 3401, Kano
Kano State

Bendel State School of Agriculture

Anwai - Asaba
Bendel State

College of Agriculture, Bakura

Ahmadu Bello University
P.M.B. 2285, Sokoto
Sokoto State
College of Agriculture, Kabba
Ahmadu Bello University
Kabba, Kwara State

College of Agriculture, Samaru

Ahmadu Bello University
P.M.B. 1058, Zaria
Kaduna State

College of Agriculture
Yandev. Benue State

College of Agriculture and Animal Science

Ahmadu Bello University
P.M.B. 2134, Kaduna
Kaduna State

College of Agriculture, Animal Health and Husbandary

P.M.B. 1025, Jalingo
Gongola State

College of Education
Agricultural Science Department
Abraka, Bendel State

College of Science and Technology

Kaduna Polytechnic
P.M.B. 2021, Kaduna
Kaduna State.

Division of Agricultural Colleges

Ahmadu Bello Unlvedty
P.M.B.1082, Zarla
Kaduna State

Farm Institute
Ilesha, Oyo State
Federal Advanced Teachers College
Department of Agricultural Science
P.M.B. 2042, Yola
Gongola State

Federal Soil Conservation School

P.M.B. 2035, Jos
Plateau State

Kaduna State School of Agriculture

P.O. Box 56, Zonkwa
Kaduna State

Murtala College of Arts, Science and Technology

P.M.B. 2084, Makurdi
Benue State

Niger State School of Agriculture

P.O. Box 57, Zungeru
Niger State

Odeda Farm Institute

P.M.B.2024, Abeokuta
Ogun State

School of Agriculture
P.O. Box 79, Abagana
Anambra State

School of Agriculture
Akure, Ondo State

School of Agriculture
Lagos State College of Science and Technology
P.M.B. 1001, lkorodu
Lagos State
School of Agriculture
klaiduguri, Borno State

School of Agriculture
P.M.B. 102, Obubra
Cross River State

School of Agriculture
Alvan lkoku College of Education
P.M.B. 7010, Umuahia
Irno State

School of Agriculture
P.M.B. 1008, Umudike
Imo State

School of Agriccr!ture
P.M.B. 109. Mokwa
Niger State

School of Agriculture
P.M.B. 5007, lbadan
Oyo State

School of Animal tiealth

Institute of Agricultural Research and Training
P.M.B. 5029, lbadan
Oyo State

School of Forestry
P.M.B. 2019, Jos
Plateau State

School of Forestry
P.M.B. 5054, lbadan
Oyo State
School of Irrigation and Agricultural Mecahnization
Katsina College of Arts Science and Technology
P.M.B. 2052, Katsina
Kaslina Slate

Veterinary School
Vom Via Jos
Plateau State

Veterinary Training Centre

Ezangbo, Imo State

Water Resources Institute

Federal Department of Water Resources
Mando Road, Kaduna
Kaduna State

University Faculties of Agriculture

Ahmadu Bello University. Zaria

Kaduna State

Abubakar Tafawa Balewa College

Ahmadu Bello University
Bauchi, Bauchi State

Modibbo Adama College

University of Maiduguri
Yola, Gongola State

University of Benin
Benin City, Bendel State

University of Calabar
Calabar, Cross River State

University of lbadan
Ibadan, Oyo State
University of Ife
Ile-lfe, Oyo State

University of llorln
Iforin, Kwara State

University of Agriculture
Makurdi, Benue State

University of Maidugurl
Maiduguri, Borno State.

Cross Rivers State University

Uyo, Akwa lbom State.

Ogun State University

Ago-lwoye
Ogun State

University of Agriculture
Abeokuta
Ogun State

Rivers State University of Science and Technology

Port Harcourt

University of Nigeria
Nsukka, Anambra State

University of Sokoto
Sokoto, Sokoto State

Federal University of Technology Akure

Akure, Ondo State

Federal University of Technology

Owerri, Imo State
Major Government Agricultural Projects
River Basin and Rural Development Authorities

Benin-Owena River Basin and Rural Development Authority

P.M.B. 1381, Benin City, Bendel State

Chad Basin and Rural Development Authority

P.M.B. 1130, Maiduguri, Borno State

Cross River Basin and Rural Development Authority

P.M.B. 1249, Calabar, Cross River State.

Imo-Anambra River Basin and Rural Development Authority

P.M.B. 1301, Owerri, Imo State

Hadejia-Jama'are River Basin and Rural Development Authority

P.M.B. 3168, Kano. Kano State

Lower Benue River Basin and Rural Development Authority

P.M.B. 2185, Makurdi, Benue State

Niger Delta Basin and Rural Development Authority

P.M.B. 5676, Port Harcourt, Rivers State

Upper Niger River Basin and Rural Development Authority

P.M.B. 1526, Ilorin, Kwara State

Ogun-Oshun River Basin and Rural Development Authority

P.M.B. 21 15, Abeokuta, Ogun State

Sokoto-Rima River Basin and Rural Development Authority

P.M.B. 2223, Sokoto, Sokoto State

Upper Benue River Basin and Rural Development Authorjty

P.M.B. 2086, Yola, Gongola State.
Agricultural Development Projects

Agricultural Development Corporation

P.M.B. 1024, Enugu. Anambra State.

Agricultural Promotions and Development Company

P.O. Box 1073, Kaduna, Kaduna State

Agro Service Corporation

Ministry of Agriculti~reand Natural Resources
Imowo, Ijebu-Ode, Ogun State

Anambra State Agricultural Development Project

Enugu

Ayangba Agricultural Development Project

Ministry of Agriculture and Natural Resources
Ayangba, Benue State.

Ayip Eku Federal Palm Project

P.M.B. 1272, Calabar, Cross River State

Bauchi State Agricultural Development Project

P.M.B. 50, Bauchi

Benue State Agricultural Development Project

Makurdi

Bendel State Agricultural Development Project

Benin City

Bida Agricultural Development Project

P.M.B. 1, Bida, Niger State

Borno Accelerated Development Area Programme

F.M.B. 1452, Maiduguri

Borno State Agricultural Development Project

Maiduguri
22
Cross River State Agrlcultural Development Project
Calabar

Funtua Agrlcultural Development Project

P.M.B.6020, Funtua, Kaduna State

Gombe Agrlcultural Development Project

P.M.B. 46, Gornbe, Bauchl State

Gongola State Agricultural Development Project

Yola

Gongola State lntegrated Rural Development Programme

P.O. Box 956. Yola

Gusau Agricultural Development Project

P.M.B. 1020, Gusau, Sokoto State

llorin Agricultural Development Project

P.M.B. 1383, Ilorin, Kwara State

Irno State Agricultural Development Project

Owerri

Investments and Credit Corporation of Oyo State

P.M.B. 5085, lbadan

Kaduna State Agricultural Development Project

P.M.B. 2269, Kaduna

Kaduna State lntegrated Rural Development Project

P.M.B. 2269, Kaduna

Kano Agricultural Supply Company

C/OKNARDA
P.M.B. 3130, Kano
Kano State Agricultural and Rural Development Authority
Project Management Unit
P.M.B. 3130, Kano

Kwara State Agricultural Development Corporation

P.M.B. 1350, llorin

Kwara State Agricultural Development Project

llorin

Lagos State Agricultural Development Project

Lagos

Lafia Agricultural Development Project

P.M.B. 36, Lafia, Plateau State

Nigerian Beverage Production Company

P.M.B. 2267, Kaduna, Kaduna State

Nigerian Sugar Company Ltd.

P.M.B. 65, Jebba, Kwara State

Niger State Agricultural Development Project

Minna

Ogun State Agricultural Development Project

Abeokuta, Ogun State

Ondo State Agricultural Development Project

Akure

Oyo North Agricultural Development Project (ONADEP)

lbadan

Oyo State Cocoa Development Unit

P.M.B. 5347, lbadan

Plateau State Agricultural Development Project

J0s
24
Rivers State Agricultural Development Project
P.M.B. 5098, Port Harcourt

Cwannah Sugar Company

0.Box 93, Yola, Gongola State

nall Holder Oil Palm Project

M.B. 208, Ahoada, Rivers State

nall Holder Oil Palm Project

M.B. 1112, Owerri

~ k o t oState Agricultural Development Project

M.B. 2245, Sokoto

~uthernBorno Agricultural Development Project

aiduguri

Risonpalm Estates Limited

Ublma
Rivers State

Major Private Agricultural Establishments

Adanta Community Farm
c/o lsiokpo P.A. Via Port Harcourt
Rivers State

African Science and Agriculture (Nig.) Ltd.

P.O. Box 2402, Enugu, Anambra State

Agribusiness Consultants, Ltd.

P.O. Box 6858, Lagos.

Agricultural Managers and Consultants Ltd.

P.O. Box 55149, Ikoyi, lagos.

Ammami Farms Ltd.

Funtua, Kaduna State
 Ana Dariya Farms Ltd.
Dantata Group of Companies
Kano, Kano State

Gonar Kahuda Ltd.

P.O. Box 302, Keffi, Plateau State

Integrated Agro Industries Ltd.

P.O. Box 521, Lafia Plateau State

Lisabi Mills (Nig.) Ltd.

P.O. Box 404, Yaba, Lagos

Temperance Enterprises Ltd

Otta, Ogun State.

Okitipupa Oil Palm Company

P.M.B.319, Okitipupa, Ondo State

Olowe Gab Farms

Erin-lle, Kwara State

Sambo Farms Ltd.

Funtua, kaduna State

Shell Community Development Project

CPDEII Shell
P.O. Box 263, Port Harcourt, Rivers State

Top Feeds Ltd

P.M.B. 4098, Sapele, Bendel State

Vegfru Nigeria Ltd., Kano

SCOA (Nig.) Ltd.

John Holt (Nig.) Ltd.

Food Specialities (Nig.) Ltd.

Northern Breweries Ltd. Kano

Northerr, Nigeria Flour Mills Ltd., Kano

Plateau Breweries Ltd., Jos

Nigerian Tobacco Company Ltd.

John Holt Farms Ltd.

Benin City. Benciel State

Guiness Farms Ltd.

P.O. Box 70. Mokwa
Niger State

Texaco Farms Ltd

Tropical Agricultures Soil Services

7, Otonahia Place
P.O. Box 761
Port Harcocrrt, Rivers State.
 CHAPTER 4

HINTS OM ACTIVITIES
BOOK I YEAR 1
Topic 1 Meaning and Importance of Agriculture

Activities 1.1 to 1.3

These activities are designed to assist your students to learn about and become
familiar with agricultural products and their uses.
You should organise a field trip to the town or village market where most
agricultural products are displayed for sale. Draw attention to the processed
agricultural produce such as garri, elubo, ground beans, palm oil, groundnut
oil, eko, thread, soap, margarine etc. Table 3.1. on page 11 of the Pupils'
Textbook I will guide you on the range of items to look out for.

Topic 2 Plant Forms

Activity 2.1

This activity can be treated in two parts: Students should be able to identify and
understand the different functions of the various parts of crop plants - root,
stem, leaves, flowers, fruits and seeds. At this stage the teacher should
emphasize gross morphology. It must also be stressed that each of these parts
has a vital role to play in the life of a plant. You should ensure that a familiar
plant in their vicinity is used. Large labelled diagrams should be made.

Acltivity 2.2

The division of a plant into root and shoot systems should be emphasized. The
root system consists of the root while the shoot system consists of stem, nodes,
inter-nodes, leaves and flowers.

Activity 2.3

Germinatesome seeds on damp blotting paper or cotton wool. Instruct students

not to soak the blotting paper or cotton wool in water, the blotting paper or
cotton wool should be damp but not wet. Seedlings do not germinate satisfac-
torily if there is too much water.

Activities 2.4 t o 2.7

Specific examples of monocotyledons like maize, millet, sorghum, and di -

cotyledonslike beans, pepper, water leaf should be made available to students.
Depending on the types available in your vicinity, seeds from each of the two
plant groups should be germinated in pots and examined from time to time. In
addition, the students should also draw and label the external featuresand state
the essential differences between mono and dicot plants provided. Such
comparison should highlight the differences in the types of root, stem, leaves
f11nt)ation)and parts of flowers.

Groups of Crops and Their Uses

Activity 3.1

This activity requires the pupils to use both their classroom knowledge as well
as their practical observations to classify the various crops into annuals and
perennials. This activity should be done sometime at the end of the growing
season when the annuals will be dying while the perennials will continue
growlng. In the case of vegetable crops In the school garden, an~rualcropssuch
as tomatoes will die after they have set fruit and matured. A perennial crop like
pepper will continue to produce new flowers and fruits as long as water is
available.

Activity' 3.2

This activity aims at demonstrating the differences in the adaptation to and

distribution of crops in the various ecological zones of the country. Such a trip
should cut across at least two ecological zones from South to North or vice
versa. The trip should ideally be undertaken sometime in August when almost
all crops have been planted, but none are mature enough for harvest.

Activity 3.3

In thla activity, the pupils are required to classify the crops into the three broad
classes given in their text. The food crops and industrial crops should be fur-
ther classified according to their specific uses.
29
 Ifthe school farm does not have a wide variety of crops, the pupils could visit
the local market for this exercise.

Topic 4 Farm Animals

Classification of Farm Animals

Introduction

In this chapter, the students are given the opportunity to familiarise themselves
with the different kinds of farm animals found in their locality. Emphasise that
farm animals are those animals reared and kept by man; these include goats,
sheep, plgs, cattle, poultry (birds), fish, rabbits, horses, dogs, donkeys and
camels.

Activities 4.1 to 4.2

Arrange for students to visit farms in their locality to observe farm animals. They
should record the characteristics of the farm animals and identify them. Stu-
dents should be encouraged to write copious notes in their notebooks.
Students should list the characteristics of each group of farm animals in their
notebooks. Use the format in Activity 4.1. of Book I for this exercise.
Provide labelled diagrams of farm animals such as cows, goats, pigs and
fowls and let the students observe the parts. They should draw one or two
animals and label their parts.

Activity 4.3

Arrange a visit to nearby'farms to identify the different types of livestock, and

compare these animals with those found in other parts of the country.

Activity 4.4

Students should name the farm animals that provide, or are used for the follow-
ing: meat, milk, eggs, clothing, transportation, labour, manure, medicine and
security. They should also mention other uses of farm animals in their locality.
 Agricultural Implements

Activities 5.1 to 5.4

Farming tools are commonly displayed in the hardware section of markets.

Arrange a field trip to a market where students can see many farming tools.
Companies like the SCOA, UAC, Leventis, Steyr and BEWAC have agricultural
divisions which stock a variety of farm machinery. The sales managers of such
companies will be pleased to show you and your students some of their
machinery and also explain their uses. Simple tools for farming should be
acquired for use on the school farm. After use, you should insist that your
students clean the tools before they are kept away. At the end of the farming
season, students should oil the metal parts of the tools before they are stored.
BOOK 2 YEAR ll
Topic 1 Composition and Properties of Soil

The purpose of thlsactivlty is todemonstratethe ability of each soil type to retain

water. The amount of water retained by a soil is a measure of its potential use-
fulness to agricultural crops. It should be explained that either too little or too
much water is undesirable for crops. From the results obtained, the soil type
that retains water moderately is regarded as good agricultural soil. Soils which
enable water to drain freely or do not drain at all are poor agricultural soils.

Activity 1.2

Differences between the soil layers can be studied by examination of the

depth of the soil layers
size of soil particles in each layer
colour of soil layer
presence of decaying plant and animal materials.

Topic 2 Soil Fertility and Management

The important aspect to emphasize here is the spreading characteristics of

these plants. These make them suitable as cover crops. In addition, the
presence of root nodules confers additional advantage in that they fix nitrogen.
Please note that nodules should not be confused with galls which may also be
found In the roots of legumes. While nodules are only superficially attached to
roots, galls are permanent swellings on roots and cannot be easily detached.
Galling is caused by root knot nematodes which are pests.

Activities 2.3 to 2.5

Each school should ensure that at least an agricultural plot with a crop rotatlon
plan Is established. This will help students understand what crop rotation is all
about. Where land is avalable, many of such plans can be sited in different
places. Dlgging and preparation of compost pits should be supervised by
teachers. Application of inorganic fertilizers to crops should be carefully
demonstrated and explained to students.

Topic 3: Soil and Water Conservation

Activity 3.1

The object of this activity is to demonstrate vapour loss of water from soils of
varying water content. The amount of water lost through evaporation will in-
crease with increasingwetness of the soil. The idea is to get one beaker in which
the soil is just moist, another in which the soil i s wet. while the fourth beaker
should have excess water lying on the soil surface. The quantities of water to
be added to the soil could be varied from those suggested in the pupils' text, to
suit the type of soil being worked with.

Activiity 3.2

This activity Is aimed at demonstrating the rate of water intake and the amount
of water retained by sandy and clayey soils; soil high in organic matter and one
low in organic matter. The sandy soil will take in water faster than the clayey soil
while the clayey soil will retain more water than the sandy soil. Soil high in
arganic matter will take in water faster than soil low in organic matter, but the
amount of water retained will depend on the type of soil and the type and na-
ture of the organic matter.

Activity 3.3

This activity demonstrates the effectiveness of various types of mulching

materials in reducing vapour losses of water. In addition to the types of mulches
suggested in the pupils' text, the teacher could include polythene sheet and
paper. The polythene sheet will be the most effective.

Topic 4 Propagation of Crops

Activity 4.1

This activity demonstratesways of enhancing seed germination. Soaking seeds

in water overnight allows seeds to tak'e in water and swell so that when they are
sown, they germinate faster than those that have not been soaked. Similarly,
making a cut on the seed coat (scaritication) enhances water absorption so that
such seeds will germinate faster than those that have not been scarified.

Activity 4.2
This activity is to demonstrate the effect of seed treatment chemicals in sup-
pressing fungal attack. The treated seeds will be less affected by moulds but
the percentage germination may not be different from the untreated seeds.

Activity 4.3

This activity is to enable the pupils to practically observe the various methods
of budding and grafting that are discussed in their text. If time and circumstan-
ces permit, some methods of grafting such as tongued approach grafting,
inarching and bridge grafting which are not discussed in the pupils' text may
also be demonstrated.

Topic 5 Cultural Practices and Crop Management

Activity 5.1

This activity will gbe pupils an opportunity to actually make the various types of
seed beds such as:
(i) Mounds for yams and cassava
(ii) High ridges for yams or sweet potato
(iii) Low ridges for sorghum or maize
(iv) Flat seedbeds for sorghum or millet
(v) Nursery beds for vegetables

Here the pupils should apply their classroom knowledge to harvest the various
crops, and where necessary, undertake drying and/or storage of their harvests.

Topic 6 Weeds

Activity 6.1 and 6.2

The following books will assist you to identify the common weeds in Nigeria.
Endeavour to obtain copies for the school library and for your class use.
1. Introtduction to TropicalAgriculture by A. Youdeowei, F.O.C. Ezedinma and
O.C. Onazi. Longman Group U.K. Chapter 8.
2. Weecis and their Control in the Humid and Subhumid Tropics HTA Proc.
Serk!s No..3 IlTA Ibadan.
Weed: ;should be pulled up together with their roots so that students will be
able to st udy the complete plants.
ldentification should include the scientific name, common name and names
in the loci31 Nigerian language. Notes should also be made about the local uses
of the different weeds, for example as food for livestock and humans or for
preparincI medicines.

Activity

This activlity should be done by all thd students. Inspect their "weed books" at
the end of the Topic and award marks for each effort. Students should be
informed about this at the beginning so that they would be stimulated to per-
form theiir work serlously.

Topic ;7 Pests and Diseases of Crops

These activities are designed to be carried out mainly in the field where your
students should make the observations and records themselves. Obtain
Advisory Leaflets from the state Ministry of Agriculture or the Agricultural
Research Institutesfor guidance on the various methods of controllingcommon
pests and diseases of Nigerian crops

Topic: 8 Animal Nutritfon

Activitiies 8.1 to 8.2

Students should name animal feeds found in their locality and classify them
under fqoughages, Succulents and Concentrates.
Stucjents should find out the names of some other feeds in their locality not
mentioned in class. Ask them to classify these feeds into the three feed classes
Armnge a visit to a nearby farm to observe the types of feeds fed to the
animal!5 there.
Topic 9 Animal Management

The livestock farmer is very much concerned with breeding farm animals and
caring for them in order to produce meat, milk, butter, cheese and eggs.

Systems of livestock management

Activities 9.1 and 9.2

Students should identify the three main systems of livestock management viz:
Intensive, Semi-intensive and Extensive systems. Discuss the three systems
briefly, highlighting the differences between them.
Your students should be well supervised during the farm visit, to guide them
in observing and recording the features of Livestock management, equipment,
and other facilities.

Topic 10 Animal Diseases

Activity 10.1

Students should understand the meaning of 'disease', and that many diseases
attack farm animals resulting in their death or preventing them from
producing high quality meat or eggs. List the major diseases of farm animals,
and mention the organisms that cause each disease, the symptoms, treatment
and control measures. During the visit to a nearby farm, students should try to
identify sick an~maisanu the diseases causing the sickness. They should
discuss how common animal diseases can be controlled or prevented. Students
should find out about other animal diseases not mentioned in the class and how
they can be controlled, prevented and cured.
Emphasisethe importance of sanitation in animal houses as an effective way
of controlling or preventing diseases.
 YEAR Ill
1 Farming and Cropping Systems

~ouldobserve the cropping systems on farmers' fields and notewhether

? grown as sole crops or mixed crops. They should ask the farmers the
les of the cropping system they adopt.

J the farmers the questions suggested in the pupils' text, your students
e able to determine the types of cropping systems being practised.

2 Farm Machinery

s 2.1 and 2.2

le field visit to see farm machinery, your students should write down
of the different machinery demonstrated to them.

3 Establishing a Farm

hool teaching Agricultural Science should endeavour to establish a

rder to provide opportunities for students to practise what they have
:he classroom.

3 3.1 and 3.2

dents should understand that the success of the farm depends on the
ation of the farm.
cuss the following factors: good soil, water supply, availability of land,
:essibility,tools and equipment, nearness to school, security, finance,
De of the land.
the factors to be considered in planning a farm such as size of the
n, kind of crops, kinds of animals, sources of manure/composting,
ation of farm houses and shops and soil erosion. After classroom
:ussions on the above factors, take the students out to a farm site and
37
 ask them to plan a farm considering the necessary factors.
(c) Provide materials you would need to fence the school farm. Students
should actively participate in fencing the school farm. Use only cheap
materials which can be easily obtained locally.
(d) Discilss ways of maintaining the school farm, e.g. soil fertility, forage and
pasture management, pest and disease control, regular crop rotation,
prunning and weeding.
Students should be aware of the importance of fencing and walling of
the school farm to keep off unwanted predators, pestsand wandering
animals. Emphasise the need to check farm fences regularly and to repair
them accordingly.

Topic 4 Farm structures and Buildings

Activities 4.1 and 4.2

(a) Note that it may be necessary to visit many farms inorder to see a wide
range of farm structures and buildings. Endeavour to arrange many field
visits so that your students will see as many types of farm structures and
buildings as possible. The farm workers will be pleased to provide
information on the kinds of materials used for the construction of the
structures and buildings in the farms.
(b) Attempt only simple constructions which can be done cheaply with local
materials.

Topic 5 Storage of Farm Produce

Introduce this topic by stating the objectives of storage. One important objec-
tive is that not all farm produce harvested can be consumed or sold at once.
Some produce are stored for consumption and for sale during periods of scar-
city. Sale during the period of scarcity enables the farmer to obtain more money
for his produce than at harvest. The methods of storage to be adopted will,
however, depend on the type of farm produce, the prevailling weather condi-
tions. the type of farmer (whether peasant or large scale) and the cost benefit
analysis of the method being adopted.

Activities 5.1 and 5.2

Describe and show to students the various methods of storage. Photographs

of storage syqerns not available on the school farm should be displayed to
students,Arrange field visits for students to observe storage structures in farm
cets. Attempt the construction of simple storage structures and list the
of storage for different crops.

6 Farm Records

lily will enable the students to practice keeping of farm records. They
;e their classroom knowledge to make an inventoryfor the school farm.

7 Fisheries

,Id in every market in Nigeria, therefore it should be easy to perform all

ties in this topic. In.many towns, there are cold storage stores where
is kept for sale to fish distributors. The managers of such stores should
ached to help with these activities. There, you will have the opportunity
iour students a wide variety of fishery items available for sale.

~ i t yis best done as a demonstraion to your students. Before treating

~ c int class, obtain some pond water and examine it to ensure that
is actually present. You should now set up the demonstration in the
! of the students. Do not bother to identify the different plankton
I to any biological detail.
S

P 7.2,7.3 and 7.4

ccompany your.students on these field visits. Before you start each

vlslr, review the objectives of the visit and the questiom which your students
should ask during the visits. On your return, review the visits, what was seen in
the different places, the questions asked and answers obtained.

Activity 7.5

Ktivity may be given to students as a home holiday activity

Activity 7.6

Fresh fish must be preserved quickly before it begins to spoil and smell badly.
There is no point in preservingfish which is already spoilt. Therefore ensure that
this activity is performed with fish that is really fresh.

Topic 8 Forests and Forest Products

Students are expected to know the Vegetation map of Nigeria, and the types of
forest trees, and animals associated with each vegetation zone. The most
current map has been presented in the text (Pg. 66). If possible, arrange an
excursion, to some vegetation zones in Nigeria.
Describe the influence of forests on the environment. This aspect is relevant
at this time when the various governments are interested in maintaining forest
resources like animals and trees which are dwindling fast. A list of forest
products and their uses has been given in the text (Pages 68 and 69). This list
is, however, not exhaustive, and the teacher can add more to the existing list.

Activities 8.1 and 8.2

The suggestions provided in these activities explain in detail all what should be
done.
In Activity 8.2, all the stages in the procedure for planting seedlings should
be demonstrated to the students.

Topic 9 Agricultural Development

Activity 9.1

Guest speakers can be invited from:

the Ministry of Agriculture in the State
the Veterinary office
Faculty of Agriculture of a University
Banks e.g. the Nigerian Agricultural and Cooperative Bank and Merchant ,
Banks which have Agricultural Divisions.
Private Farmers.
Duringthe career talk, encourage your students to ask many questions. Note
that in agriculture, people are engaged in production, processing, preservation
and marketing because they expect to earn money and their living from these
activities. Students should be made to understand that the choice of a job is
one very important decision one makes in one's lifetime. To make a realistic
choice of a career in agriculture, they need all the necessary information
arding the opportunities in agriculture in Nigeria.

tivity 9.2

dents should be well briefed about the objectives of this particular field visit;
questions to be asked should be related to
0 the use of Science and Technology in all aspects of agricultural produc-
tion
the advantages of choosing agriculture as a career
0 the range of career opporlunities available in agriculture
how to embark on further studies in order to develop a career in agricul-
ture.
0 the importance of agriculture in the overall economic development of
Nigeria.

pic 10 Animal Diseases

N that the students have learnt about the rearing and feeding of livestock,
y should learn about animal diseases which is an aspect of livestock manage-
nt.
?our groups of organisms that cause animal diseases are: viruses, bacteria,
protozoa and worms. Animal diseases are studied inorder to control them in the
farm, to prevent losses.

Common Diseases, Pests and Parasites of Farm Animals

The purpose of this lesson is to teach students the different types of diseases,
pests, and parasites that attack farm animals, their symptoms, and their
methods of control and prevention.
Objectives

At the end of the lesson, the student should be able to:

(a) Define a disease.
(b) List the common diseases, pests and parasites of different farm animals.
(c) Identify sick farm animals
(d) Describe control measures and treatment for different types of animal
diseases.
Materials needed

Pictures of sick animals, a chart showing the major animal disease, their
symptoms, control measures and their cure should be provided.

Activity 10.1

Students should understand the meaning of 'disease', and that many diseases
attack farm animals resulting in their death or preventing them from producing
high quality meat or eggs. List the major dlseases of farm animals, and mention
the organisms that cause each disease, the symptoms, treatment and control
measures.
Arrange a visit to a nearby farm for students to identify sick animals and the
diseases associated with them. They should discuss how common animal dfs-
eases can be controlled or prevented.
Discuss animal diseases with the livestock farmers, during the visit to their
farms. Students should find out about other animal diseases not mentioned in
the class and how they can be controlled, prevented and cured.
Ernphasise the importance of sanitation in the animal houses as an effective
way of controlling or preventing diseases.
Appendix I

"'mting Distances for some Vegetable

d Tree Crops
Distance Distance
between plants between rows

Vege

Onions
Tom;stoes
Okro
Pepy:
Gard
Carrc
Cabt
Lettu

Tree Crops

Man
Citr~
Ban:ma
Guzva
COC~oa
Coffee
COC~ onut
Rub1bar
Oil Palm
Cashew
Pawpaw
Kola
Pineapple
Tea
Fertilizer rates for some Crops

Crop Nutrient (Kglha)

N

Cassava
Dry Areas
Wet Areas
Cocoyam
Cotton
Cowpea
Groundnuts
Maize
Dry Areas
Wet Areas
Millet
Rice
Sorghum
Soyabean
Sugar Cane
Sweat Potato
Wheat
Yams
Onions
Pepper
Tomatoes
Appendix II

eights and Measures

Cilogram (kg) - 100 grams

'onne (t) -
- 1000 Kilograms
>entimetre(cm.) - 10 millimetres
Aetre (m.) - 100 centimetres
Cilometre (km) - 1000 metres
iectare (Ha) - 10,000 Square metres
Square Kilometre (sq. km.) - 100 hectares
i t r e (I) -
- 1000 cubic centimetres
(g = 2.2046 Ib; ( l l b = 0.4536 kg)

3rmulae for areas and volmes

ea of circle 77.'
~rfacearea of a sphere 4ll r2
i u m e of a sphere 0.5396 x diameter
dume of a cone 113 Area of base x height
ea of a triangle 112 base x perpendicular height
h m e of a block Length x width x height

pproximate Equivalents

nch 2.54 centimetres

~entimetre 0.3937 inches
metre 39.37 inches
mile 1.6 kilometres
kilogram 2.205 Pounds
Pound 0.4536 Kilograms
Hectare 2.471 acres
Acre 0.4047 hectares
Sq. Mile 640 acres = 259 hectares
Sq. Km. -
100 hectares 247 acres
stacre x 1.12 Kglhectares
gsthectare x 0.891 Ibs 'Acre
Seed rates for some field crops

Cotton 10 - 15 Rice 20 - 30
Cowpea 15 - 25 Sorghum 5 - 10
Groundnuts 35 - 45 Soya bean 20 - 25
Maize 25 - 30 Wheat 40 - 120
Millet 2-4 Yams 1.5 - 4.5 tonnes
Appendix 111

A,cronyms of some agricultural

stablishments in Nigeria
ABU Ahmadu Belto University
ADA Agricultural Development Agency
ADAP Accelerated Development Area Progran
ADC Agricultural Development Corporation
ADP Agricultural Development Project
AERLS Agricultural Extension and Research Lic
Services
APMEPU Agricultural Projects Monitoring Evaluat
Planning Unit
. CRlN Cocoa Research lnstitute of Nigeria
. DAC Division of Agricultural Colleges, ABU.
. DFRRI Directorate of Food, Roads and Rural Infrastructure
, FACU Federal Agricultural Coordinating Unit
. FDA Federal Department of Agriculture
. FDALR Federal Department of Agricultural Land Resources
. FDF Federal Department of Fisheries
. FDF Federal Department of Forestry
. FDL Federal Department of Livestock
. FllRO Federal lnstitute of Industrial Research, Oshodi
. FMAWRRD Federal Ministry of Agriculture, Water Resources
and Rural Development
., FMST Federal Ministry of Science and Technology
. FRlN Forestry Research lnstitute of Nigeria
. IAR lnstitute for Agricultural Research, ABU
. IAR&T lnstitute of Agricultural Research and Training
Obafemi Awolowo University
23. llTA International lnstitute of Tropical Agriculture
24. IRDP Integrated Rural Development Project
25. KLRl Kainji Lake Research lnstitute
26. LCRl Lake Chad Research lnstitute
27. LERIN Leather Research lnstitute of Nigeria
28. MAFR Ministry of Agriculture and Forest Resources
29 MANR Ministry of Agriculture and Natural Resources
30 NACB Nigerian Agriculture and Cooperative Bank
31 NAFPP National Accelerated Food Production Programme
32 NAPRl National Animal Production Research Institute,
ABU
33. NCRl National Careals Research lnstitute
34. NGPC Nigerian Grains Production Company
35. NlFOR Nigerian lnstitute for Oil Palm Research
36. NIHORT Nigerian lnstitute for Horticultural Research
37. NlOMR Nigerian Institc!!: f ~ Oceanography
r and Marine
Research
38. NlTR Nigerian lnstitute for Trypanosomiasis Research
39. NRCPC Nigerian Root Crops Production Company
40. NRCRl National Root Crops Research lnst~tute
41. NSPRl Nigerian Stored Products Research lnstitute
42. NSS National Seed Service
43. NVRI National Veterinary Research lnstitute
44. RBRDA River Basin and Rural Development Authority
45. RRIN Rubber Research lnstitute of Nigeria
46. UI University of lbadan
47. UNIBEN University of Benin
48. UNICAL University of Calabar
49. UNlFE University of Ife
50. UNlJOS University of Jos
51. UNlLORlN University of llorin
52. UNlMAlD University of Maiduguri
53. UNISOKOTO - University of Sokoto
54. UNN - University of Nigeria
55. UNAB - University of Agriculture, Abeokuta
56. UNAM - University of Agriculture, Makurdi
 JUNIOR SECONDARY TEACHERS' HANDBOOK is a one-volume
text, skillfully prepared as a guide for the Agricultural Science
teacher. Written by a team of highly experienced Nigerian
teachers and practitioners, this Handbook is based on the
Pupils' Textbooks 1, 2 and 3, which cover the Junior Secondary
Agriculture Core Curriculum approved b y the Nigerian ~ e d e r a l
Ministry of Education.
. This book provides the teacher with information on t h
, necessary resources for effective and functional teaching o
Agriculture at the Junior Secondary level

. .,
West African Book Publishers Ltd ,

ISBN 978 - 153 - 507 - 5

-