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SECONDARY ENGAGEMENT PROGRAMME

EASTER TERM

GRADE SEVEN (7)

ACTIVITY SHEETS

AGRICULTURAL SCIENCE

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WEEK 1

Lesson # 1

Topic: Flowering Plants

Sub-Topic: Classes of flowering plants.

Content

What are flowering plants?

Flowering plants are defined as plants that have well developed roots, stems, leaves, flowers and

fruits. They are the highest form of plants in the kingdom and all crops and timber are members of

this group.

Classes of flowering plants

There are two main classes of plants in this group, these are:

Monocotyledons

Dicotyledons

Monocotyledons and dicotyledons exhibit many differences to their external features which are

outlined below

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~Dicotyledons

Two cotyledons or seed leaf,

Petals arranged in groups of four or

five and brightly coloured petals.

Leaf veins arranged in a branched

network.

Most have tap root system.

Sticky stigmas.

Monocotyledons

One cotyledon or seed leaf.

Petals arranged in groups or multiples of

three and pale in colour.

Veins run parallel to each other in leaves.

Most have fibrous root system

Feathery stigmas

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Reflective activity

1. Complete the table below by inserting three (3) differences between Monocotyledons and

dicotyledons.

Monocotyledon

Dicotyledon

2. Draw a diagram of a flowering plant and label its parts.

3. All flowering plants are classed as either…………………………………or

…………………………………

4. Identify whether the flowers shown below are from monocotyledonous or dicotyledonous

plants. ………………….

………………………… …………………………

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WEEK 1

Lesson # 2

Topic: Flowering Plants

Sub-Topic: Systems of a flowering plant

Content

Systems of a flowering plant.

The flowering plant is divided into two systems;

namely

i. Root system

ii. Shoot system

Parts of a plant’s body, ‘the root system’ is below

the ground in the soil. The other part, the shoot

system is found above the ground. This means that a

plant exists in two very different environments. The

soil environment and the atmospheric atmosphere.

The root

A root is a plant structure that obtains food and water from

the soil, stores energy and provide support for the plants.

Most grow underground.

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Types of root

Tap root

After germination, the radicle grows to form the primary root. If the

primary root continues to grow it forms what is called a tap root. It

produces lateral branches that are known as secondary roots which

in turn grows tertiary roots.

For example: tomato, mango, pear, guava etc.

Fibrous root

When the primary root develops into a cluster of roots that are

approximately of equal length and thickness with no main root,

fibrous roots are formed. These are shallow feeding roots.

For example: grasses (sugar cane, rice), onion, palm etc.

Adventitious root

Roots sometimes develop from the nodes of stems, from branches trailing on the ground, or from

leaves as in the leaf of life.

For example: sugar cane, bamboo, leaf of life

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Reflective activity

1. Identify the two systems of flowering plants.

a) ………………………………… b) ……………………………………

2. Define the term root.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

3. What is similar about sugar cane and bamboo?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

4. How can new plants be obtained from leaf of life?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

5. All grasses have ……………………… root.

6. What is the name of the plant shown in the picture above?

……………………………………

7. Is it a monocotyledon or a dicotyledon?

……………………………………………………………………………..

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WEEK 1

Lesson # 3

Topic: Flowering Plants -

Sub-Topic: The Root (continued)

Content

Regions of the root

A typical root has four regions from the tip

upwards

Root cap

A cone shaped covering of dead cells form a

protective cap around the tender tip of the root

as it makes its way through the soil..

Regions of cell division

Above the root cap the cells in the root tip

undergoes constant and repeated cell division

Region of elongation

Cells in this region increase and expand

rapidly. They are responsible for growth in

length of the root.

Regions of absorption

The root hairs found in the outer cell layer of this region aids in increasing the surface for

absorption. They also penetrates the soil and absorb soil water and dissolved mineral salts from

it.

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Functions of the root

This means what roots do. All roots have some primary functions that they carry out, these are as

follows;

1. Anchorage

They act as an anchor, holding the plant firmly in place so that it does not fall over or get blown

down by the wind.

2. Absorption

Absorption of water - from the soil through root hairs just

behind the root tip. Water is taken in by osmosis. After

absorption water passes through the stem and leaves. There

it is lost to the air by evaporation.

Absorption of nutrients- plants feed by taking in

inorganic (mineral) salts. These are substances from the

soil that dissolve in water and are taken in with the water

Reflective activity

1. Root hairs occur in the region of………………………………………….

2. Explain the purpose of the root cap.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3. Give one primary function of the root.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

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Mom planted a seed of corn in a cup and noticed that the roots burst the bottom of the container

and penetrated the soil.

4. The region responsible for root growth in length is ………………………………………..

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WEEK 2

Lesson # 1

Topic: Flowering Plants

- Sub-Topic: The Root (functions) continued, shoot (stem

Content

Secondary Functions of the root

1. Food Storage

In some plants the tap root is swollen as a result of food stored in it i.e.

carrot, radish, beetroot etc.

2. Climbing

Some plant roots are modified for climbing, they produce

sticky roots from their nodes in which they attach themselves

and climb. E.g. watermelon, bora etc.

3. Breathing

Plants like the white mangrove send roots through the mud or water into the air. These allows

oxygen to reach the parts of the root below the surface.

The shoot system of a monocot and dicot plant

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The Stem

The stem usually grows upwards, towards sunlight. It may consist of a main shoot and many side

branches or a single stem as in palms. Each shoot has two main parts, stems and leaves. Stems are

usually green in colour when young. Leaves are attached to slightly swollen part on the stem

called nodes and the pace between two nodes is called an internode. The point where the stem

ends is called the terminal bud and it is protected by young over-lapping leaves. When the stem or

the branch ends in a vegetative bud, it continues to grow upwards or sideways. However, if it ends

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in a flower bud the growth ceases. The angle between the leaf and the stem is called the axil of the

leaf.

Reflective activity

1. Give two other examples of roots that;

a) Stores food

i. ………………………….

ii. ……………………………….. iii. …………………………

a) Are adventitious

i. ……………………………..

ii. ……………………………..

2. What name is given to the angle between the leaf and stem…………………….

3. What causes a branch to grow upwards or sideways

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

4. ………………………………are found at the end of stems.

5. How does a monocotyledon stem differ from that of a dicotyledon stem?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………....

................................................................................................................................................

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WEEK 2

Lesson # 2

Topic: Flowering Plants

Sub-Topic: The shoot system (Stem) continued

Content

Functions

A plant stem carry out the following primary functions.

Connection – connects the root system to the stem, leaves, flowers and fruits of the shoot

system.

Support all the parts of the shoot system, including, leaves, buds, flowers and branches.

Displays leaves to maximum exposure of sunlight through its branching habit of growth.

Transports water and dissolved nutrients from the root to the leaves.

Transports food made in the leaves to other parts of the plant, where it is needed.

Secondary functions of the stem.

Storage of food- In some plants like sugar cane, Irish potato and ginger, the stem stores

food which is used in the future by the plant to bring forth new plants, or by man as planting

material or food e.g.

a) Sugar cane b) ginger c) Irish potato

Photosynthesis-when food is stored in the stems of plants, Water storage is developed to a

high degree, in that case stems are capable of photosynthesis. E.g. cacti

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Climbing – in some plants the branches are modified into tendrils or thorns and used for

climbing e.g. Passion fruit, cerasee (corilla) etc.

a) Passion fruit b) pea tendril c) bougainvillea- (thorn climber

Reflective Activity

1. State one function that the stem and the root share

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………

2. Give three other examples of plants that

a) Has tendrils b) are thorn climbers

i. ……………………………………… i.

………………………………………….

ii. ……………………………………… ii.

…………………………………………..

iii. ……………………………………... iii.

……………………………………………

3. Green stems can carry out photosynthesis. Explain this statement.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………………….

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WEEK 2

Lesson # 3

Topic: Flowering Plants

Sub-Topic: The shoot system (The leaf)

Content

The leaf

A leaf is a green expanded structure attached to the stem at the node, usually by means of a stalk

called the petiole. The part of the petiole attached to the stem is called the leaf base. In

monocotyledons the petiole is lacking and the leaf base is expanded into a sheath which partially

or wholly clasps the stem e.g. grass. The broad flat portion is the lamina or leaf blade. The tip of

the leaf is known as the apex and the edge of the lamina is

known as the margin. The continuation of the petiole through

the leaf blade forms the mid rib, which produces lateral veins,

which in turn give rise to veinlets.

Shapes of the leaf blade

There are six common shapes of the leaf blade.

1. Linear – leaf blade is long and narrow e.g. grass, banana etc.

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2. Ovate – broad based, suddenly tapering to a point at the tip .e.g. carambola,

hibiscus

3. Oblong- blade is uniformly broad throughout e.g. banyan

4. Elliptic- somewhat broad in the middle, tapering both towards the apex and

base e.g. guava, mango

5. Reniform-bean shaped; a hollow base and rounded at the apex e.g.

cucumber, pumpkin etc.

6. Cordate- when leaves are heart shaped e.g.

grape

Reniform

Cordate

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Reflective Activity

1. Unscramble set of letters to form a word that relates to the leaf.

aenilr ………………………….. tileoep…………………… mifoernr…………………..

aseb……………………………. Letsvnei…………………….. dedanexp

2. Correctly match the words you formed above to one of the following statements.

i. Attaches the leaf to the stem……………………………….

ii. Rounded at the apex with a hallow base…………………………

iii. Are produced from lateral veins …………………………..

iv. Green structure attached to the stem at the node…………………………….

v. Leaf shape found on both banana and grass plants……………………………….

vi. The part of the petiole attached to the stem.

3. During the night insects ate all the leaves of your poi plant. What other part of the plant

can help in this case?..........................................................

4. Explain the reason for your answer at (3)

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

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WEEK 3

Lesson # 1

Topic: Flowering Plants

Sub-Topic: The leaf (continued)

Content

Simple and Compound leaves

A simple leaf is a single leaf that is never divided into smaller leaflet units. It is

always attached to a twig by its stem or the petiole. In this case the blade is Entire.

The margins, or edges, of the simple leaf can be smooth, jagged, lobed, or

parted. Lobed leaves will have gaps between lobes but will never reach the

midrib. If the lobes are arranged on either side of the midrib, it is pinnately

lobed e.g. Maple, sycamore,

If the lamina is partly divided up into lobes and the division does not go all

the way down to the midrib, it is described a s palmately lobed e.g. papaw

Compound leaves

In contrast to a single leaf, the compound leaf is a leaf whose leaflets are attached to the middle

vein but have their own stalks. The leaf blade goes down to the midrib or to the petiole and the

leaf is divided into a number of segments called leaflets. These leaflets may be arranged in several

ways.

Entire

Pinnately lobed

Palmately lobed

Compound leaf

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Pinnately compound

Leaflets are arranged oppositely or alternatively on the main stalk. If the leaves end in pairs, it is

called paripinnately compound e.g. tamarind. However, if the leaves end in a single leaflet it is

called imparipinnately compound e.g. rose, carambola.

Palmately compound

The main stalk bears a number of leaflets spread like the fingers of the palm e.g.

Trifoliate compound

The leaf posesses only three leaflets, one at the top and two below e.g. bean, soya bean

Reflective Activity

1. Select four different shapes of leaves from your surroundings, draw and label the parts of

the leaf and name the shapes.

Imparipinnately compound

Paripinnately

compound

Palmately

compound

Trifoliate compound

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2. How would you differenciate between a simple and compound leaf.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3. What shape of leaf does the pea plant have?........................................................

4. Is it simple or compound?.........................................................................................

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WEEK 3

Lesson # 2

Topic: Flowering Plants

Sub-Topic: The leaf (continued)

Content

Venation

The arrangement of the veins and veinlets in the leaf blade is known as venation. There are two

types of venation, namely parallel and reticulate.

Parallel venation

The veins run parallel to each other e.g. wheat, banana, grass etc. In grass and wheat, the veins

run parallel from base to tip of the leaf, while in banana, veins run parallel from the mid rib to

leaf margin. This venation pattern can be found in monocotyledonous plants..

Reticulate venation

Found in dicotyledonous plants. Veinlets are irregularly distributed forming

a network e.g. guava, coffee, citrus etc.

Banana Grass

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Main functions of the leaf

Manufacture food materials by chlorophyll in the presence of sunlight, carbon dioxide and

water. The broad, flat surface increases the ability for light absorption.

Interchange of gases (carbon dioxide and oxygen) between the atmosphere and the plant.

Evaporates excess water from the leaf through tiny pores on the underside of the leaf called

stomata.

Secondary functions of the leaf

Storage of food and water e.g. onion, daffodils

These plants produce bulbs. A bulb contains an underground stem that is reduced in size.

Swollen fleshy leaves which are modified to store food are attached to this stem.

Leaves produce buds on them and can be used for vegetative

propagation e.g. leaf of life.

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Some leaves are used to protect parts of the plant e.g. onion bulb, the dry, scale leaves on

the outside protects the soft swollen storage leaves inside.

Reflective activity

1. Explain why a leaf can be described as a food factory.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………..

2. Observe the picture below and say which type of venation is represented?

…………………………………………………….venation

3. Give three examples of plants with this type of leaf venation.

i. …………………… ..ii. …………………………….. iii…………………………...

4. Why do you think most leaf blades are flat?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

5. What gases are exchanged between the leaf and atmosphere?

………………………………………………………………………………………………

………………………………………………………………………………………………

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WEEK 3

Lesson # 3

Topic: Flowering Plants

Sub-Topic: The flower

Content

The flower

Flowers are the main reproductive organs of the flowering plants. They arise

singly or in clusters from the stem. . They are not only involved in

reproduction, but are also a source of food for other living organisms. They are

a rich source of nectar.

Longitudional section of a complete flower.

Flowers can either be:

Complete

Incomplete.

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A complete flower is the one that consists of sepals, petals, stamens and pistil. On the contrary,

an incomplete flower is the one that lacks one or more of these structures.

A complete flower consists of two different parts:

Vegetative Part

Reproductive Part

The different parts of a flower are mentioned below:

1. Vegetative part

The vegetative part of a flower consists of the following:

Petals: This is a bright-coloured part that attracts bees, insects, and birds. Colour of petals

varies from plant to plant; some are bright while some are pale coloured. Thus, petals help

us to differentiate one flower from another.

Sepals: Sepal is the green-coloured part beneath the petals to protect rising buds.

2. Reproductive parts of the flower

Flowers contain the plant’s reproductive structures

In different plants, the number of petals, sepals, stamens and pistils can vary. The presence of these

parts differentiates the flower into complete or incomplete.

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Apart from these parts, a flower includes reproductive parts – stamen and pistil. A flower may

have only female parts, only male parts, or both.

The reproductive parts of a flower consist of the following:

Stamen: This is the male reproductive organ. It consists of two parts namely: anther

and filaments.

1. The anther is a yellowish, sac-like structure, involved in producing and storing the pollens.

2. The filament is a slender, threadlike object, which functions by supporting the anther.

Pistil: This is the innermost part and the female reproductive organ of a flower which

comprises three parts -stigma, style and ovary. This is collectively known as the pistil.

1. Stigma: It is the topmost part or receptive tip of carpels of a flower.

2. Style: It is the long tube-like slender stalk that connects stigma and the ovary.

3. Ovary: It is the ductless reproductive gland that holds a lot of ovules. It is the part of the

plant where the seed formation takes place.

Reflective Activity

1. Explain the difference between a complete and incomplete flower.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

2. Label any seven (7) parts of the picture numbered below.

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i. ……………………………

ii. ……………………………

iii. ……………………………

iv. ……………………………

v. ……………………………

vi. ……………………………

vii. ……………………………..

viii. ..............................................

ix. ……………………………..

x. ……………………………..

xi. ……………………………..

3. What are the vegetative parts of a flower?

………………………………………………………………………………………………………

……………………………………………………………………….

4. What name is given to the slender thread-like object that supports the anther?

......................................................................

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WEEK 4

Lesson # 1

Topic: Flowering Plants

Sub-Topic: The flower (continued)

Content

Types of floral leaves or whorls

Along with the vegetative and reproductive parts, a flower is also composed of four whorls, which

is largely responsible for the radial arrangement of a flower A typical flower consists of four types

of whorls (floral leaves) arranged in four different rings on the receptacle.

Calyx

The calyx is the outermost whorl of a flower. It comprises sepals, tiny leaves present at the base

of a flower. These protect the flower whorls against mechanical injuries and excess moisture

removal.

Corolla

This is the second whorl of a flower. It contains petals which serve two main functions:

To attract pollinators.

To protect the reproductive parts of a flower

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Petals are brightly coloured and scented to attract animals and insects for pollination. The calyx

and corolla are collectively called the perianth.

Stamens

Stamen is also known as the third whorl of the flower and is the male reproductive part. It consists

of a filament which is a thread-like structure with a circular structure called anther on the top.

Pollen is produced by the anther which contributes to the male reproductive process of the plant.

Carpels

The carpel is the fourth whorl of the flower present in the centre. The carpels contain the pistil, the

female reproductive part of the flower. It comprises the ovary, style, and stigma. The egg or the

ovule is present in the ovary. After fertilization, sometimes the ovary turns into the fruit to keep

the seed. At the top of the ovary is a vertical structure called style that supports the stigma. The

dispersed pollens stick to the stigma and travel down to the ovary through the style.

The pistil

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Reflective activity

1. Which two whorls of the flower comprises the perianth?

…………………………….. and ………………………….

2. What purpose does the petals serve on the flower?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………

3. After fertilisation which part of the flower turns into the fruit?

………………………………………………

4. Give the name of the male and female part of the flower.

Male ………………………… Female…………………………………

5. How does the calyx differ in function from that of the stamen.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

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WEEK 4

Lesson # 2

Topic: Flowering Plants

Sub-Topic: The flower (continued)

Content

Functions Of Flower

The important functions of flowers are mentioned below:

1. The most important function of flowers is reproduction. They help in the union of male

and female gametes

2. After fertilization, the ovary of the flower develops into a fruit containing a seed.

3. Flowers provide nectar to certain birds and insects, which in turn help in the transfer of

pollen from one flower to the other.

Pollination

Pollination in plants is the process of transferring pollen from the stamen, or male part of a flower,

to the pistil, or female part of a flower. The goal of every living organism, including plants, is to

create offspring for the next generation. One of the ways that plants can produce offspring is by

making seeds. Seeds can only be produced when pollen is transferred between flowers of the

same species.

There are two methods for pollination to occur.

Plants can be:

Self-pollinated - occurs when pollen is transferred from the stamen of one flower to the

pistil of the same flower or plant.

Cross-pollinated- this is the most common and occurs when the pollen from one flower’s

stamen is transferred to the pistil of another flower.

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Pollination usually occurs naturally, and is most often due to insects, birds, and small mammals.

The sticky pollen from flowering plants clings to their bodies and is carried from one plant to

another. The insects and animals are attracted to the flowers with a promise of a sugary liquid

called nectar. The flowers’ smell and bright petals are like a sign advertising fresh nectar to any

passing insect or bird.

Why is pollination important?

Pollination is a very important part of the life

cycle of plants. They cannot produce fruit or

seeds unless they are pollinated. Pollen is

transferred by pollinators, which can be the wind,

birds, bees, butterflies and small mammals. Once

pollination takes place, seeds begin to grow.

Fertilisation

In plants, fertilization is a process of sexual reproduction, which occurs after pollination and

germination, in this process the male gametes (pollen) fuses with the female gametes (ovum) to

form a diploid zygote.

In flowers, the pollen grain germinates after the pollination of the carpel and grows into the style

by creating the pathway for the pollen grain to move down to the ovary. The pollen tube opens

into the ovule through the micropyle and bursts into the embryo sac. Here, the male nucleus unites

with the nucleus of an egg inside the ovule forming a diploid zygote, which later swells up and

develops into a fruit.

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Reflective Activity

1. Define the term fertilisation.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

2. State two important functions of the flower.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

3. What is one way that plants can produce offsprings.

…………………………………………………………………………...............................

4. The pollen tube delivers the pollen grains to the ……………………………..during

fertilisation.

5. Name three agents of pollination.

i. ……………………… ii. .……………………..iii………………………….

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WEEK 4

Lesson # 3

Topic: Flowering Plants

Sub-Topic: The fruit

Content

A fruit is a fertilised ovary containing the fully developed ovules, the seeds. After fertilization the

ovule develops into a fruit. The fertilised egg cell or ovum grows a give rise to the embryo and the

ovule forms the seed.

The wall of the ovary forms the pericarp. There are some fruits that develops without fertilization,

so they produce no true seeds e.g. banana, pineapple etc.

Fruits may be classified into dry or fleshy according to the nature of the pericarp.

Dry fruits- The pericarp of dry fruits are hard and dry, they may be one seeded, Indehiscent (non-

splitting) fruits or dry fruits many seeded dehiscent a(splitting) fruits.

Banana Pineapple

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Indehiscent fruits consists of the following,

Achene- a small seed surrounded by a dry non splitting pericarp and seed coat are free

e.g. carrot, sunflower.

Cypsela- it resembles the achene, but the pericarp bears hairs to aid in dispersal e.g. silk,

cotton, dandelion etc.

Nut-a one seeded fruit, in which the pericarp is hard and forms a shell e.g. cashew nut.

Caryopsis- a one seeded fruit in which the

pericarp and seed coat are fused e.g. maize

Dry dehiscent fruits

The pericarp splits open to set the seeds free. They are classified according to the number of

splits which occur within the pericarp. The main types of dehiscent fruits are as follows.

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Follicle – a dry fruit formed from one carpel which has one or more seeds and splits on

one side only e.g.

Legume formed from one carpel but splits longitudinally

along both dorsal and ventral lines e.g. beans, peanut.

Capsule – a dry fruit with many carpels joined together and usually splitting

longitudinally along three or more lines e.g. cotton

Schizocarp- a dry many seed fruit which when

mature splits up into a number of indehiscent one

seeded parts e.g. coriander, desmodium, caster

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Reflective Activity

1. How does the achene resemble the cypsela?

…………………………………………………………………………………

2. What are the two ways in which fruits can be classified?

i. …………………………….. ii……………………………..

3. Identify the fruits that may be formed without fertilization.

i. ………………ii………………………iii……………………..

4. Explain the difference between dehiscent and indehiscent fruits.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

5. Give two examples of :

Legume ……………………….. and ………………………………..

Nut …………………………… and ………………………………….

1.

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2.

1

SECONDARY ENGAGEMENT PROGRAMME

EASTER TERM

GRADE SEVEN (7)

ACTIVITY SHEETS

AGRICULTURAL SCIENCE

2

WEEK 5

Lesson # 1

Topic: Flowering Plants

Sub-Topic: The fruit (continued)

Content

Fleshy fruits

These are juicy, succulent and non-splitting. The

main types are as follows;

Drupe – the pericarp is made up of three layer

a) Epicarp (outer thin layer)

b) Mesocarp (the fleshy middle)

c) Endocarp (hard inner layer)

E.g. mango, coconut

Berry- the whole of the pericarp is soft and many seeds are embedded in it. There is no

stony endocarp as in a drupe e.g. tomato, guava, grape.

Hesperidium- the Epicarp and Mesocarp are fused together to form a separable skin of the

fruit, Thin endocarp projects inwards to form distinct chambers. A number of fleshy hairs

grow into the chambers as extension of the thin endocarp e.g. orange, lemon.

3

Reflective Activity

1. Which category of fruits does guava, grape and tomatoes belong?

………………………………………………………………………..

2. How does a drupe differ from a hesperidium fruit?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

3. Identify two fruits that are:

i. Split………………………….and ……………………….

ii. Non-splitting………………………and……………………………

4. A ripened fertilised ovule is the same as a

……………………………………………………………………………

5. Give an example of two fruits that produce no true seeds.

i. ………………………….and…………………………….

4

WEEK 5

Lesson # 2

Topic: Flowering Plants

Sub-Topic: The seed

The seed

A seed is a fully developed fertilised ovule. A typical seed consists of a seed coat enclosing and

protecting the embryo. The seed coat consists of two layers, the outer thick one, the testa and the

inner membranous one, the tegmen. A scar known as the hilum is found on the part of the seed and

is the point of attachment of the seed to the fruit. Just above the hilum is a minute pore, the

micropyle. Water and air enter the seed through the opening during germination.

`A seed with one cotyledon is monocotyledonous and a seed with two cotyledons is

dicotyledonous.

5

In most seeds the cotyledons are swollen with stored food for the growing radicle and plumule

during germination. However, in some seeds the cotyledons appear as thin membranous structures,

whereas in some others the food is stored in the endosperm.

Cross section of a corn seed

Reflective Activity

1. Which part of the seed stores food for the embryo?

……………………………………………………………………………….

2. Give two examples of plants with such seeds.

i. ………………………………………..ii…………………………………………...

3. Are the plants listed above monocotyledons or dicotyledons?

……………………………………………………………………………………………..

4. The name given to the inner membrane of the seed coat is ……………………………….

5. Explain the purpose of the micropyle on the seed.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

6

WEEK 5

Lesson # 3

Topic: Farm tools and equipment

Sub-Topic: Definition of farm tools and equipment

Content

What is farm tools and equipment?

Farm tools and equipment are implements which are designed to allow farm operations to be done

easier.

Categories of farm tools and equipment

These will include both manually and mechanically operated implement.

Mechanically Operated Implement

These are implement which are operated by a machine or motor. E.g. Chain saw

Manually Operated Implement

These are tools which are operated using man

power/strength. E.g. Cutlass

7

Reflective Activity

1. Define the concept “farm tools and equipment”

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

2. List the names of five (5) manually operated tools in the picture below

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………..

3. Make sentences which make sense from the half-sentence in the table

The soil is dug With a watering can

Weeds are cut down With a spade

Plants are watered With a brushing cutlass

4. Define mechanically operated tools

………………………………………………………………………………………………

………………………………………………………………………………………………

8

Week 6

Lesson # 1

Topic: Farm tools and equipment

Sub-Topic: Advantage and disadvantages of using farm tools and equipment.

Content

Advantage

It helps the farmers to do a better job in shorter time. In this way, the use of farm tools and

equipment results in getting farm operations done efficiently.

Disadvantage of not using tools and equipment to carry out farm operations

Consider a situation in which a farmer has to get a day’s work done without the use of farm

tools and equipment. This is likely to be very tiresome experience and one from which he

will suffer great inconvenience.

Tools need energy to work them

Farm operations/ Activities done on a crop farm

The types of tools and equipment needed on a farm are determined by the work to be

done. These activities include:

Land clearing

Land preparation and layout

Nursery management

Sowing/ transplanting

Irrigation and drainage

Plant protection

Inter-crop tillage

Fertilizer application

Pruning

Harvesting

9

Reflective Activity

1. Why farmers need tools?

a. To do less work in a faster time c. To do a better job in a shorter time

b. They are readily available d. They are inexpensive

2. The types of tools and equipment needed on a farm are

a. Very expensive c. based on their ability to last long

b. Determined by the work to be done d. Very simple

3. All of the following are activities done on crop farm EXCEPT

a. Land clearing c. Irrigation and drainage

b. Feeding animals d. Pruning

State whether each of the following sentences is TRUE or FALSE

4. Tools need energy to make them work………………………….

5. The types of tools and equipment are determined by the work to be done………………

6. Without the use of farm tools and equipment the will not be tired and will not suffer great

inconvenience…………….

10

Week 6

Lesson # 2

Topic: Farm tools and equipment

Sub-Topic: Land clearing

Content

What is land clearing?

This is the removal of unwanted vegetation and objects from the land.

Manually operated tools used for land clearing

Axe: It is used for felling trees and for chopping up trunks, branches and large roots.

Cutlass: is used for slashing shrubs, weeding carving points at the bottom end of the pegs

and poles.

11

Digging mattock: is used for digging and uprooting small stumps and vegetation.

Mechanically operated tools used for land clearing

Chain saw: used for cutting down trees

Brush cutter: used for cutting vegetation

Bull dozer: is a continuous tracked tractor outfitted with a broad upright blade at its

front, and is typically used for clearing ground

12

Reflective Activity

1. What is land clearing?

………………………………………………………………………………………………

………………………………………………………………………………………………

2. Name one manual operated tool and one mechanical operated tool

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………..

3. Draw two manual operated tools and state their uses.

13

WEEK 6

Lesson # 3

Topic: Farm tools and equipment

Sub-Topic: Land preparation

What is land preparation?

This is the process of preparing the land for planting. Land preparation is done after the land has

been cleared.

Manually operated tools used for land preparation

Some manually operated tools are as follows.

Garden fork

Shovel

Spade

Hoe

Pick-axe

Rake

Wheel barrow etc.

Garden fork: this is used to dig up soil as deep as about 18cm.

Shovel: used for digging holes to plant orchard crops and for canal or pond construction

Spade: used for digging

Wheel barrow: is a lever which is used to transport pen-manure and other bulky articles from one

point to another on the plot.

14

Rake: is used for leveling soil surface which has a fine tilth.

Pick-axe- is used to break up hard soil surface.

Hoe: is used for making ridges, weeding, tilling the soil after planting and moulding up.

Mechanically operated tools used for land preparation

Disc plough: a tractor attachment that helps loosen or break up

the soil surface. Is suitable for working on heavy soil

Mould plough: are suitable for use of light soils which are free from

stumps and other obstacles

Drain digger: can be used to make drains

Nursery Management

What is a nursery?

A nursery is where young plants are housed while being reared for transplanting into the field.

Manually operated tools used for nursery management.

Hand trowel: is used for making small holes on seedbeds and

lifting seedlings to be transplanted.

Hand fork: it is used to crush soil clods on seed beds, break surface

crust and loosen soil particles around seedlings which are to be

transplanted.

Mechanically operated tools used for nursery management.

The rotovator: is a mechanical equipment used on large crop farms to make seed beds.

15

Reflective Activity

1. Define the following terms

a. Land preparation

…………………………………………………………………………………………

………………………………………………………………………………………….

b. Nursery

…………………………………………………………………………………………

………………………………………………………………………………………….

2. Complete the table below

Farm tools and

Equipment

Manual Mechanical Uses

1. Wheel

barrow

2. Rake

3. Disc plough

4. Rotovator

16

WEEK 7

Lesson # 1

Topic: Farm tools and equipment

Sub-Topic: Sowing/Transplanting

Content

Transplanting

Transplanting or replanting is the technique of moving a plant from

one location to another e.g. taking seedling from the nursery to the

prepared beds.

Sowing

Sowing is the process of planting seeds on prepared beds so they

may grow.

Manually operated tools used for sowing/ transplanting

Some common tools in this category are as follows:

Hand fork

Cutlass

Hand trowel

Seed drill etc.

Mechanically operated equipment used for sowing/

transplanting

Seed drill

17

Irrigation and drainage

Irrigation is the process of bringing water to the land by artificial means to assist in the

production of crops.

Drainage: the medium through which excess water is taken off the land.

Manually operated tools used for drainage and irrigation

Irrigation

Bucket, hose, and watering can: they are used to sprinkle

water around the root zone of crops.

Drainage

The wooden box-Koker: is important equipment which allows farmers

to regulate the inflow and outflow of water on and off the field.

Mechanically operated tools used for drainage and irrigation

Irrigation

The overhead sprinkler: is one of the equipment used on large

farms to irrigate small crops.

Drainage pumps: are needed to remove large quantities of

excess soil water from the soil surface.

18

Reflective Activity

1. Define the following terms

a. Drainage

…………………………………………………………………………………………

…………………………………………………………………………………………

………………………………………………………………………………………..

b. Irrigation

…………………………………………………………………………………………

…………………………………………………………………………………………

c. Transplanting

…………………………………………………………………………………………

…………………………………………………………………………………………

d. Sowing

…………………………………………………………………………………………

………………………………………………………………………………………....

2. State one manual and mechanical operated tool used for irrigation and their purpose.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………..

State whether each of the following sentences is TRUE or FALSE

3. Transplanting is also known as replanting_____________

4. A seed drill is considered a manual operated tool_________

5. A bucket is an irrigation tool__________________

19

WEEK 7

Lesson # 2

Topic: Farm tools and equipment

Sub-Topic: Plant protection

Content

Plant protection

This is the process of protecting our crops from various pests and

diseases that may affect the crop production.

Manually operated tools used for plant protection

A knapsack sprayer: has a large tank which can hold up to 20 litres of liquid pesticide.

The sprayer is carried on the farmer’s back. The pump increases the pressure on the liquid

when the handle is operated. The size of the droplets can be controlled by adjusting the

spray nozzle.

Respirator: is a light plastic covering which is worn over

the nostrils and the mouth so as to prevent foreign matter

from entering them.

20

Soil injector: is used to apply pesticides to the soil before

planting is done. The pesticide can be injected below the surface

level of the soil so that soil pests at that depth can be controlled.

Protective clothing: includes a pair of long rubber

boots, a pair of long sturdy gloves, a pair of eye

shield or goggles, an overall or clothing with long

pants and long sleeved shirts, along with a hat or

cap for every operator. It is important that farmers

protect all exposed areas of the skin during pest

control activities. Pesticides are poisonous and

many of them can enter the body through the skin.

Mechanically operated tools used for plant protection

Crop sprayer: are used to apply chemical substances in liquid form to the field. These chemicals

include weedicide, insecticide, fungicide and fertilizers. Crop sprayers can be mounted behind

tractors. The liquid chemical has to be pumped into the large tank. This chemical flows through

the horizontal pipe below and is discharged through the many nozzles positioned on it.

21

Reflective Activity

1. What is plant protection?

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………

2. Match the correct plant protection tools to its correct function.

Plant protection tools Function

1. Knapsack sprayer

Used to protect all exposed areas of the

skin during pest control activities.

2. Respirator

Has a large tank which can hold up to 20

litres of liquid pesticide. The sprayer is

carried on the farmer’s back

3. Soil injector

Used to inject pesticides below the

surface level of the soil so that soil pests

at that depth can be controlled.

4. Protective clothing

Is a light plastic covering which is worn

over the nostrils and the mouth so as to

prevent foreign matter from entering

them

3. Draw and label three parts of the knapsack sprayer

22

WEEK 7

Lesson # 3

Topic: Farm tools and equipment

Sub-Topic: Inter- crop tillage

Content

Definition and tools used for inter-crop tillage

The man tools used for inter-crop tillage are the hoe and cutlass. They are used mainly for

removing weeds, loosening soil particles around plants and pulling soil particles around every

plant.

Fertilizer application

The application of plant’s nutrients to the soil.

Types of fertilizer

1. Organic Fertilizer: came from plant and animal remains, there are natural in nature.eg.

animal manure

2. Inorganic fertilizer: are manufactured through chemical processes. Eg. urea

Manual operated tools used for fertilizer application

Tools and equipment needed for this operation depend on the way the fertilizer is applied. For

applying fertilizer in the granular form, a pair of strong rubber gloves (to prevent burning or

damaging hand from the concentrated substances), plastic bucket, hand trowel, small hoe, a shovel

23

or a cutlass will be needed. The knapsack sprayer can be used if liquid application of fertilizer has

to be made.

Manual operated tools used for fertilizer application

A crop sprayer can be used.

Reflective Activity

1. Define the following terms

a. Inter- crop tillage

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………..

b. Fertilizer application

…………………………………………………………………………………………

…………………………………………………………………………………………

………………………………………………………………………………………….

2. Farmer Mac would like to proceed with the activity of applying fertilizer manually in its

granular form around his plants. Highlight the following things to him

a. Three two tools he can use to carry out this operation

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

b. Explain to him the importance of using a strong rubber gloves when applying that type

of fertilizer.

…………………………………………………………………………………………

………………………………………………………………………………………

24

3. List the types of fertilizers and define any one listed.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

25

WEEK 8

Lesson # 1

Topic: Farm tools and equipment

Sub-Topic: Pruning

Content

Pruning

This is the process of removing dead, unwanted parts of a

plant.

Tools used for pruning

1. The garden shears: resemble a pair of large scissors. They are

used to cut off unwanted shoots from shrubs, especially those

used as hedges.

2. Secateurs: look like shears but blades are curved. They remove

excess shoots and diseased parts of plants.

3. Pruning knife: can be used for removing unwanted parts of

plants as well.

4. The frame saw: has a long narrow metal blade which is

about 1m to 1.5 m long. It is used to remove woody branches from orchard crop or

ornamental plants

26

Harvesting

Reaping/picking, gathering and storage of crop produce.

Manually operated tools used for harvesting

Sickle: is a curved metal blade which has a serrated cutting edge

on the inner side. A short wooden handle is attached to this

blade. The sickle is used to harvest crops of the grass family.

E.g. rice

Knives: are useful in harvesting many vegetables crops as

well as bananas, pineapples and other crops produced.

Scythe: has a long curved metal blade which is attached to a long

handle. The scythe can be used to harvest fodder grasses and

cereals such as rice.

Goulet: has a flat metal blade which has a sharpened edge and

angle cut into it. Attached to this blade is a wooden handle. Goulet are used to harvest

orchard crops grown on tall trees.

Garden forks and cutlasses are also very useful tools for

harvesting root crops and other crops.

27

Key words

Garden shears, pruning, Frame saw, harvesting

Match each phrase with the correct terms from the list of key terms

1. Reaping/picking, gathering and storage of crop produce________________

2. This is the process of removing dead, unwanted parts of a plant____________

3. Resemble a pair of large scissors. They are used to cut off unwanted shoots from

shrubs, especially those used as hedges._________________

4. Has a long narrow metal blade which is about 1m to 1.5 m long. It is used to remove

woody branches from orchard crop or ornamental plants_________________

5. Draw one tool used for harvesting and describe that tool in your own words.

28

WEEK 8

Lesson # 2

Topic: Farm tools and equipment

Sub-Topic: Animal drawn tools and equipment

Animal drawn tools and equipment

Content:

Animal drawn tools and equipment have been found

useful to farmers who do much work on small farms.

Draught animals can be easily gotten and trained to

work. They are also cheaper to maintain than motors

which require expensive fuel.

Tools bars which are about 1.3 metres wide, have been designed to carry different types of

tools and equipment. Simple ploughs, ridgers, cultivators, harrows, seed hoppers, fertiliser

applicators, sprayers and carts can be bolted onto the tool bar which would be hitched to the

yoke of the draught animals. In this way tools and equipment are drawn by animals. The

commonly used animals are the oxen. Horses and donkeys, mules and buffaloes are also used

as draught animals. However if work is not done regularly these animals can become difficult

to control.

The mouldboard plough has a

single mould board which turns over

the soil which has been sliced by the

share. The farmer directs the plough

by holding on to the handles while

the animals pull the equipment.

29

Reflective Activity

1. List four equipment that can be hitched to a yolk to be pulled by an animal.

i. …………………………………iii………………………………….

ii. ………………………………….iv……………………………….....

2. What needs to happen so that animals remain ready to work at all times?

………………………………………………………………………………………………

………………………………………………………………………………………………

3. Name three commonly used animals for the purpose of drawing tools.

i. ………………………….ii………………………………iii……………………….

4. In your own words explain the term animal drawn tools.

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………..

30

WEEK 8

Lesson # 3

Topic: Farm tools and equipment

Sub-Topic: Animal drawn tools and equipment

Animal drawn tools and equipment

Content:

The ridger is used to make ridges and furrows.

The seed drill is used to plant seeds at even distances apart in the field. Planting is done in

rows. The hopper contains the seeds. As the oxen pull this equipment the plate below the

hopper allows the seeds to pass through the seed tube and fall into the furrow which has been

opened by the furrow opener. The furrow covering device pushes soil particles over the seeds.

The soil is rolled over the roller which presses soil particles closer to the seeds. In this way

seeds absorb moisture from the soil particles which touch them.

31

The cultivator is made up of rigid tines which are bolted onto

the tool bar. As the equipment is moved through the soil, soil

particles are stirred up and weeds are removed.

Carts of various sizes can be bolted on to the tool bar to carry large and heavy objects from

place to place. Some objects to be transported may include livestock feed, crop and animal

produce for the market and pen manure for seed-bed preparation.

Punts are flat bottomed metal boats which are popularly used to transport sugar-cane from the

fields to the factory. These boats can be drawn by draught animals. In Guyana, mules, yoked

oxen and buffalos have been used to pull punts. Recently yoked oxen have been useful in

transporting long lines of punts when the dams are too muddy for tractors. Rice farmers in rice

producing areas have been considering the use of punts to transport paddy.

32

Reflective Activity

Correctly match the statement in column A with the pictures in column B

Column A Column B

Transports sugar cane from field to

factory.

Carries large objects and items from

place to place.

Stirs up particles and remove weeds

from field.

Makes ridges and furrows.

Evenly space and plant seeds in the

field.

33

WEEK 9

Lesson # 1

Topic: Farm tools and equipment

Sub-Topic: Mechanically operated tools and equipment

Content:

Mechanically operated tools and equipment

Many crop farm operations can be done by tools and equipment which are operated by a motor.

The farm tractors is commonly used to carry most of these equipment. Sometimes the tractor

supplies the equipment with power so that they can work.

The popular types of farm tractors are the rubber-wheeled tractor and the track-wheeled or

crawler tractor. There is the less popular hand guided tractor which is operated by a motor also.

This can be useful in the smaller vegetable commercial farms since it may be fitted with equipment

for ploughing, rotavating, harrowing, planting, spraying and lawn mowing.

Crawler tractor Rubber wheel tractor

Hand guided tractor

34

Reflective Activity

1. From the pictures above explain the difference between the rubber wheeled and crawler

tractor.

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………………...

2. Give two examples of each type of tractor listed above.

………………………………………………and…………………………………………..

3. The tractor supplies the implements with………………………….so that it can work.

4. What are two equipment that can be fitted to the hand guided tractor.

35

WEEK 9

Lesson # 2

Topic: Farm tools and equipment

Sub-Topic: Mechanically operated tools and equipment (continued)

Tools used for land preparation

An equipment commonly used for land clearing is the bulldozer.

It is used to fell and stump out trees on sparsely forested land.

The front end loader can be used to clear away heaps of branches. The bulldozer should not be

used for this purpose since it removes the valuable top soil

as well.

Large logs can be removed by hauling with the tractor.

The tractor with a plough drawn behind it, is used for

Ploughing fields. The plough has metal blades which

slice the soil and turn it over. This causes the top soil

to be buried and the sub-soil to be exposed to air and

sunlight.

Two types of ploughs are the disc ploughs and the mould board ploughs.

36

Disc ploughs have strong circular blades. They are made to work on heavy clayey soils and rough

stony soils; while the mould board plough is made to work on light soils.

Harrows equipment which are suitable for breaking up large

soil clods into smaller ones. They are also carried behind

tractors. Harrowing is done after Ploughing. Harrows may be

disc harrows or tined harrows.

Ridgers are used to prepare the harrowed field into the ridges

and furrows. Ridgers may have mould board blades or disc

blades.

The rotovator is designed to plough and chip the soil at the same time. It is used on light soils to

prepare seedbeds.

Disc plough Mouldboard plough

37

The drain digger can be used to make drains of different sizes. They can make drains in the

field and around the field. Draglines are used to make canals and darns, ponds and

embankments.

Reflective Activity

1. Explain the difference between the mouldboard and disc plough.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

2. Farmer Jane is beginning her preparations for the next cultivation, advise her on one type

of machinery for the following activity:

i. Removal of trees and stumps………………………………..

ii. Slicing and turning over of soil……………………………….

iii. Formation of drains…………………………………………..

iv. Creation of ridges and furrows…………………………………..

v. Plough and chip the soil……………………………………….

38

WEEK 9

Lesson # 3

Topic: Farm tools and equipment

Sub-Topic: Mechanically operated tools and equipment

Content:

Tools used for nursery work

The rotovator is the mechanical equipment used on large crop farms to make seed beds. This

equipment has a long horizontal shaft on which cutting blades are fixed. These blades turn up the

soil and chip it at the same time.

Tools used for irrigation and drainage

The overhead sprinkler is one of the equipment used on large

farms to irrigate to small crops. Water is pumped from wells

through pipelines and is sprinkled on the soil surface. Each

sprinkler can water a distance of ten metres on each side, so

pipelines on the field must be laid about ten metres apart.

Drainage pumps are needed to remove large quantities of

excess soil water from the soil surface. This is very important

on flooded fields.

39

Tools used for plant protection

Crop sprayers are used to apply chemical substances in liquid form to the field. These chemicals

include weedicide, insecticide, fungicide and fertilisers. Crop sprayers can be mounted behind

tractors. The liquid chemical has to be pumped into the large tank. This chemical flows through

the horizontal pipe below and is discharged through many nozzles poisoned on it.

Crop harvesters

There are many types of crop harvesters. The corn harvester, the sugar cane harvester and the

combine grain harvester will be described here:

The corn harvester gathers and breaks off the ears

of corn standing in the field, then husks and shells

them. Varieties of corn which have uniform

height, strong stalks, large, tough ears, and firm

grains should be planted when harvesters are used.

Planting must be done in rows and on flat land to

allow the use of this equipment.

40

The sugar cane harvester cuts the cane stems, takes off the top shoots and chops the stems into

small pieces. These pieces are then loaded into nearby trucks which move alongside the harvester

in the field.

The combine grain harvester - combine harvester, or simply combine, is a machine designed to

efficiently harvest a variety of grain crops. The name derives from its ability to combine four

separate harvesting operations—reaping, threshing, gathering and winnowing into a single

process. So, the crops are cuts from the field, the grain removed, straw is separated from the grain

and then the trash. Plants must have uniform height, strong stalks and must also ripen at the same

time to allow the use of this machine.

Reflective Activity

Fill in the blanks from the following questions using the given words below.

1. Explain the function of the following machines.

a) Sprinkler

………………………………………………………………………………………………

………………………………………………………………………………………………

b) Rotovator

………………………………………………………………………………………………

………………………………………………………………………………………………

41

c) Crop sprayer

………………………………………………………………………………………………

………………………………………………………………………………

2. Outline the four activities that the combine harvester carries out

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

42

WEEK 10

Lesson # 1

Topic: Farm tools and Equipment

Sub-Topic: Care and maintenance of tools and equipment

Content

Why should farm tools and equipment be properly maintained?

Farm tools and equipment help to make farm work easier and effective. There are very many of

them designed to do one or a number of functions. The design and shape of the tools and equipment

should be given proper attention if they are to do their function for which they were made. Tools

and equipment are expensive. When they are properly cared for and maintained, they can be used

efficiently for a long time. By doing so there is no need for farmers to replace them regularly.

Tools that are used frequently lose value faster. In order to prevent this occurrence, or prologue

the life of your tools, there are some activities that are recommended for farmers to carry out.

These are:

1. Sharpen tool before and after use.

When you sharpen tools it reduces the amount of force you need to apply to perform the task. Blunt

tools may break when being used.

43

2. Oil or grease metal parts.

Metal parts exposed to moisture will rust and this weakens tools. Oiling the movable parts makes

the tools easy to work with. It also increases the efficiency of the tool or equipment.

3. Wooden handles should be strong.

Make sure tools with wooden handles are strong and durable. Wooden handles left outside to the

heat of the sun will split and loosen in the rain, and then rot. If there is any defect, replace them.

44

4. Hang your garden tools.

Keep your tools hanged. Leaving them on the

floor can cause rusts as they may come in

contact with moisture. Leaving tools on the

floor may cause injury to persons or persons

stepping on them may break or deform them,

causing them to be unsuitable for work.

Reflective Activity

1. Why does a farmer need tools?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………..

2. Give two reasons why a farmer would need to keep his tools properly maintained.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………..

3. Explain why;

a) Tools should be hung up after use.

…………………………………………………………………………………………

………………………………………………………………………………………..

b) Broken wooden handles should be replaced.

…………………………………………………………………………………………

………………………………………………………………………………………..

c) Tools should be sharpened,

…………………………………………………………………………………………

………………………………………………………………………………………….

45

4. Outline how you would maintain a shovel after use in the farm.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………………..

46

WEEK 10

Lesson # 2

Topic: Farm tools and Equipment

Sub-Topic: Care and maintenance of tools and equipment (continued)

Content

5. Store tools in their original cases or in a clean dry place.

Some tools and equipment come in their special cases to keep them protected from damage.

Make sure to clean and keep them in their original cases. In the event that they do not, they

should then be stored orderly in a dry, termite free store room.

6. Use silica gel packs.

Silica gel helps to keep tools dry in their cases. Use silica gel to prevent rust of tools and

equipment with metal parts.

47

7. Dry Tools after Use

After using tools or equipment, clean and make sure they are dried before packing or hanging

them. This will prevent them from rusting.

8. Moving parts of farm machines should be oiled or greased regularly

. Daily checks should be made on engine oil level, water level, tire pressure and filters. Bolts and

nuts should be tightened daily. Generally, the manufacturer of the machines usually advise

farmers on other important checks to make when servicing the machines.

48

9. When storing for long periods

When tools and equipment have to be stored for a long period of time, the metal parts

should be painted with anti-corrosive paint. This practice prevents rusting. It is more

effective than oiling or greasing since oil and grease run off the metal when room

temperature is high.

10. Dusters and sprayers

Dusters and sprayers should be thoroughly washed and flushed thoroughly with clean water after

use. Separate sprayers should be used for insecticides and weedicides. Service sprayers and dusters

periodically. Replace worn out parts before using the equipment.

11. Milking machines should be thoroughly washed and sterilized after each milking. Make regular

checks to see that pulsator and teat cups have correct vacuum pressure. Rubber hoses should

be checked for cracks and leaks. Cows suffering from mastitis must not be milked by machine.

49

Reflective activity

1. In the event that tools are not bought in a specific case, how else can they be stored properly?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

2. The neighborhood farmer has a tractor that he regularly has to oil or grease.

What is the importance of that activity?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3. The entire family is about to migrate for two years, however, they have a room full of tools.

Suggest two things that can do to protect the tools while away.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

4. How are silica gels used in the care and maintenance of tools?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………..

50

WEEK 10

Lesson # 3

Topic: Farm tools and Equipment

Sub-Topic: Safety precautions

Content

Safety precautions

Farmers should always observe some basic rules which would ensure their own safety and that of

their laborers and livestock. Some of these rules are listed below:

1. Always check tools for good condition before using them.

2. Ensure that there is enough space around you for working before you start to use tools.

3. During a short work stoppage in the field when tools are not in use, stick cutlasses, forks

and other similar tools into the ground; in this way they can quickly be seen.

4. Avoid smoking when refueling petrol engines.

5. Avoid adjusting anything on a machine while it is running.

6. Never dismount from a tractor when it is moving.

7. Never carry guns on tractors or harvesting machines.

8. Avoid splashing chemicals.

9. Use protective clothing when handling poisonous substances.

10. Wash clothing thoroughly after use.

11. Avoid eating, drinking or smoking when working with chemicals.

12. Follow instructions for use of chemical substances.

13. Dispose of all empty containers by burying.

51

14. Never put blocked nozzles to your mouth to clean them.

15. Wash hands thoroughly after working with chemical substances.

16. Never allow spray drift to travel towards you.

17. If you feel ill after spraying, see your doctor, give him/her the name of the chemical you

used.

52

Reflective Activity

1. Write a short paragraph outlining the need to observe safety precautions during the use of

farm tools and equipment.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

…………………………………………………………………………………………........

2. You were exposed to dangerous chemicals during work, what should be your next step?

………………………………………………………………………………………………

………………………………………………………………………………………………

1

SECONDARY ENGAGEMENT PROGRAMME

EASTER TERM

GRADE SEVEN (7)

ACTIVITY SHEETS

AGRICULTURAL SCIENCE

2

Week 11

Lesson 1

Topic: cultivation of crops

Type of crop: Corn (maize)

Scientific name: Zea mays

Higher classification: Corn

Rank: Species

Corn is a starchy vegetable and cereal grain that has been

eaten all over the world for centuries. It's rich in fiber,

vitamins and minerals. It originated from Central America

and from there spread around the world.

Benefits of corn:

Corn has several health benefits:

- Because of the high fiber content, it can aid with digestion.

- contains valuable B vitamins, which are important to your overall health.

- provides our bodies with essential minerals such as zinc, magnesium, copper, iron and

manganese.

- Corn is a good source of the antioxidant’s carotenoids, lutein and zeaxanthin, which promote eye

health.

3

How to prepare corn:

Corn can be roasted, boiled, , steamed, grilled or microwaved. You can add it to stews,

casseroles, salads or salsa.

Reflective Activity

1) When was corn first cultivated?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

2) Name three things corn is rich in.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

4

3) List any three benefits of using corn.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

……………………………………………………………………………………………………...

4) Three (3) dishes/foods that corn is used to prepare are?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

5) Which part of the world was corn first planted?

………………………………………………………………………………………………………

5

Week 11

Lesson 2

Topic: Cultivation of crop

Sub-topic- Corn

Parts of the corn plant:

Roots

Corn plants have two different sections of roots. The prop roots grow just on top of the soil while

the crown roots are beneath the soil.

6

Ear

Corn ears encompass the silk, husk, kernels and cob of the corn plant. Harvesting the ears occurs

when the plants mature

Husk

The husk is the green leaves surrounding the corn ears. These leaves protect the kernels of the

corn, which is the edible portion of the plant

Leaves

Like any plant, corn plants can have numerous leaves on the stalk. Leaves can be long and typically

grow up slightly before curving in a downward position.

Silk

The silk is part of the female portion of the plant’s flower. It grows out of the top of the corn husk

and may be colored green, yellow or brown, depending upon the corn variety.

Tassel

The tassel is the male portion of the flower. It sits at the stop of the plant and attracts bees and

other insects.

Stalk

Corn stalks are the main body of the plant. Depending on the variety, the stalk can grow several

feet high and is quite sturdy. The stalk is fairly stable because it must support the ears of corn.

Local varieties:

Varieties of corn grown in Guyana include:

- Charity

- Darefoot

- Tuxpene

7

Reflective Activity

1) List any four (4) parts of the corn plant.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

……………………………………………………………………………………………………...

2) Explain the function of any two parts listed above.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

……………………………………………………………………………………………………...

3) Identify any 2 varieties of corn grown in Guyana.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

4) Which part of the corn is harvested for human consumption?

………………………………………………………………………………………………………

8

Week 11

Lesson 3

Topic: Cultivation of crop

Sub-topic – (corn continued)

Content

Land preparation typically involves ploughing, harrowing, and leveling the field to make it

suitable for crop establishment, land preparation releases nutrients to the soil, destroying

/reducing weeds and ants nest, it also improves the soil and plant contact and reduces the incidence

of pests and diseases infestation.

Fertilizer application

A fertilizer is any substance which supplies one

or more mineral elements to the soil.

Corn is a heavy feeder and requires nutrients to

be added to the soil after each crop. Fertilizer can

be either organic or in-organic.

9

Planting:

- This crop is mainly planted using a seed directly

into the field.

- It is planted in rows well-spaced apart to ensure

each plant gets nutrients.

- Seeds pre-treated before planting can have a

better chance of germinating without being

attacked by pests.

Pests of corn:

- Weeds: treated using weedicides or manual

removal.

- Corn earth worm: treated using insecticides.

Reflective Activity

State whether the statements are True or False.

1) Land preparation is carried out after the crop is planted to keep it maintained…………….

2) There are three main types of fertilizers…………………..

3) Corns are never attacked by pests……………………………..

4) When planting corn, the field is flooded and seeds are scattered on the whole field……………

5) Corn takes large amounts of nutrients from the soil……………………………

10

Week 12

Lesson 1

Topic: Cultivation of crop

Sub- Topic- tomato

Content

History:

The tomato is the edible berry of the plant Solanum lycopersicum, commonly known as a tomato

plant. The species originated in western South America and Central America. The Nahunta (the

language used by the Aztecs) word tomato gave rise to the Spanish word tomato, from which the

English word tomato derived

Varieties of tomatoes:

Cherokee purple tomatoes

Brandywine tomatoes

Pear tomatoes

Campari tomatoes

Green tomatoes

Cherry tomatoes

Economic importance

The fruit is used as a vegetable, raw or cooked, made into

soup, sauce, ketchup or may be canned or used unripe in

chutney the fruit is a rich source of vitamins A, B and C.

11

Reflective Activity

1) Where did tomato cultivation originate?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

2) Name any two varieties of tomatoes.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3) What are three (3) meals that can be made using tomatoes?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

……………………………………………………………………………………………………...

4) List any three vitamins acquires by using tomatoes.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

12

Week 12

Lesson 2

Topic: cultivation of crop

Sub-topic -Type of crop: tomato

Plant: parts

Varieties found in Guyana:

- English: small round cherry type and large flat type

- Creole: heat master, heatwave, captain, alafua winner etc.

13

Health benefits of tomatoes:

1. Tomatoes Help Prevent Cancer

According to the American Institute for Cancer Research, lycopene in tomatoes could be

responsible for the fruit’s anticancer properties (1).

2. Tomatoes Regulate Blood Pressure

The lycopene in tomatoes has also shown to reduce blood pressure (6).

Tomatoes are also rich in potassium, a mineral known to lower blood pressure levels (7). This is

because potassium reduces the effects of sodium.

3. Tomatoes Aid Weight Loss

As per a Chinese study, tomato juice can significantly reduce body weight, body fat, and waist

circumference (13).

4. Tomatoes Improve Skin And Hair Health

Tomatoes are an important ingredient in most beauty treatments. They help cure large pores,

treat acne, soothe sunburn, and revive dull skin.

5. Tomatoes Are Good During Pregnancy

Vitamin C is one of the nutrients any woman needs during pregnancy to keep herself and her

baby healthy. It aids the formation of healthy bones, teeth, and gums.

14

Reflective Activity

1) List any 4 parts of the tomato plant.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

2) Outline any four (4) health benefits of using tomatoes.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3) Explain any two of the benefits listed above.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

4) Name three types of tomato found in Guyana.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

15

Week 12

Lesson 3

Topic: topic cultivation of crop

Sub- topic- tomato

Cultivation:

Tomato plants are grown from seeds

germination occurs within 7 to 10 days.

Land to be planted should be ploughed

chipped clean and mixed with manure.

When transplanting plants should be

placed into rows and spaced out equally

to ensure adequate growth and

development.

Seedlings

Directly after transplanting plants should be watered as much as possible. As plants get bigger

staking will be important to lend support to the new plant. Pests of worm weeds, tomato hornworm.

Fruit can be picked 8--10 weeks after planting for the next 2-3 weeks every three days

Tomatoes planted in the field and staked

16

Tomatoes being damaged

Reflective Activity

Using the information given match the statement from column A with its meaning in column B

Column A Column B

Germination Lasts For 3-4 weeks

After transplanting Occurs in 8-10 weeks

Period to reap Process of supporting plants

Reaping This occurs in 7-10 days

Staking Plants should be watered

17

Week 13

Lesson 1

Topic: Cultivation of crop

Sub-Topic – Pak choi cultivation

Origins:

This crop originated in eastern Asia and is grown extensively in China and Japan

Structure:

The crop is planted yearly. The leaves are usually between 20

and 50 cm long with thickened white petioles.

Soil and climate

This crop is best grown in nutrient rich well irrigated moist conditions. With proper management

in terms of type of crop and watering.

Variety:

Two main varieties are grown in Guyana:

- Long leaf

- Short leaf

18

Planting:

Plants a grown from seeds which are sown in seed boxes or on seed beds. 3-4 weeks after seedlings

are transplanted onto beds. Seeds can also be directly seeded but will have to be thinned out to

desired spacing.

Reflective Activity

1) What soil and climate best suites Pac-choi?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

2) The two main varieties of Pac-choi grown in Guyana are

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3) This vegetable originated from?

………………………………………………………………………………………………………

4) At what week are new plants transplanted out into the fields?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

19

Week 13

Lesson: 2

Topic: topic cultivation of crop

Sub-topic- : Pak-choi cultivation

Uses:

Pac-choi is tasty and can be used in a variety of dishes.

It can be stewed, made into a salad, roasted, used as a garnish and even placed into soups.

Nutrients

Pac-choi is an excellent source of vitamin K, vitamin C, vitamin A (in the form of carotenoids),

potassium, folate, vitamin B6, calcium and manganese. It is a very good source of iron, vitamin

B2, phosphorus, fiber and protein as well as a good source of choline, magnesium, niacin, vitamin

B1, copper, omega-3 fatty acids, zinc and pantothenic acid.

Health benefits:

Antioxidant Benefits of Pac-choi

As an excellent source of Vitamin C, vitamin A (in the form of carotenoids), and manganese, and

a good source of zinc, Pac-choi provides us with a concentration of these core conventional

antioxidants.

Anti-Inflammatory Benefits of Pac-choi

20

Many of the antioxidant nutrients listed above also provide anti-inflammatory benefits. They not

only lower the risk of oxygen-based damage to your cells and body systems, but they also lower

your risk of unwanted chronic inflammation.

Reflective Activity

1) List at least four (4) vitamins and minerals one can acquire as a result of using pak-choi.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

2) What are two uses of Pak-choi?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3) Discuss one health benefit of using Pak-choi.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

21

Week 13

Lesson 3

Topic: Cultivation of crop

Sub-topic: pak-choi cultivation

Cultivation:

Plants are grown from seeds. Seeds are either sown in seed box or nursery beds and transplanted

3 to 4 weeks after planting.

Seedlings transplanted in the field.

Land preparation:

Land is prepared by ploughing and chipping beds,

preparing drains to take away excess water from the land.

Application of organic manure will also aid in plants

growth and development.

Cleaned field of pak-choi

Care and matainance:

Care and maintenance of plants should be carried out to prevent weed growth and potential insect

or bacterial infection. Weeds will be in competition with the plant for nutrients. Insect and bacterial

infestation can lead to large deaths in plants. Overall these factors will lead to a financial loss for

the farmer

22

Plant with weeds that are to be removed.

Fertilizer application:

Nitrogen fertilizers are most required for growth and development of large and healthy leaves

hence a fertilizer such as 15, 15, 15 will greatly benefits growing plants. On the flip side a health

application or organic manures will also have the same effect example chicken manure.

Assessment:

1) What are the two ways in which pak-choi seeds can be set to germinate?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

2) What is the important of removing weeds from around plants?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3) Plants are ready to be transplanted into the field after how many weeks?

………………………………………………………………………………………………………

23

4) Which nutrient is required for leaf development in Pac-choi.

………………………………………………………………………………………………………

24

Week 14

Lesson 1

Topic: Cultivation of crop

Sub-Topic: cassava

Origins:

Cassava (topioca) was first grown in Central America and was moved around the world by persons

moving from place to place.

Cassava plants are grown from cuttings acquired from a plant that would have been reaped. On

the cuttings are eyes which grow at nodes or joints on the stems of the plants. The portion between

the nodes is called the internode.

Cuttings being planted.

25

Cassava plant does produce flowers however emphasis is not

placed on it since seeds are not the primary way of cultivating

the crops.

Reflective Activity

1) How are new cassava plants cultivated?

………………………………………………………………………………………………………

……………………………………………………………………………………………

2) The area between two nodes is called the?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………

3) Where was cassava first planted?

………………………………………………………………………………………………………

…………………………………………………………………………………………….

4) The scientific name for cassava is

…………………………………………………………………………………………………

5) What grows at the node or joint of the cutting?

………………………………………………………………………………………………………

……………………………………………………………………………………………

26

Week 14

Lesson 2

Topic: Cultivation of crops

Sub-Topic: Cassava

Uses and importance:

Cassava has a wide variety of uses:

- As food – cassava can be boiled, processed into flour, cassareep and cassava bread.

- In laundry – starching of garments.

- In industry – paste for materials

Persons using cassava must be careful as to what type of cassava they are getting. All cassava

plants contain a substance called hydrocyanic acid when broken down. Hydrocyanic acid is

poisonous and can lead to death if too much is ingested.

Bitter cassava is said to contain the largest quantity of this deadly substance.

In order to utilize bitter cassava, it is processed into cassava bread cassareep and other products

Sweet cassava leaves are used can also be used to produce stews. And combined sweet and bitter

cassava leaves can be used to make feed for livestock.

27

Reflective Activity

1) The poisonous substance produced by cassava when it is broken down is called?

………………………………………………………………………………………………………

2) List any three (3) uses of cassava.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3) Which cassava leaves can be used to make stew?

……………………………………………………………………………………………………

4) List any three foods produced from cassava.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………

28

Week 14

Lesson 3

Topic: Cultivation of crop

Sub-Topic: cassava

Cultivation:

The cassava plant is propagated using stem cuttings. Each piece of stem to be used must have at

least two underground eyes. Cuttings must be acquired from mature plants.

Farmer must ensure that his stem is fresh and not dry and brittle. If the stems are dry eyes will be

dead and no new plant will emerge. When selecting stems for propagation farmers will removes

leaves and young top parts of cuttings.

29

Preparing land:

To prepare land farmer should plough and chip soil no fertilizer is required since the plant will

obtain all its nutrients from the coil.

Care of crop

As the crop grows and develop weed removal is very important to

prevent competition between the crop and weeds for nutrients. In

large scale productions where, manual removal will be labor

intensive the farmer my decide to use a herbicide to control weeds

around the crop

Pests and diseases of cassava:

Pests: termites, scale insects, mealy bug etc.

Diseases: African mosaic, bacterial blight

Harvesting:

Farmers harvest the root of the plant which is

high in starch on large scale farms the harvesting

process can be done mechanically compared to

small farms that harvest manually.

30

Reflective Activity

1) Why can farmers grow cassava without fertilizers?

………………………………………………………………………………………

………………………………………………………………………………………

……………………………………………………………………………………….

2) List any two diseases that affect cassava.

………………………………………………………………………………………

………………………………………………………………………………………

3) Name any two insects that affect cassava.

………………………………………………………………………………………

………………………………………………………………………………………

4) How is harvesting carried out on small and large scale cassava farms?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

……………………………………………………………………………………….

31

Week 15

Lesson 1

Topic: Cultivation of crop

Sub-Topic: Bora

Origins:

Bora (vigna sesquipedalis) also known as long bean or yard long bean is a popular crop grown

around the world. Bora originated in Southern Asia but now is widely cultivated in Southeastern

Asia, Southern China and Thailand.

In Guyana, it is cooked either stewed, curried, fried with chicken, pork, beef and shrimp. It can

be found all across Guyana. It is packed with numerous health benefits and is cholesterol-free.

32

There are many different varieties of bora locally some of which are:

Long green – pods 76 cm long coarse in diameter

Cabbage bora – pods 30cm long fine in diameter

String bora – pods are very fine and long

Fat bora – pods 50cm long very fat in diameter

Thread bora – pods 40-50 cm in diameter

Reflective Activity

1) List two other names that bora is known by.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

2) What are three recipes or foods that can be prepared using bora?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3) List any three varieties of bora grown in Guyana.

………………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

5) Where did bora originate?

……………………………………………………………………………………………………………

33

Week 15

Lesson 2

Topic: Cultivation of crop

Sub-Topic: Bora Cultivation

Uses and importance:

The crisp, tender pods are eaten both fresh and

cooked. They are at their best when young and

slender.

They are sometimes cut into short sections for cooking uses. As a West Indian dish, they are

often stir-fried with potatoes and shrimp.

Nutrition:

They are a good source of protein, vitamin A, thiamin, riboflavin, iron, phosphorus, and potassium,

and a very good source for vitamin C, folate, magnesium,

and manganese.

A serving of 100 grams of yard long beans contains 47

calories, 0 g of total fat, 4 mg sodium (0% daily value), 8 g

of total carbohydrates (2% daily value), and 3 g of protein

(5% daily value)

34

Health benefits associated with using bora:

Skin health – Bora contains Vitamin C which is necessary for skin, blood vessels, ligaments and

tendons.

Less risk of Gout – Vitamin C helps to lower the risk of gout, a condition which affects the big

toe, caused by high uric acid, which forms crystals in the joints.

Rich in Folate– Foods rich in folate like Bora, helps to prevent cancer. Folate helps to reduce, the

buildup of protein that increases the risk of strokes and heart attacks.

Folate is also essential in pregnancy, the lack of which can cause birth defects.

Sound sleep – Bora provides a sufficient amount of magnesium, which soothes the brain and

promotes relaxation.

Source of Thiamin – Thiamine in Bora helps in the production of hydrochloric acid that tones the

digestive tracks. Thiamine can improve the signals of muscles and never, which is important in

passing on information to the brain.

35

Assessment:

1) When is the best time to eat bora?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

2) List three (3) health benefits of using bora.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………

3) Explain any one health benefit.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

4) List any two vitamins acquired from the use of bora.

………………………………………………………………………………………………………………

…………………………………………………………………………………………………………

36

Week 15

Lesson 3

Topic: Cultivation of crop

Sub-topic: Bora cultivation

Cultivation:

This crop is cultivated using seeds.

Soil type

Clay soil is best for the crop soil should be ploughed and harrowed to produce a good tilth.

Which enhances drainage on clay soils and ridges should be made 60cm apart. Seeds are almost

always directly seeded into the ground so they should be pre-treated to prevent attack on the new

plant. Rhizobium bacteria is used especially if it is virgin land being used

Seeds can be soaked to absorb some water and then planted for clay on ridges two seeds in a hole

at 30cm apart at 2.5 m deep on sandy soils two seeds per hole at 30cm apart with 60 cm between

rows.

Staking

This is done to give plants support so they can run and have access to

maximum sunlight for growth and development.

Diseases and pests of bora:

Disease – mosaic virus, anthracnose, fusarium wilt, target spot.

Pests – bean beetle, pod borer, leaf miner, aphids.

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Harvesting:

This process can take place about 7 weeks after

planting in which plants would have matured and

started to fruit. Highest quality pods are straight crisp

and uniform in color

Bora should be harvested by pinching the stem with the thumbnail

pressed against the index a short portion of the stem should remain

attached to the plant finger.

Preparation for market:

Bora is highly perishable and should be handled with care so as to prevent damaged goods entering

the market

Packaging:

Bora is typically wrapped in bunches or bundles for

market

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Reflective Activity

1) What medium is used to produce new bora plants?

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2) Explain steps that should be taken when planting on:

i. clay soils

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ii. sandy soils

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3) At what time is bora fruit ready to be harvested?

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4) List any two (2) pest and two (2) diseases that affect bora.

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