S. S. 2 AGRICULTURAL SCIENCE SS2 3RD TERM WEEK 2 PERIOD 1
SUBJECT: AGRICULTURE SCIENCE
THEME: ANATOMY AND PHYSIOLOGY IN FARM ANIMAL TOPIC: DIGESTIVE SYSTEM OF FARM ANIMAL CLASS/LEVEL S. S. 2 LESSON DURATION 40 MINUTES INSTRUCTIONAL At the end of the lesson student should be able to OBJECTIVES AND i. State the three group digestion is classified LEARNING ii. What is ruminant animal OUTCOMES Instructions Teachers’ voice, whiteboard, maker, textbook and illustrative Resource/Materials charts Teachers’ Preparation The teachers consulted various textbooks and browsed the for the lesson internet to upgrade his or her knowledge of Anatomy and physiology of farm animals Teaching Method Lecture method, discussion method and cooperative method
LESSON TIME TEACHERS ACTIVITY STUDENT CORE SKILLS
PROCEDURE ACTIVITY Step 1: 3 Teacher ask the students Student give the Collaboration Identification of mins to list the two types of response to the communication prior ideals agricultural science questions Step 2: 10 i) Teacher explain the Student listen Critical thinking Main Lesson mins meaning of digestive attentively to system of farm animal their teacher and ii) Explain the different participate digestive system to the actively in the student class discussion Step 3: 10 i) Teacher share the class Each group of Critical thinking Application in mins into group of 4 asking to student look up communication class exercises explain the function of the task to rumen in digestive tract of explain the cattle and later copy the different types of note on the whiteboard digestive tract of animal farm Step 4: 4 Teacher ask the student Student gave Critical thinking Explanation mins the following questions appropriate and i) What is a ruminant answers to the collaboration animal question asked communication for their active participation the class give themselves a cheer Step 5: 2 Ask the student to read up the next topic before the next class Assignment mins (take home)
Board Summary Digestive System of Farm Animals Digestion involves the process of breaking down food into globular substance absorbed by the cells into main stream of the animal body. Digestion could be classified into three groups a. Digestion in ruminant animals e.g goat, sheep, cattle b. Digestion in Non- ruminant animals e.g rabbit, pigs, horse 3. Digestion in poultry such as domestic – Fowl, dick Digestion in Ruminant animals Ruminant animals have their stomachs divided into four chambers a. Rumen b. Reticulum c. Omasum d. Abomasum Ruminant e.g cattle feed it folds the grass with its tongue, cut it swallow it with minimum chewing and swallowed passes through the esophagus to the rumen where the grass is stored and microorganism act on it and synthesize vitamin. The food goes to abomasum (true stomach)
Digestion tract of cattle
The digested food is absorbed in the small intestine while the faeces is passed out through the anus via the rectum. Function of the Rumen 1. Stores food hurriedly ingested by the animal 2. Send food back to the mouth for chewing (chewing the cud) 3. Contain bacteria capable of digesting cellulose 4. Has large capacity for food 5. Enable animal to utilize non – protein nitrogen substance
Digestion in Monogastric Animal (Non – Ruminants)
Monogastric animal such as pig, rabbits and horses have simple stomach. They chew their food with the help of teeth in the mouth. Ptyalin which is the saliva starts action on carbohydrate food in the mouth and gastric juice which have two enzyme break down protein to proteoses and peptones. Absorption of digested food takes place in the ileum while the wastes out through the anus.
PERIOD 2 SUBJECT: AGRICULTURE SCIENCE THEME: ANATOMY AND PHYSIOLOGY IN FARM ANIMAL TOPIC: DIFFERENT BETWEEN THE DIGESTIVE SYSTEM OF RUMINANTS AND MONOGASTRIC ANIMNAL AND DIGESTION IN POULTRY (DOMESTIC FOWL) CLASS/LEVEL S. S. 2 LESSON DURATION 40 MINUTES INSTRUCTIONAL At the end of the lesson student should be able to OBJECTIVES AND i. The differences between ruminants and monogastric animal LEARNING OUTCOMES Instructions Teachers’ voice, whiteboard, maker, textbook and illustrative Resource/Materials charts showing some digestive in animal Teachers’ Preparation The teachers consulted various textbooks and go out for more for the lesson search before coming to the class Teaching Method Participatory and interactive methods, Lecture method, and discussion method
LESSON TIME TEACHERS ACTIVITY STUDENT CORE SKILLS
PROCEDURE ACTIVITY Step 1: 3 Teacher ask student to Student provides Critical thinking Identification of mins state one different between corresponding prior ideals ruminant and monogastric answer to the animals question Step 2: 10 Teacher explain the Student Critical thinking Main Lesson mins ruminant and monogastric participate in the and animals class discussion collaboration by listening to communication their teacher attentively Step 3: 10 Teacher ask question from Students answer Collaboration Application in mins what he or she taught the their question communication class exercises student and later teacher correctly and copy the note summary on copy their note chalkboard into their notebook Step 4: 4 Teacher ask the student Student provide Critical thinking Explanation mins describe digestion in corresponding domestic fowl answer Step 5: 2 The student are to write on circulatory system Assignment mins (take home)
Board Summary Differences between the digestive system of ruminants and monogastric animals S/N Ruminant Animals Monogastric Animals 1 The stomach has four chambers – The stomach is simple – has only one rumen, reticulum, omasum and chamber abomasum 2 The capacity of ruminant is large Their stomach capacity is small 3 Roughages are effectively utilized Only simple foods can be effectively utilized 4 They have no incisors form of teeth for They have incisors and canines for biting and tearing rather they have broad molars tearing for grinding forages and microbes 5 They can utilized non – protein They cannot utilize non protein nitrogenous nitrogenous substance such as urea substance and biuret
Digestion in Poultry (Domestic Fowl)
The digestive system of the fowl is simple but very efficient food is picked up by the beak and selected on the basis of feel and appearance rather then taste. There is little or no evidence that chicken or other poultry can smell or taste. The food which is swallowed whole pass quickly through the esophagus to the crop which acts mainly as a storage organ. In this organ the food is softened and acidified by lactic acid produced by bacteria fermentation. The food passes from the crop to the proventriculus by means of a short connecting tube where food is acted upon by enzymes particularly pepsin and further acidified by hydrochloric acid. The liver is joined to the small intestine by two ducts one of which comes from the gall bladder. The food is moved through the small intestine by regular peristaltic contraction. The large intestine is also responsible for the absorption of water from the large intestine, the faeces pass to the cloaca where they are evacuated.
PERIOD 3 SUBJECT: AGRICULTURE SCIENCE THEME: ANATOMY AND PHYSIOLOGY IN FARM ANIMAL TOPIC: CIRCULATORY SYSTEM CLASS/LEVEL S. S. 2 LESSON DURATION 40 MINUTES INSTRUCTIONAL At the end of the lesson student should be able to OBJECTIVES AND i. State the meaning of circulatory system and the function LEARNING OUTCOMES Instructions Teachers’ voice, whiteboard, maker and textbook Resource/Materials Teachers’ Preparation The teachers make research from internet to various textbook for the lesson Teaching Method Participatory and interactive methods, Lecture method, and discussion method
LESSON TIME TEACHERS ACTIVITY STUDENT CORE SKILLS
PROCEDURE ACTIVITY Step 1: 3 Teacher ask student to Student provide Critical thinking Identification of mins state the different types of corresponding prior ideals body tissue answer to the question Step 2: 10 Teacher explain what Student Collaboration Main Lesson mins circulatory system participate in the communication class discussion by listening to their teacher attentively Step 3: 10 Teacher ask question from Student answer Critical thinking Application in mins what he or she taught the their question and class exercises student and later teacher correctly and Collaboration copy the note summary on copy their note communication whiteboard into their notebook Step 4: 4 Teacher ask the student to Student provide Critical thinking Explanation mins describe briefly what he corresponding understanding by answer circulatory Step 5: 2 The student are to write on circulatory system Assignment mins (take home)
Board Summary The circulatory system is made possible essentially by blood and the heart including arteries, veins and capillaries Function of Blood 1. It transports food including vitamins 2. It carries oxygen to all part of the body 3. It protects the body against diseases 4. It transport chemical regulators 5. It maintain the temperature of the body 6. It carries waste product such as carbon iv oxide 7. It control loss of blood from wounds and prevent bacteria from entering by means of clot formation Mammals are said to have double circulation in that one circulation take the blood from the heart to the lungs and back to the heart (pulmonary or lung circulation). The other takes the blood from the heart to the other part of the body and back to the heart (systematic or body circulation).
Pulmonary Circulation The deoxygenated blood is forced from the right ventricle like the ventricles contract into the pulmonary artery which carries it to the lungs artery break into capillaries in the lungs the thin wall oxygen diffuse into the blood from the air. When the oxygen have been absorbed the oxygenated blood return from the capillaries of the lungs through the pulmonary veins to the left auricle of the heart.
