Ghana curriculum lesson note
SHS 1 Agricultural Science 1st Semester Week 12 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Agricultural Science | Week | 12 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | New Dawn in Agriculture | Sub-Strand | Agricultural Machineries |
| Learning Outcome(s) | 1.1.3.LO.1 - Evaluate the various forms of irrigation systems in vegetable crop and ornamental plant production Learners develop Leadership Skills, Communication and Collaborative Skills as they engage in discussions in groups. 1.1.3.LO.2 - Explain the functions of farm tools and equipment Teamwork and Digital Literacy Skills: Learners develop these skills as they operate electronic and electrical gadgets and watch video documentaries. 1.1.3.LO.1 - Compare the production of arable crop enterprises (cereals, legumes, and tuber crops) under rainfed agriculture and irrigation. • Learners develop interpersonal skills, communication and collaboration skills as they engage in discussions in groups. • Learners develop leadership skills, communication and collaboration and digital literacy skills as they set up the video and projector and engage in discussions in groups. • As they download and watch videos and carry out practical field activities, learners develop digital literacy, communication, collaboration and critical thinking skills. • As learners use the irrigation facilities, they develop skills in communication, collaboration and critical thinking. Learners develop and enhance their decision- making skills. GESI: • Tolerance for different proficiency levels of learners; Gender tolerance. • Respect for individuals of different beliefs. • Dialogue among mixed genders, value each other’s opinion, respect for each other. 1.1.3.LO.2 - Explain the roles of farm machinery and equipment in arable crop (cereals, legumes, and tuber crops) production. • Teamwork and digital literacy skills: Learners develop these skills as they operate electronic and electrical gadgets and watch video documentaries. | ||
| Content Standard | 1.1.3.CS.2 - Demonstrate knowledge, understanding and skills in the operation of farm tools, implements and machines. Identify the functions of the parts and uses of Agricultural tools and implements used in crop production | ||
| Learning Indicator(s) | 1.1.3.LI.1 - Activity-Based Learning: Observe some agricultural tools or watch videos or pictures of farm machinery and try to identify each tool or machinery. | ||
| Lesson Focus | Activity-Based Learning: Observe some agricultural tools or watch videos or pictures of farm machinery and try to identify each tool or machinery. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Activity-Based Learning: Observe some agricultural tools or watch videos or pictures of farm machinery and try to identify each tool or machinery. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What does the evidence or practical situation show us about Observe some agricultural tools or watch videos or pictures of farm machinery and try to identify each tool or machinery.? How is Observe some agricultural tools or watch videos or pictures of farm machinery and try to identify each tool or machinery. applied in Ghanaian farming, agribusiness or the local community? What factors would influence a farmer's decision when dealing with Observe some agricultural tools or watch videos or pictures of farm machinery and try to identify each tool or machinery.? | ||
| Pedagogical Strategies | Activity-Based Learning Talk-for-Learning | ||
| Teaching & Learning Resources | conceptual understanding thinking and reasoning Resources Functional internet facilities Video documentaries Hoes Cutlasses Mattock Pickaxe Shovel Hand trowel Tractor Ploughs Available farm tools/implements or labelled pictures/models | ||
| Key Notes on Differentiation | |||
| Content | Provide labelled pictures, short notes, concrete samples or a simplified observation guide for learners who need additional support. Give advanced learners an extension requiring comparison, evaluation, enterprise implications or application to a different agricultural setting. | ||
| Process | Use mixed-ability and mixed-gender grouping consistent with the curriculum, assigning meaningful roles such as observer, recorder, presenter or materials lead. Where a field visit or specialised resource is unavailable, use the closest curriculum-supported alternative such as pictures, video, local resource persons, samples or a simulated demonstration. | ||
| Product | Allow evidence of learning through field notes, practical demonstration, oral presentation, poster/table, written report or project record as appropriate to the indicator. Assess accuracy of agricultural knowledge, quality of evidence, correct procedure, collaboration and ability to justify conclusions. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short application task connected to the week's learning indicator. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present a diagram, specimen, data set or everyday situation connected to activity-based learning: observe some agricultural tools or watch videos or pictures of farm machinery and try to identify and ask learners what they observe. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Use a labelled diagram, model, experiment, data table or safe demonstration to explain activity-based learning: observe some agricultural tools or watch videos or pictures of farm machinery and try to identify. | Observe carefully, record key terms and answer oral questions. | Ask learners to identify the key feature, variable, process or relationship. |
| Activity 220 minutes | Guide groups to observe, classify, measure, compare or explain evidence related to activity-based learning: observe some agricultural tools or watch videos or pictures of farm machinery and try to identify. | Work in groups to complete the observation, classification, measurement or explanation task. | Review group responses for accurate science vocabulary and evidence. |
| Activity 310 minutes | Give a new case, data set or observation and ask learners to predict or explain the outcome. | Apply the concept to the new case and support the answer with evidence. | Use an exit task that asks for a prediction, explanation or calculation. |
| Lesson Closure | Summarise activity-based learning: observe some agricultural tools or watch videos or pictures of farm machinery and try to identify and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 1 Agricultural Science 1st Semester Lessons
Week 1Sub-strand: Misconceptions and Prospects in Agriculture and FarmingWeek 2Sub-strand: Misconceptions and Prospects in Agriculture and FarmingWeek 3Sub-strand: Misconceptions and Prospects in Agriculture and FarmingWeek 4Sub-strand: Misconceptions and Prospects in Agriculture and FarmingWeek 5Sub-strand: Emerging Technologies in AgricultureWeek 6Sub-strand: Emerging Technologies in AgricultureWeek 7Sub-strand: Emerging Technologies in AgricultureWeek 8Sub-strand: Emerging Technologies in AgricultureWeek 9Sub-strand: ['Emerging Technologies in Agriculture', 'Agricultural Machineries']Week 10Sub-strand: Agricultural MachineriesWeek 11Sub-strand: Agricultural MachineriesWeek 12 (current)Week 13Sub-strand: Agricultural MachineriesWeek 14Sub-strand: Economic Production of CropsWeek 15Sub-strand: Economic Production of CropsWeek 16Sub-strand: Economic Production of Crops