Ghana curriculum lesson note
SHS 1 Agricultural Science 2nd Semester Week 10 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Agricultural Science | Week | 10 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Mobilisation of Resources and Networks | Sub-Strand | Support Systems in Agriculture |
| Learning Outcome(s) | 1.3.2.LO.1 - Explain the different types of support systems in vegetable and ornamental crop production and marketing. • Interacting and communicating with various actors in selected value chains will help learners acquire and develop innovation, leadership, negotiation, critical thinking and communication skills. 1.3.2.LO.2 - Evaluate extension services delivery on vegetable and ornamental crop enterprises in the school's catchment area. Critical thinking and communication skills are necessary and enhanced as learners present findings and brief written reports. GESI: Tolerance among mixed-ability groups, Respect of opinions irrespective of culture, religion or proficiency level. | ||
| Content Standard | 1.3.2.CS.2 | ||
| Learning Indicator(s) | 1.3.2.LI.1 - Structured Talk for Learning: Learners in mixed-ability groups study cases of extension delivery (by the Department of Extension Services and a Non-governmental Organisation e.g., World Vision International). Analyse the key component of the Training and Visit (T & V) system of extension implemented in the 1970s and 1980s to enhance food production and present reports in a plenary session. | ||
| Lesson Focus | Structured Talk for Learning: Learners in mixed-ability groups study cases of extension delivery (by the Department of Extension Services and a Non-governmental Organisation e.g., World Vision International). | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Structured Talk for Learning: Learners in mixed-ability groups study cases of extension delivery (by the Department of Extension Services and a Non-governmental Organisation e.g., World Vision International). 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 Learners in mixed-ability groups study cases of extension delivery (by the Department of Extension Services and a Non-governmental Organisation e.g., World Vision International). Analyse the key component of the Training and Visit (T & V) system of extension implemented in the 1970s and 1980s to enh? How is Learners in mixed-ability groups study cases of extension delivery (by the Department of Extension Services and a Non-governmental Organisation e.g., World Vision International). Analyse the key component of the Training and Visit (T & V) system of extension implemented in the 1970s and 1980s to enh applied in Ghanaian farming, agribusiness or the local community? What factors would influence a farmer's decision when dealing with Learners in mixed-ability groups study cases of extension delivery (by the Department of Extension Services and a Non-governmental Organisation e.g., World Vision International). Analyse the key component of the Training and Visit (T & V) system of extension implemented in the 1970s and 1980s to enh? | ||
| Pedagogical Strategies | Structured Talk for Learning | ||
| Teaching & Learning Resources | 44 | AGRICULTURAL SCIENCE understanding reasoning thinking and reasoning Resources Documents and documentaries on case studies of training and visit interventions including the National Agricultural Extension Project (NAEP) Documents and documentaries on case studies of participatory technology development projects including interventions by Northern Ghana LEISA Group. 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 support systems in agriculture 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 support systems in agriculture. | 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 support systems in agriculture. | 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 support systems in agriculture 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 2nd Semester Lessons
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