Ghana curriculum lesson note
SHS 1 Agriculture 2nd Semester Week 9 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Agriculture | Week | 9 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Agriculture and Health | Sub-Strand | ['Health Issues in Crop Production', 'Health Issues in Animal Production'] |
| Learning Outcome(s) | 1.4.1.LO.1 - Use the knowledge and skills acquired to produce healthy and quality food crops for human consumption. 1.4.2.LO.1 - Use the knowledge and skills acquired to improve animal production activities. | ||
| Learning Indicator(s) | 1.4.1.LI.3 - Apply farm hygiene and sanitation principles in the crop production process. 1.4.2.LI.1 - Demonstrate knowledge, understanding and skills of basic farm hygiene and sanitation in animal production. Explain the meaning and importance of farm hygiene and sanitation and its effect on animal production. Initiating | ||
| Lesson Focus | Apply farm hygiene and sanitation principles in the crop production process. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Apply farm hygiene and sanitation principles in the crop production process. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What do we need to understand or demonstrate about Apply farm hygiene and sanitation principles in the crop production process.; Demonstrate knowledge, understanding and skills of basic farm hygiene and sanitation in animal production. Explain the meaning and importance of farm hygiene and sanitation and its effect on animal production. Initiating? How does this knowledge or skill apply to agriculture in the learner's community and Ghana? What evidence can we use to justify an agricultural decision or conclusion? | ||
| Pedagogical Strategies | Experiential Learning Talk For Learning Collaborative Learning | ||
| Teaching & Learning Resources | Video/pictures on the farm environment and activities and procedures that are carried out on the farm Realia (brushes, brooms, rakes, disinfectants) Pictures of chemicals and tools for undertaking farm hygiene and sanitation activities at the farm site Video/pictures on farm hygiene and sanitation activities at the farm site and at the various stages of crop production Tools, equipment and chemicals for undertaking hygiene and sanitation activities at the farm site and at various stages of crop production [[PAGE 91]] AGRICULTURE | 89 Subject AGRICULTURE Strand 4 AGRICULTURE, HEALTH AND ENVIRONMENT Sub-Strand 2 HEALTH ISSUES IN ANIMAL PRODUCTION Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values 1.4.2.LO.1 Digital literacy, communication, collaboration, leadership and manipulative skills will be further enhanced while learners undertake field practicals, involve in group activities, build portfolios and presentation of reports. GESI: Learners having experienced a teaching method that ensures Gender Equality and Social Inclusion and working with each other in an inclusive way, cross- sharing of knowledge and understanding among groups and individuals will lead them to: Respect individuals of different backgrounds. Embrace diversity and practice inclusion. Examine and dispel misconceptions/ myths about gender and disabilities as they relate to Agriculture. Interrogate their stereotypes and biases about gender division of labour in Agriculture. Identify injustice in society, especially in the agricultural sector and advocate for change. Embrace gender equity and equality. SEL: Learners have been exposed to pedagogies that expounded socio- emotional issues while studying the Agriculture subject. Having studied together as learners with different Relevant crop, seed, plant or soil samples where available Relevant animal-production pictures, specimens or farm facilities where available | ||
| Key Notes on Differentiation | |||
| Content | Use concrete examples, labelled pictures, realia or simplified prompts for learners who need additional support. Extend confident learners with comparison, investigation, calculation, evaluation or enterprise-oriented tasks drawn from the same indicator. | ||
| Process | Use mixed-ability and mixed-gender grouping where appropriate, with meaningful roles for every learner. Adapt field visits, internet research or specialised equipment to locally available alternatives without changing the curriculum objective. | ||
| Product | Allow appropriate evidence such as practical demonstration, portfolio, table, report, poster, presentation, field notes or written response. Assess agricultural accuracy, procedure, evidence, collaboration and justification. | ||
| 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 | Show a farm tool, crop/animal example, photo or local farming scenario linked to farm hygiene and sanitation principles in the crop production process and ask learners what problem it addresses. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Explain farm hygiene and sanitation principles in the crop production process using a farm-based example, labelled diagram, sample material or practical demonstration. | Observe the example, ask questions and record important agricultural terms. | Ask learners to identify the tool, practice, benefit or risk shown in the example. |
| Activity 220 minutes | Guide groups to classify, measure, plan, compare or recommend a practice related to farm hygiene and sanitation principles in the crop production process. | Work in groups to complete the classification, measurement, planning or recommendation task. | Review group work for correct agricultural vocabulary and practical reasoning. |
| Activity 310 minutes | Give a local farm case and ask learners to choose an appropriate practice or solution. | Apply the idea to the local farm case and justify the selected practice. | Use an exit question on how the practice can improve farm productivity or safety. |
| Lesson Closure | Summarise farm hygiene and sanitation principles in the crop production process 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 Agriculture 2nd Semester Lessons
Week 1Sub-strand: Principles of Natural Resource Conservation in AgricultureWeek 2Sub-strand: Principles of Natural Resource Conservation in AgricultureWeek 3Sub-strand: Principles of Natural Resource Conservation in AgricultureWeek 4Sub-strand: Principles of Natural Resource Conservation in AgricultureWeek 5Sub-strand: Principles of Natural Resource Conservation in AgricultureWeek 6Sub-strand: Principles of Natural Resource Conservation in AgricultureWeek 7Sub-strand: Health Issues in Crop ProductionWeek 8Sub-strand: Health Issues in Crop ProductionWeek 9 (current)Week 10Sub-strand: Health Issues in Animal ProductionWeek 11Sub-strand: Health Issues in Animal ProductionWeek 12Sub-strand: Economics for AgricultureWeek 13Sub-strand: Economics for AgricultureWeek 14Sub-strand: Communication in AgricultureWeek 15Sub-strand: ['Communication in Agriculture', 'Agribusiness Management']Week 16Sub-strand: Agribusiness Management