Ghana curriculum lesson note
SHS 3 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 3 |
| Strand | Mobilisation of Resources and Networks | Sub-Strand | Land Tenure Systems for Agriculture |
| Content Standard | 3.3.1.CS.1 - Demonstrate knowledge and understanding of the different types of support systems in pig or fish production and marketing. Describe the economic importance of pigs or fish production in the livelihood of the producers and the broader value chain | ||
| Learning Indicator(s) | 3.3.1.LI.1 - Enquiry-Based Learning: • Learners in mixed-ability groups visit vendors of selected agricultural commodities to map the movement of such commodities from producers to consumers. • Learners in mixed-ability groups contact producers, middle(wo)men and vendors of the selected agricultural commodities and solicit information on the effect of producing and or trading in the commodities on their livelihood. | ||
| Lesson Focus | Enquiry-Based Learning: • Learners in mixed-ability groups visit vendors of selected agricultural commodities to map the movement of such commodities from producers to consumers. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Enquiry-Based Learning: • Learners in mixed-ability groups visit vendors of selected agricultural commodities to map the movement of such commodities from producers to consumers. 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 visit vendors of selected agricultural commodities to map the movement of such commodities from producers to consumers. • Learners in mixed-ability groups contact producers, middle(wo)men and vendors of the selected agricultural commodities and solicit information? How is • Learners in mixed-ability groups visit vendors of selected agricultural commodities to map the movement of such commodities from producers to consumers. • Learners in mixed-ability groups contact producers, middle(wo)men and vendors of the selected agricultural commodities and solicit information 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 visit vendors of selected agricultural commodities to map the movement of such commodities from producers to consumers. • Learners in mixed-ability groups contact producers, middle(wo)men and vendors of the selected agricultural commodities and solicit information? | ||
| Pedagogical Strategies | Enquiry-Based Learning | ||
| Teaching & Learning Resources | conceptual understanding reasoning thinking and reasoning Resources Questionnaire/Interview Checklist Field notebooks Computer Flip charts Notebooks Detailed knowledge of each | ||
| 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 land tenure systems for 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 land tenure systems for 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 land tenure systems for 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 land tenure systems for 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 3 Agricultural Science 2nd Semester Lessons
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