Ghana curriculum lesson note
SHS 3 Agriculture 2nd Semester Week 13 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Agriculture | Week | 13 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Agriculture Economics, Agribusiness and Communication | Sub-Strand | Agribusiness Management |
| Learning Outcome(s) | 3.5.3.LO.1 - Use the knowledge and skills acquired to successfully process and market Agricultural produce. Collaborative, leadership, digital literacy, communication, creative and critical thinking skills will be acquired/enhanced as learners watch video, engage in group work, conduct surveys and make presentations on their report/findings. | ||
| Learning Indicator(s) | 3.5.3.LI.1 - Demonstrate knowledge, understanding and skills of processing and marketing of Agricultural produce. Establish a crop production or processing enterprise for sustenance and livelihood. | ||
| Lesson Focus | Demonstrate knowledge, understanding and skills of processing and marketing of Agricultural produce. Establish a crop production or processing enterprise for sustenance and livelihood. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate knowledge, understanding and skills of processing and marketing of Agricultural produce. Establish a crop production or processing enterprise for sustenance and livelihood. 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 Demonstrate knowledge, understanding and skills of processing and marketing of Agricultural produce. Establish a crop production or processing enterprise for sustenance and livelihood.? 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 | Think-Pair-Share Inquiry-Based Learning Project-Based Learning Experiential Learning | ||
| Teaching & Learning Resources | Agriculture textbook/reference materials Whiteboard/markers Learners' notebooks Relevant crop, seed, plant or soil samples 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 agriculture economics, agribusiness and communication 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 agriculture economics, agribusiness and communication 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 agriculture economics, agribusiness and communication. | 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 agriculture economics, agribusiness and communication 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 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: Health Issues in Crop ProductionWeek 6Sub-strand: Health Issues in Crop ProductionWeek 7Sub-strand: Health Issues in Crop ProductionWeek 8Sub-strand: Health Issues in Crop ProductionWeek 9Sub-strand: Economics for AgricultureWeek 10Sub-strand: Economics for AgricultureWeek 11Sub-strand: Economics for AgricultureWeek 12Sub-strand: Economics for AgricultureWeek 13 (current)Week 14Sub-strand: Agribusiness ManagementWeek 15Sub-strand: Agribusiness ManagementWeek 16Sub-strand: Agribusiness Management