Ghana curriculum lesson note
SHS 2 Agriculture 1st Semester Week 3 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Agriculture | Week | 3 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | Concept of Agriculture in an Industrializing Society | Sub-Strand | Agriculture and Society |
| Learning Outcome(s) | 2.1.1.LO.2 - Use the knowledge acquired to identify the various land tenure systems and their effects on agricultural production. | ||
| Learning Indicator(s) | 2.1.1.LI.2 - Explain the effects of land tenure systems on Agricultural production. | ||
| Lesson Focus | Explain the effects of land tenure systems on Agricultural production. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Explain the effects of land tenure systems on Agricultural production. 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 Explain the effects of land tenure systems on Agricultural production.? 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 Group Work | ||
| Teaching & Learning Resources | Functional internet connectivity Textbook on land tenure systems Computer Notebook Pens [[PAGE 119]] AGRICULTURE | 117 Subject AGRICULTURE Strand 1 CONCEPT OF AGRICULTURE IN AN INDUSTRIALIZING SOCIETY Sub-Strand 2 AGRICULTURE AND INDUSTRY Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values 2.1.2.LO.1 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 | ||
| 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 the effects of land tenure systems on agricultural production 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 the effects of land tenure systems on agricultural production 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 the effects of land tenure systems on agricultural production. | 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 the effects of land tenure systems on agricultural production 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 2 Agriculture 1st Semester Lessons
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