Ghana curriculum lesson note

SHS 2 Agricultural Science 2nd Semester Week 12 Lesson Plan

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Weekly Learning Plan
Subject	Agricultural Science	Week	12
Duration	60 minutes	Form	SHS 2
Strand	Mobilisation of Resources and Networks	Sub-Strand	Support Systems in Agriculture
Learning Outcome(s)	2.3.2.LO.1 - Explain the different types of support systems in arable crop (cereals, legumes, and tuber crops) 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. • Learners acquire and develop innovation, leadership, digital literacy, critical thinking and communication skills, as they surf the Internet and brainstorm. • Role play allows learners to exhibit/acquire and enhance communication, innovation, creativity, critical thinking and interpersonal skills. GESI: • Tolerance among mixed-ability and gender groups, value others' opinion, respect each other; clear personal biases about low proficient level learners. Accept roles assigned to them irrespective of culture or religion. 2.3.2.LO.2 - Evaluate extension services delivery on arable crop (cereals, legumes, and tuber crops) 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 opinion irrespective of culture or religion or proficiency level
Content Standard	2.3.2.CS.1 - Demonstrate knowledge and understanding of the different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing. Describe the economic importance of selected arable crops (cereals, legumes, and tuber crops) in the livelihood of the producers and the broader value chain
Learning Indicator(s)	2.3.2.LI.3
Lesson Focus	Explain the different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing.
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 different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing. 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 Demonstrate knowledge and understanding of the different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing. Describe the economic importance of selected arable crops (cereals, legumes, and tuber crops) in the livelihood of the producers and the broa? How is Demonstrate knowledge and understanding of the different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing. Describe the economic importance of selected arable crops (cereals, legumes, and tuber crops) in the livelihood of the producers and the broa applied in Ghanaian farming, agribusiness or the local community? What factors would influence a farmer's decision when dealing with Demonstrate knowledge and understanding of the different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing. Describe the economic importance of selected arable crops (cereals, legumes, and tuber crops) in the livelihood of the producers and the broa?
Pedagogical Strategies	Talk for Learning Collaborative Learning Activity-Based Learning
Teaching & Learning Resources	68 \| AGRICULTURAL SCIENCE conceptual understanding reasoning thinking and reasoning Resources Questionnaire/Interview Checklist Field notebooks Camera Projector Computer Flip charts Markers Functional Internet connectivity Plant/seed/soil samples where available
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 the different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing 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 the different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing.	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 the different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing.	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 the different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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