SHS1 Agricultural Science · Semester 1 Week 2: Misconceptions and Prospects in Agriculture and Farming

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.2 - Identify and address misconceptions about agriculture and farming at the community and national levels

By the end of the lesson, learners can:

Recall and list at least five common misconceptions about agriculture and farming held in their communities and at the national level.
Explain the difference between a misconception and a fact about agriculture, using evidence from successful farming enterprises.
Analyse how misconceptions about agriculture affect young people’s decisions to pursue careers in the sector.
Propose practical remedies to address at least three specific misconceptions, drawing on evidence from Ghanaian and international agricultural success stories.
Present a reasoned argument, in pairs or small groups, that challenges a common misconception about agriculture using supporting evidence.

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Curriculum details

Strand: New Dawn in Agriculture (Strand 1)
Sub-strand: Misconceptions and Prospects in Agriculture and Farming (1.1)
Content standard: 1.1.1.CS.2 - Demonstrate knowledge and understanding of the meaning and importance of Agriculture. 1.1.1.LO.1 Explain the importance of agriculture and address misconceptions about the sector 1.1.1.LO.2 Explain how to start and manage successful vegetable crop and ornamental plant enterprises in Ghanaian communities.
Indicator: 1.1.1.LI.2 - Identify and address misconceptions about agriculture and farming at the community and national levels
Suggested placement: Semester 1, Week 2 (Week 2 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.24, 25: the document prints this same content-standard and indicator-code pair 2 times with different indicator text; all printed blocks are retained and the pair collision needs a human import decision
Curriculum reference: NaCCA curriculum document, p. 24

Exemplars (from the NaCCA curriculum)

Talk for learning: In various mixed-ability groups, learners brainstorm to identify misconceptions about agriculture and farming.
Digital Learning: Watch documentaries on successful farmers and agribusiness enterprises locally and internationally.
Collaborative Learning: In pairs, learners discuss remedies to misconceptions in agriculture. Learners work in groups to reflect and make presentations on evidence that challenges their misconceptions about agriculture and farming.
- Pictures
- Computer
Teaching and Learning Resources:
- Projector
- Smartphones.
Assessment (1.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.