SHS1 Agricultural Science · Semester 2 Week 8: Support Systems in Agriculture.

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.1 - Describe the economic importance of selected vegetable crops and ornamental plants in the livelihood of the producers and the broader value chain.

By the end of the lesson, learners can:

Explain what is meant by economic importance in the context of vegetable and ornamental crop production.
Describe at least four ways in which selected vegetable crops (such as tomatoes, peppers, onions, and cabbage) contribute to the income and livelihoods of producers in their locality.
Describe at least three ways in which selected ornamental plants (such as croton, hibiscus, and frangipani) contribute economically to producers, vendors, and the broader value chain.
Trace the value chain of a selected vegetable or ornamental crop, naming at least three actors and the economic benefit each actor gains.
Role-play or present a brief report showing how the production and marketing of a selected crop affects the livelihood of producers and other people in the chain.

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Curriculum details

Strand: Mobilisation of Resources and Networks (Strand 3)
Sub-strand: Support Systems in Agriculture. (3.2)
Content standard: 1.3.2.CS.1 - Demonstrate knowledge and understanding of the different types of support systems in vegetable and ornamental crop production and marketing. 1.3.2.LO.1 Explain the different types of systems in vegetable and ornamental crop production and marketing. 1.3.2.LO.2 Evaluate extension services on vegetable and ornamental enterprises in the school's area.
Indicator: 1.3.2.LI.1 - Describe the economic importance of selected vegetable crops and ornamental plants in the livelihood of the producers and the broader value chain.
Suggested placement: Semester 2, Week 8 (Week 28 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.
Curriculum reference: NaCCA curriculum document, p. 42

Exemplars (from the NaCCA curriculum)

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.
Activity-Based Learning: Design mid-maps on the importance of vegetable crops and ornamental plants to producers and other persons in the value chain.
Teaching and Learning Resources:
- Questionnaire/Interview
- Checklist * Field notebooks * Camera
- Smartphone
- Projector
- * Computer
- Flip charts
- Marker
- Functional Internet connectivity
- Detailed knowledge of
- each stakeholder and their interactions. * Relevant costume * Samples of produce/products
Assessment (1.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.