SHS1 Agriculture · Semester 1 Week 9: Modern Mechanized Agriculture

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.1 - Explain the meaning and importance of farm mechanics and power in Agricultural production.

By the end of the lesson, learners can:

Define farm mechanisation and farm power in their own words with reference to agricultural operations.
Distinguish between farm mechanics and farm power, giving at least two examples of each.
Explain at least four importance of farm mechanisation and farm power in agricultural production.
Classify a given list of farm operations as either manual, animal-powered or mechanised.
Justify the need for farm mechanisation in Ghana’s agricultural sector using at least one concrete example.

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Curriculum details

Strand: Modern Technical and Mechanised Agricuture (Strand 2)
Sub-strand: Modern Mechanized Agriculture (2.2)
Content standard: 1.2.2.CS.1 - Demonstrate knowledge and understanding of the meaning, importance and safety measures, as well as skills in operating farm machines and power. 1.2.2.LO.1 Use the knowledge and skills acquired to operate farm machines and power and observe the necessary safety measures in Agricultural production.
Indicator: 1.2.2.LI.1 - Explain the meaning and importance of farm mechanics and power in Agricultural production.
Suggested placement: Semester 1, Week 9 (Week 9 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. 47

Exemplars (from the NaCCA curriculum)

Talk For Learning: Learners in pairs brainstorm to come up with the meaning and importance of farm mechanisation and farm Power. Teacher should use pictures /charts of farm machines and power to assist learners define farm mechanisation and power. Challenge gifted learners to give further explanation to the meaning and importance farm mechanisation and power.
Experiential Learning: Learners in mixed-gender groups (where appropriate) embark on a field trip to a nearby farm/watch a video/picture on mechanisation in Agriculture to observe and document the machinery that is used in Agricultural activities and build a portfolio on their visit. Teacher should assist learners with difficulties with pictures and probing questions to help them build their portfolio on machinery used in Agricultural activities. All learners should be encouraged to participate in the activities. Teacher should ensure that all safety measures are adhered to when visiting the farm. Pictures/videos that portray gender bias should be avoided or when identified it should be discussed.
- Project-Based Learning: In mixed-gender groups, learners present a report on the importance of mechanisation and farm power in Agricultural production. All learners should be encouraged to participate in the preparation of the report. Learners who are good with report preparation should be encouraged to support other learners.
Assessment (1.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Realia (farm tools and implements such as cutlass, hoe, hook and line, burdizzo, etc)
- Videos/pictures on Agricultural mechanisation
- Computer
- Projector
- Pen
- Notebook
- Textbooks in Agricultural mechanisation and power
- Wellington boots
- Hand gloves
- Nose mask
- Hat
- Hammer
- Knapsack sprayer
- First aid box
- Bandage
- Gauze
- Alcohol
- Water
- Ointment
- Tourniquet
- Thermal Blanket
- Antiseptic Wash
- Pair of scissors
- Bandages and knuckle bandages
- Adhesive bandage
- Ice packs
- Eye wash