SHS1 Agriculture · Semester 1 Week 15: Principles of Agriculture in Food Production

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2 - Describe the classification of crops with examples.

By the end of the lesson, learners can:

State at least four different bases for classifying crops.
Classify common Ghanaian crops (such as maize, cassava, tomato, cocoa, plantain and mango) into their correct categories under each basis of classification.
Describe the differences among the major classes of crops, giving at least two distinguishing features for each class.
Explain at least three reasons why farmers and agriculturists classify crops.
Create a labelled diagram showing the classification of crops with at least two examples under each category.

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Curriculum details

Strand: Food Production and Natural Resource Conservation (Strand 3)
Sub-strand: Principles of Agriculture in Food Production (3.1)
Content standard: 1.3.1.CS.1 - Demonstrate knowledge and understanding of importance and classification of crops. 1.3.1.LO.1 Use knowledge of the identification and classification of crops in crop production for economic empowerment in the society.
Indicator: 1.3.1.LI.2 - Describe the classification of crops with examples.
Suggested placement: Semester 1, Week 15 (Week 15 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.61: the document prints this learning-indicator code as "1.3.1.L1.2", with the substituted digit 1 in place of the I of LI
Curriculum reference: NaCCA curriculum document, p. 61

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning: Teacher asks learners to surf the internet for information on the classification of crops, reasons for classifying them and differences among the classes. They then discuss their findings in class. The teacher and learners who are good at using the internet should guide learners with difficulty in surfing for the required information. The teacher should monitor all students to ensure that they stick to only authorised sites. The teacher should assign leadership role to eloquent learners to lead the discussion in class. Shy and slow learners should be encouraged to talk in class.
Experiential Learning: Teacher asks learners to identify indigenous and exotic crops from their homes and the local market after class and report their findings the following day in class. The teacher should ensure that all learners embark on
the trip to the local market to identify the indigenous and exotic crops. Fast learners should provide support for slow learners to report their findings.
Project-Based Learning: In mixed-ability groups, learners create a diagram to show the various classifications of crops with examples. Teacher should ensure that all learners, fully participate in creating the diagram to classify crops into the various categories. Students who are good at drawing should support those who need help.
Assessment (1.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Realia (e.g., of vegetables, arable and ornamentals crops)
- Charts and video/pictures showing the importance of the various crops
- Computer
- Projector
- Pen
- Notebooks
- Charts showing the classification of crops