SHS1 Agriculture · Semester 2 Week 2: Principles of Agriculture in Food Production

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2 - Discuss the management practices involved in animal production.

By the end of the lesson, learners can:

Identify and describe at least five routine management practices carried out on farm animals (feeding, watering, housing, sanitation, health care, identification, record keeping).
Explain the purpose of each management practice and why it is essential for the well-being and productivity of farm animals.
Classify animal production systems commonly practised in Ghana (intensive, semi-intensive, extensive) and give local examples of animals reared under each.
Outline the factors that influence the choice of a suitable environment for keeping and managing farm animals.
Discuss, in small groups, the advantages and disadvantages of different management systems and present findings to the class.

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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.4 - Demonstrate knowledge, understanding of and skills involved in the general management practices of farm animals. 1.3.1.LO.4 Use the understanding of and the skills in the management practices of farm animals for rearing animals.
Indicator: 1.3.1.LI.2 - Discuss the management practices involved in animal production.
Suggested placement: Semester 2, Week 2 (Week 22 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. 69

Exemplars (from the NaCCA curriculum)

Experiential learning: Learners in mixed-ability/ability groups (where applicable) embark on a visit to an animal farm on campus/nearby farm or watch videos/pictures to observe the management systems practised. Learners then discuss the management practices observed and write a report on them. All learners should take part in the visit or watch the video/pictures on management systems practised. Fast learners should lead slow learners under the guidance of the teacher in the discussion and report writing. Advance arrangements should be
made for the farm visit. The farm visit should be made outside the normal classroom period at an agreed time by the teacher, learners and farm manager/attendant.
Initiating talk for learning: In mixed-ability/ability groups (where applicable), learners surf the Internet for the advantages and disadvantages of the types of management systems involved in farm animal production. Let some learners surf the Internet and list the advantages and disadvantages of the types of management systems. Allow others to surf the Internet and explain the advantages and disadvantages of the types of management systems. Challenge others to discuss the advantages and disadvantages of the types of management systems after surfing the Internet. Learners with no or little exposure to surfing the Internet should be supported by those familiar with the use of the Internet. The teacher should monitor the content of what learners browse. Learners interested in leading the class for discussions should be allowed to do so.
Think-pair-share: Learners individually surf the internet to outline the factors involved in the choice of a suitable environment for keeping and managing farm animals. In pairs, learners present their findings in a plenary session in class. The teacher should ensure that the pictures/videos used do not reinforce gender stereotypes about animal farming. Where the material reflects traditional gender roles, teachers should identify and discuss it with the learners. All learners should be made to take part in the class discussions, especially learners with speech problems, the shy type and those with indiscernible health conditions. Allow those willing to take up leadership roles to do so.
Assessment (1.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Videos/pictures of management systems of farm animals
- Functional internet connectivity
- Computer
- Projectors
- Pens
- Notebook
- Animal Production Textbooks
- Realia, tools and equipment used in carrying out the skills in the management practices in farm animals e.g., scissors, burdizzo, ear tags
- Video/pictures recording on the skills in the management practices of farm animals.