SHS1 Agriculture · Semester 2 Week 9: Principles of Natural Resource Conservation in Agriculture

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.2 - Discuss the effects of climate change on food security and evaluate the mitigating strategies.

By the end of the lesson, learners can:

Define food security and explain its four pillars (availability, accessibility, utilisation, and stability).
Explain at least four specific effects of climate change on food security in Ghana, using examples drawn from local farming communities.
Categorise mitigating strategies into adaptation and mitigation approaches.
Evaluate the strengths and weaknesses of at least three mitigating strategies against climate change in agriculture.
Propose a practical climate-smart strategy suitable for a named farming community in Ghana, justifying the choice with evidence from the lesson.

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Curriculum details

Strand: Food Production and Natural Resource Conservation (Strand 3)
Sub-strand: Principles of Natural Resource Conservation in Agriculture (3.2)
Content standard: 1.3.2.CS.3 - Demonstrate the knowledge and understanding of climate change to Food security. 1.3.2.LO.3 Use the knowledge acquired to explain the relationship between climate change and food security.
Indicator: 1.3.2.LI.2 - Discuss the effects of climate change on food security and evaluate the mitigating strategies.
Suggested placement: Semester 2, Week 9 (Week 29 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.81: the document prints this learning-indicator code as "1.3.2.L1.2", with the substituted digit 1 in place of the I of LI
Curriculum reference: NaCCA curriculum document, p. 81

Exemplars (from the NaCCA curriculum)

Initiating talk for learning: Brainstorm learners to come up with the meaning of climate change. Learners with difficulties should be assisted with leading questions, pictures and other materials to come up with the meaning of climate change. Learners who can give detailed explanations of the meaning of climate change should be encouraged.
Experiential learning: Learners watch videos/pictures on the effect of climate change and discuss the effect of climate change on food production in ability groups and make a presentation to the whole class. Learners with sight challenges should be seated near the television during the video/picture watching. Groups with difficulties should be supported with other materials and online resources to assist them carry out their activity. Groups who can provide more information should be encouraged.
Initiating talk for learning: Learners in ability groups discuss the strategies that can be used to mitigate the effects of climate change on crop production and present their findings to the whole class. Groups with challenges should be assisted with guiding questions and other resources and materials to assist them in their activity. Groups who can provide detailed explanations of their ideas should be encouraged.
Assessment (1.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Videos/pictures on the effects of climate change on food security and their mitigating strategies
- Climate Change textbooks
- Notebook
- Computer
- Projector