SHS1 Agriculture · Semester 2 Week 10: Health Issues in Crop Production

Lesson notes

Learning Objectives

Indicator: 1.4.1.LI.1 - Explain the meaning and importance of farm hygiene and sanitation and its effect on crop production.

By the end of the lesson, learners can:

Define farm hygiene and sanitation in their own words, giving at least two examples of what each term covers on a crop farm.
Explain at least four reasons why farm hygiene and sanitation are important in crop production, linking each reason to a specific stage of crop production (land preparation, planting, maintenance, harvesting, or storage).
Describe at least three effects of poor farm hygiene and sanitation on crop production, including effects on human and animal health, crop quality, and farm economics.
Identify sources of contamination and pollution on a crop farm from pictures or a farm visit and classify them as biological, chemical, or physical.
Justify, in a short written or oral explanation, why a farmer who practices good farm hygiene produces healthier and higher-quality food crops for human consumption.

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Curriculum details

Strand: Agriculture, Health and Environment (Strand 4)
Sub-strand: Health Issues in Crop Production (4.1)
Content standard: 1.4.1.CS.1 - Demonstrate knowledge, understanding and skills of basic farm hygiene and sanitation in crop production. 1.4.1.LO.1 Use the knowledge and skills acquired to produce healthy and quality food crops for human consumption.
Indicator: 1.4.1.LI.1 - Explain the meaning and importance of farm hygiene and sanitation and its effect on crop production.
Suggested placement: Semester 2, Week 10 (Week 30 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.85: the document prints this learning-indicator code as "1.4.1.L1.1", with the substituted digit 1 in place of the I of LI
Curriculum reference: NaCCA curriculum document, p. 85

Exemplars (from the NaCCA curriculum)

Initiating talk for learning: In mixed-ability/mixed-gender groups (where applicable) learners brainstorm to come up with the meaning of farm hygiene and sanitation. Ensure that all learners fully participate in the discussions. Learners with difficulty should be assisted with clues and leading questions to come up with their explanations. Talented learners should be challenged to delve deeper with probing questions to come up with more explanations for farm hygiene and sanitation.
Experiential learning: Learners in gender-based groups visit a nearby crop farm to observe the farm hygiene and sanitation practices carried out on the farm or watch videos/pictures on the farm environment to see some of the activities and procedures that are carried out on the farm for maintenance of farm hygiene and sanitation. Ensure that all learners strictly adhere to the farm safety protocols during the visit. Learners with difficulty should be assisted. Learners who can undertake some of the farm hygiene activities such as weeding, application of pesticides etc. should be allowed to do so under the strict supervision of the teacher or the farm technician.
Collaborative learning: Learners in mixed-gender groups discuss the sources of contamination and pollution on the farm and write a report for plenary presentation in class. The group members should be encouraged to elect leaders who will take lead roles in the report writing and the presentation. Groups with difficulties should be assisted with links to internet resources and other learning materials to assist them in their work.
Initiating talk for learning: Learners in mixed-ability groups discuss the importance of farm hygiene and sanitation activities at the farm site and during the various stages of crop production. Ensure that all learners actively participate in the activity. Use leading questions to encourage learners with difficulty to come up with the importance of farm hygiene and sanitation. Use probing questions to challenge learners who are capable of delving deeper and providing a detailed explanation.
Initiating talk for learning: Learners in the mixed-gender groups discuss the effect of poor hygiene and sanitation on crop production. Examples: Health effects on humans and animals, rotting/spoilage of crops, disease and pest build-up, increase in cost of production, death of humans and animals, foul smell on the farm, water contamination, etc. Assist groups with difficulties with links to internet resources and other learning materials to assist them with the activity.
Assessment (1.4.1.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:
- Video/pictures on the farm environment and activities and procedures that are carried out on the farm
- Realia (brushes, brooms, rakes, disinfectants)
- Pictures of chemicals and tools for undertaking farm hygiene and sanitation activities at the farm site
- Video/pictures on farm hygiene and sanitation activities at the farm site and at the various stages of crop production
- Tools, equipment and chemicals for undertaking hygiene and sanitation activities at the farm site and at various stages of crop production