SHS1 Agriculture · Semester 2 Week 14: Economics for Agriculture

Lesson notes

Learning Objectives

Indicator: 1.5.1.LI.1 - Explain the meaning and importance of the basic principles of Agricultural economics.

By the end of the lesson, learners can:

Define Agricultural Economics in their own words, distinguishing it from general economics.
Identify and explain at least four basic principles of Agricultural Economics (scarcity, opportunity cost, diminishing returns, and supply and demand).
State at least three reasons why Agricultural Economics is important to farmers, the nation, and the individual consumer.
Apply the principle of opportunity cost to a simple farm decision and justify their choice.
Work collaboratively in mixed-gender groups to research, discuss, and present findings on Agricultural Economics using digital tools.

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Curriculum details

Strand: Agricultural Economics, Agribusiness and Communication (Strand 5)
Sub-strand: Economics for Agriculture (5.1)
Content standard: 1.5.1.CS.1 - Demonstrate knowledge and understanding of the meaning of the basic principles of Agricultural economics. 1.5.1.LO.1 Use the knowledge acquired to describe the principles of Agricultural Economics and establish a school business enterprise.
Indicator: 1.5.1.LI.1 - Explain the meaning and importance of the basic principles of Agricultural economics.
Suggested placement: Semester 2, Week 14 (Week 34 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. 97

Exemplars (from the NaCCA curriculum)

Think-pair-share: Learners individually think about what they know about Agricultural Economics and share with a peer in their group. Teachers should guide learners with difficulties with leading questions that will help them to come up with the meaning, principles, factors and importance of Agricultural Economics. Confident learners should be guided with probing questions to give further explanations. The teacher should also assign roles equitably to learners in the groups.
Inquiry-based learning: In mixed-gender groups, learners surf for information from the Internet on agricultural economics, its principles, importance and factors. They then discuss their findings in class. The teacher should help learners with suitable website links so that they can access the information needed for discussion. The teacher should monitor learners not to veer into unapproved sites. The teacher should ensure that all learners fully participate in the activity. Confident learners should be given leading roles in discussing their findings.
Assessment (1.5.1.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:
- Functional internet connectivity
- Computer
- Projector
- Notebook
- Pens