SHS1 Agriculture · Semester 2 Week 15: Economics for Agriculture

Lesson notes

Learning Objectives

Indicator: 1.5.1.LI.2 - Discuss the farm as an economic unit.

By the end of the lesson, learners can:

Define the farm as an economic unit and state the three key economic properties of a farm.
Explain the inter-relationships between the economic properties of a farm using specific examples.
Analyse how the farm functions as a firm within the broader agricultural economy.
Justify the importance of treating the farm as an economic unit for decision-making and resource allocation.
Assess a real farm or agricultural enterprise on the school campus or in the community and report on why it qualifies as an economic unit.

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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.2 - Discuss the farm as an economic unit.
Suggested placement: Semester 2, Week 15 (Week 35 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)

Managing talk for learning: Learners in mixed-ability groups discuss the importance of farm as an economic unit and the inter-relationship(s) between the economic properties of a farm. The teacher should use pictures, show videos or documentaries that will provide information on the farm as an economic unit and their inter-relationship(s). Learners with visual or hearing difficulties should be given the needed support when viewing pictures, videos or documentaries.
Project-based learning: The teacher puts learners in mixed-ability groups and tasks them to identify an agricultural enterprise on their school campus or community, find out why it is an economic unit and write a report on it. Teachers should assist
learners with examples of questions to ask and observations to make to enable them to identify why the farm is an economic unit. All learners should be encouraged to take part in the task. Challenge learners who can ask further questions besides what the teacher has given on why the farm is considered an economic unit to do so.
Assessment (1.5.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Functional internet connectivity
- Computer
- Projector
- Notebook
- Pens