LessonnotesGH

SHS1 Agriculture · Semester 2, Week 16

Economics for Agriculture

Lesson notes

Learning Objectives

Indicator: 1.5.1.LI.3 - Apply the principles of Agricultural economics in the establishment and management of an agricultural enterprise.

By the end of the lesson, learners can:

  1. Define an agricultural enterprise and list at least four steps involved in establishing one.
  2. Explain how at least three principles of agricultural economics (such as opportunity cost, diminishing returns, substitution, and equi-marginal returns) influence decisions in setting up an agricultural enterprise.
  3. Apply the principles of agricultural economics to a given scenario and recommend appropriate management decisions.
  4. Prepare a simple plan for a school-based agricultural enterprise that applies at least two economic principles.
  5. Justify, with reasoning, the choice of a particular agricultural enterprise over alternatives in their local area.

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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.3 - Apply the principles of Agricultural economics in the establishment and management of an agricultural enterprise.
Suggested placement
Semester 2, Week 16 (Week 36 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. 98

Exemplars (from the NaCCA curriculum) 

Think-pair-share: Learners individually brainstorm to come up with the meaning of agricultural enterprise and share their findings with their peers. The pair should then search the Internet for information on the steps involved in setting up an agricultural enterprise and how the principles of Agricultural enterprise are applied. Learners should be supported with leading questions to help them explain the meaning of agricultural enterprise. Where possible, the teacher should support learners with relevant websites or charts/pictures of the steps involved in setting up an agricultural enterprise and how the principles of Agricultural enterprise are applied. The teacher should monitor the content of what learners browse. Encourage learners with the ability to use the Internet to assist their peers.
Project-based learning: The teacher should put learners in mixed-ability groups to list the various principles and analyse how they affect Agricultural enterprise for presentation in class. The teacher should assist learners in analysing how the principles affect Agricultural enterprise. All learners should take part in preparation before and during the presentation. Some learners should be selected to play leading roles in the group work. Learners should respect and tolerate each other's views.
Assessment (1.5.1.AS.3). 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
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