SHS2 Agriculture · Semester 1 Week 1: Sub-Strand1 AGRICULTURE AND SOCIETY

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.2 - Discuss the roles of governmental and non-governmental organizations in Agricultural development.

By the end of the lesson, learners can:

Identify at least four governmental organizations in Ghana responsible for agricultural development and state their specific roles.
Identify at least four non-governmental organizations (NGOs) operating in Ghana’s agricultural sector and describe their contributions.
Categorize the functions of these organizations into distinct areas such as research, credit provision, extension services, and market access.
Compare the roles of governmental and non-governmental organizations, noting areas of overlap and complementarity.
Assess the impact of these organizations on smallholder farmers, women, and persons with disabilities in Ghanaian agriculture.

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Curriculum details

Strand: Concept of Agriculture in an Industrializing Society (Strand 1)
Sub-strand: Sub-Strand1 AGRICULTURE AND SOCIETY (1.1)
Content standard: 2.1.1.CS.1 - Demonstrate knowledge and understanding of the meaning, importance, roles and stages of Agriculture development. 2.1.1.LO.1 Use the knowledge acquired to explain the importance of Agriculture development to national economy.
Indicator: 2.1.1.LI.2 - Discuss the roles of governmental and non-governmental organizations in Agricultural development.
Suggested placement: Semester 1, Week 1 (Week 1 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. 113

Exemplars (from the NaCCA curriculum)

Initiating talk for learning:
- Learners in mixed ability groups surf the internet and brainstorm to come up with the meaning of Agriculture development.
- In the same groups, learners surf for information and discuss the importance of Agriculture development in Ghana, West Africa and the World.
Structured talk for learning: Learners in gender-based groups watch a short documentary on Agricultural development and discuss the stages and challenges of Agriculture development, and suggest possible solutions.
Project-based learning: Learners in mixed ability groups undertake research on how Ghana's Agriculture has developed through the years and present their report in a plenary session in the class. All learners should be encouraged to discuss the roles of men, women, and persons with disabilities in the agricultural development process. They can also reflect on how poor rural farmers manage the transition from one stage to the other.
Assessment (2.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Functional internet connectivity
- Textbooks on Agriculture development
- Computer
- Notebook
- Pens