SHS2 Agriculture · Semester 1 Week 4: Agriculture and Industry

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.1 - Examine the industries of crop production

By the end of the lesson, learners can:

Identify at least five industries in Ghana that depend on crop produce as their primary raw material.
Classify crop-based industries into categories such as food processing, beverage, textile, pharmaceutical, and cosmetic industries.
Explain the raw materials required by specific agro-based industries and trace them to their source crops.
Create a table or chart showing the industries of crop production and the raw materials each one uses.
Discuss the challenges women and persons with disabilities face in accessing raw materials for agro-based industries and propose practical solutions.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Concept of Agriculture in an Industrializing Society (Strand 1)
Sub-strand: Agriculture and Industry (1.2)
Content standard: 2.1.2.CS.1 - Demonstrate knowledge and understanding of the industries of crop production. 2.1.2.LO.1 Use the knowledge acquired to identify the industries in crop production
Indicator: 2.1.2.LI.1 - Examine the industries of crop production.
Suggested placement: Semester 1, Week 4 (Week 4 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. 120

Exemplars (from the NaCCA curriculum)

Managing talk for learning: Learners in mixed-ability groups, brainstorm to come up with types of industries in crop production. All learners should be prompted that both males and females including persons with disabilities can be active drivers of industries in crop production. This is to dispel misconceptions and gender stereotypes.
Collaborative learning: Learners in mixed-ability groups identify factories in their community or country that uses produce from crop production.
Problem-based learning:
- Learners in mixed ability groups discuss the raw materials required by the identified industries.
- Learners individually create a table/chart showing the industries in crop production and the raw materials they use. All learners should be encouraged to identify agro-based factories that women and people with disabilities have established in their communities. Leaners should also discuss how to overcome the difficulties in getting raw materials by the women and the people living with disabilities.
Assessment (2.1.2.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:
- Realia (cassava, tomatoes, cocoa, pineapple, shear, cola etc)
- Video/pictures of agro based industries processing activities.