SHS2 Agriculture · Semester 1 Week 6: Agriculture and Industry

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.1 - Explore the industries of animal/fish production.

By the end of the lesson, learners can:

identify at least four major industries that depend on animal and fish production in Ghana.
classify animal and fish products into raw materials used by different industries.
explain how the slaughterhouse and fish processing sectors link farmers to manufacturing industries.
create a table showing the industries in animal/fish production and the raw materials each one uses.
assess the challenges women and persons with disabilities face in accessing raw materials for agro-based industries in their communities.

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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.2 - Demonstrate knowledge and understanding of the industries in animal/fish production 2.1.2.LO.2 Use the knowledge acquired to identify the industries in animal/fish production
Indicator: 2.1.2.LI.1 - Explore the industries of animal/fish production.
Suggested placement: Semester 1, Week 6 (Week 6 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.118: the document prints this learning-outcome code as "2.1.2.LO.1", the same code it printed on the facing page for the first outcome of this sub-strand. This one reads "identify the industries in animal/fish production" against the first's "in crop production", it is the second of the two outcomes the Scope and Sequence (printed p.22) gives this cell, and the second content standard 2.1.2.CS.2 (printed p.122) is "the industries in animal/fish production". Filed as 2.1.2.LO.2
Curriculum reference: NaCCA curriculum document, p. 122

Exemplars (from the NaCCA curriculum)

Managing talk for learning: Learners in mixed-ability groups brainstorm to come up with types of industries in animal/fish production.
Think-pair-share: Learners in pairs identify factories in their community and country that use produce from animal/fish 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 animal/fish production and the raw materials they use and present their work to the class. Learners should be encouraged to identify agro-based factories that are owned by women and people with disabilities among others, in their communities. Leaners should also discuss the extent of difficulty in getting raw materials by the women and the people living with disabilities. The teacher should endeavour to involve introverts and learners at all levels of abilities in the class discussion and report presentation.
Assessment (2.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Video/pictures of agro based industries
- Pictures of examples of animals reared in the communities
- Pictures of animals reared in the communities.
- Videos/pictures of activities in animal processing industries.
- Realia: examples of animal waste (blood, bones, hooves, fur, skin etc).