SHS2 Agriculture · Semester 1 Week 19: Principles of Agriculture in Food Production

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.1 - Outline the economic importance of the selected animal/fish.

By the end of the lesson, learners can:

List at least four selected animals/fish commonly reared in Ghana and state one economic importance of each.
Explain at least three ways in which animal/fish production contributes to income generation and food security in Ghana.
Categorise the economic importance of selected animals/fish into direct benefits (food, income, by-products) and indirect benefits (employment, manure, cultural value).
Discuss how the various parts of a selected animal/fish (meat, hide, bones, offal, scales, fins) have economic value.
Present a short oral or written outline showing the link between animal/fish rearing and national economic development.

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Curriculum details

Strand: Food Production and Natural Resource Conservation (Strand 3)
Sub-strand: Principles of Agriculture in Food Production (3.1)
Content standard: 2.3.1.CS.2 - Demonstrate knowledge, understanding and skills of husbandry of selected animals/fish. 2.3.1.LO.2 Use the knowledge and skills acquired on the economic importance and management practices of farm animals to rear selected animals/fish.
Indicator: 2.3.1.LI.1 - Outline the economic importance of the selected animal/fish.
Suggested placement: Semester 1, Week 19 (Week 19 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. 145

Exemplars (from the NaCCA curriculum)

Think-pair-share: Learners in pairs brainstorm the meaning and objectives of management of farm animals/fish.
Problem-based learning: Learners in mixed-ability groups surf the internet for information on the classification of farm animals/fish and discuss their findings.
Enquiry-based learning: In mixed ability group, learners surf the internet to come up with the economic importance of animal/fish production.
Problem-based learning: In gender-based groups, learners build a portfolio on the economic importance of the various parts of the selected animals/fish. Teacher should involve all learners in the class discussions and portfolio building.
Assessment (2.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Functional internet connectivity
- Notebook
- Computer
- Textbook on Animal Husbandry
- Charts/pictures showing importance of selected animals
- Farms in the locality
- Mobile phone
- Voice recorders
- Pen
- School farm
- Charts/pictures showing school farms