SHS2 Agriculture · Semester 2 Week 7: Health Issues in Crop Production

Lesson notes

Learning Objectives

By the end of the lesson, learners can:

Define plant pests and plant diseases in their own words, giving at least one local example of each.
Distinguish between healthy and diseased crops by observing at least three visible characteristics of each.
Identify at least five common crop pests and five common crop diseases found in Ghana and name the crops they attack.
Describe the direct and indirect effects of pests and diseases on agricultural production, including yield loss, reduced income, and increased cost of production.
Work collaboratively in mixed-gender and mixed-ability groups to research, document, and present information on crop pests and diseases using digital tools.

Indicator: 2.4.1.LI.1 - Identify common crop pests and diseases and their effects in crop production

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Curriculum details

Strand: Agriculture and Health (Strand 4)
Sub-strand: Health Issues in Crop Production (4.1)
Content standard: 2.4.1.CS.1 - Demonstrate knowledge, understanding and skills of the effects of common pests and diseases of crops and their causes, symptoms and prevention and control measures. 2.4.1.LO.1 Use the knowledge acquired to analyse the economic importance of pests and diseases in crop production and apply appropriate measures in the prevention and control of crop pests and diseases.
Indicator: 2.4.1.LI.1 - Identify common crop pests and diseases and their effects in crop production
Suggested placement: Semester 2, Week 7 (Week 27 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:

exemplars - p.158: the document prints this assessment code as "2.4.1AS.1", with no separator before the type token
Curriculum reference: NaCCA curriculum document, p. 158

Exemplars (from the NaCCA curriculum)

Structuring talk for learning: Learner's brainstorm to come up with the meaning of plant pests and diseases
Inquiry-based learning: Learners in mixed-gender groups surf the internet for information on crop pests and diseases and make a presentation in class on the characteristics of healthy and diseased crops.
Collaborative learning: Learners in mixed-ability groups discuss the effects of plant diseases and pest on Agriculture production.
Experiential learning (Homework): Learners in mixed-ability groups visit a nearby crop production farm to observe and take pictures of healthy and diseased plants and plant pests or watch video pictures of healthy and pests and diseases and prepare a photo album. Teacher should ensure that all learners are involved in class discussions.
Assessment (2.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Functional internet connectivity
- Pictures of symptoms of diseases and pest infestation on vegetables, arable, cash crops
- Video/picture of control measures of crop diseases and pest
- Knapsack sprayer
- Agro chemicals for treating diseased and pest infested crops