SHS3 Applied Technology · Semester 2 Week 7: Materials and Artefacts Production in Woodwork Industry in Ghana

Lesson notes

Learning Objectives

Indicator: 3.4.2.LI.3 - Basic entrepreneurship in woodwork industry

By the end of the lesson, learners can:

Define entrepreneurship and explain its importance in the woodwork industry in Ghana.
Identify and describe at least four forms of business organizations found in the Ghanaian woodwork industry.
Outline the key components of a simple business plan for a woodwork enterprise.
Explain how entrepreneurship in the woodwork industry can promote sustainable use of Lesser-Known Timber Species (LKS), Lesser-Used Timber Species (LUS), and Non-Timber Forest Products (NTFPs).
Evaluate the role of the entrepreneur in addressing environmental concerns in the timber industry.

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Curriculum details

Strand: Wood Technology (Strand 4)
Sub-strand: Materials and Artefacts Production in Woodwork Industry in Ghana (4.2)
Content standard: 3.4.2.CS.2 - 3.4.2.CS.2 Demonstrate knowledge and understanding of mass production, environmental impact and entrepreneurship of Timber Industry 3.4.2.LO.1 Demonstrate knowledge and understanding of Sustainable Timber Industry in Ghana.
Indicator: 3.4.2.LI.3 - Basic entrepreneurship in woodwork industry
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:

content standard text - p.176: prints the content-standard code as "3.4.2.CS.1", which this sub-strand already uses for a different standard ("Demonstrate knowledge and understanding of Sustainability of Timber In"), and whose learning-indicator numbers restart; filed as 3.4.2.CS.2 so the two standards do not collide
Curriculum reference: NaCCA curriculum document, p. 176

Exemplars (from the NaCCA curriculum)

Critical Thinking and Talk for Learning Approaches: Guide learners through whole class session to brainstorm the meaning of entrepreneurship with open-mindedness:
Group work/Collaborative Learning:
- Organise learners into mixed gender ability groups and assist them to co-operatively and open-mindedness, discuss forms or types of business organizations.
- Assist learners with open-mindedness in mixed ability groups to co-operatively discuss the business plan.

Assessment (3.4.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.

Teaching and Learning Materials:
- Hand samples /Flip chart of:
- i. Lesser-Known timber species (LKS)
- ii. Lesser Used timber species (LUS)
- YouTube videos on
- i. Lesser-Known timber species (LKS)
- ii. Lesser-Used timber species (LUS)
- Computer/Smart phone
- Hand samples /Flip chart of:
- iii. Lesser-Known timber species (LKS)
- iv. Lesser Used timber species (LUS)
- YouTube videos on
- iii. Lesser-Known timber species (LKS)
- iv. Lesser-Used timber species (LUS)
- Computer/Smart phone