Agricultural Machineries · SHS2 Agricultural…

Lesson notes

Learning Objectives

Indicator: 2.1.3.LI.1 - Examine similarities and differences in the production of arable crop enterprises (cereals, legumes, and tuber crops) under rainfed agriculture and irrigation.

By the end of the lesson, learners can:

Define rainfed agriculture and irrigation, and give two examples of each from Ghanaian arable crop production.
Compare the production of at least two cereal crops (for example, maize, rice), one legume (for example, cowpea, groundnut), and one tuber crop (for example, cassava, yam) under rainfed and irrigated systems.
List at least three similarities and three differences between rainfed and irrigated arable crop production, using evidence from group discussions.
Explain at least two advantages and two disadvantages of each system for smallholder farmers in Ghana.
Justify which system (rainfed or irrigated) is more reliable for a given arable crop enterprise, citing at least one reason based on the Ghanaian climate.

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Curriculum details

Strand: New Dawn Agriculture (Strand 1)
Sub-strand: Agricultural Machineries (1.3)
Content standard: 2.1.3.CS.1 - Demonstrate knowledge and skills in the use of various forms of irrigation systems in arable crop (cereals, legumes, and tuber crops) enterprises. 1.1.3.LO.1 Compare the production of crop enterprises (cereals, and tuber crops) under rainfed agriculture and irrigation. 1.1.3.LO.2 Explain the roles of farm machinery and equipment in arable crop (cereals, legumes, and tuber production.
Indicator: 2.1.3.LI.1 - Examine similarities and differences in the production of arable crop enterprises (cereals, legumes, and tuber crops) under rainfed agriculture and irrigation.
Suggested placement: Semester 1, Week 11 (Week 11 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. 59

Exemplars (from the NaCCA curriculum)

Talk-for-Learning: Learners in mixed-ability and mixed-gender groups, brainstorm on existing modes of watering crops such as using buckets of water, water hose and relying on rainfall.
Think-Pair-Share: In pairs, learners discuss the merits and demerits of using the existing means of watering crops in arable crop (cereals, legumes, and tuber crops) production.
Teaching and Learning Resources:
- Preparatory materials (e.g., land, seeds /seedlings)
- Simple irrigation materials (e.g., spraying materials; sprinklers)
- Sprinklers
- Tool drip lines
- Video documentaries on forms of irrigation and pictures of emerging technologies which is applicable to agriculture
- Projector
- Video documentaries
- Functional Internet facilities
- Computer
- smart phone
- Gardens/farms employing
- Sprinklers
- Drip irrigation facilities
- different forms of irrigation
Assessment (2.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.