Agriculture and Industry · SHS2 Agriculture

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.2 - Discuss the importance of raw and waste materials from crop production to the industry

By the end of the lesson, learners can:

Explain the meaning of raw materials and waste materials in the context of crop production.
Identify at least five raw materials from crop production and the specific industries that use them.
Describe at least four ways in which crop wastes are converted into useful products for industry.
Assess the economic and environmental importance of crop wastes to agro-based industries in Ghana.
Justify why crop production is essential to the survival and growth of industries, using examples from local and international industries.

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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.1 - Demonstrate knowledge and understanding of the industries of crop production. 2.1.2.LO.1 Use the knowledge acquired to identify the industries in crop production
Indicator: 2.1.2.LI.2 - Discuss the importance of raw and waste materials from crop production to the industry
Suggested placement: Semester 1, Week 5 (Week 5 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. 120

Exemplars (from the NaCCA curriculum)

Experiential Learning: Learners in mixed-ability groups visit a nearby agro-based industry/watch videos/pictures on the use of raw materials and Agriculture wastes in their processing activities. They then discuss the importance of raw materials and waste from crop production to the industries.
Collaborative learning: Learners in the mixed-ability groups prepare and present a report on their discussion.
Project-based learning (homework): Learners in mixed-ability groups embark on a case study on the industrial uses and importance of cash crops grown in their locality and present a portfolio on their case study. Teachers should ensure that the videos/pictures used do not enforce stereotyping and if they do, the teacher should discuss them with the learners. Teachers should endeavour to involve introverts and learners with speech problems in the report presentations.
Assessment (2.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Realia (cassava, tomatoes, cocoa, pineapple, shear, cola etc)
- Video/pictures of agro based industries processing activities.