Agriculture and Society · SHS1 Agriculture

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.2 - Discuss the branches and sectors of Agriculture and their related career opportunities.

By the end of the lesson, learners can:

Identify and list the major branches of Agriculture (crop production, animal production, agricultural economics, agricultural engineering, and agricultural extension) and state one key function of each branch.
Distinguish between the two broad sectors of Agriculture, crop and animal production, and explain how they relate to each other in farming systems.
Match at least five specific career opportunities in Agriculture to their corresponding branch or sector.
Create a flow chart showing the branches of Agriculture with brief descriptions of each branch.
Investigate and report on at least two agricultural career opportunities that exist in their own community, explaining how the career connects to a branch of Agriculture.

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Curriculum details

Strand: Concept of Agriculture and Industrializing Society (Strand 1)
Sub-strand: Agriculture and Society (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate knowledge and understanding of the meaning, importance and branches in Agriculture as a discipline. 1.1.1.LO.1 Use the knowledge of the concepts in Agriculture to identify the career opportunities and to clear misconceptions about Agriculture.
Indicator: 1.1.1.LI.2 - Discuss the branches and sectors of Agriculture and their related career opportunities.
Suggested placement: Semester 1, Week 1 (Week 1 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.27: the document prints this content-standard code as "1.1.1.CS1", with no separator before the final digit
Curriculum reference: NaCCA curriculum document, p. 27

Exemplars (from the NaCCA curriculum)

Think-pair-share: Teacher ask learners to individually surf the internet for the branches of Agriculture, list them and discuss in pairs. Teacher should support learners with links to websites, where they can get the required information.
Learners should be monitored not to veer into unauthorised websites. Teacher should ensure that all learners participate in the activities and discourage few learners from hijacking the activity.
Project-based learning: Teacher puts learners in mixed-ability/mixed-gender groups (where applicable) and task them to create a flow chart to show the branches of Agriculture and their descriptions and make a presentation in class. Teacher should assist learners with examples of flow charts to enable them undertake the task. All learners should be encouraged to take part in creating the flow chart on the branches of Agriculture). Challenge learners who can give further details on the branches of Agriculture to do so.
Collaborative learning: In their groups, learners investigate and report on the career opportunities in Agriculture that exist in their community. Teacher should guide learners with pictures of people in the various fields of Agriculture to enable them come up with the careers in Agriculture. Confident learners should be probed further to come up with careers in Agriculture that may not be available in their community.
Assessment (1.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Functional internet connectivity
- Video/pictures on the importance of Agriculture in society
- Pens
- Notebooks
- Agriculture textbooks
- Model chart showing the sectors of Agriculture
- Charts on the branches of Agriculture
- Projectors
- Computers
- Sample questionnaire on misconceptions in Agriculture
- Camera
- Video/pictures on mechanized farm owned by a female, a rich farmer, and a female driving a tractor.