Agriculture and Society · SHS1 Agriculture

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.3 - Examine and dispel the misconceptions associated with the study of Agriculture.

By the end of the lesson, learners can:

Identify at least five common misconceptions about Agriculture held by people in their community, including myths about gender, disability, and the profitability of farming.
Explain the origins or reasons behind at least three misconceptions about Agriculture, using evidence and logical reasoning.
Design and administer a short questionnaire to collect data on misconceptions about Agriculture in their community, and present the results in a simple tally or chart.
Present a clear counter-argument or factual correction for each misconception they identify, drawing on knowledge of the branches, sectors, and career opportunities in Agriculture from previous lessons.
Work collaboratively in mixed-ability and mixed-gender groups to prepare a short presentation that dispels at least three misconceptions using pictures, videos, or personal examples.

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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.3 - Examine and dispel the misconceptions associated with the study of Agriculture.
Suggested placement: Semester 1, Week 2 (Week 2 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
indicator text - p.28: the document prints this learning-indicator code as "1.1.1.LI 3", with a space where the separator before the final digit belongs
exemplars - p.28: the document prints this assessment code as "1.1.1.AS3", with no separator before the final digit
Curriculum reference: NaCCA curriculum document, p. 28

Exemplars (from the NaCCA curriculum)

Think-pair-share: Learners individually identify the misconceptions in Agriculture and share their thoughts with a peer. Teacher should assist learners with leading questions that will help them to come up with the misconceptions in Agriculture, others should be probed further to give explanations as to why Agriculture faces such misconceptions.
Project-based learning: The teacher should put learners in pairs to design a questionnaire on misconceptions in Agriculture. Learners administer the questionnaire in the community and tally their results. The teacher then assists
learners to analyse their data with Microsoft Excel. All learners should take part in designing and administration of the questionnaire on the misconception of Agriculture in the community. Some learners should be selected to play leading roles in entering data for analysis. Other learners should assist the group in analysing data obtained from the questionnaire.
Talking point: The teacher puts learners in mixed-ability/mixed-gender groups (where applicable) to discuss how to address the misconceptions identified in their community. Learners make a presentation on the misconceptions and how to dispel them at a plenary session. The teacher should use pictures that dispel misconceptions about Agriculture to guide learners in the preparation of their presentation. The teacher should ensure that all learners participate in the discussion.
Assessment (1.1.1.AS.3). 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.