Agriculture, Industrialization… · SHS1 Economics

Lesson notes

Learning Objectives

Indicator: 1.4.3.LI.1 - Describe the importance of agriculture to the Ghanaian economy.

By the end of the lesson, learners can:

Define agriculture and identify at least four major agricultural activities practised in Ghana (crop farming, livestock rearing, fishing, and forestry).
Explain at least five ways in which agriculture contributes to the Ghanaian economy, including employment, food supply, foreign exchange, and raw materials for industry.
Use information from the school farm or a video to give specific examples of how agricultural activities support livelihoods in their own community.
Analyse the relationship between agriculture and other sectors of the economy, showing how a decline in agriculture would affect industry and trade (Level 3 strategic reasoning).
Present their findings clearly to the class, showing respect for the contributions of their peers during group discussions and presentations.

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Curriculum details

Strand: Government Economic Policy and Trade (Strand 4)
Sub-strand: Agriculture, Industrialization, and Trade (4.3)
Content standard: 1.4.3.CS.1 - Demonstrate understanding of the role of agriculture and industry 1.4.3.LO.1 Employ relevant information in the environment to examine the agricultural activities and their importance. 1.4.3.LO.2 Use relevant information in the environment to discuss domestic trade.
Indicator: 1.4.3.LI.1 - Describe the importance of agriculture to the Ghanaian economy.
Suggested placement: Semester 2, Week 15 (Week 35 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.52 the document prints the learning-outcome code as "1.4.3.LO1", with no separator before the final digit
Curriculum reference: NaCCA curriculum document, p. 55

Exemplars (from the NaCCA curriculum)

Project-Based Learning: Visit the school farm or watch a video on agriculture or a nearby poultry farm to discuss agriculture. Give more time to learners approaching proficiency. Encourage learners to tolerate one another during and after the lesson.
Assessment (1.4.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Markers white board
- Internet
- CDs or pen drives
- Projectors or TVs
- Recorded videos
- School bus
- Computers
- ICT lab
- Exercise book