Economics for Agriculture · SHS2 Agriculture

Lesson notes

Learning Objectives

Indicator: 2.5.1.LI.2

By the end of the lesson, learners can:

Identify at least five distinct factors that influence the demand for agricultural commodities, giving a local example for each.
Identify at least five distinct factors that influence the supply of agricultural commodities, giving a local example for each.
Explain, with reasoning, how a change in any one factor causes either a shift in the demand curve or a movement along the demand curve.
Distinguish between factors that shift the demand curve and factors that shift the supply curve for a given agricultural commodity.
Apply their understanding of these factors to explain real price changes observed in Ghanaian agricultural markets.

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Curriculum details

Strand: Agricultural Economics, Agribusiness and Communication (Strand 5)
Sub-strand: Economics for Agriculture (5.1)
Content standard: 2.5.1.CS.1 - Demonstrate knowledge, understanding and skills of the concept and principles of demand and supply. 2.5.1.LO.1 Apply the knowledge and skills acquired to everyday life, agricultural production activities and business transactions.
Indicator: 2.5.1.LI.2 - Discuss the factors that influence demand and supply of Agricultural commodity.
Suggested placement: Semester 2, Week 13 (Week 33 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. 167

Exemplars (from the NaCCA curriculum)

- Inquiry-based learning: Learners in a mixed-gender group surf the internet for information on the factors that affect demand and supply.
- Think-pair-share: Learners in pairs discuss the factors that affect demand and supply and build a portfolio using the factors identified.
- Project-based learning: Learners in mixed-ability groups watch a video on the effects of shifts in the demand and supply curves in a mixed gender group, discuss and write a report on it. Teachers should ensure that the videos/pictures used should not enforce stereotyping and if they do, teachers should discuss it with learners. Teachers should ensure that all learners are involve in the class discussions, the building of portfolios and report presentation.
Assessment (2.5.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Functional internet connectivity
- Computer
- Video on the concept of demand and supply
- Notebooks
- Pens
- Textbooks on Agricultural economics
- Video/charts on the factors influencing demand and supply
- Chart to build portfolio, pictures/charts on determinants of price for agricultural commodities