Misconceptions and… · SHS1 Agricultural Science

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Identify characteristics of successful startup packages of vegetable crop and ornamental plant enterprises.

By the end of the lesson, learners can:

List at least five components of a successful startup package for a vegetable crop enterprise in Ghana.
List at least five components of a successful startup package for an ornamental plant enterprise in Ghana.
Distinguish between inputs, infrastructure, and management practices when describing a startup package.
Compare the startup requirements of a vegetable crop enterprise with those of an ornamental plant enterprise and identify at least two similarities and two differences.
Assess a given startup scenario and judge whether the package is likely to lead to success, giving reasons for the judgement.

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Curriculum details

Strand: New Dawn in Agriculture (Strand 1)
Sub-strand: Misconceptions and Prospects in Agriculture and Farming (1.1)
Content standard: 1.1.1.CS.3 - Demonstrate knowledge and understanding of factors and processes that influence successful vegetable crop and ornamental plant enterprises. 1.1.1.LO.1 Explain the importance of agriculture and address misconceptions about the sector 1.1.1.LO.2 Explain how to start and manage successful vegetable crop and ornamental plant enterprises in Ghanaian communities.
Indicator: 1.1.1.LI.1 - Identify characteristics of successful startup packages of vegetable crop and ornamental plant enterprises.
Suggested placement: Semester 1, Week 3 (Week 3 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.25: this content standard is printed 1.1.1.CS.2, the same code printed p.24 already uses, but its text is a different standard entirely - factors and processes that influence successful vegetable crop and ornamental plant enterprises, against p.24's meaning and importance of Agriculture - and it opens its own indicator numbering at LI.1. Filed as 1.1.1.CS.3, which was free. Left as printed, its two indicators would have collided with p.24's and one lesson would have been lost at import
Curriculum reference: NaCCA curriculum document, p. 25

Exemplars (from the NaCCA curriculum)

Digital Learning: In mixed-ability groups learners watch videos, documentaries and pictures of successful start-up patterns of male and female farmers.
Collaborative Learning: Learners discuss or talk about their observations in class
Experiential Learning: In groups embark on educational visits to successful vegetable crop farms and ornamental plant enterprises for learners to observe, ask questions and take field notes on start-up patterns.
Teaching and Learning Resources:
- Video documentaries
- Vegetable crop farms and ornamental parks and gardens
- Projector
- Laptop computer
- Smartphones
- Field notebooks
- Protective footwear * Pictures
Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.