Modern Mechanised Agriculture · SHS2 Agriculture

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.1 - Classify harvest and post-harvest implements and machinery

By the end of the lesson, learners can:

Define harvest, post-harvest, implements, tools and machinery in their own words.
Group at least ten harvest and post-harvest tools, implements and machinery into the correct categories of hand tools, animal-drawn implements, and power-driven machinery.
Distinguish between harvest tools and post-harvest tools by giving at least three examples of each.
Justify the classification of a given tool or machine by stating its function and category.
Create a simple picture album or table that classifies harvest and post-harvest implements and machinery with their uses.

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Curriculum details

Strand: Modern Technical and Mechanised Agriculture (Strand 2)
Sub-strand: Modern Mechanised Agriculture (2.2)
Content standard: 2.2.2.CS.2 - Demonstrate knowledge and understanding of harvest and post-harvest implements and machinery. 2.2.2.LO.2 Use the knowledge and skills acquired to operate a simple harvest and post-harvest implements and machinery.
Indicator: 2.2.2.LI.1 - Classify harvest and post-harvest implements and machinery
Suggested placement: Semester 1, Week 14 (Week 14 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. 137

Exemplars (from the NaCCA curriculum)

Initiating talk for learning: Learners in mixed-ability groups brainstorm to come up with examples of harvest and post-harvest tools, implements and machinery.
Collaborative learning: Learners in mixed-ability groups classify the tools identified.
Project-based learning: Learners visit a nearby processing factory/watch video on the harvesting and post harvesting tools, equipment and machinery, and create a picture album on the harvest, post-harvest and storage tools, equipment and machinery in a plenary session in class. Teachers should ensure that the videos/pictures used do not enforce stereotyping and if they do, the teachers should discuss them with the learners. Teachers should encourage learners with speech problems to actively take part in the plenary sessions in class.
Assessment (2.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Functional internet connectivity
- Pictures/videos of harvest, post-harvest and storage tools, equipment and machinery
- Realia (sickle, cutlass, go-to-hell, hoe, chisel)
- Pictures/videos on the uses of harvest, post-harvest, storage tools, equipment and machinery
- Videos/pictures of irrigation and drainage systems used in Agricultural production