Principles of Agriculture in… · SHS1 Agriculture

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2 - Describe the classification of animals with examples.

By the end of the lesson, learners can:

Classify farm animals into their major groups based on identified characteristics.
Give at least two specific examples for each classification group of farm animals.
Justify why a given animal belongs to a particular classification group using its features.
Differentiate between classifications such as purpose-based, habitat-based, and digestive-system-based groupings.
Create a diagram or chart showing the classification of farm animals with appropriate examples.

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Curriculum details

Strand: Food Production and Natural Resource Conservation (Strand 3)
Sub-strand: Principles of Agriculture in Food Production (3.1)
Content standard: 1.3.1.CS.3 - Demonstrate knowledge and understanding of importance, classification and distribution of breeds of farm animals. 1.3.1.LO.3 Use the knowledge acquired on the importance, classification and distribution of breeds of farm animals for economic empowerment in the society.
Indicator: 1.3.1.LI.2 - Describe the classification of animals with examples.
Suggested placement: Semester 1, Week 19 (Week 19 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. 66

Exemplars (from the NaCCA curriculum)

Think-Pair-Share: Learners individually identify farm animals in their community classify the animals and share with their peers. Learners should be supported with leading questions to list the classification of the various farm animals in their community. Where possible, the teacher should show learners pictures or charts to support them to classify the farm animals. The teacher should guide others to explain the various classifications of farm animals with specific examples. Encourage learners with the ability to list, classify and describe the various characteristics of farm animals to do so. Such learners should also be made to support other learners.
Project-Based Learning: Put learners in gender-based/mixed-ability groups (where applicable) to create a diagram on the various classifications of farm animals and their examples. All learners should be involved in this activity. Learners can also be allowed to surf the internet for information on the classification of farm animals to aid them in their drawing. The teacher should monitor the contents of what learners browse. Fast learners and those who are good at drawing should support slow learners in the creation of the diagram.
Assessment (1.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Projector
- Video/pictures on breeds of farm animals
- Realia (examples of farm animals in the community)
- Charts showing the classification of the farm animals and their examples
- Functional internet connectivity
- Videos/pictures of examples of farm animals in the community