Principles of Natural Resource… · SHS1 Agriculture

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.3 - Discuss agroforestry practices and systems in forest management.

By the end of the lesson, learners can:

Define agroforestry and explain how it combines trees, crops, and livestock on the same piece of land.
Identify and describe at least four major agroforestry practices common in Ghana, such as alley cropping, silvopasture, taungya, and home gardens.
Distinguish between the major agroforestry systems, including agrisilviculture, silvopastoral, agrosilvopastoral, and the taungya system.
Explain the benefits of agroforestry for soil fertility, crop yield, and forest conservation, building on the interdependence of agriculture and forestry studied in Week 4.
Justify the choice of suitable agroforestry practices for different farming situations in their own communities.

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Curriculum details

Strand: Food Production and Natural Resource Conservation (Strand 3)
Sub-strand: Principles of Natural Resource Conservation in Agriculture (3.2)
Content standard: 1.3.2.CS.1 - Demonstrate the knowledge and understanding of the meaning, importance and principles of forestry and forest management. 1.3.2.LO.1 Use the knowledge acquired to manage and conserve forests.
Indicator: 1.3.2.LI.3 - Discuss agroforestry practices and systems in forest management.
Suggested placement: Semester 2, Week 5 (Week 25 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. 77

Exemplars (from the NaCCA curriculum)

Experiential learning: Learners in mixed-ability groups take a nature walk to an agro-forestry site in their community/watch a video/picture recording on agro-forestry systems and describe the various agroforestry practices and systems in forestry management for sustainable Agriculture. In the same mixed-ability groups, learners present their reports in a plenary session for feedback. Encourage all learners to take an active role in the report writing. Ensure that all learners put on protective gear e.g., wellington boots before embarking on the nature walk. Learners with sight challenges should be seated near the TV screen during the video watching.
Assessment (1.3.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Video/pictures of a forest
- Projector
- Textbooks on Forestry
- Diagram showing the interdependence of Agriculture and forestry
- Notebooks
- Video/pictures of agro-forestry systems in Agriculture
- Computer
- Pens