Support Systems in… · SHS2 Agricultural Science

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.2 - Identify all relevant support organisations that offer various services to key actors such as farmers, traders and processors.

By the end of the lesson, learners can:

Recall at least five national support organisations in Ghana that serve actors in arable crop production and marketing, stating the full name and acronym of each.
Identify at least three international organisations operating in Ghana that support arable crop value chains, giving one service each.
Categorise the services of identified organisations into clear groups such as research, credit and finance, extension and training, market access, and input supply.
Explain the specific service each organisation offers to farmers, traders or processors in cereal, legume or tuber crop value chains.
Match a given agricultural need (for example, a farmer needing a loan or a trader needing market information) to the appropriate support organisation.

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Curriculum details

Strand: Mobilisation of Resources and Networks (Strand 3)
Sub-strand: Support Systems in Agriculture (3.2)
Content standard: 2.3.2.CS.1 - Demonstrate knowledge and understanding of the different types of support systems in arable crop (cereals, legumes, and tuber crops) production and marketing. 2.3.2.LO.1 Explain the different types of systems in arable crop (cereals, legumes, and tuber crops) production and marketing. 2.3.2.LO.2 Evaluate extension services on arable crop (cereals, legumes, tuber crops) enterprises in the school's catchment area.
Indicator: 2.3.2.LI.2 - Identify all relevant support organisations that offer various services to key actors such as farmers, traders and processors.
Suggested placement: Semester 2, Week 11 (Week 31 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. 68

Exemplars (from the NaCCA curriculum)

Enquiry-Based Learning: Learners in mixed-gender and mixed-ability groups surf the Internet to come up with a list of national and international organisations involved in agriculture.
Talk-for-Learning: Learners in mixed ability groups categorise the services of the organisations and discuss their roles. Learners then present reports.
Teaching and Learning Resources:
- Questionnaire/Interview
- Checklist * Field notebooks * Camera
- Projector
- Computer
- * Computer Flip charts
- * Smartphone Markers
- Functional Internet connectivity
- Notebooks.
- Detailed knowledge of each stakeholder and their interactions
- Relevant costume
- Samples of produce/products
Assessment (2.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.