Support Systems in… · SHS2 Agricultural Science

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.1 - Describe the economic importance of selected arable crops (cereals, legumes, and tuber crops) in the livelihood of the producers and the broader value chain.

By the end of the lesson, learners can:

Explain at least three economic benefits that producers of cereals (such as maize and rice), legumes (such as cowpea and groundnut), and tuber crops (such as cassava and yam) derive from growing these crops.
Describe how each crop group contributes to the broader value chain, including processing, trading, transportation, and export activities.
Analyse the role of these arable crops in Ghana’s food security, employment generation, and income generation at household and national levels.
Create a simple value chain map showing how a selected arable crop moves from the farm gate to the final consumer, identifying the economic importance at each stage.
Evaluate the contribution of at least one selected arable crop to the livelihood of producers and other actors (aggregators, processors, retailers) using evidence gathered from interviews or group discussion.

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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.1 - Describe the economic importance of selected arable crops (cereals, legumes, and tuber crops) in the livelihood of the producers and the broader value chain.
Suggested placement: Semester 2, Week 10 (Week 30 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-ability groups visit vendors of selected arable crops (cereals, legumes, and tuber crops) to map the movement of such commodities from producers to consumers.
Activity-Based Learning: In groups write reports on the effect of producing and or trading the commodities on the livelihoods of producers and the broader chain.
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.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Extended critical in thinking and reasoning