Category: GESI Lesson Plans

Indicator(s)

b)      Analyse how geographical features and ecosystems influenced the development of agriculture, trade networks and settlement patterns in early African societies

b)      What are the main concepts or ideas necessary for aiding an understanding of the relationship between geographical features and the growth of ancient societies in Africa?

c)      What role did geographical features and ecosystems play in shaping the development of Agriculture, trade networks and settlement patterns in early African societies?

d)      How did geographical features affect the movement of people?

e)      How can ICT be incorporated in the teaching and learning of geographical and historical sketch of Africa?

Tasks

a)      Learners who are less confident (AP) engage in simple identification exercises to match geographical features with descriptions or label maps and discuss their impact on ancient societies.

b)      Learners who are secure (P) write short essays or do presentations focusing on the roles of specific features in ancient societies and their implications.

c)      Learners who have mastered the content (HP) do research projects, debates or case studies exploring the interconnectedness of various geographical features and ecosystems in shaping civilisations.

d)      All learners should be able to identify the location of major geographic features and ecosystems of Africa, e.g., rivers (Nile, Niger, Congo), deserts (Sahara, Namib, Kalahari), mountains (Kilimanjaro, Guinea and Ethiopian Highlands), coastlines and vegetation.

Pedagogy

a)      Interactive map exploration:

                                         i.            With the aid of maps of Ghana, learners in small groups identify geographical features, e.g., rivers (Pra, Ankobra, Volta, etc.), mountains (Akwapim-Togo Range, Gambaga escarpment, etc.) and vegetation (savannah, forest, coastal). Provide structured guidance and support during the map exploration activities. Simplify tasks for those who are less confident (AP) and ensure that the activities are achievable and build confidence in learners’ ability to recognise and locate key features.

                                       ii.            With the aid of maps of Africa, learners identify the location of major geographic features and ecosystems of Africa, e.g., rivers (Nile, Niger, Congo), deserts (Sahara, Namib, Kalahari), mountains (Kilimanjaro, Guinea and Ethiopian Highlands), coastlines and vegetation.

Key Assessment

a)      Level 1: Learners identify geographical features in Ghana through labelling maps or answering basic questions about these features.

b)      Level 2: Using maps of Africa, learners identify the location of major geographic features and ecosystems on a broader scale, demonstrating a deeper understanding of their significance and interconnections.

LESSON 2

Tasks

a)      Learners who need support (AP) explain the geographical features and their impact on early African societies. Create a simple poster or presentation illustrating one of the ways geographical features influenced early African societies (e.g., focusing on agriculture, trade or settlement).

b)      Learners who are confident with the content (P) provide more in-depth information, primary sources and case studies to challenge learners to analyse cause-and-effect relationships in respect of the geographical features and their impact on early African societies.

c)      Learners who need to be stretched (HP) introduce advanced theories, multiple perspectives and encourage independent research on geographical features and their impact on early African societies. Discuss the broader implications of geographical features on societal development. Design a research project that explores how environmental factors influenced the cultural, economic and political aspects of early African societies.

Pedagogy

a)      Problem-based learning:

                                i.            In small groups, formulate historical questions to analyse how River valleys, like the Nile and Niger, provided fertile soil and reliable water for irrigation to enable the cultivation of crops and to support dense populations.

                              ii.             Use different sources for the different levels of learners (AP, P and HP) to analyse how the highlands and vegetation of Africa offered diverse agro-ecological conditions and allowed the cultivation of a variety of crops e.g., Savanna (Groundnut, millet, etc.), Forest (kola nut, oil palm tree, etc.) and Coastal (coconut, oil palm tree, etc.).

                            iii.            Learners explore historical sources to explain how geographic features, such as rivers, coastlines, deserts and mountains served as natural pathways for trade networks to flourish in early African societies, e.g., the Nile River provided a vital transportation route for trade and the Sahara Desert became a vital trade route through the development of the trans-Saharan trade.

Assessments

a)      Level 1: Use a simple matching activity where learners match descriptions of geographical features with their influence on agriculture, trade or settlement patterns.

b)      Level 2: Write a comparative analysis essay on how different geographical features shaped agriculture, trade networks and settlement patterns in early African societies, emphasising causal relationships.

c)      Level 3: Develop a research-based presentation or paper analysing the interconnectedness of geographical features, agriculture, trade networks and settlement patterns in shaping early African societies, providing insights on historical developments and societal structures

        i.                        Teacher introduces learners to the lesson by aiding them to identify the location of major geographic features and ecosystems of Africa, e.g., rivers (Nile, Niger, Congo), deserts (Sahara, Namib, Kalahari), mountains (Kilimanjaro, Guinea and Ethiopian Highlands), coastlines and vegetation on a large map of Africa. Highly proficient learners can be tasked to draw the maps and locate the geographic features.

      ii.                        Guide learners to match geographical features with their locations on a map of Africa provided for them. Emphasis should be placed on geographical features that have implications for ancient societies.

Activity 1 (eg30 minutes)

    iii.                        Guide learners in groups to discuss the importance of specific geographical features towards the growth of ancient societies

Activity 2 (eg 40 minutes)

    iv.                        Guide learners in pairs to explore the interconnectedness of various geographical features and ecosystems in shaping civilisations and make available a presentation for class discussion

ii.                  Match geographical features with their locations on a map of Africa provided for them. Emphasis should be placed on geographical features that have implications for ancient societies.

Activity 1

iii.                In groups, discuss the importance of specific geographical features towards the growth of ancient societies

Activity 2

iv.                In pairs explore the interconnectedness of various geographical features and ecosystems in shaping civilisations and make available a presentation for class discussion

a)      Level 1: Learners identify geographical features in Ghana through labelling maps or answering basic questions about these features.

b)      Level 2: Using maps of Africa, learners identify the location of major geographic features and ecosystems on a broader scale, demonstrating a deeper understanding of their significance and interconnections.

In completing this part, refer to the Essential Questions to check that learning has taken place.

Find out the extent to which learners understood the lesson by asking the following key questions in a whole class discussion taking into consideration the knowledge hierarchy and engage learners to brainwave ideas on them.

1. How did geographical features influence the emergence and growth of ancient societies in Africa?
2. What role did geographical features and ecosystems play in shaping early African civilizations?

Hint: Encourage the appreciation of the uniqueness of different subgroups in our society co-existing as Ghanaians. (GESI)

Starter Activity (10 minutes)

        i.                        With the aid of a large map of Ghana spread across the classroom, learners take turns to identify geographical features, e.g., rivers (Pra, Ankobra, Volta, etc.), mountains (Akwapim-Togo Range, Gambaga escarpment, etc.) and vegetation (savannah, forest, coastal).

      ii.                        Guide learners in mixed groupings to explore historical sources to explain how geographic features, such as rivers, coastlines, deserts and mountains served as natural pathways for trade networks to flourish in early African societies. Learners can use Ghana as a case study.

Activity 2 (25 minutes)

1. In pairs, assist learners to formulate historical questions to analyse how River valleys, like the Nile and Niger, provided fertile soil and reliable water for irrigation to enable the cultivation of crops and to support dense populations

      ii.                        In mixed groupings explore historical sources to explain how geographic features, such as rivers, coastlines, deserts and mountains served as natural pathways for trade networks to flourish in early African societies.

Activity 2 (25 minutes)

    iii.                        In pairs, formulate historical questions to analyse how River valleys, like the Nile and Niger, provided fertile soil and reliable water for irrigation to enable the cultivation of crops and to support dense populations

b)      Level 2: Write a comparative analysis essay on how different geographical features shaped agriculture, trade networks and settlement patterns in early African societies, emphasising causal relationships.

c)      Level 3: Develop a research-based presentation or paper analysing the interconnectedness of geographical features, agriculture, trade networks and settlement patterns in shaping early African societies, providing insights on historical developments and societal structure

In completing this part, referto the EssentialQuestions to checkthat learning has taken place.

Find out the extent to which learners understood the lesson by asking the following key questions in a whole class discussion taking into consideration the knowledge hierarchy and engage learners to brainwave ideas on them.

a)      With reference to specific geographical features and zones in Africa, how has agriculture been influenced by the features identified

b)      What role did geographical features play in cultural exchanges in early African societies

Hint: Encourage learners to appreciate the uniqueness of different subgroups in our society co-existing as Ghanaians. (GESI)

Indicator(s)

b)      Discuss the branches and sectors of Agriculture and their related career opportunities.

c)      Examine and dispel the misconceptions associated with the study of Agriculture.

b)      What connections can be made between the branches and sectors of agriculture to improve the worth of agriculture?

c)      How will the understanding of the misconceptions in agriculture help to boost agriculture production?

d)      How can resources be used for effective teaching and learning of the misconceptions in agriculture?

e)      How can the meaning, importance and misconceptions in agriculture be taught to entice people to go into agriculture production?

f)       In what ways can cross-cutting themes- 21st Century, GESI, SEL and National values be integrated in teaching and learning the meaning, importance, and misconceptions in agriculture etc.

Theme/Theme/Focal Area 1

i. Learning Tasks

· Brainstorm the meaning of agriculture and agricultural science

· Make a list of the importance of agriculture

· Make a presentation on how agriculture will impact your life and society?

ii. Pedagogical Exemplars

·  Initiating talk for learning: Teacher puts learners in mixed-ability groups to brainstorm and come up with the meaning of agriculture and agricultural science as well as the importance of agriculture. Learners share their ideas with the whole class. Teacher should assist learners with difficulties with leading questions that will help them to come up with the difference between agriculture and agricultural science, and the importance of agriculture. Learners who can give further details should be encouraged to do so.

·  Structuring talk for learning: In their mixed ability groups, learners make a presentation on how agriculture will impact their life and society in a plenary session. The teacher should ensure that all learners take part in gathering information for the presentation and assign roles equitably to learners in the groups.

iii. Key Assessments

·    Level 1: List three (3) reasons why agriculture is important to society

·    Level 2: Explain the meaning of the agriculture and agricultural science

·    Level 3: Analyse at least two (2) reasons why agriculture should be studied in Ghana as a developing country

·    Level 4: How can agriculture be used to solve the youth unemployment situation in Ghana to boost the Ghanaian economy?

Theme/Focal Area 2

i. Learning Tasks

·         Surf the internet for branches of Agriculture and list them.

·         Draw a chart of the branches of Agriculture.

·         Investigate and report on the career opportunities in Agriculture in your community.

ii. Pedagogical Exemplars

·         Think-pair-share: Teacher ask learners to individually surf the internet for the branches of Agriculture, list them and discuss in pairs. Teacher should support learners with links to websites, where they can get the required information. Learners should be monitored not to veer into unauthorized websites.  Teacher should ensure that all learners participate in the activities and discourage few learners from hijacking the activity.

·         Project-based learning: Teacher puts learners in mixed-ability/mixed-gender groups (where applicable) and task them to create a flow chart to show the branches of Agriculture and their descriptions, and make a presentation in class. Teacher should assist learners with examples of flow charts to enable them undertake the task. All learners should be encouraged to take part in creating the flow chart on the branches of Agriculture). Challenge learners who can give further details on the branches of Agriculture to do so.

·         Collaborative learning: In their groups, learners investigate and report on the career opportunities in Agriculture that exist in their community. Teacher should guide learners with pictures of people in the various fields of Agriculture to enable them come up with the careers in Agriculture. Confident learners should be probed further to come up with careers in Agriculture that may not be available in their community.

iii. Key Assessments

·         Assessment Level 1: Identify at least two (2) careers in your community that are Agricultural related.

·         Assessment Level 2: Investigate and report on at least two (2) career opportunities that exist in Agriculture.

·         Assessment Level 3: Write for or against the motion that crop science has contributed more to Ghana’s economy than animal science.

·         Assessment Level 4: Justify your choice of a career in Agriculture for a brighter future.

Theme/Focal Area 3

i. Learning Task

·         Identify the misconceptions associated with Agriculture.

·         Discuss the misconceptions associated with Agriculture.

·         Discuss the misconceptions associated with Agriculture and how to dispel them.

ii. Pedagogical Exemplars

·         Think-pair-share: Learners individually identify the misconceptions in Agriculture and share their thoughts with a peer.  Teacher should assist learners with leading questions that will help them to come up with the misconceptions in Agriculture, others should be probed further to give explanations as to why Agriculture faces such misconceptions.

·         Project-based learning: The teacher should put learners in pairs to design a questionnaire on misconceptions in Agriculture. Learners administer the questionnaire in the community and tally their results. The teacher then assists learners to analyze their data with Microsoft Excel. All learners should take part in designing and administration of the questionnaire on the misconception of Agriculture in the community. Some learners should be selected to play leading roles in entering data for analysis. Other learners should assist the group in analyzing data obtained from the questionnaire.

·         Talking point: The teacher puts learners in mixed-ability/mixed-gender groups (where applicable) to discuss how to address the misconceptions identified in their community. Learners make a presentation on the misconceptions and how to dispel them at a plenary session. The teacher should use pictures that dispel misconceptions about Agriculture to guide learners in the preparation of their presentation. The teacher should ensure that all learners participate in the discussion.

iii. Key Assessments

·         Assessment Level 1: List at least two (2) misconceptions in Agriculture.

·         Assessment Level 2: Make a presentation on how to dispel at least two (2) misconceptions about Agriculture in the community.

·         Assessment Level 3: Assess the effects of at least three (3) misconceptions in Agriculture.

·         Assessment Level 4: Research on the misconceptions in Agriculture in your community, how it has affected Agricultural development and suggest possible remedies.

Review learners’ previous knowledge using real life examples from their community by asking them of the meaning, importance, branches, and career opportunities in Agriculture, in mixed-ability groups. Ask learners to present their findings in class using whole-class discussion.

Lead learners in whole class discussion to discuss what they know about Agriculture.

Hint:

Encourage learners to show respect and tolerance for individual diverse views as they discuss their ideas.

Activity 1 (e.g., 45 minutes)

Put learners in mixed ability groups to discuss the meaning of agriculture and agricultural science as well as the importance of Agriculture to society and make a presentation at a plenary session.

Hints:

·      Set ground rules to discourage teasing of learners with speech problems and those who might give wrong answers.

·      Give learners with speech challenges enough time to express their views.

·      Introverts should be encouraged to play some roles in their groups.

Activity 2 (e.g., 40 minutes)

Organise learners into mixed gender groups to discuss the major branches of Agriculture and investigate the career opportunities that exist in Agriculture.

Hint:

Encourage shy learners to talk and their efforts should be applauded.

Discuss what you know about Agriculture?

Activity 1

Discuss the meaning of agriculture and agricultural science as well as the importance of Agriculture to society and make a presentation at a plenary session.

Activity 2

Discuss the major branches and career opportunities in Agriculture and make a presentation on your findings.

I. Differentiate between Agriculture and Agricultural Science

II. List three (3) reasons why Agriculture is important to society

III. Identify at least two (2) careers in your community that are agricultural related

Level 2

I. Explain the meaning of the word “Agriculture”

II. Investigate and report on at least two (2) career opportunities that exist in Agriculture

Level 3

I. Analyse at least two (2) reasons why Agriculture should be studied in Ghana as a developing country

II. Write for or against the motion that “Crop Science has contributed more to Ghana’s Economy than Animal Science”

Level 4

I. How can Agriculture be used to solve the youth unemployment situation in Ghana to boost the Ghanaian economy

II. Justify your choice of a career in Agriculture for a brighter future, etc.

In completing this part, refer to the Essential Questions to check that learning has taken place.

a)       Debrief by asking learners questions on what they have learnt and whether it has links with the essential questions.

b)       Summarize key points and fill in gaps left by learners.

c)        Ask learners to read on misconceptions in Agriculture.

Review learners’ previous knowledge using real life examples from their community by asking them why people dislike going into farming in mixed-gender groups. Ask learners to present their findings in class using whole-class discussion.

Lead learners in whole class discussion to list what they know about the misconceptions in Agriculture.

Hint

Encourage learners to show respect and tolerance for individual diverse views as they discuss their ideas.

Activity 1 (e.g., 40 minutes)

Put learners into mixed ability groups, for them to discuss the misconceptions associated with Agriculture.

Hint:

Encourage slow learners, shy learners and introverts to play roles in the group.

Activity 2 (e.g., 25 minutes)

I.     Pair up learners to design a questionnaire on misconceptions in Agriculture and let them administer the questionnaire among their peers in class.

II.     Guide them to analyse the data collected using EXCEL and assist them to interpret the results.

Hint:

Slow learners should be paired with fast learners.

Activity 3 (e.g., 20 minutes)

Show videos/pictures of a rich farmer and female driving a tractor and videos that dispel gender stereotyping in Agriculture.

List the misconception in Agriculture?

Activity 1

Discuss the misconceptions associated with Agriculture in mixed ability groups.

Activity 2

I.  Design and administer a questionnaire in class among your peers.

II.  Analyse the data and present a report on your findings.

Activity 3

Watch videos/pictures of a rich farmer and female driving a tractor and videos that dispel gender stereotyping in Agriculture.

List at least two (2) misconceptions in Agriculture

Level 2

Make a presentation on how to dispel at least two (2) misconceptions about Agriculture in the community

Level 3

Assess the effects of at least three (3) misconceptions in Agriculture

Level 4

Research on the misconceptions in Agriculture in your community, how it has affected Agricultural development and suggest possible remedies, etc.

In completing this part, refer to the Essential Questions to check that learning has taken pl    ace.

a) Debrief by asking learners questions on what they have learnt and whether it has links with the essential questions?

b) Summarize key points and fill in gaps left by learners.

c) As learners to read on Agricultural Education.