Ghana curriculum lesson note
Basic 7 Science Term 1 Week 4 Lesson Plan
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Create Lesson PlanWeek 4: Lesson Plan
Subject: Science
Class: Basic 7
Component 1
Living Cells
Topic: State the functions of each organelle in a plane cell
| Strand: Diversity Of Matter | Sub-strand: Living Cells |
| Indicator: B7.1.2.1.2 State the functions of each organelle in a plane cell | Content Standard: B7.1.2.1 Demonstrate understanding of the structure of organisms and functions of cells in living systems |
| Performance Indicator: Learners can talk about the functions of organelle in plant cells | T.L.R.(s): Onion epidermis slide, Light microscope, Printed plant-and-animal-cell diagram |
Phase 1: Starterpreparing the brain for learning Revise with learners through questions and answers to review learners understanding in the previous lesson. | Phase 2: Mainnew learning including assessment Concrete-resource task: Set out these resources for each group: Onion epidermis slide; Light microscope; Printed plant-and-animal-cell diagram. Learners observe and safely handle the specimens or apparatus, using them in the investigation or model below.
Revise with learners the meaning of living cell. A living cell is the smallest unit of a living organism.
Let learners identify and describe the structure of a plant cell as seen in a video, a chart, pictures and magnifiers.
Guide learners to state the function of each organelle in the plant cell. Example: Cell wall encloses the cell membrane in plants cells. Chloroplast contains the green pigment called chlorophyll.
Let learners look at a sample of a plant cell from different parts of a plant with a microscope, magnifier or, watch a video or pictures and confirm that plants are made up of cells.
Guide learners to draw and label a plant cell. | Phase 3plenary / reflections Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. |
Component 2
Living Cells
Topic: State the functions of each organelle in a plane cell
| Strand: Diversity Of Matter | Sub-strand: Living Cells |
| Indicator: B7.1.2.1.2 State the functions of each organelle in a plane cell | Content Standard: B7.1.2.1 Demonstrate understanding of the structure of organisms and functions of cells in living systems |
| Performance Indicator: Learners can talk about the functions of organelle in plant cells | T.L.R.(s): Onion epidermis slide, Light microscope, Printed plant-and-animal-cell diagram |
Phase 1: Starterpreparing the brain for learning Share performance indicators and introduce the lesson. | Phase 2: Mainnew learning including assessment Concrete-resource task: Set out these resources for each group: Onion epidermis slide; Light microscope; Printed plant-and-animal-cell diagram. Learners observe and safely handle the specimens or apparatus, using them in the investigation or model below.
Assessment Draw a well labelled diagram of a plant cell State the function of the nucleus, cell membrane and cytoplasm | Phase 3plenary / reflections Take feedback from learners and summarize the lesson. |
Component 3
Living Cells
Topic: State the similarities and difference between a plant cell and animal cell
| Strand: Diversity Of Matter | Sub-strand: Living Cells |
| Indicator: B7.1.2.2 State the similarities and difference between a plant cell and animal cell | Content Standard: B7.1.2.1 Demonstrate understanding of the structure of organisms and functions of cells in living systems |
| Performance Indicator: Learners can state the difference between a plant cell and animal cell | T.L.R.(s): Onion epidermis slide, Light microscope, Printed plant-and-animal-cell diagram |
Phase 1: Starterpreparing the brain for learning Revise with learners through questions and answers to review learners understanding in the previous lesson.
Share performance indicators and introduce the lesson. | Phase 2: Mainnew learning including assessment Concrete-resource task: Set out these resources for each group: Onion epidermis slide; Light microscope; Printed plant-and-animal-cell diagram. Learners observe and safely handle the specimens or apparatus, using them in the investigation or model below. Animal cell Plant cell Has cytoplasm Has cell membrane Has nucleus Animal cell Plant cell Has no cell wall Has no fixed or rigid shape Has a fixed or rigid shape Stores food in the form of glycogen Stores food in the form of starch Has small and temporary vacuole Has large and permanent vacuole
Guide learners to develop a model to represent a plant cell. Example: In groups, learners watch slice onions under the light microscope. Learners to look for nucleus, cytoplasm, cell membrane, etc. Learners to write a report on what they saw.
Assessment State three main differences between a plant cell and animal cell. | Phase 3plenary / reflections Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.
Take feedback from learners and summarize the lesson. |
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Create Lesson PlanMore Basic 7 Science Term 1 Lessons
Week 1Sub-strand: MaterialsWeek 2Sub-strand: MaterialsWeek 3Sub-strand: Living CellsWeek 4 (current)Week 5Sub-strand: Earth ScienceWeek 6Sub-strand: Earth ScienceWeek 7Sub-strand: Life Cycles Of OrganismsWeek 8Sub-strand: Life Cycles Of OrganismsWeek 9Sub-strand: Crop ProductionWeek 10Sub-strand: ANIMAL PRODUCTIONWeek 11Sub-strand: Animal ProductionWeek 12Sub-strand: Sub strands for the term