Basic 8 Science Term 1 Week 5 Lesson Plan

Revise with learners on the previous lesson. Ask learners to mention some common insects in their home and why they dislike them.

Learners observe adult features through the Sealed mosquito specimen and do not collect or breed live mosquitoes. Groups trace egg, larva, pupa and adult stages on the Printed mosquito life-cycle diagram and identify the aquatic stages and the biting adult female stage. They inspect the Mosquito net and explain how blocking adult bites interrupts disease transmission even though it does not remove aquatic breeding sites. Learners relate the cycle to malaria-related health and economic costs in Ghana.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Share learning indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Sealed mosquito specimen; Printed mosquito life-cycle diagram; Mosquito net. Learners observe and safely handle the specimens or apparatus, using them in the investigation or model below. 1. The adult female anopheles mosquito adult lays eggs onto the surface of a stagnant water body. 2. The eggs hatch into larvae in eggs 2-5 days after they are laid. 3. The larvae grows to become the larvae pupa. 4. The pupa develops into the pupa adult [imago]. Guide learners to describe the economic importance of the Anopheles mosquito. Example: 1. Mosquitoes visit flowers for nectar and in the process cause pollination of the flowers of such plants 2. Mosquitoes help to preserve fossil when their larvae feed on microorganisms such as algae and microbes that speed the decay of organic matter. 3. Mosquito larvae aquatic food chain by serving as food sources for many predators like fish and birds. Assessment • Describe the stages in the life cycle of a mosquito • State three economic importance of the Anopheles mosquito Put learners in groups of four. Let them discuss the impact of the female Anopheles mosquito as a vector of plasmodium on humans. Give learners enough time for this activity. Have them present their findings to the whole class for discussion. Example: 1. Mosquitoes cause various diseases in humans and other animals Brainstorm learners to mention some methods to control malaria. • the environmental control method, • the chemical control method • the biological control method • The genetic method.

Take feedback from learners and summarize the lesson.

Revise with learners on the previous lesson.

Concrete-resource task: Set out these resources for each group: Sealed mosquito specimen; Printed mosquito life-cycle diagram; Mosquito net. Learners observe and safely handle the specimens or apparatus, using them in the investigation or model below. Guide learners to discuss each of the methods of controlling malaria in Ghana. 1. The environmental method of mosquito control involves; the draining of chocked gutters [stagnant/standing water] and the weeding/clearing of bushes in order to destroy the breeding grounds of the female anopheles mosquito. 2. The chemical method of controlling mosquitoes involves the use of chemicals like; insecticides or pesticides to kill the mosquitoes during the various stages of their development. 3. The biological method involves the use of the natural enemy mosquito parasite to control its population. For instance, mosquito eating fishes like; Tilapia and Guppies could be introduced into mosquito infested ponds to feed on the mosquito eggs and larvae and thus control their population 4. The genetic method involves the breeding [producing] and the release of sterile [infertile] male mosquitoes; i.e. male anopheles mosquitoes into the environment [surroundings]. When the sterile male mosquitoes mate with the fertile female mosquitoes, there are no eggs laid. Have learners role play to generate solutions to control malaria in Ghana. Assessment 1. State and explain the methods to control malaria in Ghana. 2. write two advantages and two disadvantages each for the following; I. the environmental control method, II. the chemical control method III. the biological control method IV. The genetic method

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.