Ghana curriculum lesson note
Basic 9 Social Studies Term 1 Week 3 Lesson Plan
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Create Lesson PlanWeek 3: Lesson Plan
Subject: Social Studies
Class: Basic 9
Component 1
Environmental Issues
Topic: Assess global sources and the means, of conserving energy
| Strand: Environment | Sub-strand: Environmental Issues |
| Indicator: B9.1.1.2.1. Assess global sources and the means, of conserving energy | Content Standard: B9.1.1.2. Evaluate the sources and ways of, conserving energy |
| Performance Indicator: Learners can compare energy sources and conservation, practices in various countries | T.L.R.(s): Printed Ghana and UK and Germany energy fact sheets, World and Ghana maps, Printed energy-source picture cards |
Phase 1: Starterpreparing the brain for learning Display images of various energy sources (e.g., a coal mine, a wind farm, and a solar panel). Ask students: “Can you guess which countries might rely heavily on these energy sources?” Share performance indicators with learners. | Phase 2: Mainnew learning including assessment Groups locate Ghana, the United Kingdom and Germany on the World and Ghana maps. They read the Printed Ghana and UK and Germany energy fact sheets and identify each country's major sources and conservation practices. Learners sort the Printed energy-source picture cards under the three countries and classify each source as renewable or non-renewable. They present similarities, differences and one realistic lesson Ghana could adapt. | Phase 3plenary / reflections Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson |
Component 2
Environmental Issues
Topic: Assess global sources and the means, of conserving energy
| Strand: Environment | Sub-strand: Environmental Issues |
| Indicator: B9.1.1.2.1. Assess global sources and the means, of conserving energy | Content Standard: B9.1.1.2. Evaluate the sources and ways of, conserving energy |
| Performance Indicator: Learners can research alternative energy sources and explore how gender, issues relate to energy production, supply, and usage. | T.L.R.(s): Small solar panel, Printed wind and geothermal photographs, Printed comparison worksheet |
Phase 1: Starterpreparing the brain for learning Show a short video clip or news article about a community that shifted to an alternative energy source (like solar or wind energy). Ask students: “Why might communities look for alternative energy sources?” Share performance indicators with learners. | Phase 2: Mainnew learning including assessment Learners inspect the Small solar panel and identify the energy input and output. They study the Printed wind and geothermal photographs and identify the physical conditions needed by each source. Groups complete the Printed comparison worksheet for availability, cost, reliability, environmental effect and Ghanaian suitability. They use their evidence to recommend an alternative-energy mix for a named community. | Phase 3plenary / reflections Take feedback from learners and summarize the lesson. |
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Create Lesson PlanMore Basic 9 Social Studies Term 1 Lessons
Week 1Sub-strand: Environmental IssuesWeek 2Sub-strand: Environmental IssuesWeek 3 (current)Week 4Sub-strand: Environmental IssuesWeek 5Sub-strand: Our Natural & HumanWeek 6Sub-strand: Our Natural & HumanWeek 7Sub-strand: Our Natural & HumanWeek 8Sub-strand: The FamilyWeek 9Sub-strand: The FamilyWeek 10Sub-strand: The FamilyWeek 11Sub-strand: Environmental IssuesWeek 12Sub-strand: Environmental Issues