Ghana curriculum lesson note

SHS 1 Aviation and Aerospace Engineering 1st Semester Week 3 Lesson Plan

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Weekly Learning Plan
Subject	Aviation and Aerospace Engineering	Week	3
Duration	60 minutes	Form	SHS 1
Strand	CORE CONCEPTS IN AEROSPACE ENGINEERING	Sub-Strand	FUNDAMENTALS OF FLIGHT
Learning Outcome(s)	1.1.1.LO.1 - Explain the key stages characterising the evolution of flight from its inception to the advent of powered, controlled flight 1.1.1.LO.2 - Examine the types of aerospace vehicles (aircraft and spacecraft) and the interconnections between and among parts of aerospace vehicles 1.1.1.LO.3 - Discuss recommended practices in the aerospace laboratory. Social Skills: By participating in the question-and-answer session, students build up their confidence, and relationship skills
Content Standard	1.1.1.CS.1 1.1.1.CS.2 1.1.1.CS.3
Learning Indicator(s)	1.1.1.LI.1 - Demonstrate understanding of flight vehicle nomenclature. Differentiate the types of aerospace vehicles
Lesson Focus	Demonstrate understanding of flight vehicle nomenclature. Differentiate the types of aerospace vehicles
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Demonstrate understanding of flight vehicle nomenclature. Differentiate the types of aerospace vehicles Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance.
Essential Question(s)	What engineering, operational or safety principle is central to Demonstrate understanding of flight vehicle nomenclature. Differentiate the types of aerospace vehicles? How can evidence from models, diagrams, measurements, systems or real aviation examples help explain the concept? How can this knowledge be applied to make a safe, efficient or technically sound aviation/aerospace decision?
Pedagogical Strategies	Collaborative Learning Experiential Learning Problem-Based Learning Talk for Learning Model/Diagram-Based Learning Investigation and Simulation
Teaching & Learning Resources	Aviation/Aerospace reference materials Whiteboard/markers Learners' notebooks Relevant diagrams/charts/models Paper/card model materials Simple airflow/flight demonstration materials where available
Key Notes on Differentiation
Content	Use labelled diagrams, simplified system maps, physical/paper models, vocabulary prompts and worked examples for learners who need support. Extend advanced learners with design trade-offs, calculations, fault analysis, mission planning or deeper system comparisons.
Process	Use mixed-ability groups with rotating engineering roles such as observer, recorder, modeller, presenter or safety checker. Where specialist aviation equipment is unavailable, use curriculum-aligned diagrams, simulations, videos, paper models and locally available materials.
Product	Allow appropriate evidence such as labelled diagrams, timelines, flowcharts, calculations, experiment records, model aircraft/UAV concepts, safety plans or presentations. Assess technical accuracy, safety awareness, engineering reasoning, communication, teamwork and ability to justify decisions.
Success Criteria	Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation.
Homework	Complete a short application task connected to the week's learning indicator.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Show a tool, drawing, system, product or workplace scenario linked to fundamentals of flight and ask learners to identify the task or problem.	Share prior knowledge, listen to peers and record the lesson question in their notebooks.	Not provided.
Activity 115 minutes	Demonstrate fundamentals of flight using a diagram, tool, material sample, process chart or safe practical example.	Observe the demonstration, identify tools or steps and record safety points.	Ask learners to identify the correct tool, process, safety rule or design feature.
Activity 220 minutes	Guide learners to plan, measure, assemble, test, troubleshoot or evaluate a task related to fundamentals of flight.	Complete the guided practical or analysis task while checking accuracy and safety.	Check the task for accuracy, safe procedure and clear explanation.
Activity 310 minutes	Give a technical problem and ask learners to select a suitable method, tool or design choice.	Apply the method to the new problem and justify the technical choice.	Use a short exit task on choosing the right process or tool for another technical task.

Lesson Closure

Summarise fundamentals of flight and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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