Ghana curriculum lesson note
SHS 1 Biomedical Science 1st Semester Week 10 Lesson Plan
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 10 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | HUMAN BODY SYSTEMS | Sub-Strand | ANATOMY AND PHYSIOLOGY |
| Learning Outcome(s) | 1.2.1.LO.1 - Identify the various human body systems and establish the interrelations between the systems for life | ||
| Content Standard | 1.2.1.CS.1 | ||
| Learning Indicator(s) | 1.2.1.LI.3 - Evaluate how the interconnections and interactions of multiple body systems are necessary for life. Project-Based Learning: Learners work in groups to create a map of the interconnectedness of the body systems and how they work together to support life. Using an appropriate table/figure as a reference, learners illustrate how injury (e.g., compound fracture with bone protruding through the skin, reflex action etc.) or an unfavourable condition elicits responses in other organ systems for health | ||
| Lesson Focus | Evaluate how the interconnections and interactions of multiple body systems are necessary for life. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Evaluate how the interconnections and interactions of multiple body systems are necessary for life. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What biomedical principle, process, risk or intervention is central to Evaluate how the interconnections and interactions of multiple body systems are necessary for life. Project-Based Learning: Learners work in groups to create a map of the interconnectedness of the body systems and how they work together to support life. Using an appropriate table/figure as a reference, learners illustrate how injury (e.g., compound fracture with bone protruding through the skin, reflex action etc.) or an unfavourable condition elicits responses in other organ systems for health? What evidence, observation, device output or scientific information would help us make a sound biomedical decision? How can the lesson knowledge be applied safely and ethically to improve health, diagnosis, therapy, prevention or biomedical innovation? | ||
| Pedagogical Strategies | Collaborative Learning Problem-Based Learning Case-Based Learning Critical Observation Research/Inquiry-Based Learning Digital/Information Literacy | ||
| Teaching & Learning Resources | Biomedical Science reference materials Whiteboard/markers Learners' notebooks Relevant diagrams/charts/models Textbook Anatomical models Anatomical diagrams Virtual anatomical visualization platforms Videos Human body system charts/models Disease/symptom case cards Diagnostic flowcharts or sample clinical data | ||
| Key Notes on Differentiation | |||
| Content | Use labelled diagrams, simplified case cards, vocabulary supports, device images and stepwise prompts for learners who need additional support. Extend advanced learners with multi-factor cases, risk-benefit evaluation, source-credibility analysis, design constraints or deeper system interpretation. | ||
| Process | Use mixed-ability and gender-balanced grouping with clear roles such as observer, recorder, risk assessor, presenter or design lead. Where access to hospitals, laboratories or biomedical devices is limited, use curriculum-aligned images, videos, simulations, case data and virtual/printed workflows without changing the learning objective. | ||
| Product | Allow appropriate evidence such as risk maps, case analyses, mind maps, system diagrams, diagnostic/therapy comparison charts, research reports, design proposals or presentations. Assess biomedical accuracy, safety awareness, evidence use, scientific reasoning, ethical judgement, communication 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 | Present a diagram, specimen, data set or everyday situation connected to evaluate how the interconnections and interactions of multiple body systems are necessary for life and ask learners what they observe. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Use a labelled diagram, model, experiment, data table or safe demonstration to explain evaluate how the interconnections and interactions of multiple body systems are necessary for life. | Observe carefully, record key terms and answer oral questions. | Ask learners to identify the key feature, variable, process or relationship. |
| Activity 220 minutes | Guide groups to observe, classify, measure, compare or explain evidence related to evaluate how the interconnections and interactions of multiple body systems are necessary for life. | Work in groups to complete the observation, classification, measurement or explanation task. | Review group responses for accurate science vocabulary and evidence. |
| Activity 310 minutes | Give a new case, data set or observation and ask learners to predict or explain the outcome. | Apply the concept to the new case and support the answer with evidence. | Use an exit task that asks for a prediction, explanation or calculation. |
| Lesson Closure | Summarise evaluate how the interconnections and interactions of multiple body systems are necessary for life and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson PlanMore SHS 1 Biomedical Science 1st Semester Lessons
Week 1Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 2Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 3Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 4Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 5Sub-strand: BIOSAFETYWeek 6Sub-strand: BIOSAFETYWeek 7Sub-strand: BIOSAFETYWeek 8Sub-strand: ANATOMY AND PHYSIOLOGYWeek 9Sub-strand: ANATOMY AND PHYSIOLOGYWeek 10 (current)Week 11Sub-strand: DISEASES AND DISORDERSWeek 12Sub-strand: DISEASES AND DISORDERSWeek 13Sub-strand: DISEASES AND DISORDERSWeek 14Sub-strand: DISEASES AND DISORDERSWeek 15Sub-strand: DISEASES AND DISORDERSWeek 16Sub-strand: DISEASES AND DISORDERS