Ghana curriculum lesson note
SHS 1 Biomedical Science 1st Semester Week 4 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 4 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | BIOMEDICAL SCIENCE IN SOCIETY | Sub-Strand | BIOMEDICAL SCIENCE PRACTICE |
| Learning Outcome(s) | 1.1.1.LO.1 - Describe what biomedical science is and how scientific investigation is applied in biomedical science | ||
| Content Standard | 1.1.1.CS.1 | ||
| Learning Indicator(s) | 1.1.1.LI.3 - Explain how the scientific method can be applied to undertake investigations or address problems in biomedical science. Structuring Talk for Learning: In a group discussion, initiate an interactive talk session on how a local problem could be addressed through the scientific method, focusing on the main steps of the scientific method. Problem-Based Learning: In mixed-ability groups develop a hypothesis on a local/societal problem that falls under the field of biomedical science. Develop a PowerPoint/poster presentation on how the hypothesis can be investigated using the scientific method | ||
| Lesson Focus | Explain how the scientific method can be applied to undertake investigations or address problems in biomedical science. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Explain how the scientific method can be applied to undertake investigations or address problems in biomedical science. 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 Explain how the scientific method can be applied to undertake investigations or address problems in biomedical science. Structuring Talk for Learning: In a group discussion, initiate an interactive talk session on how a local problem could be addressed through the scientific method, focusing on the main steps of the scientific method. Problem-Based Learning: In mixed-ability groups develop a hypothesis on a local/societal problem that falls under the field of biomedical science. Develop a PowerPoint/poster presentation on how the hypothesis can be investigated using the scientific method? 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 Video Documentaries Pictures Online resources Glocal articles Reports Charts Biohazard/safety symbols PPE examples or images Laboratory safety checklist | ||
| 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 how the scientific method can be applied to undertake investigations or address problems in biomedical science. structuring 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 how the scientific method can be applied to undertake investigations or address problems in biomedical science. structuring. | 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 how the scientific method can be applied to undertake investigations or address problems in biomedical science. structuring. | 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 how the scientific method can be applied to undertake investigations or address problems in biomedical science. structuring and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 1 Biomedical Science 1st Semester Lessons
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