Ghana curriculum lesson note
SHS 1 Food and Nutrition 1st Semester Week 1 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Food and Nutrition | Week | 1 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Nutrition and Health | Sub-Strand | Food for Healthy Living |
| Learning Outcome(s) | 1.1.1.LO.1 - Apply knowledge of food commodities when selecting and using food to meet family nutritional needs and support healthy living. | ||
| Learning Indicator(s) | 1.1.1.LI.1 - Explain basic food-and-nutrition concepts and relate them to healthy living. | ||
| Lesson Focus | Explain basic food-and-nutrition concepts and relate them to healthy living. | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Food commodities and their classification; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Food commodities and their classification. Complete the concrete guided/practical task for Food commodities and their classification accurately. Apply Food commodities and their classification independently to a new case, data set, text, material or performance situation. | ||
| Essential Question(s) | What evidence or procedure is needed to work accurately with Food commodities and their classification? What would a strong practical/application response to Food commodities and their classification look like? How would changing the context, data or constraints affect a decision about Food commodities and their classification? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Local food samples/picture cards Commodity classification chart Market-basket worksheet Food labels where available | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Food commodities and their classification. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Food commodities and their classification. | ||
| Process | Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria. | ||
| Product | Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria. | ||
| Success Criteria | The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer. | ||
| Homework | Photograph, sketch or describe one home/community example of Food commodities and their classification; analyse it using two curriculum criteria and recommend one improvement. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Display common local foods and ask learners to distinguish food, nutrient, nutrition, digestion and metabolism using the examples. | Inspect the prompt/materials, record an initial response about Food commodities and their classification, and justify it briefly. | Not provided. |
| Activity 115 minutes | Clarify the five concepts with the displayed foods and trace what happens from food selection through digestion to nutrient use in the body. | Create a concept chain linking a selected food to its nutrients, digestion, body use and expected health benefit. | Check the learner’s identification of the food/nutrition principle and use of evidence. |
| Activity 220 minutes | Give groups short meal scenarios and ask them to identify which food-and-nutrition concepts are being applied correctly or incorrectly. | Analyse each meal scenario, correct misconceptions and explain how the revised choice supports healthy living. | Assess process control, hygiene/safety, measurements, result and explanation. |
| Activity 310 minutes | Give an individual food case requiring a specific recommendation or calculation about Food commodities and their classification. | Given five unfamiliar food items, classify each commodity and state one storage, preparation or nutritional consideration linked to that commodity. | Check whether the recommendation fits the person/food/context rather than being generic. |
| Lesson Closure | Ask learners to state one process variable (time, temperature, quantity, ingredient, storage or person need) that must be controlled for success in Food commodities and their classification. Complete a one-minute exit response using a concrete example from the lesson on Food commodities and their classification. | ||
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More SHS 1 Food and Nutrition 1st Semester Lessons
Week 1 (current)Week 2Sub-strand: Food for Healthy LivingWeek 3Sub-strand: Food for Healthy LivingWeek 4Sub-strand: Food for Healthy LivingWeek 5Sub-strand: Food for Healthy LivingWeek 6Sub-strand: Food for Healthy LivingWeek 7Sub-strand: Food for Healthy LivingWeek 8Sub-strand: Food for Healthy LivingWeek 9Sub-strand: Food SecurityWeek 10Sub-strand: Food SecurityWeek 11Sub-strand: Food SecurityWeek 12Sub-strand: Food SecurityWeek 13Sub-strand: Food SecurityWeek 14Sub-strand: Food Production TechnologyWeek 15Sub-strand: Food Production TechnologyWeek 16Sub-strand: Food Production Technology