Ghana curriculum lesson note
SHS 1 Food and Nutrition 1st Semester Week 4 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Food and Nutrition | Week | 4 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Nutrition and Health | Sub-Strand | Food for Healthy Living |
| Learning Outcome(s) | 1.1.1.LO.1 - Explain the key ideas related to balanced diet and healthy eating. | ||
| Learning Indicator(s) | 1.1.1.LI.4 - Balanced diet and healthy eating | ||
| Lesson Focus | Balanced diet and healthy eating | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Balanced diet and healthy eating; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Balanced diet and healthy eating. Complete the concrete guided/practical task for Balanced diet and healthy eating accurately. Apply Balanced diet and healthy eating 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 Balanced diet and healthy eating? What would a strong practical/application response to Balanced diet and healthy eating look like? How would changing the context, data or constraints affect a decision about Balanced diet and healthy eating? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Ghanaian food cards/realia Food labels Meal-planning sheet Ghana six-food-group chart | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Balanced diet and healthy eating. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Balanced diet and healthy eating. | ||
| 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 Balanced diet and healthy eating; analyse it using two curriculum criteria and recommend one improvement. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Display a food sample, label, menu, recipe or processing image directly related to Balanced diet and healthy eating; ask learners to identify one nutrition/science/safety issue it raises. | Inspect the prompt/materials, record an initial response about Balanced diet and healthy eating, and justify it briefly. | Not provided. |
| Activity 115 minutes | Demonstrate or analyse the critical food-science/nutrition steps for Balanced diet and healthy eating, explicitly linking each step to the expected food or health outcome. | Sort Ghanaian food cards into nutrient/food-group functions and identify gaps or excesses in a sample day’s meals. | Check the learner’s identification of the food/nutrition principle and use of evidence. |
| Activity 220 minutes | Learners complete a practical, experiment, menu/recipe, preservation, packaging or product task that applies Balanced diet and healthy eating with measured observations. | Use a person/family case (age, activity, health condition and budget) to modify a menu and justify ingredient/cooking choices. | Assess process control, hygiene/safety, measurements, result and explanation. |
| Activity 310 minutes | Give an individual food case requiring a specific recommendation or calculation about Balanced diet and healthy eating. | Evaluate a food label/menu or 24-hour intake and write two specific improvements linked to health evidence. | 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 Balanced diet and healthy eating. Complete a one-minute exit response using a concrete example from the lesson on Balanced diet and healthy eating. | ||
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More SHS 1 Food and Nutrition 1st Semester Lessons
Week 1Sub-strand: Food for Healthy LivingWeek 2Sub-strand: Food for Healthy LivingWeek 3Sub-strand: Food for Healthy LivingWeek 4 (current)Week 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