Ghana curriculum lesson note
SHS 1 Geography 1st Semester Week 10 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 10 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | THE EARTH AND ITS NEIGHBOURHOODS | Sub-Strand | THE EARTH ATMOSPHERE |
| Learning Outcome(s) | 1.1.3.LO.1 - Analyse the physical structure and composition of the Earth's atmosphere and explain the term weather and climate Observation and critical analysis, communication skills: • The observation of the weather station and analysis of the repository data will promote critical observational, analytical skills, the understanding and ability to apply concepts to real-life situations. • The discussions based on a talk for learning and structuring talk for learning will also promote good communication skills | ||
| Content Standard | 1.1.3.CS.1 | ||
| Learning Indicator(s) | 1.1.3.LI.1 - Demonstrate knowledge of the structure and composition of the Earth's atmosphere and explain the terms weather and climate Discuss the physical structure and composition of the Earth's atmosphere and their importance Digital Learning: Watch videos, pictures or PowerPoint slides on the components of the earth’s atmosphere. Collaborative Learning: Initiate discussion to identify and explain the main components of the atmosphere (troposphere, stratosphere, mesosphere, thermosphere and exosphere), and explain the gases and their importance in the atmosphere ensuring all-inclusiveness and being mindful of reserved learners. Learners should be able to manage their emotional reactions and behaviours using techniques such as mindfulness strategies, breathing, and self-talk | ||
| Lesson Focus | Demonstrate knowledge of the structure and composition of the Earth's atmosphere and explain the terms weather and climate Discuss the physical structure and composition of the Earth's atmosphere and their importance Digital Learning:. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate knowledge of the structure and composition of the Earth's atmosphere and explain the terms weather and climate Discuss the physical structure and composition of the Earth's atmosphere and their importance Digital Learning:. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What geographical process, pattern or spatial relationship is central to Demonstrate knowledge of the structure and composition of the Earth's atmosphere and explain the terms weather and climate Discuss the physical structure and composition of the Earth's atmosphere and their importance Digital Learning: Watch videos, pictures or PowerPoint slides on the components of the earth’s atmosphere. Collaborative Learning: Initiate discussion to identify and explain the main components of the atmosphere (troposphere, stratosphere, mesosphere, thermosphere and exosphere), and explain the gases and their importance in the atmosphere ensuring all-inclusiveness and being mindful of reserved learners. Learners should be able to manage their emotional reactions and behaviours using techniques such as mindfulness strategies, breathing, and self-talk? What map, field, graphical or geospatial evidence helps explain it? How can the evidence guide a decision about people, places or environmental management? | ||
| Pedagogical Strategies | Field/Observation-Based Learning Map and Data Analysis Collaborative Learning Inquiry-Based Learning Problem-Based Learning Model/Diagram-Based Learning | ||
| Teaching & Learning Resources | Geography textbook/reference materials Whiteboard/markers Learners' notebooks Atlas/maps Weather data/charts Weather instruments where available | ||
| Key Notes on Differentiation | |||
| Content | Use labelled maps, diagrams, simplified data tables, worked map-calculation examples and local place examples for learners needing support. Extend advanced learners with unfamiliar maps/data, multi-factor comparisons and evaluation of management options. | ||
| Process | Use field/observation teams with rotating roles such as mapper, recorder, measurer and presenter. Where fieldwork or digital tools are unavailable, use printed maps, photographs, sample data and simulations without changing the objective. | ||
| Product | Allow evidence through maps, calculations, field notes, graphs, annotated diagrams, case analyses or management proposals. Assess spatial accuracy, geographical reasoning, data interpretation and evidence-based justification. | ||
| 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 short case, map, source, statistic or news-style scenario connected to the earth atmosphere and ask learners what issue it raises. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Explain the earth atmosphere using evidence from the case, map, source, timeline, graph or community example. | Read or observe the source, share initial ideas and record key terms. | Ask learners to identify the issue, evidence, cause, effect or stakeholder. |
| Activity 220 minutes | Guide groups to analyse causes, effects, viewpoints, evidence or solutions related to the earth atmosphere. | Work in groups to analyse evidence, compare viewpoints and report findings. | Review group responses for accurate facts, evidence and reasoning. |
| Activity 310 minutes | Ask learners to apply the earth atmosphere to a new civic, historical, economic or geographical case. | Apply the concept to the new case and support the answer with evidence. | Use an exit response that asks learners to make and support a claim. |
| Lesson Closure | Summarise the earth atmosphere 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 Geography 1st Semester Lessons
Week 1Sub-strand: THE EARTH AND ITS FEATURESWeek 2Sub-strand: THE EARTH AND ITS FEATURESWeek 3Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 4Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 5Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 6Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 7Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 8Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 9Sub-strand: THE EARTH ATMOSPHEREWeek 10 (current)Week 11Sub-strand: THE EARTH ATMOSPHEREWeek 12Sub-strand: THE EARTH ATMOSPHEREWeek 13Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 14Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 15Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 16Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSES