Ghana curriculum lesson note
SHS 1 Geography 1st Semester Week 15 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 15 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | NAVIGATING OUR ENVIRONMENT | Sub-Strand | MAPS, THEIR ELEMENTS AND ANALYSES |
| Learning Outcome(s) | 1.2.1.LO.1 - Base on your knowledge on maps, examine the different types of maps, their importance and map scales Graphical and 1.2.1.LO.2 - Evaluate the various methods of representing relief features on maps Graphical and | ||
| Content Standard | 1.2.1.CS.1 1.2.1.CS.2 | ||
| Learning Indicator(s) | 1.2.1.LI.2 - Explain the concept of map scale and convert from one scale type to another Collaborative learning: • In groups, think-ink-share the definitions of a map scale, types and their advantages and disadvantages. • Learners should be conscious of resolving interpersonal conflicts with each other if they arise in group discussions. Activity-based learning: Practice the conversion of one scale to another (e.g. from statement scale to R.F and linear scale and vice versa) and to construct the linear scale | ||
| Lesson Focus | Explain the concept of map scale and convert from one scale type to another Collaborative learning: • In groups, think-ink-share the definitions of a map scale, types and their advantages and disadvantages. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Explain the concept of map scale and convert from one scale type to another Collaborative learning: • In groups, think-ink-share the definitions of a map scale, types and their advantages and disadvantages. 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 Explain the concept of map scale and convert from one scale type to another Collaborative learning: • In groups, think-ink-share the definitions of a map scale, types and their advantages and disadvantages. • Learners should be conscious of resolving interpersonal conflicts with each other if they arise in group discussions. Activity-based learning: Practice the conversion of one scale to another (e.g. from statement scale to R.F and linear scale and vice versa) and to construct the linear scale? 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 Topographic maps Ruler Protractor Calculator | ||
| 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 maps, their elements and analyses 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 maps, their elements and analyses 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 maps, their elements and analyses. | 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 maps, their elements and analyses 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 maps, their elements and analyses 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
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