Ghana curriculum lesson note
SHS 1 Management in Living 1st Semester Week 1 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Management in Living | Week | 1 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Personal and Family Resource Management | Sub-Strand | Resource Management Practices |
| Learning Outcome(s) | 1.1.1.LO.1 - Apply the scope and importance of management in living to everyday needs and household situations. | ||
| Learning Indicator(s) | 1.1.1.LI.1 - Describe the scope of management in living. | ||
| Lesson Focus | Describe the scope of management in living. | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Scope and importance of management in living; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Scope and importance of management in living. Complete the concrete guided/practical task for Scope and importance of management in living accurately. Apply Scope and importance of management in living 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 Scope and importance of management in living? What would a strong practical/application response to Scope and importance of management in living look like? How would changing the context, data or constraints affect a decision about Scope and importance of management in living? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Family resource cards Management-process worksheet Household case study Flip chart | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Scope and importance of management in living. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Scope and importance of management in living. | ||
| 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 | Apply Scope and importance of management in living to a home/community situation using a small data table, photo, receipt, timetable or observation record; submit the evidence and recommendation. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present a household with limited money, time and energy and ask learners what must be managed first and why. | Inspect the prompt/materials, record an initial response about Scope and importance of management in living, and justify it briefly. | Not provided. |
| Activity 115 minutes | Use the household scenario to distinguish human, material, financial and natural resources and connect them to planning, organising, controlling and evaluating. | Identify the resources in the scenario and map each one to a management action that can improve quality of life. | Check whether the learner identifies the real constraint/resource rather than giving a general answer. |
| Activity 220 minutes | Give groups different family situations and require a concept map showing the scope of management in living across home, community and work contexts. | Build and present the concept map, then defend the priorities chosen for the family situation. | Assess practicality, inclusiveness, calculations/evidence and fit to the family goal. |
| Activity 310 minutes | Each learner completes a short individual decision task about Scope and importance of management in living using stated criteria. | Produce one practical tool (schedule, decision matrix, checklist or improvement plan) for Scope and importance of management in living. | Check that the individual choice follows the stated criteria and acknowledges a trade-off. |
| Lesson Closure | Ask learners to name the exact resource, value or constraint that most influenced their final decision about Scope and importance of management in living. Complete a one-minute exit response using a concrete example from the lesson on Scope and importance of management in living. | ||
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More SHS 1 Management in Living 1st Semester Lessons
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