Ghana curriculum lesson note
SHS 1 Management in Living 1st Semester Week 15 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Management in Living | Week | 15 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Personal and Family Resource Management | Sub-Strand | Creative Product Development and Entrepreneurship |
| Learning Outcome(s) | 1.1.3.LO.1 - Explain the key ideas related to basic product planning and design. | ||
| Learning Indicator(s) | 1.1.3.LI.4 - Basic product planning and design | ||
| Lesson Focus | Basic product planning and design | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Basic product planning and design; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Basic product planning and design. Complete the concrete guided/practical task for Basic product planning and design accurately. Apply Basic product planning and design 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 Basic product planning and design? What would a strong practical/application response to Basic product planning and design look like? How would changing the context, data or constraints affect a decision about Basic product planning and design? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Needs-survey cards Locally available materials Prototype evaluation checklist Costing/pricing sheet | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Basic product planning and design. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Basic product planning and design. | ||
| 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 Basic product planning and design 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/family scenario with limited time, money or other resources connected to Basic product planning and design; ask learners to make an initial choice and state the trade-off. | Inspect the prompt/materials, record an initial response about Basic product planning and design, and justify it briefly. | Not provided. |
| Activity 115 minutes | Use the scenario and concrete household records/materials to model the management principle or skill required for Basic product planning and design. | Use a three-person user-needs card to convert a household/community problem into measurable product/service requirements. | Check whether the learner identifies the real constraint/resource rather than giving a general answer. |
| Activity 220 minutes | Learners apply Basic product planning and design to a different family/community case and create a usable plan, product, budget, dialogue or consumer decision. | Sketch or make a low-cost prototype, then test it against function, safety, cost, appearance and user-feedback criteria. | Assess practicality, inclusiveness, calculations/evidence and fit to the family goal. |
| Activity 310 minutes | Each learner completes a short individual decision task about Basic product planning and design using stated criteria. | Prepare a simple cost/price/label or sales pitch for the product and revise it after peer customer feedback. | 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 Basic product planning and design. Complete a one-minute exit response using a concrete example from the lesson on Basic product planning and design. | ||
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More SHS 1 Management in Living 1st Semester Lessons
Week 1Sub-strand: Resource Management PracticesWeek 2Sub-strand: Resource Management PracticesWeek 3Sub-strand: Resource Management PracticesWeek 4Sub-strand: Resource Management PracticesWeek 5Sub-strand: Resource Management PracticesWeek 6Sub-strand: Management Principles for Quality LivingWeek 7Sub-strand: Management Principles for Quality LivingWeek 8Sub-strand: Management Principles for Quality LivingWeek 9Sub-strand: Management Principles for Quality LivingWeek 10Sub-strand: Management Principles for Quality LivingWeek 11Sub-strand: Management Principles for Quality LivingWeek 12Sub-strand: Creative Product Development and EntrepreneurshipWeek 13Sub-strand: Creative Product Development and EntrepreneurshipWeek 14Sub-strand: Creative Product Development and EntrepreneurshipWeek 15 (current)Week 16Sub-strand: Creative Product Development and Entrepreneurship