Ghana curriculum lesson note
SHS 1 Biomedical Science 2nd Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 16 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | BIOMEDICAL INNOVATIONS | Sub-Strand | RESEARCH AND DESIGN IN BIOMEDICAL SCIENCE |
| Learning Outcome(s) | 1.4.1.LO.1 - Use credible online resources to research and propose solutions to healthcare problems | ||
| Content Standard | 1.4.1.CS.1 | ||
| Learning Indicator(s) | 1.4.1.LI.4 - Make an effective presentation of scientific information on a healthcare issue. Activity-Based Learning: Individually, prepare a PowerPoint presentation to the class on an identified healthcare problem, its causes, effects/symptoms and possible solutions | ||
| Lesson Focus | Make an effective presentation of scientific information on a healthcare issue. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Make an effective presentation of scientific information on a healthcare issue. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What biomedical principle, process, risk or intervention is central to Make an effective presentation of scientific information on a healthcare issue. Activity-Based Learning: Individually, prepare a PowerPoint presentation to the class on an identified healthcare problem, its causes, effects/symptoms and possible solutions? What evidence, observation, device output or scientific information would help us make a sound biomedical decision? How can the lesson knowledge be applied safely and ethically to improve health, diagnosis, therapy, prevention or biomedical innovation? | ||
| Pedagogical Strategies | Collaborative Learning Problem-Based Learning Case-Based Learning Critical Observation Research/Inquiry-Based Learning Digital/Information Literacy Design Thinking Project-Based Learning | ||
| Teaching & Learning Resources | Biomedical Science reference materials Whiteboard/markers Learners' notebooks Relevant diagrams/charts/models Computer Phone Projector Internet connection Disease/symptom case cards Diagnostic flowcharts or sample clinical data Internet-enabled device where available Design brief/proposal sheets Credibility checklist for online sources | ||
| Key Notes on Differentiation | |||
| Content | Use labelled diagrams, simplified case cards, vocabulary supports, device images and stepwise prompts for learners who need additional support. Extend advanced learners with multi-factor cases, risk-benefit evaluation, source-credibility analysis, design constraints or deeper system interpretation. | ||
| Process | Use mixed-ability and gender-balanced grouping with clear roles such as observer, recorder, risk assessor, presenter or design lead. Where access to hospitals, laboratories or biomedical devices is limited, use curriculum-aligned images, videos, simulations, case data and virtual/printed workflows without changing the learning objective. | ||
| Product | Allow appropriate evidence such as risk maps, case analyses, mind maps, system diagrams, diagnostic/therapy comparison charts, research reports, design proposals or presentations. Assess biomedical accuracy, safety awareness, evidence use, scientific reasoning, ethical judgement, communication and ability to justify decisions. | ||
| 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 diagram, specimen, data set or everyday situation connected to make an effective presentation of scientific information on a healthcare issue. activity-based learning: individually and ask learners what they observe. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Use a labelled diagram, model, experiment, data table or safe demonstration to explain make an effective presentation of scientific information on a healthcare issue. activity-based learning: individually. | Observe carefully, record key terms and answer oral questions. | Ask learners to identify the key feature, variable, process or relationship. |
| Activity 220 minutes | Guide groups to observe, classify, measure, compare or explain evidence related to make an effective presentation of scientific information on a healthcare issue. activity-based learning: individually. | Work in groups to complete the observation, classification, measurement or explanation task. | Review group responses for accurate science vocabulary and evidence. |
| Activity 310 minutes | Give a new case, data set or observation and ask learners to predict or explain the outcome. | Apply the concept to the new case and support the answer with evidence. | Use an exit task that asks for a prediction, explanation or calculation. |
| Lesson Closure | Summarise make an effective presentation of scientific information on a healthcare issue. activity-based learning: individually and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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