Ghana curriculum lesson note
SHS 1 General Science 2nd Semester Week 6 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | General Science | Week | 6 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | VIGOUR BEHIND LIFE | Sub-Strand | FORCES ACTING ON SUBSTANCES AND MECHANISMS |
| Learning Outcome(s) | 1.3.2.LO.1 - Apply various forms of forces according to their effects on motions | ||
| Content Standard | 1.3.2.CS.1 | ||
| Learning Indicator(s) | 1.3.2.LI.1 - Recognise the various forms of forces and their effects on motions. Identify and explain concepts associated with forces. Using a Talk for Learning Approach, place learners in mixed-ability/mixed-sex groups to discuss the concepts of distance, displacement, speed, velocity and acceleration with contextual examples. Using the enquiry approach, guide learners to develop task sheets to explore real life applications of the concepts of speed, displacement, velocity, and acceleration while managing technical words and terminology. Using the 3E approach4, guide learners to engage, explore and explain concepts such as forces, momentum and pressure. Using differentiated learning and scaffolding, guide learners to explore the applications of the concepts of forces, Momentum and Pressure in real life | ||
| Lesson Focus | Recognise the various forms of forces and their effects on motions. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Recognise the various forms of forces and their effects on motions. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What scientific principle or process is central to Recognise the various forms of forces and their effects on motions. Identify and explain concepts associated with forces. Using a Talk for Learning Approach, place learners in mixed-ability/mixed-sex groups to discuss the concepts of distance, displacement, speed, velocity and acceleration with contextual examples. Using the enquiry approach, guide learners to develop task sheets to explore real life applications of the concepts of speed, displacement, velocity, and acceleration while managing technical words and terminology. Using the 3E approach4, guide learners to engage, explore and explain concepts such as forces, momentum and pressure. Using differentiated learning and scaffolding, guide learners to explore the applications of the concepts of forces, Momentum and Pressure in real life? What observation, experiment, model or measurement could test/explain it? How can the science be applied safely to a new everyday or community problem? | ||
| Pedagogical Strategies | Inquiry-Based Learning Experiential/Practical Learning Collaborative Learning Problem-Based Learning Model/Simulation-Based Learning Scientific Discussion | ||
| Teaching & Learning Resources | General Science textbook/reference materials Whiteboard/markers Learners' notebooks Basic science apparatus/materials where appropriate Spring balance/masses/simple machines where available | ||
| Key Notes on Differentiation | |||
| Content | Use diagrams, real materials, partially completed tables and stepwise practical instructions for learners needing support. Extend advanced learners with unfamiliar data, multi-step calculations or design/improvement tasks. | ||
| Process | Use mixed-ability groups with rotating science roles such as observer, recorder, measurer and presenter. Where apparatus is unavailable, use simulations, models, videos or teacher demonstrations while keeping the same objective. | ||
| Product | Accept appropriate evidence such as practical records, diagrams, calculations, models, data tables/graphs or short scientific explanations. Assess scientific accuracy, safe procedure, evidence interpretation and 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 diagram, specimen, data set or everyday situation connected to recognise the various forms of forces and their effects on motions 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 recognise the various forms of forces and their effects on motions. | 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 recognise the various forms of forces and their effects on motions. | 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 recognise the various forms of forces and their effects on motions 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 General Science 2nd Semester Lessons
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