Ghana curriculum lesson note
SHS 1 Geography 2nd Semester Week 14 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 14 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | HUMAN AND ENVIRONMENT | Sub-Strand | ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT |
| Learning Outcome(s) | 1.3.4.LO.1 - Sketch a map showing the environmental hazard areas in Ghana Communication skills: Is developed as learners respond to questions and interact with each other. ICT and | ||
| Content Standard | 1.3.4.CS.1 | ||
| Learning Indicator(s) | 1.3.4.LI.1 - Demonstrate understanding of the concepts 'hazard' and 'disaster' Differentiate between hazards and disasters Talk for Learning: Through questioning, learners brainstorm (i) The definition of hazards and disasters (ii) Types of hazards and disasters in Ghana from your community Collaborative Learning: In pairs, map areas prone to environmental disasters (e.g. earthquakes or tremors, landslides, floods and drought) in your community or Ghana. Learners during discussions should provide opportunities for others to practice identifying potential situations or experiences that lead to feeling overwhelmed and struggling to manage emotions | ||
| Lesson Focus | Demonstrate understanding of the concepts 'hazard' and 'disaster' Differentiate between hazards and disasters Talk for Learning: Through questioning, learners brainstorm (i) The definition of hazards and disasters (ii) Types of hazards and. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate understanding of the concepts 'hazard' and 'disaster' Differentiate between hazards and disasters Talk for Learning: Through questioning, learners brainstorm (i) The definition of hazards and disasters (ii) Types of hazards and. 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 Demonstrate understanding of the concepts 'hazard' and 'disaster' Differentiate between hazards and disasters Talk for Learning: Through questioning, learners brainstorm (i) The definition of hazards and disasters (ii) Types of hazards and disasters in Ghana from your community Collaborative Learning: In pairs, map areas prone to environmental disasters (e.g. earthquakes or tremors, landslides, floods and drought) in your community or Ghana. Learners during discussions should provide opportunities for others to practice identifying potential situations or experiences that lead to feeling overwhelmed and struggling to manage emotions? 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 Hazard/environmental case maps/images | ||
| 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 environmental hazards and their management 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 environmental hazards and their management 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 environmental hazards and their management. | 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 environmental hazards and their management 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 environmental hazards and their management 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 2nd Semester Lessons
Week 1Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 2Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 3Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 4Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 5Sub-strand: ECONOMIC ACTIVITIESWeek 6Sub-strand: ECONOMIC ACTIVITIESWeek 7Sub-strand: ECONOMIC ACTIVITIESWeek 8Sub-strand: ECONOMIC ACTIVITIESWeek 9Sub-strand: ENVIRONMENTAL DEGRADATIONWeek 10Sub-strand: ENVIRONMENTAL DEGRADATIONWeek 11Sub-strand: ENVIRONMENTAL DEGRADATIONWeek 12Sub-strand: ENVIRONMENTAL DEGRADATIONWeek 13Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENTWeek 14 (current)Week 15Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENTWeek 16Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT