Ghana curriculum lesson note
SHS 1 Physics 2nd Semester Week 8 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Physics | Week | 8 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Electric Field, Magnetic Field and Electronics | Sub-Strand | Electrostatics / Direct Current |
| Learning Outcome(s) | 1.3.1.LO.1 - Distinguish between conductors, insulators and semiconductors based on the behaviour of electrons as charge carriers 1.3.1.LO.2 - Apply the knowledge on charges to describe forces based on like or opposite charges respectively | ||
| Content Standard | 1.3.1.CS.1 1.3.1.CS.2 | ||
| Learning Indicator(s) | 1.3.1.LI.1 - Apply the knowledge on charges to describe forces based on like or opposite charges respectively 1.3.1.LI.1 - 2 | ||
| Lesson Focus | Apply the knowledge on charges to describe forces based on like or opposite charges respectively | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Apply the knowledge on charges to describe forces based on like or opposite charges respectively Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What physical principle or relationship explains the observed phenomenon? What evidence, measurement, representation or calculation supports the explanation? How can the model be applied, tested or evaluated in a new situation? | ||
| Pedagogical Strategies | Inquiry-Based Learning Demonstration/Experiment Problem Solving Collaborative Investigation Mathematical Modelling Evidence-Based Discussion | ||
| Teaching & Learning Resources | Physics laboratory apparatus/materials appropriate to the curriculum focus Measuring instruments Board/markers Graphs/diagrams/models Calculator where appropriate ICT/simulation resources where available Learners' notebooks | ||
| Key Notes on Differentiation | |||
| Content | Use visuals, demonstrations, vocabulary prompts, worked examples or task cards for learners who need scaffolding. Extend learners who are ready with deeper analysis, design, investigation, leadership or independent application tasks. | ||
| Process | Move from teacher modelling to guided collaborative practice and individual application. Use mixed-ability groupings and adaptations so learners can participate meaningfully while still providing individual evidence of learning. | ||
| Product | Accept curriculum-appropriate evidence such as calculations, graphs, lab records, demonstrations, skill performance, plans, posters, portfolios, role-play or presentations. Assess understanding/application, accuracy or technique, reasoning, communication, safety and reflection as appropriate. | ||
| 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 | Solve practice questions and explain one real-life application using correct physics terms. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present a diagram, specimen, data set or everyday situation connected to the knowledge on charges to describe forces based on like or opposite charges respectively. 2 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 the knowledge on charges to describe forces based on like or opposite charges respectively. 2. | 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 the knowledge on charges to describe forces based on like or opposite charges respectively. 2. | 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 the knowledge on charges to describe forces based on like or opposite charges respectively. 2 and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson PlanMore SHS 1 Physics 2nd Semester Lessons
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